SLIDE 1
Year 3 and 4
Parents’ English Workshop
Au Autumn umn 20 2014 14
SLIDE 2 Today’s Workshop
- To give you an overview of the English
Curriculum
- To share with you how English is taught
at St Joseph’s
- To develop your understanding of
writing vocabulary
- To give you ideas for supporting your
child’s reading and writing development at home.
SLIDE 3 Achievement
- At St Joseph’s we have and achieve high
standards
- Our students make accelerated
progress
- For the second year running, St
Joseph’s is in the top 1% of schools nationally for our value added score.
SLIDE 4 New Curriculum
- New National Curriculum was introduced
this school year
- Expectations have been raised
- We trialled parts of the new Curriculum
throughout the summer term of the last school year
- Changes to the use of levels to assess
students.
SLIDE 5 Key Stage 2
- In KS2, the students learn to change the way
they speak and write to suit different situations, purposes and audiences.
- They plan, compose and edit their writing to
improve their work
- They develop longer fiction and non-fiction
writing through extended writing across different subject areas
- They read in a range of contexts across all
subject areas.
SLIDE 6 Government
Guidelines
The curriculum outlines these areas for the teaching of writing:
- Planning and drafting
- Composition
- Punctuation
- Spelling
- Handwriting and presentation
SLIDE 7 What do these terms mean to you?
Planning and drafting
- write notes, develop ideas, change ideas,
proofread, discuss and evaluate their own and
Composition – the writing process; developing sentences; using ‘wow words’ or ambitious vocabulary; using different sentence openers and connectives; showing the features of the text.
SLIDE 8 The types of texts students write in Year 3 and Year 4
Fictio ction Non Non-Fi Fictio ction stories plays poems diary entries letters recounts reports recounts explanations instructions persuasive arguments
SLIDE 9
The Key Skills
Words Sentences Texts VCOP Vocabulary Connectives Openers Punctuation
SLIDE 10
Words/Vocabulary
Jack tidied his room.
In this sentence can you name the nouns? verb?
SLIDE 11
Vocabulary
Jack tidied his room.
noun – who/what
SLIDE 12
Vocabulary
Jack tidied his room.
verb – doing word / action
SLIDE 13
Vocabulary
Jack carefully tidied his room.
adverb – describes the verb
SLIDE 14
Vocabulary
Jack carefully tidied his messy room.
adjective– describing word
SLIDE 15
Vocabulary
nouns verbs adjectives adverbs
SLIDE 16
Vocabulary
SLIDE 17 Words to sentences
Building interesting sentences:
- different sentence starters
- connectives
- vary the length and structure
- punctuation
SLIDE 18
Sentences
Connectives
SLIDE 19
Sentences
Add a connective:
Jack carefully tidied his room because he had lost the tv remote.
SLIDE 20
Sentences
Sentence starters:
SLIDE 21
Sentences
Sentence starters:
Without even being asked, Jack carefully tidied his room.
SLIDE 22 Sentences
Vary the length:
Jack carefully tidied his room. His mother nearly fainted in shock. Jack carefully tidied his room because his mother had discovered a nest of vicious rats were living in his underwear drawer.
SLIDE 23
Sentences
Punctuation
SLIDE 24
Sentences
Punctuation:
Jack carefully tidied his room, as he was eager to keep his parents happy.
SLIDE 25 Texts
- Features of different text types
- Paragraphs
- Author’s techniques and language
styles
SLIDE 26 Writing Assessment
National Averages
End d Ye Year r 3 2A/ A/3C End d Ye Year r 4 3B 3B End Year 5 3A/4C End Year 6 4B
SLIDE 27 Marking
At St Joseph’s we use these marking codes: Sp
You have mis-spelt a word
P
You have missed a punctuation mark
G
Check your grammar. Does it make sense?
GPQ
Green Pen Question –
Answer the question with a green pen
Next Steps – Read these carefully.
SLIDE 28 Feedback
- We have a whole school marking policy
which ensure children receive daily feedback and opportunities to extend their learning
- Every lesson has a clear LO and success
criteria which give students clear steps to achieve the outcome
- Children respond to marking by
answering GPQs and understanding the next steps in their learning.
SLIDE 29 Handwriting
At St Joseph’s we develop children’s handwriting joins with a ªc[u[rã[i[¹Ö ¡]c[ri[p[t ¡[t[Ò¯e. All letters, except capitals, ¡[t]a[Œt í›om ¶t[«e ¶l[i[±e. Capital letters do not join. Letters ó ªü ¶h ¶þ have a ‘tail loop’
SLIDE 30 Handwriting
In your English pack, you have a copy of the St Joseph handwriting letters.
ªa ¶b ªc ªd â ó ªü ¶h ¶i ¶ý ¶„ ¶l ¶m ¶n ª‹ ¶p ªq ¶r ¡ ¶t ¶u ¶v ¶w ¶ˆ ¶þ ¶z
How does your own handwriting compare?
SLIDE 31 Reading Strategies
SLIDE 32 How you can help!
The success of children’s reading and writing is based on
- a rich talking environment
- experience of many stories that have
been read to them
- being able to join in with stories and add
their own ideas
- children being engaged in a range of
speaking a listening activities
- Reading opportunities in any situation
SLIDE 33 How you can help!
- Enjoy books!
- Tell them stories! Read together. Listen
to them read.
- Visit the library
- Listen to audio books; discuss interesting
television shows and documentaries
- Encourage your child to retell their stories
to you
- Ask your child their opinion on important
real-world issues.
SLIDE 34 How you can help!
- Experience the world – visit your free, local,
world-class museums and talk about everything you see.
- Tell jokes!
- Make up riddles and poems
- Find real writing opportunities that engage
your child – letters, emails, invitations, shopping lists, microwave instructions, oven instructions.
- Celebrate the written word!
SLIDE 35
Thank you for attending our
Parents’ English Workshop
