Phonics spelling and grammar!! - barley.herts.sch.uk

Phonics spelling and grammar!! - barley.herts.sch.uk

PHONICS SPELLING AND GRAMMAR!! WHAT IS IT ALL ABOUT? NATIONAL CURRICULUM SPELLING, VOCABULARY, GRAMMAR, PUNCTUATION AND GLOSSARY THE TWO STATUTORY APPENDICES ON SPELLING AND ON VOCABULARY, GRAMMAR AND PUNCTUATION GIVE AN OVERVIEW OF THE SPECIFIC FEATURES THAT SHOULD BE INCLUDED IN TEACHING THE PROGRAMMES OF STUDY. OPPORTUNITIES FOR TEACHERS TO ENHANCE PUPILS VOCABULARY ARISE NATURALLY FROM THEIR READING AND WRITING. AS VOCABULARY INCREASES, TEACHERS SHOULD SHOW PUPILS HOW TO UNDERSTAND THE RELATIONSHIPS BETWEEN WORDS, HOW TO UNDERSTAND NUANCES IN MEANING, AND HOW TO DEVELOP THEIR UNDERSTANDING OF, AND ABILITY TO USE, FIGURATIVE LANGUAGE. THEY SHOULD ALSO TEACH PUPILS HOW TO WORK OUT AND CLARIFY THE MEANINGS OF UNKNOWN WORDS AND WORDS

WITH MORE THAN ONE MEANING. REFERENCES TO DEVELOPING PUPILS VOCABULARY ARE ALSO INCLUDED WITHIN THE APPENDICES. PUPILS SHOULD BE TAUGHT TO CONTROL THEIR SPEAKING AND WRITING CONSCIOUSLY AND TO USE STANDARD ENGLISH. THEY SHOULD BE TAUGHT TO USE THE ELEMENTS OF SPELLING, GRAMMAR, PUNCTUATION AND LANGUAGE ABOUT LANGUAGE LISTED. THIS IS NOT INTENDED TO CONSTRAIN OR RESTRICT TEACHERS CREATIVITY, BUT SIMPLY TO PROVIDE THE STRUCTURE ON WHICH THEY CAN CONSTRUCT EXCITING LESSONS. A NON-STATUTORY GLOSSARY IS PROVIDED FOR TEACHERS. THROUGHOUT THE PROGRAMMES OF STUDY, TEACHERS SHOULD TEACH PUPILS THE VOCABULARY THEY NEED TO DISCUSS THEIR READING, WRITING AND SPOKEN LANGUAGE. IT IS IMPORTANT THAT PUPILS LEARN THE CORRECT GRAMMATICAL TERMS IN ENGLISH AND THAT THESE TERMS ARE INTEGRATED WITHIN TEACHING. NATIONAL CURRICULUM SPELLING, VOCABULARY, GRAMMAR, PUNCTUATION AND GLOSSARY THE TWO STATUTORY APPENDICES ON SPELLING AND ON VOCABULARY, GRAMMAR AND PUNCTUATION

GIVE AN OVERVIEW OF THE SPECIFIC FEATURES THAT SHOULD BE INCLUDED IN TEACHING THE PROGRAMMES OF STUDY. OPPORTUNITIES FOR TEACHERS TO ENHANCE PUPILS VOCABULARY ARISE NATURALLY FROM THEIR READING AND WRITING. AS VOCABULARY INCREASES, TEACHERS SHOULD SHOW PUPILS HOW TO UNDERSTAND THE RELATIONSHIPS BETWEEN WORDS, HOW TO UNDERSTAND NUANCES IN MEANING, AND HOW TO DEVELOP THEIR UNDERSTANDING OF, AND ABILITY TO USE, FIGURATIVE LANGUAGE. THEY SHOULD ALSO TEACH PUPILS HOW TO WORK OUT AND CLARIFY THE MEANINGS OF UNKNOWN WORDS AND WORDS WITH MORE THAN ONE MEANING. REFERENCES TO DEVELOPING PUPILS VOCABULARY ARE ALSO INCLUDED WITHIN THE APPENDICES. PUPILS SHOULD BE TAUGHT TO CONTROL THEIR SPEAKING AND WRITING CONSCIOUSLY AND TO USE STANDARD ENGLISH. THEY SHOULD BE TAUGHT TO USE THE ELEMENTS OF SPELLING, GRAMMAR, PUNCTUATION AND LANGUAGE ABOUT LANGUAGE LISTED. THIS IS NOT INTENDED TO CONSTRAIN OR RESTRICT TEACHERS CREATIVITY, BUT SIMPLY TO PROVIDE THE STRUCTURE ON WHICH THEY CAN CONSTRUCT EXCITING LESSONS. A NON-STATUTORY GLOSSARY IS PROVIDED FOR TEACHERS. THROUGHOUT THE PROGRAMMES OF STUDY, TEACHERS SHOULD TEACH PUPILS THE VOCABULARY THEY NEED

