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Welcome!. Aims of this evening:. Grammar To share expectations of spellings To share expectations of vocabulary, grammar and punctuation To share terminology the children will be exposed to Reading - resources, progression – more about this later!. V C O P.
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Aims of this evening: Grammar • To share expectations of spellings • To share expectations of vocabulary, grammar and punctuation • To share terminology the children will be exposed to • Reading - resources, progression – more about this later!
V C O P • Every classroom has a VCOP display board to help the children in Literacy. • V – Vocabulary • C – Connectives • O – Openers • P - Punctuation
Year 5 and 6Spellings • Suffixes – tricky ones! (e.g. ‘ious’, ‘il’, ‘el’ or ‘ol’) • Use of hyphen to link words together to avoid ambiguity (e.g. man eating shark =man-eating shark, or recover = re-cover) • Silent letters (e.g. knowledge, Wednesday) • Homophones (e.g. hear, here or there, their and they’re)
Converting nouns or adjectives into verbs using suffixes (for example: -ate; - ise; - ify) We can change nouns to verbs by adding the suffixes; 'ise', 'ify' 'ate' or 'en'. Examples:
VERBPREFIXES (FOR EXAMPLE, DIS-, DE-, MIS-, OVER- AND RE-)
Relative Clauses • Relative clauses relate (or point to) something else. • For example, A girl is talking to Tom. Do you know the girl? Can be simplified to: Do you know the girl who is talking to Tom? There is a car parked on my drive. It is in my way. Can be simplified to: The car, which is parked on my drive, is in my way.
Relative clauses use relative pronouns • I met a man who comes from Thailand. • I want the car that was on Top Gear. • The car, which was stolen, was a Lamborghini.
Now it’s your turn… Finish these relative clauses. Be creative! Underline the relative pronoun. Have you seen the TV show that… My daughter has a new boyfriend who… The police are looking for the car that… The dog, which ______________, barked all night.
Time for some self-assessment… Here are some examples of the kind of answers that would be correct. Have you seen the TV show that has just started on BBC 2? My daughter has a new boyfriend whois a surgeon. The police are looking for the car thatspun off the road last night. The dog, which was expecting puppies, barked all night.
Linking ideas across paragraphs using adverbialS (place) He opened his eyes and stretched as he raised himself from the floor. Pushing his bedclothes into the corner with his foot, he rolled his shoulders. The darkness, which was something he was accustomed to, enveloped him like a blanket. He groped around on the floor and found his matchbox. Striking a match, he lit the candle that was lying on the floor next to him. A flash of light filled the room with shadows. He allowed his eyes to readjust and everything began to come into focus. Across the opposite side of the room, there was a cardboard box which contained his spare set of clothes. Ragged and dusty, they had seen better days but they were at least his own.
Linking ideas across paragraphs using adverbialS (time) Looking around and listening carefully, he stepped cautiously out of the grate which formed the main entrance to his home. He walked around behind the flower sellers and then crept forward towards the train tracks. All of sudden, the noise of the busy station ceased. Hugo rushed behind a pillar, crouched down and peered at the scene that was unfolding in front of him. He couldn’t identify what was causing this sudden change but he saw people stepping back as if making space for royalty.
Linking ideas across paragraphs using adverbialS (how) There, the moving rods silently turned other mechanisms in the shoulder and the neck. The shoulder effected the elbow and as the elbow engaged, it sent other movements in a chain reaction down into the wrist and, finally, the hand. Hugo watched, wide-eyed in wonder, as very cautiously the man’s miniature hand began to move ... Bursting into the room, the crowd that had previously been outside, filled Hugo’s privacy with a cacophony of noise. “Somebody grab him!” screamed this inspector. Hugo jumped to his feet and went to stand behind the automaton. He knew he had to give himself up but he just had to see what was written before he did.
Brackets, dashes or commas to show parenthesis In writing this is usually marked by dashes, brackets or commas.
