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primary school tests will help . eradicate. illiteracy and innumeracy. S.P.A.G in KS1?. . . Here to stay?. Are . YOU as smart as a seven-year-old?. New curriculum for KS1 and 2.

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Presentation on theme: "New"— Presentation transcript:

Slide1

New

primary school tests will help

eradicate

illiteracy and innumeracy

S.P.A.G in KS1?

Here to stay?

Are

YOU as smart as a seven-year-old?

Slide2

New curriculum for KS1 and 2

Statutory TESTS at YEAR 2

Slide3

Testing for Year 2:MAY 2016

Paper 1:

SPELLING

Pupils

will have approximately 15 minutes to complete the test but it is not strictly timed, writing the 20 missing words in the answer booklet.

Slide4

Qu.

Spelling

Mark

Content domain reference

1

faster

1

Adding

er

and –

est

to adjectives where no change is needed to the root word

2

sunny

1

– Adding –

ing

, –

ed

, –

er

, –

est

and –

y

to words of one syllable ending in a single consonant letter after a single vowel letter

3

face

1

– The /

s

/ sound spelt

c

before

e

,

i

and

y

4

group

1

– Vowel digraphs and

trigraphs

5

fingers

1

Adding

s

and

es

to words

6

paints

1

Vowel digraphs and

trigraphs

7

kitten

1

– Using k for the /

k

/ sound

8

thanked

1

– Adding the endings –

ing

, –

ed

and –

er

to verbs where no change is needed to the root word

9

Saturday

*

1

– The days of the week

10

sweets

1

– Vowel digraphs and

trigraphs

11

baking

1

– Adding the endings –

ing

, –

ed

, –

er

, –

est

and –

y

to words ending in –

e

with a consonant before it

12

knew

1

– The /

n

/ sound spelt

kn

and (less often)

gn

at the beginning of words

13

model

1

– The /

l

/ or /

ə

l

/ sound spelt -

el

at the end of words

14

whale

1

– New consonant spellings

ph

and

wh

15

world

1

The /

ʒ

:/ sound spelt or after w

16

hurried

1

– Adding –

ed

, –

ing

, –

er

, and –

est

to a root word ending in –y with a consonant before it

17

petal

1

– The /l/ or /

ə

l

/ sound spelt -al at the end of words

18

rainbow

1

– Compound words

19

peaceful

1

– The suffixes –

ment

, –ness, –

ful

, –less and –

Iy

20

teddies

1

– Adding –

es

to nouns and verbs ending in –

y

Slide5

Testing MAY

2016 for YEAR 2

Paper

2:

G

rammar

, punctuation and vocabulary

. Pupils will have approximately 20 minutes to complete the questions in the test paper but it is not strictly timed.

Slide6

SAMPLE QUESTIONS

1. Write

the missing punctuation mark to complete the sentence below.

Can

you play my favourite tune

Slide7

2. Tick the correct word to complete the sentence below.

I

hope ------- we will play musical chairs at the party.

when

if that because

Slide8

3. Tick one box to show where a comma should go in the sentence below. Tick one. Aisha found some red blue and purple beads in the box.

Slide9

6. What type of word is underlined in the sentence below?

Tick

one

.

Poppy

held the baby rabbit

gently

in her arms.

an

adjective an adverb a noun a verb

Slide10

8. Read

the sentences below.

Growing

Beans

Place

some damp cotton wool in a jar.

Push

a bean seed down against the side of the jar.

Wait

for the bean seed to sprout

.

Tick

the word that best describes these sentences.

Tick

one

.

statements questions commands exclamations

Slide11

9. Tick

the sentence that is a

statement

.

Tick

one

.

What

an interesting painting!

Can

you collect the crayons, please?

James

washed the paintbrushes.

Check

that your tables are clean.

Slide12

10. Write

s

or

es

to make each word a plural

.

Fox__

Card__

Match__

Slide13

11. Circle

the

three

nouns in the sentence below.

A

whale has an enormous heart that can weigh as much as a small car.

12. Circle

the

verbs

in the sentence below.

Yesterday

was the school sports day and Jo wore her new running shoes.

Slide14

12. Tick

the sentence that is correct.

Tick

one

.

Adam

saw his friend in the park and wave.

Adam

saw his friend in the park and waved.

Adam

sees his friend in the park and wave.

Adam

sees his friend in the park and waved.

Slide15

15. Why

do the underlined words start with a capital letter?

King

Fred had a party at Greystone Palace on Sunday afternoon.

_______________________________________________________

_______________________________________________________

Slide16

17. Write

the words I am as one word, using an

apostrophe

.

___________going

to the shops soon.

Slide17

18. Joe

wanted to buy a present. He asked his

mum

if Gran would like flowers.

Write

Joe’s question to his mum in the speech bubble.

Remember

to use correct punctuation.

____________________

____________________

____________________

Slide18

So the New Curriculum………What is your child learning at school? and when?

Slide19

Spelling

Reception – Year 2

Slide20

End of year expectations: SPELLINGYear 1 words containing each of the 40+ phonemes already taught common exception words Pupils’ attention should be drawn to the grapheme-phoneme correspondences that do and do not fit in with what has been taught so far. the days of the week – naming the letters of the alphabet in order using letter names to distinguish between alternative spellings of the same sound- igh or ie Add prefixes and suffixes: using the spelling rule for adding –s or –es using the prefix un– using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest

Slide21

End of year expectations: SPELLINGYear 2 segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones learning to spell common exception words door, floor, poor, because, find, kind, mind, behind, child and many more learning to spell more words with contracted forms – won’t, shouldn’tlearning the possessive apostrophe (singular) [for example, the girl’s book] distinguishing between homophones and near-homophones – there/their/they’re, here/hear, quite/quiet, add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly

Slide22

ReceptionOral introduction to: Simple sentences and simple connectives, e.g.andwhountilbut  Year 1How words can combine to make sentences Joining words and joining clauses using and Year 2Subordination (using when, if, because) Co-ordination (using or, and, but) Expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon] How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command

Sentence- Grammar

Using=understanding and using consistently

Slide23

ReceptionRetell simple 5-part story using a story map:Once upon a timeFirst / Then / NextButSoFinally,…..happily ever afterYear 1Sequencing sentences to form short narrativesYear 2Correct choice and consistent use of present tense and past tense throughout writing Use of the progressive form of verbs in the present and past tense to mark actions in progress [for example, she is drumming, he was shouting]

Text- Grammar

Use of= understanding and using correctly

Slide24

ReceptionIntroduce through reading and writing: Finger spaces Full stops Capital lettersYear 1Separation 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 IYear 2Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences Commas to separate items in a list Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl’s name]

Slide25

Slide26

Slide27

WHEN

at school?

HOW

a

t school?

Slide28

Guided reading

Phonics

Guided writing

Shared writing

Modelled writing

RE

History/Geog

Science

Specific sessions but linked

to current learning

Speaking and listening

Slide29

Through our markingExplicit praise

By using the vocabulary all the time

Through questioning

The environment-but in context with their learning

Warm-ups in lit and num

Slide30

What about

you at home?

Slide31

Helping withhomework

Listening andTalking

By using the language

By asking questions

When you listen to them read or read to them

Slide32

Questions??

Slide33

And help them to spell correctly!!!

PARENTS DO A LOT TOO!!!!

Slide34

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