Spelling, Punctuation and Grammar (SPaG) Thursday 3 rd March Friday 4 th March

Transcription

1 Spelling, Punctuation and Grammar (SPaG) Thursday 3 rd March Friday 4 th March

2 Aims: Reasoning behind SPaG End of KS1curriculum expectations Year 2 SPaG SAT requirements/teaching Year 1 KS1 curriculum/teaching Foundation 2 pre SPaG skills teaching Foundation 1early SPaG Useful resources and websites

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4 Why teach Spelling? Spelling is important because it aids in reading. It helps cement the connection that is shared between sounds and letters. Learning high frequency sight words also has been shown to help with both reading and writing.

5 Their is possessive and often related to an object belonging to others e.g. I went to their house in Rome. There is referring to a location e.g. I ll be there this afternoon. They re is a contraction for they are e.g. They re coming to the party later on. There re is another contraction of there are Q: Do you have any towels? A: Yes, there are some in the closet. Contraction: Yes, there re some in the closet.

6 Why teach Punctuation? Consider how punctuation changes the meaning of the following sentence? Private no swimming allowed. Private! No swimming allowed. Private? No! Swimming allowed.

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8 Why teach Grammar? If we teach grammar successfully, learners will make themselves understood better, or will understand better, than if we don t. John told about the meeting John was told about the meeting Grammar is the business of taking a language to pieces, to see how it works. (David Crystal)

9 Grammar enables us to use language to describe the world in terms of how, when and where things happen: e.g. The sun set at 7.30 pm. The children are playing in the garden Grammar is used to fine-tune the meaning we wish to express: Tickets! Tickets, please Can you show me your tickets? Would you mind if I had a look at your tickets?

10 Grammar and Vocabulary Pupils working at the expected standard are able to: demonstrate familiarity with some word classes, their terminology and their use: nouns, verbs, adjectives and adverbs recognise and write different types of sentences: statements, questions, commands and exclamations understand that co-ordinating conjunctions (and, or, but) and subordinating conjunctions (when, if, that, because) link words and clauses, and use them to construct and extend sentences combine given words to make clauses or sentences, or expand noun phrases identify and use the present or past tense forms of familiar, regular verbs and some irregular verbs (e.g. has / had), including the progressive form understand that the prefix un can change the meaning of some words use some suffixes to form nouns, adjectives and adverbs

11 Punctuation Pupils working at the expected standard are able to: identify and use appropriate end punctuation to demarcate different sentence types (full stop, question mark and exclamation mark) identify and use a capital letter to start a sentence, for names of people, places, days of the week and for the personal pronoun I use commas to separate items in a list use apostrophes to indicate simple contracted verb forms use apostrophes to denote singular possession

12 School Practice red: nouns/pronouns (e.g. dog, he, she) pink: determiners/possessive pronouns (e.g. a, the, his) blue: verbs (e.g. run) green: adjectives (e.g. fluffy) brown: prepositions (e.g. on, in) brown: adverbs (e.g. quickly) purple: coordinating conjunctions (e.g. and, or, but) orange: subordinating conjunctions (e.g. if, because, so)

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16 Can you identify the suffix in each of these words? jumping swallowed helper witches smiled lunches eating times

17 Identify which of the following sentences uses apostrophes correctly to show possession. 1. Are you going to Lukas party? 2. Are you going to Luka s party? 3. Are you going to Lukas party? 4. Are you going to Lukas s party?

18 Choose one of the following words to complete the following sentences. small, smallest, smaller 1. The hedgehog is very. 2. The sheep is than the dinosaur. 3. The hedgehog is the.

19 Identify which of the following sentences uses an apostrophe for a contraction correctly. 1. The lambs legs were wobbly and he could not stand. 2. The lambs legs were wobbly and he couldn t stand. 3. The lambs legs were wobbly and he could nt stand. 4. The lambs legs were wobbly and he couldnt stand.

20 Identify one punctuation error in each of the following sentences. Have you seen my scarf. At the weekend i am going to bake some cakes. The sparkling. green emerald was shining brightly.

21 Identify what type of word is underlined in the sentence below. The footprint in the sand was enormous. Adjective Conjunction Noun Verb

22 Year 1 Word Sentence Text Punctuation Terminology for Pupils Regular plural noun suffixes s or es (for example dog, dogs, wish, wishes) including the effect of this suffixes on the meaning of the noun. Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper). How the prefix unchanges the meaning of verbs and adjectives (negation, e.g. unkind, or undoing, e.g. untie the boat). How words can combine to make sentences. Joining words and joining clauses using and. Sequencing sentences to form short narratives. Separation of words with spaces. Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences. Capital letters for names and for the personal pronoun I. letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark

23 Where does SPaG fit in for Y1? Children have a range of reading and writing skills SPaG requires some reading and writing Children are in Phonics sets which cater for their current level in both We decided that we would try putting SPaG alongside Phonics at first This has helped the staff and the children become familiar with elements of SPaG

24 Year 1 is the year of the sentence Why is it the year of the sentence? Most of the SPaG is aimed at getting children to write sentences which have: Spaces between words A capital letter and a full stop Question marks or exclamation marks Clauses joined by and to extend them

25 Use capitals and full stops A dog can run. The chicken is in the shed. We can see the stars at night. The people came home because they were tired. We can read, sort (muddled up version), spot the mistake, write (when dictated by adult) at the appropriate level whilst learning about the same objective.

26 Singular & plural - adding s or es Hat - hats Chair - chairs Fox - foxes Match - matches This can involve: Simple words to add the s/es to Sorting words into singular/plural Using the words in a sentence

27 Developing SPaG SPaG in phonics allows us to teach specific elements effectively. We are now looking at developing this into our English work so that children are looking at the elements within real texts. They also need to apply the elements when they are writing for different purposes, not just within single sentences.

28 How to help your child Point out and discuss sentences when they are reading. Where is the capital letter? Where is the full stop? Why does that sentence have a question mark? Help them say and write simple sentences with spaces between letters. They could also cut up sentences and rearrange them with spaces between the words. Check they know what capital letters are.

29 Foundation 2 From Pie Corbett s Talk for Writing teaching guide for progression in writing year by year - Updated for

30 Acting out stories Retelling stories Story ordering

31 Sentence construction

32 Spelling

33 Writing in CI Funky Fingers, speaking, planning

34 Foundation 1

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38 Useful Websites This website has quick and easy ways to help your child with SPaG elements in their writing. This site has resources and games to fun SPaG and English activities. The English pages have information and activities to help with SPaG. This site has links to games and resources for all aspects of SPaG.