1. English Information Evening
Wednesday 29th November 2017

2. This session will support you with:
Understanding the strands of the English Curriculum
Understanding how we teach children to read and write
Understand progression in handwriting
Understanding how you can help your children at home.

3. The English curriculum
Vocabulary Grammar Punctuation
Spelling
Handwriting
Composition of writing
Word reading / Spoken language
Comprehension

4. External assessments
Early Years – PRIME AREAS (3) and SPECIFIC (4) areas: LITERACY
Year One – Phonics assessment
Year Two – KS1 assessments (Reading paper 1 AND Paper 2 / SPAG)
Year Four – Teacher Assessment of Age Related Expectations in writing and reading

5. Pupil ‘I can’ sheet for reading and writing

6. For each strand there is a progression sheet

7. Vocabulary Grammar Punctuation
Spelling
Handwriting
Composition of writing
Word reading / Spoken language
Comprehension

8. Word Reading
I can use letter sounds to work out new words
I can use sounds to decode words and read more fluently
I can use my knowledge of prefixes and suffixes to read aloud and to understand the meaning of words

9. Can you read this? I cnduo’t bvleiee that I culod aulaclty uesdtannrd waht I was rdnaieg. Unisg the icndeblire pweor of the hmuan mnid, aocdcrnig to rseecrah at Cmabrigde Uinervtisy, it dseno’t mttaer in waht oderr the Iterets in a wrod are, the olny irpoamtnt tihng is taht the frsit and lsat ltteer be in the rhgit pclae. The rset can be a taotl mses and you can sitll raed it whoutit a pboerlm. Tihs is bucseae the huamn mnid deos not raed ervey ltteer by istlef, but the wrod as a wlohe. Aaznmig, huh? Yaeh and I awlyas tghhuot slelinpg was ipmorantt! See if yuor fdreins can raedtihs too.

10. Vocabulary Grammar Punctuation
Spelling
Handwriting
Composition of writing
Word reading / Spoken language
Comprehension

11. Comprehension
I can tell from what I have read how a character is feeling and what they are thinking and why they take an action. I can show you the parts of the text that tell me this.
I can work out how a character might feel based on their actions and I can explain how I know
I can say how characters might feel based on what is said and done

12. ‘Just ten minutes a day reading with young children can make a vital difference. It helps kids fall in love with books and reading. Children who don’t enjoy reading are ten times more likely to fall behind by 11.’
Read on. Get on campaign.
‘The aim is to move to children from learning to read to reading to learn.’
Reading at 6 - Ofsted

13. Understanding how children learn to read
Early Reading Phonics are taught so that children can use the skill for both reading and writing. The aim is for knowledge and skills to become embedded for independent application. Young children often use phonics as their prime strategy to read new words and this is why decodable texts are so important.

14. Video deleted

15. Understanding how children learn to read
Key Stage 1 – Years 1 & 2 Children are:
Developing their ability to understand beyond the literal exploring and valuing personal experiences Building up reading stamina and range of literary experience Enjoying their reading and sharing the pleasure with others Motivated to tackle more and more challenging material

16. Lower Key Stage 2 – Years 3 & 4
Understanding how children learn to read
Lower Key Stage 2 – Years 3 & 4

17. How we teach reading in Lower Key Stage 2
One to One Reading to an adult in school. Shared Reading adult modelling reading to children, asking questions. Guided Reading group reading with an adult e.g reading aloud and discussing texts, asking/answering questions. Independent Reading reading a text and answering questions independently/in a pair. Access to texts in school e.g reading corner, library time. Language-rich environment including displays and access to good quality children’s literature. Text-based approach to English planning e.g planning a unit of work around a text or cross-curricular area of learning.

