Supporting Reading and

Writing workshop in

Years 3 and 4Supporting your child to be happy, safe and

successful.

Article 28: Children have the right to

a good quality education

Tuesday 12th November

2019

Mrs H Mistry

Aims• Reading and writing expectations

in Years 3 and 4.

• Reading and writing at Cannon Lane Primary School.

• Understand how reading and writing is assessed at Cannon Lane, including progress.

• Ways to support your child.

Reading with your child

On your whiteboards:

How I read with

my child at

home…

How I write

with my child

at home…

Reading Expectations - Year 3 Comment on the way characters relate to one another.

Know which words are essential in a sentence to retain

meaning.

Draw inferences such as inferring characters’ feelings from

their actions

How commas are used to give more meaning

Recognise: plurals, pronouns and how they are used,

collective nouns and adverbs

Explain the difference that adjectives and verbs make to a

sentence.

Use dictionaries to check meanings.

Prepare poems and plays to perform

Reading Expectations: Comprehension – Year 3 discuss a range of fiction, poetry, plays, non-fiction and reference books or

textbooks

Know that non-fiction books are structured in different ways.

Begin to understand that narrative books are structured in different ways, e.g.

quest stories and stories with dilemmas

Ask questions.

Predict what might happen.

Identify how structure, and presentation contribute to the meaning of texts

Retrieve and record information from non-fiction

Discuss books, poems and other works that are read aloud and

independently, taking turns and listening to others’ opinions

Explain and discuss understanding of books, poems and other material.

Prepare poems to read aloud and to perform, showing understanding through

intonation, tone, volume and action

Writing Expectations – Year 3 Use conjunctions (when, so, before, after, while, because)

Use time connectives (e.g. then, next, soon)

Use prepositions (e.g. before, after, during, in, because of)

Experiment with adjectives to create impact

Correctly use verbs in 1st, 2nd and 3rd person

Use the present perfect form of verbs, e.g. He has gone out to play.

Correctly use a range of punctuation including inverted commas for direct

speech

Group ideas into paragraphs around a theme

Write under headings and sub-headings

Neat, legible, joined handwriting with letters of consistent size

Use prefixes and suffixes correctly

Use a dictionary to check spelling

Reading Expectations: Year 4 Read a range of texts for enjoyment

Re-tell some stories with expression

Give a personal point of view.

Identify themes and conventions.

Discuss words and phrases that capture the reader’s interest and

imagination

Recognise and perform different forms of poetry

Explain a text with confidence

Justify inferences with evidence, predicting what might happen from

details stated or implied

Identify how sentence type can be changed by altering word order,

tenses, adding/deleting words or amending punctuation

Skim and scan to locate information and/or answer a question

Reading Expectations: Comprehension- Year 4 listening to and discussing a wide range of fiction, poetry, plays, non-fiction

and reference books or textbooks.

reading books that are structured in different ways.

using dictionaries to check the meaning of words.

identifying themes and conventions in a wide range of books

preparing poems and play scripts to read aloud and to perform, showing

understanding through intonation, tone, volume and action

discussing words and phrases that capture the reader’s interest and

imagination checking that the text makes sense to them, discussing their

understanding and explaining the meaning of words in context

asking questions

drawing inferences such as inferring characters' feelings and justifying

inferences with evidence

identifying how language, structure, and presentation contribute to meaning

Writing Expectations- Year 4 Plan, draft and write in a range of genres

Proof-read for spelling and punctuation errors

Evaluate and edit own and others writing

Read aloud own work, to a group or the whole class using appropriate intonation and tone

Build a varied and rich range of vocabulary

Use adjectival phrases (e.g. biting cold wind)

Vary sentence structure, using different openers

Appropriate choice of noun or pronoun

Apostrophe for singular & plural possession

Comma after fronted adverbial (e.g. Later that day, I heard some good news.)

Use commas to mark clauses

Use connectives to link paragraphs around a theme

Legible, joined handwriting of consistent quality

Spell common homophones

Use prefixes and suffixes

Spell words that are often misspelt.

Reading

Genres leaflets

adverts

poetry

instructions

invitations

letters

newspapersreports

Terminology Can be overwhelming – so much!

