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New Curriculum

New Curriculum. Year 2 2015. New Assessments. Reading Writing- Grammar Spelling Maths. Grammar. The spoken word – [ generally if things sound correct it is correct to write down – standard English is the spoken word] Sentence types Word categories Punctuation Tenses.

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New Curriculum

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  1. New Curriculum Year 2 2015

  2. New Assessments • Reading • Writing- Grammar • Spelling • Maths

  3. Grammar • The spoken word – [generally if things sound correct it is correct to write down – standard English is the spoken word] • Sentence types • Word categories • Punctuation • Tenses

  4. Grammatically correct • It is usually correct grammatically if it sounds right. • Children need, also, to be able to hear the sounds in a word in order to spell them. • So, the spoken word is very important.

  5. Sentence types - at end of Year 2 • Commands Check all the spellings in your writing. • Statements The girl was walking slowly to town. • Questions Do you know what time it is? • Exclamations I can’t believe it!

  6. Commands • Check all the spellings in your writing. • Place the casserole into the oven. • Brush your teeth for at least 2 minutes. -The ‘bossy’ VERBis at the start of the command (known as imperative verb) -It tells someone what to do (instruction) -It ends with a full stop (usually)

  7. Statements • In this story there is a green frog. • The children are playing in the park. • It is raining heavily outside. -It doesn’t require a response -States something -It ends with a full stop (usually)

  8. Questions • What time does the film start? • Where are you going on holiday? • Is it time for P.E. yet? -Often start with a wh word (What, When, Who, Which, Where…but also Do.. or Is..etc -It requires a response. -It ends with a question mark.

  9. Exclamations • Your outfit looks absolutely amazing! • Oh no! • There’s a spider in your hair! -Requires the speaker to exclaim/ change voice. -How/What ….sentence starter, if not a question. -Ends with an exclamation mark. -Could just be one or two words.

  10. ReviewSentence types - at end of Year 2 • Commands Check all the spellings in your writing. • Statements The girl was walking slowly to town. • Questions Do you know what time it is? • Exclamations I can’t believe it!

  11. Word Categories • verb • noun • adjective • adverb • conjunction/ connective

  12. verbs • Word that can be done (not necessarily an action) • To be or not to be/ has and have • Symbols can help (muscle flex) • Games -another verb for..(degrees of emphasis) - alphabet verbs.. (axed the TV show, bounced the ball, caught the fish) -commands/ instructions for boxed games or recipes

  13. Once, long ago there lived a little girl called Goldilocks. She was the prettiest but also the naughtiest girl in the woods. One day whilst wandering in amongst the bushes, she spotted a tiny cottage nestling in between the trees.

  14. nouns • Naming word • Can be singular or plural- add s/es [from year 1 currently – used to be in y3 curriculum] Clapping syllable game - exception = y] • Common or proper • Object - bananas, pencil, gate, foxes Person - Sophie, Bob, Mr Jenkins Place - Coventry, India, Scotland (plus days of week and months of year) • Symbol- touching the head • Games –shopping list –apple, banana, carrot, -I spy with my little eye a noun beginning with... -memory game (IWB school, table/tray at home Noun riddle- I am the colour of butter, I appear in Spring, I am a trumpet but make no sound......

  15. adjectives • Describing words • They modifynouns • Can be used to compare- bigger, biggest • Can come before or after the noun The spider withblack legs/ The black-leggedspider The wizard wasold and wizened/ The wizened, old wizard ... • Two adjectives can be separated by a comma. E.g noun phrase. The battered, old door • Symbol- wriggling the fingers • Games –amazing adjectives– The hairy, growling butterfly went to the park! -tidy game-Pass me the car/ the small, yellow car/the small, yellow car with stripes on it/

  16. adverbs • Modifies the verb (or adjective) • Can describe time (frequently, rarely, often) manner (quickly, slowly, with grace) or place (here, there, everywhere) • Can come before or after the verb The spiderwriggled wildly/ The mildlyagitated spider The wizard grinned often/ The frequentlymoody babysitter.../ The bride was trulybeautiful • Games – Charades- How did you... Eat? (greedily, slowly, at speed, with enthusiasm) Dance? (gracefully, with energy) • Symbol – arms up and down

  17. conjunction/ connecting word conjunction • a word used to connect clauses or sentences (e.g. and, but, if ). Connecting word • two clauses are joined together using a connecting word although becauseso thereforeif unlessbut however

  18. Punctuation • Full stop • Comma • Capital letter • Exclamation mark • Question mark • Speech marks • Apostrophes for contractions do not/ don’t will not/ won’t I am/I’m • Possessive apostrophe Sam’s book

  19. Tenses • present tense and past tense • Decision based on the verb [to be]

  20. What can you do? • Play some of the suggested games. • Go online to find out more/ do some exercises but don’t overdo it! • Read and note examples of grammar in your child’s reading. Which noun in that sentence is described as frizzy? • Read and note punctuation – e.g recognising speech marks helps them predict the next word • Children to do written response in their diary e.g find 10 verbs [white+ readers] • Be selective so they don’t become confused.

  21. READING • Does it look right? (Phonemes= sounds graphemes= written representation) • Does it sound right? (grammatically e.g. I catched the ball. Exception words caught, swam. • Does it make sense? (comprehension) • You said “Bla bla bla” what does it actually say? – read what child says, what does it actually say and get them to go back and check. • Try that again. [don’t tell them too soon a word is wrong – say go back and say it again] • Read it smoothly ‘like a flowing river..all the way to the full stop’ [more confident readers] • LISTEN to your own reading [child – s a n d w I c h – spot and with s then predict. WIW] • Don’t be the monitor !! [don’t point to the word – make them do it otherwise they won’t develop their strategies] • Orange plus readers – track words from left down not point to every word. Texts are denser, won’t be able to read ahead] Just point to unfamiliar word

  22. Mathematics • Children will sit two tests: Paper 1 and Paper 2: • Paper 1 is for arithmetic, lasting approximately 25 minutes and worth 25 marks. It covers calculation methods for all operations. • Paper 2 covers problem solving, reasoning and mathematical fluency, lasts for approximately 35 minutes and is worth 35 marks. • Pupils will still require calculation skills and questions will be varied including multiple choice, matching, true/false, completing a chart or table or drawing a shape. Some questions will also require children to show or explain their working out.

  23. Key Skills – [see parent support booklet. www.acresfield.cheshire.sch.uk] • Recognise the place value of each digit in a 2 digit number e.g. 37 • Read and write numbers to at least 100 • Recall and use the 2, 5 and 10 times tables • Count in steps of 2, 3, and 5 from any number forward or backward. • Recognise, find, name and write the following fractions 1/3 ¼ ½ and ¾ • Use knowledge of number bonds to solve problems e.g 3 + 7 = 10 so 30 + 70 = 100

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