TO DISCUSS THEIR READING, WRITING AND SPOKEN LANGUAGE. IT IS IMPORTANT THAT PUPILS LEARN THE CORRECT GRAMMATICAL TERMS IN ENGLISH AND THAT THESE TERMS ARE INTEGRATED WITHIN TEACHING. NATIONAL CURRICULUM SPELLING, VOCABULARY, GRAMMAR, PUNCTUATION AND GLOSSARY OPPORTUNITIES FOR TEACHERS TO ENHANCE PUPILS VOCABULARY ARISE NATURALLY FROM THEIR READING AND WRITING. AS VOCABULARY INCREASES, TEACHERS SHOULD SHOW PUPILS HOW TO UNDERSTAND THE RELATIONSHIPS BETWEEN WORDS, HOW TO UNDERSTAND NUANCES IN MEANING, AND HOW TO DEVELOP THEIR UNDERSTANDING OF, AND ABILITY TO USE, FIGURATIVE LANGUAGE. THEY SHOULD ALSO TEACH PUPILS HOW TO WORK OUT AND CLARIFY THE MEANINGS OF UNKNOWN WORDS AND WORDS WITH MORE THAN ONE MEANING. REFERENCES TO DEVELOPING PUPILS VOCABULARY ARE ALSO INCLUDED WITHIN THE APPENDICES. PUPILS SHOULD BE TAUGHT TO CONTROL THEIR SPEAKING AND WRITING CONSCIOUSLY AND TO USE STANDARD ENGLISH. THEY

SHOULD BE TAUGHT TO USE THE ELEMENTS OF SPELLING, GRAMMAR, PUNCTUATION AND LANGUAGE ABOUT LANGUAGE LISTED. THIS IS NOT INTENDED TO CONSTRAIN OR RESTRICT TEACHERS CREATIVITY, BUT SIMPLY TO PROVIDE THE STRUCTURE ON WHICH THEY CAN CONSTRUCT EXCITING LESSONS. A NON-STATUTORY GLOSSARY IS PROVIDED FOR TEACHERS. THROUGHOUT THE PROGRAMMES OF STUDY, TEACHERS SHOULD TEACH PUPILS THE VOCABULARY THEY NEED TO DISCUSS THEIR READING, WRITING AND SPOKEN LANGUAGE. IT IS IMPORTANT THAT PUPILS LEARN THE CORRECT GRAMMATICAL TERMS IN ENGLISH AND THAT THESE TERMS ARE INTEGRATED WITHIN TEACHING. READING FICTION NON FICTION COMICS AND MAGAZINES LIBRARIES

EVERYWHERE, ANYWHERE, WITH ANYONE TEACHER CHOICE/CHILD CHOICE NATIONAL CURRICULUM SPELLING, VOCABULARY, GRAMMAR, PUNCTUATION AND GLOSSARY AS VOCABULARY INCREASES, TEACHERS SHOULD SHOW PUPILS HOW TO UNDERSTAND THE RELATIONSHIPS BETWEEN WORDS, HOW TO UNDERSTAND NUANCES IN MEANING, AND HOW TO DEVELOP THEIR UNDERSTANDING OF, AND ABILITY TO USE, FIGURATIVE LANGUAGE. THEY SHOULD ALSO TEACH PUPILS HOW TO WORK OUT AND CLARIFY THE MEANINGS OF UNKNOWN WORDS AND WORDS WITH MORE THAN ONE MEANING. REFERENCES TO DEVELOPING PUPILS VOCABULARY ARE ALSO INCLUDED WITHIN THE APPENDICES. PUPILS SHOULD BE TAUGHT TO CONTROL THEIR SPEAKING AND WRITING CONSCIOUSLY AND TO USE STANDARD ENGLISH. THEY SHOULD BE TAUGHT TO USE THE ELEMENTS OF SPELLING, GRAMMAR, PUNCTUATION AND LANGUAGE ABOUT LANGUAGE LISTED. THIS

IS NOT INTENDED TO CONSTRAIN OR RESTRICT TEACHERS CREATIVITY, BUT SIMPLY TO PROVIDE THE STRUCTURE ON WHICH THEY CAN CONSTRUCT EXCITING LESSONS. A NON-STATUTORY GLOSSARY IS PROVIDED FOR TEACHERS. THROUGHOUT THE PROGRAMMES OF STUDY, TEACHERS SHOULD TEACH PUPILS THE VOCABULARY THEY NEED TO DISCUSS THEIR READING, WRITING AND SPOKEN LANGUAGE. IT IS IMPORTANT THAT PUPILS LEARN THE CORRECT GRAMMATICAL TERMS IN ENGLISH AND THAT THESE TERMS ARE INTEGRATED WITHIN TEACHING. USING A DICTIONARY AND BEYOND NATIONAL CURRICULUM SPELLING, VOCABULARY, GRAMMAR, PUNCTUATION AND GLOSSARY ABILITY TO USE, FIGURATIVE LANGUAGE. THEY SHOULD ALSO TEACH PUPILS HOW TO WORK OUT AND CLARIFY THE MEANINGS OF UNKNOWN WORDS AND WORDS WITH MORE

