How to support your childin writing


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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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How to support your childin writing

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