Exploring the Year 6 reading, writing and SPaG expectations Curriculum Workshop Exploring the Year 6 reading, writing and SPaG expectations

Reading At the end of KS2 reading is assessed in two ways: A 1 hour SAT’s paper Made up of three texts and three sets of questions Some simple answer asking children to circle or tick responses other complex answer expecting longer written responses and evidence Teacher Assessment Teacher have to assess against a specific set of criteria (Children have to meet all of them)

Teacher Assessment

SAT’s Papers Content Domain 2016 Paper 2017 Paper Give/explain the meaning of words in context 10 10 (20%) Retrieve/record information / identify key detail from fiction/non-fiction 15 14 (28%) Summarise main ideas from more than one paragraph 1 2 Make inferences and explain with evidence from the text 18 22 (44%) Predict what might happen from information stated or implied 3 Identify/ explain how information/narrative content is related and contribute to the meaning as a whole Identify/explain how meaning is enhanced through choice of words and phrases Make comparisons within the text Over 90% of the paper was related to only three assessment strands!

Writing Writing at the end of year 6 is teacher assessed Writing is assessed against the teacher assessment frameworks for KS2 A new updated was released last week with some important changes for the teacher assessment of writing

SPaG Children have a 45min Short answer grammar paper and a Spelling test as part of SAT’s week The paper has 50 questions – some multiple choice, some with one word answers and some with slightly longer written responses. The marking criteria are very strict – children must spell responses correctly and any punctuation written must be of the correct shape/size.

Content children should know by end of KS2: Grammatical terms/word classes: Nouns, Verbs, Adjectives, Conjunctions, Pronouns, Possessive pronouns, relative pronouns, adverbs, adverbials, prepositions, determiners and subject/object Functions of sentences: Statements, Questions, Commands and Exclamations Combining words, phrases and clauses: Sentences/Clauses, Relative clauses, Noun phrases, co-ordinating conjunctions and subordinating conjunctions/clauses Verb forms, tense and consistency: Simple past/present, verbs in the perfect form, modal verbs, present/past progressive, tense consistency, subjunctive verb forms and passive/active verbs Punctuation: Capital letters, full stops, questions marks, exclamation marks, commas in a list, commas to clarify meaning, commas after fronted adverbials, inverted commas, apostrophes, punctuation for parenthesis, colons, semi-colons, single dash, hyphens and bullet points. Vocabulary: Synonyms/antonyms, prefixes, suffixes and word families Standard English and formality: Standard English, formal/informal vocabulary, formal/informal structures and the subjunctive

Year 6 Grammar Curriculum Difference between vocabulary common in informal and formal speech/writing (e.g. find out – discover; ask for – request) Synonyms and antonyms Active/Passive verbs forms (e.g. I broke the window in the green house. (Active) = The window in the greenhouse was broken by me. (Passive) Subjunctive verb forms (e.g. If I were… Were they…) Using a wider range of cohesive devices Using a range of layout devices (headings, sub-heading, columns, bullet point etc.) Use of the semi-colon, colon or dash to mark the boundary between independent clauses Use a colon to introduce a list and semi-colons within a list Using hyphens to avoid ambiguity (man eating shark OR man-eating shark)

What can you do to support your child's literacy? Reading Children need to read widely (most children should be reading independently) Ask your children questions about their reading Make time to share books with your children – they need to see reading as something enjoyable and see adults enjoying books too Reading should be recorded in reading logs (children's responsibility) Spelling Ensure children complete spelling homework (children should use LSCWC sheets daily) Writing/Grammar Reading also supports writing by providing children with ideas and examples Ensure children complete homework on time every week After half term children will start boost sessions and have boost homework books. They will be set 1 or 2 tasks for both reading and grammar in addition to any maths work. These must be completed each week as we go through them in class – most of the tasks are revision on content previously taught.

Questions?