THAN ONE MEANING. REFERENCES TO DEVELOPING PUPILS VOCABULARY ARE ALSO INCLUDED WITHIN THE APPENDICES. PUPILS SHOULD BE TAUGHT TO CONTROL THEIR SPEAKING AND WRITING CONSCIOUSLY AND TO USE STANDARD ENGLISH. THEY SHOULD BE TAUGHT TO USE THE ELEMENTS OF SPELLING, GRAMMAR, PUNCTUATION AND LANGUAGE ABOUT LANGUAGE LISTED. THIS IS NOT INTENDED TO CONSTRAIN OR RESTRICT TEACHERS CREATIVITY, BUT SIMPLY TO PROVIDE THE STRUCTURE ON WHICH THEY CAN CONSTRUCT EXCITING LESSONS. A NON-STATUTORY GLOSSARY IS PROVIDED FOR TEACHERS. THROUGHOUT THE PROGRAMMES OF STUDY, TEACHERS SHOULD TEACH PUPILS THE VOCABULARY THEY NEED TO DISCUSS THEIR READING, WRITING AND SPOKEN LANGUAGE. IT IS IMPORTANT THAT PUPILS LEARN THE CORRECT GRAMMATICAL TERMS IN ENGLISH AND THAT THESE TERMS ARE INTEGRATED WITHIN TEACHING. FOR EXAMPLE

SIMILE A SIMILE USES THE WORDS LIKE OR AS TO COMPARE ONE OBJECT OR IDEA WITH ANOTHER TO SUGGEST THEY ARE ALIKE. EXAMPLE: BUSY AS A BEE METAPHOR THE METAPHOR STATES A FACT OR DRAWS A VERBAL PICTURE BY THE USE OF COMPARISON. A SIMILE WOULD SAY YOU ARE LIKE SOMETHING; A METAPHOR IS MORE POSITIVE - IT SAYS YOU ARE SOMETHING. EXAMPLE: YOU ARE WHAT YOU EAT. PERSONIFICATION A FIGURE OF SPEECH IN WHICH HUMAN CHARACTERISTICS ARE GIVEN TO AN ANIMAL OR AN OBJECT. EXAMPLE: MY TEDDY BEAR GAVE ME A HUG. ALLITERATION THE REPETITION OF THE SAME INITIAL LETTER, SOUND, OR GROUP OF SOUNDS IN A SERIES OF WORDS. ALLITERATION INCLUDES TONGUE TWISTERS. EXAMPLE: SHE SELLS SEASHELLS BY THE SEASHORE. ONOMATOPOEIA

THE USE OF A WORD TO DESCRIBE OR IMITATE A NATURAL SOUND OR THE SOUND MADE BY AN OBJECT OR AN ACTION. EXAMPLE: SNAP CRACKLE POP NATIONAL CURRICULUM SPELLING, VOCABULARY, GRAMMAR, PUNCTUATION AND GLOSSARY THEY SHOULD ALSO TEACH PUPILS HOW TO WORK OUT AND CLARIFY THE MEANINGS OF UNKNOWN WORDS AND WORDS WITH MORE THAN ONE MEANING. REFERENCES TO DEVELOPING PUPILS VOCABULARY ARE ALSO INCLUDED WITHIN THE APPENDICES. PUPILS SHOULD BE TAUGHT TO CONTROL THEIR SPEAKING AND WRITING CONSCIOUSLY AND TO USE STANDARD ENGLISH. THEY SHOULD BE TAUGHT TO USE THE ELEMENTS OF SPELLING, GRAMMAR, PUNCTUATION AND LANGUAGE ABOUT LANGUAGE LISTED. THIS IS NOT INTENDED TO CONSTRAIN OR RESTRICT TEACHERS CREATIVITY, BUT SIMPLY TO PROVIDE THE STRUCTURE ON WHICH THEY CAN CONSTRUCT EXCITING

