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How to support your childin writing
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How to support your childin writing

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This is the power point presentation used at the writing meeting for parents. …

This is the power point presentation used at the writing meeting for parents.
If you would like further information please see your class teacher.


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Transcript

  • 1.
    • Developing Better Writers
    Supporting your child in writing
  • 2. De-motivation for writing Which of these do your children think - when you ask them to do some writing? Yahoo! It’s hard I hate writing stories I don’t understand what I have to do Does it have to be true? I can’t think what to write I’ve got an idea but I can’t think of a good ending I can’t write quickly enough I’ll do it quickly so I get to on to something less boring Can I do a picture? Will I have time to finish This is a big bit of paper – do I have to fill it all? Is spelling important I can’t think what to call the characters Will I be able to use the computer? Who’s going to read this
  • 3. The Mechanics
    • Writing begins with mark making
    • Recognising and writing letters of the alphabet (the graphemes)
    • Listening for sounds (phonemes): -
      • Initial
      • End
      • Middle
    • When children can hear all 3 they begin to write CVC
    • Words – e.g cat
    • Learning the blends e.g. bl as a beginning blend & nd as an end blend
    • Learning the vowel phonemes & alternative graphemes
    • e.g. ai, ea igh, ow, ue
    • All of these skills are closely related to spelling & reading
  • 4. Over to you!
    • Sound buttons – help to count the
    • number of phonemes in a word
    • Cat c a t mouse m ou se
    • Goat g oa t cheering ch ee r i n g
  • 5. Phonic Vocabulary
    • It is important to use the appropriate language when working with your child
    • Grapheme – visual representation of a sound
    • Phoneme – a sound that can be made up of 1 or more letters
    • Blend – two letters that can be blended e.g. cl, gr ( you can still hear both sounds)
    • Digraph /vowel digraph – two or more letters that when joined together make a completely different sound e.g. ch, sh, th & ea, oa, igh, ough – not phonetically decodable
  • 6. Be resilient and have a go! You can work with a partner
    • meat
    • chief
    • sound
    • mountain
    • flower
  • 7. How you can help?
    • Practise reciting the alphabet – practise actions & recognising phonemes
    • Practise writing the graphemes – correct formation
    • Read and say lots of rhymes together
    • Practise targets that are discussed and sent home following parent interviews (these will be more specific to your child’s level of ability)
    • Provide lots of encouragement
    • Provide lots of opportunities for your child to engage in any writing activity
  • 8. Type of activities
    • Play sound games
    • Look for graphemes in words
    • Listen for phonemes in words
    • Provide different writing genres: -
      • Shopping lists
      • Greetings cards
      • Letters
      • Stories
      • Books
      • Poetry
    • Encourage your child to use descriptive language when you are out and about.
    • Give them two short sentences and ask if they can find an interesting connective to join the two pieces of information.
  • 9. Planning to motivate writing
    • Plan for thinking time
    • Plan for talking time
    • Plan to allow time for children to interact with topic through drama/role play
    • Plan to make it enjoyable
    • To become successful writers children need to see writing as a special treat.
  • 10. How do we measure progress? Every half term, the children do a teacher assessed piece of writing. NationalAverage at the end of Year 2 NationalAverage at the end of Year 1 NC 3C NC 2A NC 2B NC 2C NC 1A NC 1B NC 1C ELG 9 ELG 1-8
  • 11. Level Criteria for 1A National average for the end of Year One
    • Invents own composition but writing may be disjointed
    • Writing can be read without mediation
    • Writing is written for the writer than the reader
    • Uses simple sentence structures and repeats
    • Beginning to use capital letters and full stops to punctuate some sentences
    • Handwriting should be legible but may have some inconsistencies
    • CVC words spelt correctly and makes phonetically plausible attempts at more complex words
  • 12. Main criteria for Level 2B National average for the end of Year Two
    • Writing begins to show elements of story or sequential structure
    • Some detail given to engage the reader
    • Occasionally chooses vocabulary for effect
    • Uses noun phrases that are simple in structure
    • Uses simple and compound sentences and some connectives
    • More accurate use of capital letters and full stops
    • Handwriting is clear with ascenders and descenders distinguished and upper and lower case letters not mixed within words
    • Spelling: makes phonetically plausible attempts reflecting a growing knowledge of whole word structure together with an awareness of visual patterns and letter strings
  • 13. Blue Peter Demonstration!
    • Book making
    • Take Home Packs – vowel digraph mats
    • Handwriting strips
  • 14. Handwriting
    • Is it important –YES!
    • If handwriting needs mediation it can mean the difference in a writing level.
    • We use the Sheffield Scheme of work
    • All letters (even when printing) begin from the line.
    • Teach children to smile in and out of letters
    • In school we encourage good handwriting at all times – not just during handwriting practise.
  • 15.