Brackets or commas to show parenthesis • At midnight last night, Skip (a guard dog for Bonds Limited in Bristol) chased away two burglars. • John, a cat from Emersons Green, needed to be rescued from a tree hanging over the road.
dashes to show parenthesis • They fled through the woods and then George — dear, sweet George — jumped out from behind a tree and captured the fierce animal with his bare hands. • The 30th anniversary of the eruption of Mount St. Helens — May 18th, 1980 — brought back vivid memories of ash and darkness. • She waited for the letter to arrive - nothing came.
Terminology used • relative pronoun • relative clause • parenthesis, bracket, dash
Formal and informal language • The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing. Bring this back when you can. Return this at your earliest convenience.
Now it’s your turn… • Which examples are formal and which are informal? • Dear Sir/Madam • Dear Caroline • Yours Sincerely • From • Please keep your seatbelt fastened unless crew assistance is required. • Please keep your seatbelt done up unless you need help from the crew.
Now it’s your turn… His lunging movements twisted his feet. His feet became twisted by his lunging movements. Which of these sentences uses passive voice?
Hopping and swiping, Bean did not notice his position: his feet became twisted by his lunging movements subsequently this tumbled him into the neighbouring basket and onto the lap of the bushy moustache man from before.
Semi colons and colons • Semi colons are used to separate two parts of a sentence that could be written as two sentences or linked with a connective. They emphasise a link between two sentences. I liked the book; it was a pleasure to read. Here we could have used ‘and’ to join the sentences. However this would suggest that the second sentence is additional information. In fact it is closely related to the first part of the sentence.
Semi colons and colons • Colons are used to introduce a list, a quotation or a piece of information. Humans have 3 types of teeth: canines, incisors and molars. Here is the school address: Mangotsfield Primary School, Church Farm Road, Bristol.
Terminology • subject • active, passive • ellipsis, hyphen, colon, semi-colon, bullet points
Task What was your favourite book as a child? Tell the person next to you about it.
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
Why are we focusing on reading? Learning to Read Reading to Learn
What have we done so far to improve reading? Successful reading reward schemes (Bookworms) Book weeks New books TA time for reading Class reading areas
How do we teach reading? Encourage reading at home/out of school (links with library) Guided reading Whole class shared reading Focus on comprehension
What are you trying to develop when you listen to your child read?
Interpret information How is the BFG feeling? How do you know? Retrieve information Who are the main characters? Where did the BFG meet Sophie? 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?
AF2 – Retrieve information • Specific, straightforward information is recalled, e.g. names of characters, main ingredients • There is an understanding of where to look for information, e.g. about characters, topics • Use of quotations and references support ideas • Relevant points are identified from different points in the text
AF 3 – Deduce, infer or interpret information • Inferences are made about events and information, e.g. interpreting a character’s motive from their actions at different points in the text • Explanations of inferred meanings draw on evidence from across the text, e.g. ‘you know her dad was lying because earlier she has saw him take the letter’ • Comments make inferences and deductions based on textual evidence
AF 4 – Identify and comment on the structure and organisation of texts • There is an awareness of various features of organisation, e.g. beginning and ending of story • Structural choices are identified, e.g. he describes the accident first then goes back to explain why the child was in the road • Some explanation of organisation is provided e.g. each section starts with a question as if he is asking the crowd
AF 5 – Explain and comment on the writer's use of language • Effective language choices are noted • Familiar patterns of language are identified • Simple comments are offered about the writer’s choices e.g. “disgraceful” is an effective word showing his disgust • Comments show awareness of the effectof writer’s language choices
AF 6 – Identify and comment on writers’ purposes and viewpoints and the overall effect • Main purpose of the text is identified • Comments show awarenessof writer’s viewpoint • Viewpoint in texts is clearly identified with some explanation • There is an understanding of the overall effect of the text
AF 7 – Relate texts to their social, cultural and historical contexts • Some simple connections between texts are identified, e.g. similarities in plot, topic, or books by the same author, about same characters • There is a recognition of some features of the context of texts, e.g. historical setting, social or cultural background • There is some explanation of how the contexts in which texts are written contribute to meaning