LESSONS. A NON-STATUTORY GLOSSARY IS PROVIDED FOR TEACHERS. THROUGHOUT THE PROGRAMMES OF STUDY, TEACHERS SHOULD TEACH PUPILS THE VOCABULARY THEY NEED TO DISCUSS THEIR READING, WRITING AND SPOKEN LANGUAGE. IT IS IMPORTANT THAT PUPILS LEARN THE CORRECT GRAMMATICAL TERMS IN ENGLISH AND THAT THESE TERMS ARE INTEGRATED WITHIN TEACHING. THEYRE THEIR THERE TWO TOO TO SOLE (FOOT) SOLE (FISH) SOUL (A PERSONS SOUL) NATIONAL CURRICULUM SPELLING, VOCABULARY, GRAMMAR, PUNCTUATION AND GLOSSARY REFERENCES TO DEVELOPING PUPILS VOCABULARY ARE ALSO INCLUDED WITHIN

THE APPENDICES. PUPILS SHOULD BE TAUGHT TO CONTROL THEIR SPEAKING AND WRITING CONSCIOUSLY AND TO USE STANDARD ENGLISH. THEY SHOULD BE TAUGHT TO USE THE ELEMENTS OF SPELLING, GRAMMAR, PUNCTUATION AND LANGUAGE ABOUT LANGUAGE LISTED. THIS IS NOT INTENDED TO CONSTRAIN OR RESTRICT TEACHERS CREATIVITY, BUT SIMPLY TO PROVIDE THE STRUCTURE ON WHICH THEY CAN CONSTRUCT EXCITING LESSONS. A NON-STATUTORY GLOSSARY IS PROVIDED FOR TEACHERS. THROUGHOUT THE PROGRAMMES OF STUDY, TEACHERS SHOULD TEACH PUPILS THE VOCABULARY THEY NEED TO DISCUSS THEIR READING, WRITING AND SPOKEN LANGUAGE. IT IS IMPORTANT THAT PUPILS LEARN THE CORRECT GRAMMATICAL TERMS IN ENGLISH AND THAT THESE TERMS ARE INTEGRATED WITHIN TEACHING. VOCABULARY BUILDING WE HAD A NICE TIME

WE HAD A FANTASTIC TIME AT THE HOT, SUNNY BEACH BECAUSE WE JUMPED AND SPLASHED NOISILY IN THE SEA NATIONAL CURRICULUM SPELLING, VOCABULARY, GRAMMAR, PUNCTUATION AND GLOSSARY THEY SHOULD BE TAUGHT TO USE THE ELEMENTS OF SPELLING, GRAMMAR, PUNCTUATION AND LANGUAGE ABOUT LANGUAGE LISTED. THIS IS NOT INTENDED TO CONSTRAIN OR RESTRICT TEACHERS CREATIVITY, BUT SIMPLY TO PROVIDE THE STRUCTURE ON WHICH THEY CAN CONSTRUCT EXCITING LESSONS. A NON-STATUTORY GLOSSARY IS PROVIDED FOR TEACHERS. THROUGHOUT THE PROGRAMMES OF STUDY, TEACHERS SHOULD TEACH PUPILS THE VOCABULARY THEY NEED TO DISCUSS THEIR READING, WRITING AND SPOKEN LANGUAGE. IT IS IMPORTANT THAT PUPILS LEARN THE

CORRECT GRAMMATICAL TERMS IN ENGLISH AND THAT THESE TERMS ARE INTEGRATED WITHIN TEACHING. WRITING HOW TO WRITE A SENTENCE THINK SAY CHECK WRITE CHECK NATIONAL CURRICULUM SPELLING, VOCABULARY, GRAMMAR, PUNCTUATION AND GLOSSARY

THIS IS NOT INTENDED TO CONSTRAIN OR RESTRICT TEACHERS CREATIVITY, BUT SIMPLY TO PROVIDE THE STRUCTURE ON WHICH THEY CAN CONSTRUCT EXCITING LESSONS. A NON-STATUTORY GLOSSARY IS PROVIDED FOR TEACHERS. THROUGHOUT THE PROGRAMMES OF STUDY, TEACHERS SHOULD TEACH PUPILS THE VOCABULARY THEY NEED TO DISCUSS THEIR READING, WRITING AND SPOKEN LANGUAGE. IT IS IMPORTANT THAT PUPILS LEARN THE CORRECT GRAMMATICAL TERMS IN ENGLISH AND THAT THESE TERMS ARE INTEGRATED WITHIN TEACHING. IN CONCLUSION GRAMMAR WRITING

PROGRAMME THINK SAY CHECK WRITE CHECK COVERAGE AND PROGRESSION MUST MAKE SENSE (MS) SPECIALISTS PUNCTUATION READING

SPELLINGS ALL BOOKS FROM CHILDREN'S WRITING USE LIBRARIES HFW CHILD OWN

FROM GRAMMAR LISTS ANY QUESTIONS THANK YOU FOR LISTENING I DONT UNDERSTAND IT EITHER

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