supporting reading and writing workshop in years 3 and 4 · listening to and discussing a wide...
Post on 27-Jul-2020
0 Views
Preview:
TRANSCRIPT
Supporting Reading and
Writing workshop in
Years 3 and 4Supporting your child to be happy, safe and
successful.
Article 28: Children have the right to
a good quality education
Tuesday 12th November
2019
Mrs H Mistry
Aims• Reading and writing expectations
in Years 3 and 4.
• Reading and writing at Cannon Lane Primary School.
• Understand how reading and writing is assessed at Cannon Lane, including progress.
• Ways to support your child.
Reading with your child
On your whiteboards:
How I read with
my child at
home…
How I write
with my child
at home…
Reading Expectations - Year 3 Comment on the way characters relate to one another.
Know which words are essential in a sentence to retain
meaning.
Draw inferences such as inferring characters’ feelings from
their actions
How commas are used to give more meaning
Recognise: plurals, pronouns and how they are used,
collective nouns and adverbs
Explain the difference that adjectives and verbs make to a
sentence.
Use dictionaries to check meanings.
Prepare poems and plays to perform
Reading Expectations: Comprehension – Year 3 discuss a range of fiction, poetry, plays, non-fiction and reference books or
textbooks
Know that non-fiction books are structured in different ways.
Begin to understand that narrative books are structured in different ways, e.g.
quest stories and stories with dilemmas
Ask questions.
Predict what might happen.
Identify how structure, and presentation contribute to the meaning of texts
Retrieve and record information from non-fiction
Discuss books, poems and other works that are read aloud and
independently, taking turns and listening to others’ opinions
Explain and discuss understanding of books, poems and other material.
Prepare poems to read aloud and to perform, showing understanding through
intonation, tone, volume and action
Writing Expectations – Year 3 Use conjunctions (when, so, before, after, while, because)
Use time connectives (e.g. then, next, soon)
Use prepositions (e.g. before, after, during, in, because of)
Experiment with adjectives to create impact
Correctly use verbs in 1st, 2nd and 3rd person
Use the present perfect form of verbs, e.g. He has gone out to play.
Correctly use a range of punctuation including inverted commas for direct
speech
Group ideas into paragraphs around a theme
Write under headings and sub-headings
Neat, legible, joined handwriting with letters of consistent size
Use prefixes and suffixes correctly
Use a dictionary to check spelling
Reading Expectations: Year 4 Read a range of texts for enjoyment
Re-tell some stories with expression
Give a personal point of view.
Identify themes and conventions.
Discuss words and phrases that capture the reader’s interest and
imagination
Recognise and perform different forms of poetry
Explain a text with confidence
Justify inferences with evidence, predicting what might happen from
details stated or implied
Identify how sentence type can be changed by altering word order,
tenses, adding/deleting words or amending punctuation
Skim and scan to locate information and/or answer a question
Reading Expectations: Comprehension- Year 4 listening to and discussing a wide range of fiction, poetry, plays, non-fiction
and reference books or textbooks.
reading books that are structured in different ways.
using dictionaries to check the meaning of words.
identifying themes and conventions in a wide range of books
preparing poems and play scripts to read aloud and to perform, showing
understanding through intonation, tone, volume and action
discussing words and phrases that capture the reader’s interest and
imagination checking that the text makes sense to them, discussing their
understanding and explaining the meaning of words in context
asking questions
drawing inferences such as inferring characters' feelings and justifying
inferences with evidence
identifying how language, structure, and presentation contribute to meaning
Writing Expectations- Year 4 Plan, draft and write in a range of genres
Proof-read for spelling and punctuation errors
Evaluate and edit own and others writing
Read aloud own work, to a group or the whole class using appropriate intonation and tone
Build a varied and rich range of vocabulary
Use adjectival phrases (e.g. biting cold wind)
Vary sentence structure, using different openers
Appropriate choice of noun or pronoun
Apostrophe for singular & plural possession
Comma after fronted adverbial (e.g. Later that day, I heard some good news.)
Use commas to mark clauses
Use connectives to link paragraphs around a theme
Legible, joined handwriting of consistent quality
Spell common homophones
Use prefixes and suffixes
Spell words that are often misspelt.
