Parents’ Literacy Workshop Years 4, 5, & 6: Phase C

1. Parents’ Literacy WorkshopYears 4, 5, & 6: Phase C • Please can you: • Sign the register at the front of the hall • Collect a copy of each of the handouts (in separate piles) • Collect a pencil and blank paper for notes • Collect a feedback form, to hand in at the end of the session Emma Madden Literacy Leader / Deputy Head

2. Aims and Objectives • To give parents and carers a basic understanding of how Literacy is taught in Fox Primary School • To help parents and carers develop their personal subject knowledge • To support parents and carers with the ways they support their child’s literacy development at home

3. What will we cover today? • The Literacy Curriculum • Success Criteria • Drama, Speaking and Listening • Reading • Guided Reading (in school) • Reading (at home) • Writing • Text Types • Sentence Structure and Punctuation • Success Criteria and Editing • Spelling • Handwriting • Handouts

4. The Literacy Curriculum • Speaking and Listening • Reading • Writing

5. Success Criteria • A checklist of how to be successful • Features of text types / the task • ONGOING targets

6. Group Work, Drama, Speaking and Listening

7. Guided Reading

8. Guided Reading Small groups Daily High quality texts Strategy Focus: Comprehension Author Choice Literacy/Cultural/Historical context

9. Guided Reading • A guided reading session consists of: • Text introduction • Strategy check • Independent reading • Return and respond to the text

10. Supporting your child’s reading at home • Whether and how much you you read with your child will vary… • Before reading: discuss what has happened so far in the text, predict what might be about to happen (ORIENTATE). • During reading: listen to your child read aloud, you read aloud to your child, ask questions about what is happening, how the characters are feeling, look out for any difficult/interesting words or phrases and discuss them. • After reading: look back at any key parts of what you have read, discuss any exciting events/interesting words or phrases used by the author. If relevant, discuss the layout of the text. Predict what may happen next… Talk about what your child is enjoying about the story… (REFLECT). HANDOUT: Reading Lists / 40 books for keen readers HANDOUT: Question Types

11. Supporting your child’s reading at home • Read to your children whenever you can • Talk about books with your children; what they love, what they hate, what is clever, how it is done. • Read what they read… not all the time, but sometimes! Help them to: READ with a WRITER’s EYE and WRITE with a READER’s EYE.

12. What skills are required to be a ‘good’ writer? Writing

13. Text Types • Narrative • Play script • Poetry • Non-chronological Report • Recount • Instructions • Persuasion • Discussion WEBSITE: Progression in Text Types

14. Narrative • Adventure • Suspense • Traditional • Flashback • Classic

15. The Story Staircase

16. Visual Literacy

20. Connectives

21. Formal Connectives

23. AUDIENCE

24. Sentence Structure Simple Sentence 1 clause (idea) = 1 subject and 1 verb (verb chain) I went to the shop. Harry kicked the big ball. Compound Sentence 2 (or more) equally weighted clauses linked with a co-ordinating conjunction (and, or, but) I like eating meat but I also like eating vegetables. He went to the shop and he looked at the different toys. Complex sentence – Year 2 using because 2 (or more) clauses linked with a subordinating conjunction = 1 main clause + 1 subordinate clause When I went to the shop, I looked at the toys. I ate a sandwich, because I was hungry.

25. COMPLEX SENTENCES • 1 main clause and 1 or more subordinate clause. Subordinate clauses do not make sense on their own. There are 3 types of subordinate clause: adverbials, relative and non-finite. Adverbial and relative subordinate clauses are created by using subordinating conjunctions.* • e.g. • Angela worried because her son was unhappy. (adverbial) • Tim, who was frustrated by his wife’s worrying, slept. (relative) • At Fox Primary School we teach these in the following way… • 1. Adverbials • “When, Before, After, As phrases” • Subordinate clauses beginning with conjunctions are adverbials and this means that they are mobile. • e.g. • When her son was unhappy, Angela worried. • Angela was unhappy, when her son worried. • 2. Relative clauses • “Extra Information, Burger Sentences” • These act like adjectives and are embedded into the sentence. They always begin with a pronoun; which, that, who, whom. • e.g. • The work, which the boy found difficult, was making him unhappy. • The teacher, whom the boy liked, was very understanding. • The boy, that confided in his mother, made it worse. • Tim, who was frustrated by his wife’s worrying, slept. • 3. Non-finite clause • “-ing phrases” • The subordinate clause is made up of a non-finite (an incomplete) verb and is separated from the main clause using a comma. • e.g. • Fidgeting unconsciously, Angela worried. • Groaning to himself, Tim slept. HANDOUT: Sentence Structure

29. Punctuation • C and . • , in lists and between adjectives • ‘ for contraction and possession • ! and ? and … • , in complex sentences ( ) • “and” • : and - • ; Say the sentence. Write the sentence. Read the sentence.

30. The writing process / Editing work Editing is: • Improving writing throughout the process • Continual rereading of what has already been written • Re-reading what has been written as a reader, not a writer. Editing is NOT: • Writing something out neatly and with correct spellings!!

31. The writing process / Editing work “Writing is like climbing a mountain. On the climb you look back and notice a better route, so you return and take that one.” Bernard Cornwell

34. Spelling Patterns • Beyond phonics When your child spells a word incorrectly, talk to them about the spelling rule or root word. Do not correct every spelling – unless you are specifically learning spellings.

35. Spellings High frequency words = Most frequently used words in English language. Mostly phonetically plausible – green words Tricky (red) words = High frequency words which are not phonetically plausible – red words

38. Ideas for spelling homework • Discuss spelling pattern (if possible) • Look Cover Write (joining helps) • Mnemonics • Practise magic spelling (split the words into chunks and give each chunk a colour) successful successful

39. Handouts • Reading question types • Text type documents • Sentence structure crib sheet

40. Parents’ Literacy WorkshopYears 4, 5, & 6: Phase C • Please can you: • Sign the register at the front of the hall • Collect a copy of each of the handouts (in separate piles) • Collect a pencil and blank paper for notes • Collect a feedback form, to hand in at the end of the session Emma Madden Literacy Leader / Deputy Head