1. KS2 English Parent Workshop November 2016

2. English Workshop Welcome to tonight’s workshop.
Please help yourself to refreshments.

3. Agenda English and the 2014 Curriculum
How we teach Reading, Writing & SPAG at Brackenwood Junior School
How to help your children at home

4. Aims
Enable you to understand the changes that have occurred in English due to the new National Curriculum
Provide you with a greater understanding of how English is taught in school and the progression of each key aspect of English at Key Stage
Help you to understand how you can help your child at home.

5. Key Changes
Writing composition has a stronger emphasis on vocabulary development, grammar, punctuation and spelling.
Reading has greater focus on fluency and understanding, within more challenging text types.
Handwriting is expected to be fluent, legible and speedy to meet Age Related Expectations at the end of Year 6.
Spoken English has a greater emphasis, with children to be taught debating and presenting skills. A greater focus has been given to consistent use of Standard English.

6. The New Curriculum: Reading
In reading, the curriculum will require:
Discussion of fiction, poetry, plays, non-fiction and reference books or textbooks
The preparation of poems and play scripts to read out loud
The need to recognise different forms of poetry
An emphasis on close textual reading and understanding, including literary and linguistic devices, and making inferences about a text
The need to increase familiarity with a wide range of books
The need to read whole texts
Less reference to drama
A shift from word reading to reading comprehension
Greater emphasis on reading for pleasure
A focus on applying own knowledge to digest new words and comprehend texts
Pupils to make comparisons between texts

7. How we teach reading
Daily English lessons where texts are read & discussed in the IWB using the Pearson Wordsmith scheme
Regular opportunities to read ‘Bug Club’ texts
Regular reading for pleasure ‘storytimes’
Teachers and teaching assistants supporting children daily who are finding fluency difficult
1-1 phonic development sessions

8. Reading with your child
‘Often and widely’
Read together & discuss the story
Make use of technology to engage more reluctant readers
Share & encourage a variety of text types
Visit the library
Talk about books
Encourage use of the recommended reading list
Use the Brackenwood question prompts

9. The 2014 Curriculum: Writing
In writing, the 2014 curriculum requires:
An increased focus on developing and improving handwriting
A greater number of specific grammatical structures with which pupils will become familiar
A wide range of mature language used to good effect with understanding of the audience they are writing for

10. How we teach writing
Share, discuss visual models and stimulus (photographs, role play) for particular text types using Wordsmith scheme
Teachers model planning formats
Teachers model the process of writing from those plans and support children in their drafts
Teachers model how to edit and improve drafts and support children with theirs
Encourage use of writing checklists for grammar and punctuation reminders
Use

11. Writing with your child
Encourage neat, cursive handwriting
Encourage writing for different audiences
Proof read homework together – encourage development of sentences and improving word choices
Play sentence writing games
Encourage ‘Talk for writing’

12. Spelling, Punctuation and Grammar (SPaG)
Year 3
To express time, place and cause using conjunctions (e.g. when, before, after, while, so, because), adverbs or prepositions (e.g. before, after, during, in, because of)
To introduce paragraphs as a way to group related material
To use headings and subheadings to aid presentation
To use the present perfect form of verbs instead of the simple past

13. Spelling, Punctuation and Grammar Year 4
To use noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases
To use fronted adverbials
To use paragraphs to organise ideas around a theme
To use the appropriate choice of the pronoun or noun within and across sentences to aid cohesion and avoid repetition.
To use inverted commas and other punctuation to indicate direct speech.
To use apostrophes to mark singular and plural possession.
To use commas after fronted adverbials.

14. Spelling , Punctuation and Grammar: Year 5
To use relative clauses beginning with, who, which, where, when, whose, that or an omitted relative pronoun
To indicate degrees of possibility using adverbs or modal verbs
To use devices to build cohesion within a paragraph
To link ideas across paragraphs using adverbials of time, place and number or tense choices
To use brackets, dashes or commas to indicate parenthesis
To use commas to avoid ambiguity and to clarify meaning

15. Spelling, Punctuation and Grammar: Year 6 (from 2016)
To use the passive to affect the presentation of information within a sentence
To know the difference between structures typical of informal speech and structures appropriate for formal speech and writing or the use of subjunctive forms
To link ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections and ellipsis
To use layout devices – headings, subheadings, colons, bullets, tables
To use the semi-colon, colon and dash to mark the boundary between independent clauses
To use the colon to introduce a list and use of semi-colons within lists
To use bullet points to list information. To use hyphens to avoid ambiguity.

16. How we teach SPaG
Discretely, for one lesson out of 5 English lessons each week
As a part of an English lesson or as a starter/plenary activity
Games
Integrated into the writing process
Teach spelling patterns and rules
Use lego figures/choc to teach prepositions?!! (Year 3 obj)

17. Let’s eat, Grandma. Let’s eat Grandma.
Should we put in more examples from paper?

19. Supporting SPaG at home
Ipad games – regular use
Check homework and give reminders about the importance of all SPaG aspects.
Encourage reading as a model for writing
Discuss verbal Grammar misconceptions

20. Questions?