St Catherine’s RC Primary SchoolBreakfast Meeting18th October 2012

• Key Stage 1 – Letters and Sounds• Key Stage 2 – Spelling patterns• Groupings across Key Stage 2 after half term

• Handwriting is taught along side spelling• Pupils are taught to write in cursive script

beginning on the line• Once pupils handwriting is of a good enough

standard a handwriting pen is given

•New Reading Scheme•Segmenting words and blending the sounds together - ch – oc – o – late •Read to the end of the sentence and try a word that fits•Read the rest of the paragraph to understand what the word means

• Teaching of the strategies• Inference and deduction – use the clues to

understand what the text means• Prediction of what happens next• Select information to answer simple questions• Recognise structure and features of texts• Pick out interesting language and discuss reasons

why writer may have used it• Reading with fluency and expression

• Fiction – Adventure and Mystery Stories, Fantasy Stories, Myths and Legends, Traditional stories, Historical Stories ..

• Non- Fiction – Instructions, Persuasive Texts, Information Texts, Reports, Recounts….

• First we look at how explanation texts are different from other types of texts

• Then we look at the key features• The children will identify the features in

different explanation texts – see until I met Dudley

WALT: to use explaining wordsso, in order, because, this means that, this

results in• We wash our hair with shampoo in order to

clean away the dirt.• It is important to blow our nose, so that we

can breathe.

WALT: write an explanation text• Superhero Power Pack• You are going to be a Superhero. Choose a

powerpack that can make you have a super power. First you need to draw and label the powerpack, then you need to explain how to use it? Make sure you use explaining words.

• To have an eye catching name• To have clear introduction explaining what

your power pack does• To have a diagram with labels• To use explaining words• To meet your target

• Time to check success criteria• COPS• Target

• Mark own work against Success Criteria• Mark own Work against COPS and Target• Independent work is also marked against

writing level that they are working towards

• Stage not age• Formally and informally• Assessed regularly to ensure children are

working to their potential• Marking Code• SATS

Typical Literacy Weekly Timetable8.45 – 9.05 10.45 – 11.45 11.45- 12.10

Spelling Literacy Lesson Guided Reading

Spelling Literacy Lesson Guided Reading

Spelling Literacy Lesson Guided Reading

Spelling Literacy Lesson Guided Reading

Spelling Grammar Handwriting

• Hearing your child read regularly, asking your children about the book using the tips at the back

• Reminding them of the strategies before telling them words they are stuck on

• Asking a range of questions – How do you think the character is feeling? • Encouraging your child to back up answers with evidence - What tells you

this?• Reading a range of texts – recipes when helping you cook, instructions to

games, adverts and posters, leaflets,• Writing for different reasons – shopping list, thank you letters,

instructions• Always checking COPS !• Helping with spellings• Practising handwriting