1. Welcome!

2. Aims of this evening: To share expectations of spellings
To share expectations of vocabulary, grammar and punctuation
To share terminology the children will be exposed to
To share top tips for developing reading

3. V C O P
Every classroom has a VCOP display board to help the children in Literacy. These boards help the children regularly and they are familiar with this vocabulary.
V – Vocabulary
C – Connectives
O – Openers
P - Punctuation

4. Year 3 – Spellings Phase 5 and 6 of Letters and Sounds
Suffixes – adding a group of letters to the end of a word to change the meaning
Prefixes - adding a group of letters to the beginning of a word to change the meaning
Homophones – Words that sound the same but have a different spelling and meaning

5. Year 4 – Spellings Phase 6 of Letters and Sounds Grammar
Past tense endings – adding ‘ed’, tricky words
Plurals – adding ‘s’, ‘es’, ‘ies’ etc
Common misconceptions, eg: the use of ‘was’ and ‘were’, the use of ‘there’ and ‘their’

6. Year 3 Grammar – Word level
Nouns, adjectives, verbs and adverbs;
Use of a and an;
Word families - [for example, solve, solution, solver, dissolve, insoluble]
cautiously
nauseous
gigantic
glistening
apprehensive

7. Year 4 Grammar – Word level
The grammatical difference between plural and possessive –s
Example:
There are many cats in the room.
The cat’s collar has a bell on it.
Discuss standard English forms instead of local spoken forms
1. We was doing our art work today in school.
We were doing our art work in school today.
2. I done my homework.
I did my homework.

8. Year 3 Grammar – Sentence level
Simple sentence
Example: The dog ran across the field.
Compound sentences
A sentence extended by a connective.
(and, but, for, or, nor, yet, so)
Example: The dog ran across the field and he found a bone.
Sentences are expanded by additional information using adjectives, adverbs etc.
Example:
1. The dog ran across the field.
2. The lean dog sprinted rapidly across the vast field like a cheetah.

9. Year 4 Grammar – sentence
Interesting openers are used (adverbials)
(when, how, why, where)
Example:
1. I heard the bad news.
2. Later that day, I heard the terrible news.
Complex sentences
Some connectives will introduce a subordinate clause
(then, next, soon, therefore, while, although)
Example: While the dog ran across the field, the farmer was harvesting the potatoes.

10. Year 4 Grammar – sentence
Think of a sentence…

11. Year 3 Grammar – text level
Introduction to paragraphs as a way to group related material
Headings and sub-headings to aid presentation

12. Year 4 Grammar – text level
Sentences are linked within a paragraph
Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition within a paragraph
Making links between paragraphs, eg: links are made throughout stories

13. Year 4 Grammar – text level

14. Year 4 Grammar – text level

15. Year 3 Punctuation
Introduction to speech marks to punctuate direct speech
Example 1
“Will we be visiting grandma this weekend Mum?” asked William.
Example 2
The shopkeeper ran after the thief and cried, “Come back with that ice cream!”
Example 3
“It’s good to see you,” whispered Jane in the theatre.

16. Year 4 Punctuation Apostrophes to mark plural possession Example:
Finlay’s books were all over his bedroom.
The students’ exam results were outstanding.
Use of commas after openers (adverbials)
1. On the top shelf in the kitchen, Jenny could see a box of chocolates.

17. Terminology used in year 3 and 4
verb, adverb, noun, adjective, connective
word family, prefix, suffix
clause, subordinate clause, main clause
direct speech
consonant, vowel
speech marks
pronoun
synonym
antonym
bullet points
plural
possessive

18. Dedicated time is given to handwriting

19. Task What was your favourite book as a child?
Tell the person next to you about it.

20. Aims To explain our reading developments this year
To share information about how we teach reading at school
To give an overview of progression in reading
To share resources you can use at home

21. Why are we focusing on reading?
Learning to
Read
Reading to
Learn

22. What have we done so far to improve reading?
Successful reading reward schemes (Bookworms)
Book weeks
New books
TA time for 1:1 readers
Class reading areas

23. How do we teach reading?
Encourage reading at home/out of school (links with library)
Guided reading
Whole class shared reading
Focus on phonic skills for blending
Focus on comprehension

24. What are you trying to develop when you listen to your child read?

25. Who are the main characters? Where did the BFG meet Sophie?
Retrieve information
Who are the main characters?
Where did the BFG meet Sophie?
Interpret information
How is the BFG feeling?
How do you know?
Comment on structure of text
What happens at the beginning?
Is the ending linked to the beginning?
Comment on use of language
Why has the author used ‘sheer foulness’ to describe the smell of the vegetable?
What impact does this have?
Read for meaning
What has happened so far?
Can we magpie anything from this text?

26. Retrieve information
Specific, straightforward information is recalled, e.g. names of characters, main ingredients
They know where to look for information, e.g. about characters, topics
They use quotations and references support ideas
Relevant points are identified from different points in the text

27. Interpret information
Inferences are made about events and information, e.g. interpreting a character’s motive from their actions
Explanations are drawn from evidence across the text, e.g. ‘you know her dad was lying because earlier she has saw him take the letter’

28. What strategies do you use most with your child when you are hearing them read?
Rank the statements!

29. How can you help at home? Sharing the passion
Create the space and time for reading
Visit the library
Website: Pupil speak success criteria, use question prompts, suggested reads

30. Have you found this valuable
Have you found this valuable? Please leave any comments on the post-it notes provided and stick onto the sheet as you leave. We would really appreciate your feedback.