1. KS1 SPAG Parent Workshop (3 sessions)

2. Year One Expectations To leave spaces between words
Recognise capital letters and full stops when reading and name them correctly
Begin to use the term sentence
Know that a line of writing is not necessarily a sentence
To use full stops to demarcate sentences
To use a capital letter for the personal pronoun and the start of a sentence
To join words and join sentences using ‘and’
Recognise full stops and capital letters when reading and understand how they affect the way a passage is read
To recognise other common uses of capitalisation e.g. for personal titles, headings, book titles, emphasis, days of the week
To add question marks to questions
To use exclamation marks

3. Year Two Expectations
To use capital letters, full stops, question marks and exclamation marks to demarcate sentences, including in the use of Proper Nouns.
To identify nouns within sentences
To use nouns accurately within sentences
To know and use Proper Nouns
To be able to expand nouns phrases for description and specification
To use subordination within sentences (when, if, that, because) and co-ordination (or, and, but) for description and specification
To know what an adjective is
To identify adjectives within sentences
To use adjectives accurately within sentences

4. Self-audit – (Activity)
Please spend about 5 minutes auditing your
own Spelling, Grammar and Punctuation subject knowledge.
Have a go at the ‘SPAG’ test questions on
the table. These will not be collected in!
Lets go threw the terminology and answers of KS2 SPAG then look at KS1

5. Spelling – Session one Pie Corbett
‘Children who struggle with spelling usually
have no strategies up their sleeve when they
get stuck on a word. Ask any weak spellers the
question, ‘what do you do when you cannot
spell a word’. They will have, at best, one
strategy. But it is most likely that they guess.
To help them become better spellers they need
to acquire a range of different approaches to
help them.’
Pie Corbett

6. What makes a good speller?
Good visible memory, positive attitude
Recognise rhyme and rhythm perseverance
Distinguish sounds around them
Oral blending and segmenting
Observe order of events
Recognise parts of a whole syllables
Rules/conventions /strategies Recognising
Patterns
Exceptions /tricky words
Alphabet – sounds and names
Link letters with sounds
Hold a pen
Prefixes /suffixes Inflected endings

7. Good spellers apply….. Phonics Words within words
Grammatical knowledge
Memory and experience
Existing knowledge
Synonyms

8. Mnemonics! (Activity) said - Silly ants in dresses! could – was –
That -

9. Words within words (Activity)

10. Silly Story – (Activity)
Use spelling lists to make up a story with the
words in. Can the children write the story in
print, cursive, draw a picture of the story,
retell the story or know the spellings missing
with blanks in the story.

11. More Spelling Strategies
Rhyme – if they can spell mouse, they should be able to
spell house
Write the word with different coloured pens to break it
into sections. This will help to teach the pupils to learn to
spell in ‘chunks’ rather than ‘letter by letter’
Use different coloured post- its, one for each word.
This will help pupils visualise the word when they are
trying to recall it.

12. Write the word in sand, finger paint etc –helps form
memory hooks.
Use big paper and big felt pens – not always a
jotter.
Chant the syllables eg Wed-nes-day, emphasising
the tricky bit. Use actions for each syllable.
Draw a picture to help with a word eg big
elephants can always understand small elephants = because
Make the word into a picture eg bed could be
drawn to look like a bed

13. Grammar and Punctuation

14. Sentences
There are 4 types of sentence.
• Statement You did empty the dishwasher.
• Question Did you empty the dishwasher?
• Command Empty the dishwasher.
• Exclamation You’ve emptied the dishwasher!

15. Grammar and Punctuation
Full stops - I go to school.
• Capital Letters - Come to my house and you can play with Sarah.
• Question marks - Will you go with me?
•Exclamation marks Hi! - It’s great here!
• Commas - My interests include reading, cooking, dogs and horses.

18. Grammar and Punctuation
Apostrophes
• Apostrophes indicate missing letters contractions.
is not = isn’t I will = I’ll
• Apostrophes indicate possession.
the dog’s bowl

19. Grammar and Punctuation
Word classes
• Nouns - cat, Ben
• Adjectives - red
• Verbs - kick, feel
• Adverbs - peacefully, carefully, fast

21. Grammar and Punctuation
Sentence Types
• Simple sentence - The dragon guarded the cave.
Compound sentence - The dragon guarded the cave and he scratched the ground near the entrance.
• Conjunctions because so but

23. Grammar and Punctuation
Verb tenses
•Present/past
Jack is eating his lunch
Jack ate his lunch

25. What can you do at home?
Use every opportunity to ask your child questions and to explain their reasoning to you.
Ensure your child is reading everyday – listen to them reading and ask them questions based on the text they are reading. Why has the author used a exclamation mark at the end of this sentence? Can you point to the conjunction in the sentence? What might happen next – why? Which characters did you like and why? Were there any words you didn’t know – let’s find out their meaning and practise spelling it.
Encourage fluency and speed of reading.
Encourage checking the text for key words.
Read lots of different genres – poems, stories, non-fiction
Encourage your child to practise their spellings – can they use them in a new sentence.

26. What can you do at home? Make spelling part of everyday life!
Write down some unpunctuated sentences for your child to punctuate correctly.
Copy some sentences from a book and underline either the main or subordinate clause.
Underline different word types – adjectives, adverbs, nouns
Write letters or s and encourage your child to add an adjective or adverb to a sentence.
Play word games: say a word and ask your child to tell you a synonym (a word that means the same) or an antonym (a word that means the opposite).
If your child asks you a question, ask how he would rephrase it as a command (e.g. ‘Can you make me a drink?’ becomes, ‘Make me a drink!’)