Reading
Genres leaflets
adverts
poetry
instructions
invitations
letters
newspapersreports
Terminology Can be overwhelming – so much!
Important to become familiar with the technical language of reading and writing so that it can be used in all subjects.
Grammatical terms are very important and they should be discussed at home to help develop writing.
Matching English
terminology activity
Questions for ComprehensionThere are 4 main types of questions
Retrieval – answer is there in the text
Deductive – look for clues
Inferential – read between the lines
Authorial intent – Why does the author use this particular sentence or word?
Questions for Comprehension
Write down 3 ways her body is described. Retrieval
What type of person is she? Deduction
Why do you think she made sure that
remained a strong athlete? Inference
The author has used listed many things in this
text. Why has he done this? Authorial intent
Reading activity
comprehension
questions
‘She had once been a famous athlete, and even now the
muscles were still clearly in evidence. You could see them in
the bull-neck, in the big shoulders, in the thick arms, in the
sinewy wrists and in the powerful legs. Looking at her, you
got the feeling that this was someone who would bend iron
bars and tear telephone directories in half. Her face, I’m
afraid, was neither a thing of beauty nor a joy for ever.’
1. Write down 3 ways her body is described.(Retrieval)
2. What type of person is she? (Deductive)
3. Why do you think she made sure that remained a strong
athlete? (Inference)
4. The author has listed many things in this text. Why has he
done this? (Authors intent)
5. What impact does the embedded clause in the last
sentence have on the reader? (Authors intent)
Reading at CLPS
Daily Guided reading sessions –different activities everyday.
Reading Challenge
Through exploration of different subjects e.g. reading texts in history,
religious education to derive
meaning.
‘Big Reading’ – every week
Big Reading at CLPSReading Spies:
R – Rex the Retriever
E – Expi the Explorer
A – Ansa the Analyser
D – Dood the Detective
Big Reading at CLPS
Rex Retriever
Hello! My name is Rex Retriever.My favourite activities include:retrieving information from different texts;chasing after questions to find the answers;retelling events from the text;summarising what has been readIdentifying ‘Very Important Points’ (VIPs);Skimming texts to get the main idea;Scanning texts to find exact information; andReferring back to and quoting from a text to back up my ideas
Big Reading at CLPS
Expi Explorer
Hello! My name is Expi Explorer.My favourite activities using my exploration skills include:Exploring texts in lots of detail;Discovering the different ways authors write for different effects;‘Power features’ of big Writing found in texts-I love them!;Finding as many ‘WOW’ words as I can-the more the merrier!;Gathering sentences to find out how the author has written them in a deliberate way for a certain effect;Helping you ask lots of questions about why authors have written in certain ways; andDeciding on the author’s viewpoint in texts they have written.
Big Reading at CLPS
Ansa Analyser
Hello! My name is Ansa Analyser.My favourite activities using my analysing skills include:being incredibly organised– I like everything to be in the correct place;Labelling the key features of texts– I love headings, sub-headings, paragraphs, and so on;Playing jigsaws with texts. Nothing pleases me more than putting texts back together after they have been taken apart;Playing ‘Spot the difference’ with different types of text;Analysing the structure and organisation of lots of different text types-I love fiction, non-fiction, poetry, plays...You name it– I’ll analyse it!; andLooking at how texts ‘hang’ together-how they link and flow from one thing to the next
Big Reading at CLPS
Dood Detective
Hello! My name is Dood Detective.My favourite activities using my ’deducing detective’ powers include:Finding clues;Looking for evidence and thinking about what it suggests;Making connections between different pieces of information;Making connections between clues in the text and things that happen in our lives and the world around us;‘reading between the lines’ to add more detail to the meaning of texts;Predicting what is going to happen next from clues in the storyMaking inferences and using the clues I have found to back up my thoughts and opinions.
Big Reading at CLPS
• Mondays – whole class Big Reading
• Rest of the week – each group will rotate
and practice each skill (mini mission.)
We left school at 7.30 in the morning on a big, old coach to get to
Paignton Zoo for 9am. Whilst we were on the coach, the teachers told
us to take our bags with us and gave us our instructions for the day.
