Effective Parental Involvement for Improved School Performance

2. Based on research: Schools deemed to be ‘good’ = add 5% on average Parents who are involved and informed = add 30% on average

3. 69% of parents do not help children with their homework because … Everything has changed since they were at school at they are not confident in the new methods.

4. To reach the expected standard by the end of Year 1, your children must… • Writing - vocabulary, grammar and punctuation • Pupils should be taught: • leaving spaces between words • joining words and joining clauses using ‘and’ • beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark • using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’ • Writing – composition • Pupils should be taught to write sentences by: • saying out loud what they are going to write about • composing a sentence orally before writing it • sequencing sentences to form short narratives • re-reading what they have written to check that it makes sense

5. To reach the expected standard by the end of Year 1, your children must… • Handwriting • Pupils should be taught to: • sit correctly at a table, holding a pencil comfortably and correctly • begin to form lower-case letters in the correct direction, starting and finishing in the right place • form capital letters • form digits 0-9

6. To reach the expected standard by the end of Year 1, your children must… • Writing – transcription • Spelling – • Pupils should be taught to: • spell: • words containing each of the 40+ phonemes already taught • common exception words • the days of the week • name the letters of the alphabet: • naming the letters of the alphabet in order • using letter names to distinguish between alternative spellings of the same sound • add prefixes and suffixes: • using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs • using the prefix un– • using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]

7. In this workshop we aim to: Encourage partnership Demonstrate Share resources Offer tools for use at home Support Improve writing (6 week programme)

8. WHAT our PARENTS SAID ABOUT THE PROJECT - My child knows more than me! I can’t believe how much they need to know. It’s helped me see how important talk is before writing. I have enjoyed coming to school for the workshop. I feel I can support my child more now. The resources will be really useful to use at home. I feel more confident with helping with homework now. I understand the importance of talk.

9. WHAT OUR CHILDREN SAID ABOUT THE PROJECT - I’m proud of how my writing has improved. I liked getting better at my writing. I liked spending time with Mum helping me. I liked getting more ‘greens’ each week. I feel happy about my writing. I liked reading my writing (aloud) to my family. I am proud of how much writing I did in week 6. I liked spending time at home talking before I began my writing.

10. Let’s bring in your children… They will do all of the writing and you will be supporting them to help them improve.

11. planning or saying out loud what they are going to write about (oral rehearsal). Think about getting ready this morning.

12. Writing instructions. • Say the sentence. • Write the sentence with a capital letter, finger spaces and full stop. • Use the resources to help meet their year 1 targets. • Rereading to check that their writing makes sense and use resources to help edit. Write a sentence in each box. Don’t worry about spellings.

13. Can we make it better? Punctuation - Check each sentence begins with a capital letter. Check you have used punctuation at the end of your sentence.

14. Can we make it better? Sentence Openers – Begin sentences in an interesting way. I woke up. Then I ate my breakfast. Then I had a wash and I brushed my teeth. Then I packed my school bag. WAGOLL: First I woke up. Next I ate my breakfast. After that I had a wash and I brushed my teeth. Then I got dressed. Finally I packed my school bag.

16. Reception Year 1 and 2 Year 2

18. Conjunctions A conjunction links two words or phrases together.

19. co-ordination • and I woke up early and I went downstairs. I ate my breakfast and I chatted to my sister. Finally, I got my bag and I walked with Mum to the car.

20. Edit - • rereading to check that their writing makes sense • read aloud what they have written with appropriate intonation to make the meaning clear • add any missing words or make any corrections linked to the Year 1 checklist. So what next? Take the pack away with you and spend 10 minutes each night working on the recount that you have started a little bit more. Underline any spelling errors and encourage them to correct.

22. your they be he me she we no go so by my here there where love the a do to today of said says are were was is his has I you come some one once ask friend school put push pull full house our

24. Hand in on Wednesday Your teacher will have a look at them all but won’t do any formal marking. They may highlight an area to focus on, on the writing checklist in pink (pink means think). They will send home new sheets on Wednesday for you to begin the same sequence of writing again with your child. They will put a title at the top with what they want your instructions to be about. This will be repeated until you and your child have completed 6 instructional texts altogether. It sounds a lot… but stick with it because…

25. Child two week one

26. Child two week six

31. Child B: Week 2

32. Child B: Week 6

33. Lanesfield SuccessesWeek 1 Full stops Ideas Adjectives Simple sentences

34. Week 6 More capital letters Full stops Conjunctions Ideas Simple sentences Extended sentences Adjectives A range of openers Sustained writing

35. Week 1 Capital letters Full stops Simple sentences Some conjunctions Inverted commas A range of openers

36. Week 6 Capitalletters Full stops Simple sentences Extended sentences A range of conjunctions Improved spellings A range of openers Commas Exclamation marks Question marks Apostrophes

37. Week 1 Some capital letters Commas Exclamation marks Full stops Adjectives Mostly simple sentences

38. Week 5 Capital letters Commas Question marks Full stops Conjunctions Adjectives Simple sentences Extended sentences Improved spellings Sustained writing

39. Week 1 Capital letters Full stops Simple sentences Handwriting

40. Week 4 Capital letters Full stops Commas Apostrophes A range of openers Conjunctions Simple sentences Extended sentences Sustained writing

41. Any Questions?