To share the expectations for SPaG laid out in the National - - PowerPoint PPT Presentation

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Nov 07, 2022 256 likes •563 views

To share the expectations for SPaG laid out in the National Curriculum for English To provide you with a greater understanding of how English is taught in school and to see the progression of spelling, punctuation and grammar across the

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To share the expectations for SPaG laid out in

the National Curriculum for English

To provide you with a greater understanding of

how English is taught in school and to see the progression of spelling, punctuation and grammar across the phases

To ‘have a go’ at questions from SPaG tests

given to children at the end of KS1 and 2

To give suggestions on how to help your

children at home

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Stronger emphasis on vocabulary development,

grammar, punctuation and spelling (for example, the use of commas and apostrophes is now taught in KS1)

A greater number of specific grammatical

structures and terms for the pupils to understand and use

Handwriting is expected to be fluent, legible and

speedy

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SPaG testing at KS1 is optional. We choose

to do this as it helps to assess the children and monitor progress.

Writing is a national statutory assessment

and the children are marked according to whether they are meeting the expected requirements for the end of Year 2.

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Examples from Key Stage 1 SPaG tests.

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Basic skills sessions are taught in every year

group with a focus on spellings which begins as phonics in EYFS and moves on to learning about spelling rules and patterns as the children progress.

These sessions are differentiated across the

year group and children are given sounds and/or words to learn each week.

Children in KS2 revise their weekly spellings

in the daily independent SaCaWaC activity

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Grammar is taught discretely, often as part
f the English lesson, and then reinforced

during reading and writing activities

Weekly spellings and grammar exercises

form part of the children’s regular homework

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Year 3

To express time, place and cause using conjunctions (e.g.

when, before, after, while, so, because), adverbs or prepositions (e.g. before, after, during, in, because of)

To introduce paragraphs as a way to group related material
To use headings and subheadings to aid presentation
To use the present perfect form of verbs instead of the

simple past

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Year 3

To express time, place and cause using conjunctions (e.g.

when, before, after, while, so, because), adverbs or prepositions (e.g. before, after, during, in, because of)

To introduce paragraphs as a way to group related material
To use headings and subheadings to aid presentation
To use the present perfect form of verbs instead of the

simple past

Vocabulary: adverb, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, letter, vowel, inverted commas

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To use noun phrases expanded by the addition of modifying adjectives,

nouns and preposition phrases

To use fronted adverbials
To use paragraphs to organise ideas around a theme
To use the appropriate choice of the pronoun or noun within and across

sentences to aid cohesion and avoid repetition.

To use inverted commas and other punctuation to indicate direct speech.
To use apostrophes to mark singular and plural possession.
To use commas after fronted adverbials.

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To use noun phrases expanded by the addition of modifying adjectives,

nouns and preposition phrases

To use fronted adverbials
To use paragraphs to organise ideas around a theme
To use the appropriate choice of the pronoun or noun within and across

sentences to aid cohesion and avoid repetition.

To use inverted commas and other punctuation to indicate direct speech.
To use apostrophes to mark singular and plural possession.
To use commas after fronted adverbials.

Vocabulary: determiner, pronoun, possessive pronoun, adverbial

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To use relative clauses beginning with, who, which, where, when,

whose, that or an omitted relative pronoun

To indicate degrees of possibility using adverbs or modal verbs
To use devices to build cohesion within a paragraph
To link ideas across paragraphs using adverbials of time, place

and number or tense choices

To use brackets, dashes or commas to indicate parenthesis
To use commas to avoid ambiguity and to clarify meaning

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To use relative clauses beginning with, who, which, where, when,

whose, that or an omitted relative pronoun

To indicate degrees of possibility using adverbs or modal verbs
To use devices to build cohesion within a paragraph
To link ideas across paragraphs using adverbials of time, place

and number or tense choices

To use brackets, dashes or commas to indicate parenthesis
To use commas to avoid ambiguity and to clarify meaning

Vocabulary modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity

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To use the passive to affect the presentation of information within a sentence
To know the difference between structures typical of informal speech and

structures appropriate for formal speech and writing or the use of subjunctive forms

To link ideas across paragraphs using a wider range of cohesive devices:

repetition of a word or phrase, grammatical connections and ellipsis

To use layout devices – headings, subheadings, colons, bullets, tables
To use the semi-colon, colon and dash to mark the boundary between

independent clauses

To use the colon to introduce a list and use of semi-colons within lists
To use bullet points to list information. To use hyphens to avoid ambiguity.

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To use the passive to affect the presentation of information within a sentence
To know the difference between structures typical of informal speech and

structures appropriate for formal speech and writing or the use of subjunctive forms

To link ideas across paragraphs using a wider range of cohesive devices:

repetition of a word or phrase, grammatical connections and ellipsis

To use layout devices – headings, subheadings, colons, bullets, tables
To use the semi-colon, colon and dash to mark the boundary between

independent clauses

To use the colon to introduce a list and use of semi-colons within lists
To use bullet points to list information. To use hyphens to avoid ambiguity.

Vocabulary subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points

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Handout – lots of games and ideas for

spelling

Lots of information on the website (including

links to the National Curriculum for the spelling lists etc)

Using punctuation when reading – eg

emphasising the pause with a comma and naming the punctuation

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Encouraging writing: cards, thank you letters,

lists.

Trying spellings on the computer with

spellcheck

Not being afraid to have a go - S=

S=P+ P+A+C+ A+C+E

Talk, talk, talk
FUN

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