When we finally arrived at the Zoo, we were allowed to go and see the
animals straight away. The first stop was the tiger’s cage. The tigers
were huge and ferocious looking; the teachers would not let us stay
there for long. Next we went to see the snakes. The snakes were
having a feed and were eating mice. The girls started screaming
hysterically after watching the snake devour the mouse. Consequently
teachers decided it was time to stop for lunch! A few hours later, we
went to see the elephants having a wash. This was the highlight of my
day because the elephant shook water all over us- it was very funny.
We got back to school late, we were all tired but happy. “This is my
favourite school trip ever!” said my friend Jimmy. “Mine too’ I agreed.
It really had been a fantastic day.
Writing - On the spot!
On your text about the school trip to the Zoo, please find and circle
the following grammar:
Adjective
Nouns
Verbs
Adverbs
Conjunctions
Fronted adverbial
Expanded noun phrase
Sub-ordinate clause
Inverted commas
Parenthesis
Writing Detective
We left school at 7.30 in the morning on a big, old coach to get to
Paignton Zoo for 9am. Whilst we were on the coach, the teachers told
us to take our bags with us and gave us our instructions for the day.
When we finally arrived at the Zoo, we were allowed to go and see the
animals straight away. The first stop was the tiger’s cage. The tigers
were huge and ferocious looking; the teachers would not let us stay
there for long. Next we went to see the snakes. The snakes were
having a feed and were eating mice. The girls started screaming
hysterically after watching the snake devour the mouse. Consequently
teachers decided it was time to stop for lunch! A few hours later, we
went to see the elephants having a wash. This was the highlight of my
day because the elephant shook water all over us- it was very funny.
We got back to school late, we were all tired but happy. “This is my
favourite school trip ever!” said my friend Jimmy. “Mine too’ I agreed.
It really had been a fantastic day.
How did you
do?
Matching
Terminology
How did you do?Alliteration Repetition of the same letter at
the beginning of words e.g.
‘whirling, whooshing, wind.’
Dialect Form of language spoken in a
particular area or by a
particular group.
Enjambment When a sentence in a poem
runs from one line into
another.
Hyperbole Deliberate exaggeration
Imagery Describes something using at
least one of the senses.
Onomatopoeia Sound words e.g. crash, bang.
The cat walked along the wall.
Up-levelling
Useful resources
By Pie Corbett:
This book is a collection of
games and activities for ages 7
- 14 yrs. The compilation is
simple to use, fun and, multi-
sensory. It covers spelling and
word games, creating
sentences and writing style,
speaking and listening and
drama.
Pie Corbett Game
Syntactical
gymnastics
Up level sentences
Make up rhymes
Discuss the impact of grammar
when reading together.
Matching games
Grammar detectives
Strategies to use at home
Reading at home Read regularly – everyday for 20 minutes.
Technology – Kindle, iPad, tablets etc
Read to them-lead by example.
Dads reading with boys.
Talk around the text
Ask questions
Offer your own ideas
Encourage
Support school reading – Big Reading (mini missions)
Be enthusiastic about the ‘Reading Challenge’
Assessment and Progress in
Reading Classroom Monitor
Regular teacher assessments
Daily Guided Reading sessions
Whole Class Big Reading session with
the Big Reading Spies characters
Reading Websites http://www.readingrockets.org/audience/p
arents
https://www.oxfordowl.co.uk/for-
home/advice-for-parents/reading-at-
home/
https://www.storyplace.org/
http://www.pbs.org/parents/
https://shop.scholastic.co.uk/?parent_mode
=t
Useful writing websites and appsWebsites
• http://www.theschoolrun.com/primary-grammarglossary-for-
parents
• https://www.oxfordowl.co.uk/for-home/reading-site/expert-
help/grammar-punctuation-and-spelling-made-easy#
• http://www.bbc.co.uk/skillswise/english
Apps for IPads
Action Words - free. ...
Comparative Adjectives - free. ...
Grammar Game Free - free. ...
MobiLibs - free. ...
My Grammar Lab - free. ...
Practice English Grammar 2 - free. ...
Same Sound SpellBound (Homophones) - free. ...
Using I and Me Fun Deck - free.
Over to you…
Questions
Finally…
Thank you for coming!
Please complete the evaluations
top related