1. Resources needed Some newspapers Where’s Wally book or print out
Adrian’s card sort
Photocopies of all objectives with tube map on reverse
Pie Corbett games Helen bring the book

2. Key Stage 2 Grammar, Punctuation and Spelling
SPAG
Adrian Brown
Helen Calder

3. Introductions and Aims
Look at changes to KS2 SPAG.
Familiarise ourselves with some of the content of SATs tests and curriculum.
Explore some ideas and resources
Reflect upon implications for secondaries and primaries.
Have some fun!

4. St John’s Context One form entry primary school 202 pupils
Higher than national EAL / PP
Higher mobility

5. KS2 Grammar/Writing Results
SPaG ATTAINMENT 2016
SCHOOL%
NATIONAL% 85 72
WRITING ATTAINMENT 2016
SCHOOL%
NATIONAL% 90 74
WRITING PROGRESS 2016
SCHOOL VA
Sign +

6. Impact of SPaG on Writing Results.
Working towards expected standard:
Working at expected standard:
The pupil can write for a range of purposes and audiences (including writing a short story):
using paragraphs to organise ideas
describing settings and characters
using some cohesive devices within and across sentences and paragraphs
using different verb forms mostly accurately
using co-ordinating and subordinating conjunctions
using mostly correctly:
capital letters
full stops
question marks
exclamation marks
commas for lists
apostrophes for contraction
spelling most words correctly (years 3 and 4)
spelling some words correctly (years 5 and 6)
producing legible joined handwriting
The pupil can write for a range of purposes and audiences (including writing a short story):
creating atmosphere, and integrating dialogue to convey character and advance the action
selecting vocabulary and grammatical structures that reflect the level of formality required mostly correctly
using a range of cohesive devices, including adverbials, within and across sentences and paragraphs
using passive and modal verbs mostly appropriately
using a wide range of clause structures, sometimes varying their position within the sentence
using adverbs, preposition phrases and expanded noun phrases effectively to add detail, qualification and precision
using mostly correctly
inverted commas
commas for clarity
punctuation for parenthesis
making some correct use of
semi-colons
dashes
colons
hyphens
spelling most words correctly (years 5 and 6)
maintaining legibility, fluency and speed in handwriting through choosing whether or not to join specific letters

7. SPaG in the 2014 Curriculum Card sort activity AB Kahoot quiz AB
Paper based activities HC
Reflections on the main changes
Useful documents and links

10. Reflection and Feedback
Any surprises?
Reactions?
Comparisons with Secondary?

11. Strategies for teaching SPAG
Structure and timetabling (daily practice, whole class and intervention groups, practice tests) AB
Activities (some examples) HC - paper based activities for you to develop and use.
Punctuate sentences for two different meanings ‘Dear Glenn’.

12. Punctuation – does it matter?
Dear Glenn,
I want a man who knows what love is all about you are generous kind thoughtful people who are not like you admit to being useless and inferior you have ruined me for other men I yearn for you I have no feelings whatsoever when we’re apart I can be forever happy will you let me be yours
Gill

13. Dear Glenn,
I want a man who knows what love is all about. You are generous, kind, thoughtful. People who are not like you admit to being useless and inferior. You have ruined me for other men. I yearn for you. I have no feelings whatsoever when we’re apart. I can be forever happy – will you let me be yours?
Gill

14. Dear Glenn,
I want a man who knows what love is. All about you are generous, kind, thoughtful people who are not like you. Admit to being useless and inferior. You have ruined me. For other men I yearn ! For you, I have no feelings whatsoever. When we’re apart I can be forever happy. Will you let me be ?
Yours
Gill

15. Where’s Wally?
How could you use a page from ‘Where’s Wally?’ to teach SPAG?

16. Where’s Wally? Correctly punctuated postcard.
Prepositions/adverbials to identify or find items/Wally. (In the distance…, behind the train…)
Conjunctions to direct a partner to find Wally.
Main and subordinate clauses

17. SPAG through Newspapers
Expand your vocabulary. Ask children to browse through the newspaper, find five unfamiliar words and look up the definition of each. The children could create a dictionary page containing the five words and their meanings.
Look in the newspaper for specific examples:
words with a particular suffix or prefix
compound or hyphenated words
words in the past, present, and future tenses
prepositions
plurals
Writing headlines/captions that might include a set criterion: question, statement, exclamation.
Conditionals to describe a picture (it could be, it might be…)
Subjunctive from pictures or articles (If I were at the scene of the crime, I would…)
Ask children to blank out certain words for a partner to replace, eg all of the verbs, adjectives, adverbs, conjunctions)
Transcribe articles into another tense.
Cut up and rearrange clauses in sentences.

18. Fruit and Veg Nouns p5 Jumpstart
As the banana chugged through the beans, she stared out of the cucumber. Tiny strawberries clung to the tomatoes and, in the melon, lemons grazed. A potato ran beside the lettuce, gurgling on its way to the radish. As she looked out of the cucumber, she notices the dark pineapple drifting overhead.

19. Resources
Twinkl, studyzone, CGP 10 min tests, WWTBM and practice tests
Pie Corbett Jumpstart Grammar
TES SPAG
Talk for Writing website
APPs Sparklefish and MadLibs

20. Reflections
How does this affect what secondaries teach and what opportunities are there for transition? What training needs are there?

21. Final Thoughts/Questions
Please leave you address if you would like a copy of the Powerpoint. Paper resources are referenced with links for you to follow.
Thank you for coming!