WELCOME!

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

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

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

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’

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

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.

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.

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.

YEAR 4GRAMMAR – SENTENCE

Think of a sentence…

YEAR 3GRAMMAR – TEXT LEVEL Introduction to paragraphs as a way to

group related material

Headings and sub-headings to aid presentation

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

YEAR 4 GRAMMAR – TEXT LEVEL

YEAR 4 GRAMMAR – TEXT LEVEL

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.

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.

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

DEDICATED TIME IS GIVEN TO HANDWRITING

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?

Reading to Learn

Learning to Read

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

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

What are you trying to develop when you listen to

your child read?

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?

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

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’

What strategies do you use most with your child when you

are hearing them read?

Rank the statements

!

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

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.