St Catherine’s RC Primary School
Breakfast Meeting
18th 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 words
so, 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 Timetable
8.45 – 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