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English inset september 2013
- 3. Points to note • P system- related to individual children • Gross to fine motor skills • Choice of books • Handwriting of teachers • P
- 4. Points to note………. continued • Monitoring • Handwriting needs to be taught.
- 5. Spelling at St Christopher RWI spelling Get Spelling
- 6. Get Spelling!A spelling programme to run alongside Freshstart and Language and Literacy
- 7. The 8 spelling activities: 1. Information check 2. Dot, dash and count 3. Write the root 4. Word fill 5. Circle the right one 6. Four-in-a-row game 7. Dictation 8. Spelling log Look at the unit timetable on pg 26 (handbook)! There are copies on your table
- 8. ‘Get Spelling’ homework • At the end of each unit (not weekly), children look through their workbooks and choose 5 words they find the most difficult to spell. • They write these in their logbooks. • They also choose 2/3 red words to practise and 3 words from a previous unit. • New this year 1 or 2 of the first 100 words if this is required • Each week, the log book is taken home as homework- some weeks may be re-visiting the same rule!. • Parents initial every time a word is spelt correctly by the child at home. • NO GENERIC SPELLING TEST- PERSONALISED LEARNING TARGETED AT THE NEEDS OF EACH CHILD!
- 9. Spelling Jotter (small red books) To be used for spelling activities 6 and 7. Spelling log books To be used for spelling activity 8 and homework! RESOURCES Get Spelling workbooks! All children to complete spelling activities in workbooks. NO PLANNING REQUIRED!!! However…… Please review units you have already taught. Assess the children with words from that unit and if they haven’t got it, add more teaching in!
Editor's Notes
- Please take time to read/familiarise/ remind yourselves of handwriting at StChris
- P is against their own standard, however after several sessions need to see improvement. Be tough! From y1 onwards. Foundation to use if they feel it’s appropriateUse of wake and shake /writng in air etcUse of handwritng books ( line width matches that in their exervise books) change books if you feel you’ve got it wrong! Only move children towards the thinner lines if they are ready that’s why the policy says ideally! You may end up with children on different sized lines in your class- live with it!Anything that is handwritten needs to be in the style closest to that used by the majority of your class- marking/certificates et cWe need to decide where + how this will happenChild to be sent with their books showing handwriting at a consistent standard over several pieces of work. All joins formed correctly / consistent letter size . Children to then produce a piece of work for display
- Not an additional guided reading activity. Children need to see it being formed.
- The teaching of spelling is changing slightly this year as analysis of data and scrutiny of books shows that spelling is one of our English priorities. The teaching and learning of spelling takes formats all slightly more developed than the previous oneHow RWI works leaving to the standards leaders team to explain. In the past we have had a slightly different format for Freshstart but all children in year 5 and 6 are now going to be placed on the Get Spelling programme.
- My suggestion to enable the phonics to be addressed is fred fingers/ sound talk the words as they have done in RWI or freshstart. Use your sound chart in the classroom so that they do not loose these skills. Teach. Pull out words. Don’t just hand out books and tell them to get on with activities. Extend/ support where necessary. Information check: the red words come from the front cover but can also be supplemented with other powerful words should you wish. No more than 3 red words for the unit. Answers to dot/dash/ count are in the spelling handbook.These children also need a red spelling book for some of the activities. This does NOT go home.
- Over the next 3 days. All children from yr1-6 ( whether RWI/Freshstart or L and L) are to be tested on the first 100 words. Once marked these tests need photocopying and if ( children from 3-6) they have not got 100 out of 100 the copy of the test is to go home with a copy of the 100 words. A note will be going on the newsletter explaining that parents can assist with the improvement of spelling by ensuring that by the end of the term all children from 3-6 can spell these words. We will restest at Christmas.Years 1 and 2 are to ensure that over the course of the year these words form part of weekly spelling sessions as appropriate. During the first week of Freshstart and language and literacy (in those groups) the large test should be administered . Only 5 and 6 should have to do the whole thing everyone else sto pat the most appropraite point. These need to be analysed there is a spreadsheet in the folder should you choose to use it which is colour formatting for got or not got. and the first few weeks used to re visit units that are not secure. Use the first few weeks to review previous units taught and re-teach elements if necessary.
- Individual reading records: each child should have had an individual record sent up to you from their previous teacher unless they are on free choice. You need to organsie your own system for how these are kept up to date and which children are being regularly heard at home and which need to have extra support within school if this is not happening at home. We agree last term that a note would be kept and reading diaries signed in school by the adult hearing them so parents are aware that this is happening. The most up to date individual records are in your folder. Please do not print of copious amounts as these are added to regulalrly.Each child should have come up to you with a home school reading diary. In your folder there is an insert to stick in to the front cover can you please make sure one of these goes in before the diary is sent home.Guided reading: again the latest records are in the folder they are graded in line with NC/RWI and reading ages Within a two week period each guided reading group should have worked with an adult. There is no formal planning for GR but it needs planning so that it is able to inform your teacher assessments. There are a couple of documents in the folder to help with questions stems and evidence gathering. Amy developed a plan which year 2 used last year should you wish to use it. In deciding on your guided groups use all of the evidence available to you end of year assessments/ RWI/freshstart groups/reading ages and individual reading level. There is a copy of the reading tracker in your folders as well which can be used for groups or individuals to assist your teacher assessments. The tracker staemtns match those on the top of the guided records.