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WELCOME!
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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
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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
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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
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YEAR 4 – SPELLINGS
Phase 6 of Letters and SoundsGrammar
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’
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YEAR 3GRAMMAR – WORD LEVEL Nouns, adjectives, verbs and adverbs;
Use of a and an;
Word families - [for example, solve, solution, solver, dissolve, insoluble]
glistening
CAUTIOUSLY giganticapprehensive
nauseous
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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
Example: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.
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YEAR 3GRAMMAR – SENTENCE LEVEL Simple sentence Example: The dog ran across the field.
Compound sentencesA 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.
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YEAR 4GRAMMAR – 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.
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YEAR 4GRAMMAR – SENTENCE
Think of a sentence…
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YEAR 3GRAMMAR – TEXT LEVEL Introduction to paragraphs as a way to
group related material
Headings and sub-headings to aid presentation
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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
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YEAR 4 GRAMMAR – TEXT LEVEL
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YEAR 4 GRAMMAR – TEXT LEVEL
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YEAR 3PUNCTUATION Introduction to speech marks to punctuate direct
speech
Example 1“Will we be visiting grandma this weekend Mum?” asked William.
Example 2The 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.
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YEAR 4PUNCTUATION Apostrophes to mark plural possession Example:1. Finlay’s books were all over his bedroom.2. The students’ exam results were
outstanding.
Use of commas after openers (adverbials)
Example:1. On the top shelf in the kitchen, Jenny could see a box of chocolates.
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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
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DEDICATED TIME IS GIVEN TO HANDWRITING
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Task
What was your favourite book as a child?
Tell the person next to you about it.
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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
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Why are we focusing on reading?
Reading to Learn
Learning to Read
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What have we done so far to improve reading?
Successful reading reward schemes (Bookworms)
Book weeksNew books TA time for 1:1 readersClass reading areas
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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
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What are you trying to develop when you listen to
your child read?
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Interpret information
How is the BFG feeling?
How do you know?
Comment on use of language
Why has the author used ‘sheer foulness’ to describe the smell
of the vegetable?What impact does
this have?
Retrieve informationWho are the main
characters?Where did the BFG
meet Sophie?
Comment on structure of textWhat happens
at the beginning?
Is the ending linked to the beginning?
Read for meaningWhat has happened
so far?Can we magpie
anything from this text?
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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
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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’
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What strategies do you use most with your child when you
are hearing them read?
Rank the statements
!
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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
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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.