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English
| Writing initiative - English - 16/8/2008
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Many of you will be aware either from your children talking at home, or talk in celebration assembly, that we are focusing on improving children’s writing this year at Nettlestone.
Last October, Nettlestone teachers joined with teachers from the Ryde Cluster of schools for a training day on improving standards in writing. All the primary and middle schools in the cluster have adopted the same approach to teaching writing and have set up thorough assessment systems to measure the progress that each child is making. One of the aims of this initiative is to make children aware of what...
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| Handwriting sheet - English - 26/11/2008
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| This is the script that we use at Nettlestone.
handwritingsheet.pdf
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| Punctuation - English - 16/8/2008
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The Punctuation Pyramid
The punctuation pyramid, illustrated on this page, is a simple and highly effective tool for the development of punctuation. It has immediate impact on the accuracy of punctuation used by children writing at level 3 onwards, and stimulates experimentation needed at level 2 and above.
Each classroom has a large pyramid on display. Children are taught that each line of the pyramid represents one level, from Level 1 to Level 5. Punctuation marks are named by the teachers and examples of their use are modelled by teachers in literacy lessons, and children...
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| Vocabulary - English - 16/8/2008
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Wow Words
Many of you will have been asked by your children to help them to find some "wow" words. One of the targets we want the children to aim for is to use a range of interesting and ambitious vocabulary in their writing. By ambitious we mean a word not usually used by a child at their age or stage of development.
For example: At the age of 5/6 words like ‘exciting’ ‘interesting’ ‘afraid’; at the age of 6/7 words like ‘adventure’ ‘accident’ ‘magic’; at the age of 7/8 ‘gigantic’ ‘silently’ ‘sadness’ ‘baggage’ ‘companion’; at age...
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| Synthetic Phonics - English - 25/9/2008
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Last week we held an information evening for parents about synthetic phonics. Here are some notes from the evening.
A guide to Synthetic Phonics
Background: The Rose Report
In 2006 the government commissioned a national review of the way that reading was taught. Sir Jim Rose outlined his findings in the Rose Report. Rose stated:-
The case for systematic phonic work is overwhelming and much strengthened by a synthetic approach, the key features of which are to teach beginner readers-
Letter/sound correspondences in a clearly defined sequence
To apply the highly importan...
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| High frequency words - English - 16/8/2008
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Reception high frequency words:
I, go, come, want, up, you, day, was, look, are, the, of, we, this, dog, me, like, going, big, she, and, they, my, see, on, away, mum, it, at, play, no, yes, for, a, dad, can, he, am, all, is, cat, get, said, to, in.
Year 1 and Year 2 high frequency words:
has, had, an, as, bed, but, did, from, got, school, him, his, if, jump, not, of, want, one, little, there, do, off, could, put, than, that, them, then, us, when, love, new, about, another, because, by, can’t, down, half, home, just, live, after, back, been, called, first, have, ho...
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| First steps in writing - English - 16/8/2008
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Speaking and listening skills are crucial in the Early Years. Children are encouraged to talk to each other and adults all the time. They are encouraged to extend sentences orally, rather than always recording sentences in writing.
Children are taught how to form letters and to write their name correctly. They are introduced to key vocabulary; the National Literacy Strategy has identified key words for each year group that children are taught to first read then spell. In addition to these words days of the week, months and colours are taught. Many of you with children in Year R, 1 and...
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| Connectives and Openers - English - 16/8/2008
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| Connectives are used to join sentences together. Children are encouraged to use a wider range of connectives as they progress through the national curriculum levels: At level 1 they will start to join two sentences together using ‘and’, at level 2 they will start to use ‘but’, ‘so’, ‘then’ and also be introduced to and begin to experiment with a wider range of connectives; ‘because’ ‘if’ ‘when’. At level 3 they use a wider range of connectives which might include some of the following; because, before, after, when, if. Children also learn to use connectives to open...
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