18. Video deleted

19. How you can support your child at home?
Choose a quiet time Set aside a quiet time with no distractions. Ten to fifteen minutes is usually long enough. Make reading enjoyable Make reading an enjoyable experience. Sit with your child. Try not to pressurise if he or she is reluctant. If your child loses interest then do something else. Maintain the flow If your child mispronounces a word do not interrupt immediately. Instead allow opportunity for self-correction. It is better to tell a child some unknown words to maintain the flow rather than insisting on trying to build them all up from the sounds of the letters. If your child does try to ‘sound out’ words, encourage the use of letter sounds rather than ‘alphabet names’.

20. How you can support your child at home?
Visit the library Encourage your child to use the public library regularly. Regular practice Try to read with your child on most school days. ‘Little and often’ is best. Communicate Your child has a school Reading Record. Please do comment on how they have got on with their school reading books. Your child will then know that you are interested in their progress and that you value reading. Talk about the books There is more to being a good reader than just being able to read the words accurately. Just as important is being able to understand what has been read. Always talk to your child about the book; about the pictures, the characters, how they think the story will end and their favourite part. You will then be able to see how well they have understood and you will help them to develop good comprehension skills. Variety is important Remember children need to experience a variety of reading materials e.g picture books, hard backs, comics, magazines, poems, and information books

21. Be positive If your child says something nearly right to start with that is fine. Don’t say ‘No. That’s wrong,’ but ‘Let’s read it together’ and point to the words as you say them. Boost your child’s confidence with constant praise for even the smallest achievements. Success is the key Parents who are anxious for their child to progress can mistakenly give a child a book that is too difficult. This can have the opposite effect to the one they are wanting. Remember ‘Nothing succeeds like success’.

22. What does this make you think of?
The Will
The Skill
Read for pleasure:
Understand what they read:
Listen to and discuss
Read widely and for a range of purposes
Read aloud/perform
Check for sense
Asking questions
Drawing inferences
Predicting
Questioning
What does this make you think of?
What would you ask the author now?
Why did the author use those words?
Will what we have read change your prediction?
Why did that happen?
What clues are there in the text?
How is the character feeling?
Why is that word in italics?

23. https://www. oxfordowl. co

24. Writing Development

25. Early Writing Development
Mark making
Forming letters of the alphabet
Developing fine and gross motor coordination
Beginning to join friendly letters
Finger gym
Scissor skills
Threading, tracing, moulding, building

26. Friendly letters

27. Handwriting
Sizing
Spacing
Joins
Speed
Stamina

29. Continuing to develop fine and gross motor coordination
Warm up exercises

30. How can I help my child improve their spelling?
Continue with regular reading
Practise weekly spellings
Support phonic development
Encourage them to look for own mistakes
Use of dictionary

31. Developing phonics

32. Phase 1 There are 7 aspects with 3 strands. A1 – Environmental
A2 – Instrumental sounds
A3 – Body Percussion
A4 – Rhythm and rhyme
A5 – Alliteration
A6 – Voice sounds
A7 – Oral blending and segmenting.

33. Phase 2 Set 1: s, a, t, p Set 2: i, n, m, d Set 3: g, o, c, k
Set 4: ck, e, u, r
Set 5: h, b, f, ff, l, ll, ss

34. Phase 3 Set 6: j, v, w, x Set 7: y, z, zz, qu
Consonant digraphs: ch, sh, th, ng
Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er

35. Phase 4
This phase consolidates all the children have learnt in the previous phases.

36. Phase 5
Children will be taught new graphemes and alternative pronunciations for these graphemes.
Vowel digraphs: wh, ph, ay, ou, ie, ea, oy, ir, ue, aw, ew, oe, au
Split digraphs: a_e, e_e, i_e, o_e, u_e

37. Phase 6 The focus is on learning spelling rules for suffixes.
-s -es -ing ed
-er -est -y en
-ful -ly -ment -ness

38. Segmenting
Breaking down words for spelling.
cat
c a t

39. Segmenting
Queen qu ee n

40. Building words from phonemes to read.
Blending
Building words from phonemes to read.
c a t
cat

41. Blending
Qu ee n queen

42. Phonics phases, segmenting blending

43. Tricky words / common exception words

44. Tricky words / common exception words