Important to become familiar with the technical language of reading and writing so that it can be used in all subjects.

Grammatical terms are very important and they should be discussed at home to help develop writing.

Matching English

terminology activity

Questions for ComprehensionThere are 4 main types of questions

Retrieval – answer is there in the text

Deductive – look for clues

Inferential – read between the lines

Authorial intent – Why does the author use this particular sentence or word?

Questions for Comprehension

Write down 3 ways her body is described. Retrieval

What type of person is she? Deduction

Why do you think she made sure that

remained a strong athlete? Inference

The author has used listed many things in this

text. Why has he done this? Authorial intent

Reading activity

comprehension

questions

‘She had once been a famous athlete, and even now the

muscles were still clearly in evidence. You could see them in

the bull-neck, in the big shoulders, in the thick arms, in the

sinewy wrists and in the powerful legs. Looking at her, you

got the feeling that this was someone who would bend iron

bars and tear telephone directories in half. Her face, I’m

afraid, was neither a thing of beauty nor a joy for ever.’

1. Write down 3 ways her body is described.(Retrieval)

2. What type of person is she? (Deductive)

3. Why do you think she made sure that remained a strong

athlete? (Inference)

4. The author has listed many things in this text. Why has he

done this? (Authors intent)

5. What impact does the embedded clause in the last

sentence have on the reader? (Authors intent)

Reading at CLPS

Daily Guided reading sessions –different activities everyday.

Reading Challenge

Through exploration of different subjects e.g. reading texts in history,

religious education to derive

meaning.

‘Big Reading’ – every week

Big Reading at CLPSReading Spies:

R – Rex the Retriever

E – Expi the Explorer

A – Ansa the Analyser

D – Dood the Detective

Big Reading at CLPS

Rex Retriever

Hello! My name is Rex Retriever.My favourite activities include:retrieving information from different texts;chasing after questions to find the answers;retelling events from the text;summarising what has been readIdentifying ‘Very Important Points’ (VIPs);Skimming texts to get the main idea;Scanning texts to find exact information; andReferring back to and quoting from a text to back up my ideas

Big Reading at CLPS

Expi Explorer

Hello! My name is Expi Explorer.My favourite activities using my exploration skills include:Exploring texts in lots of detail;Discovering the different ways authors write for different effects;‘Power features’ of big Writing found in texts-I love them!;Finding as many ‘WOW’ words as I can-the more the merrier!;Gathering sentences to find out how the author has written them in a deliberate way for a certain effect;Helping you ask lots of questions about why authors have written in certain ways; andDeciding on the author’s viewpoint in texts they have written.

Big Reading at CLPS

Ansa Analyser

Hello! My name is Ansa Analyser.My favourite activities using my analysing skills include:being incredibly organised– I like everything to be in the correct place;Labelling the key features of texts– I love headings, sub-headings, paragraphs, and so on;Playing jigsaws with texts. Nothing pleases me more than putting texts back together after they have been taken apart;Playing ‘Spot the difference’ with different types of text;Analysing the structure and organisation of lots of different text types-I love fiction, non-fiction, poetry, plays...You name it– I’ll analyse it!; andLooking at how texts ‘hang’ together-how they link and flow from one thing to the next

Big Reading at CLPS

Dood Detective

Hello! My name is Dood Detective.My favourite activities using my ’deducing detective’ powers include:Finding clues;Looking for evidence and thinking about what it suggests;Making connections between different pieces of information;Making connections between clues in the text and things that happen in our lives and the world around us;‘reading between the lines’ to add more detail to the meaning of texts;Predicting what is going to happen next from clues in the storyMaking inferences and using the clues I have found to back up my thoughts and opinions.

Big Reading at CLPS

• Mondays – whole class Big Reading

• Rest of the week – each group will rotate

and practice each skill (mini mission.)

We left school at 7.30 in the morning on a big, old coach to get to

Paignton Zoo for 9am. Whilst we were on the coach, the teachers told

us to take our bags with us and gave us our instructions for the day.

When we finally arrived at the Zoo, we were allowed to go and see the

animals straight away. The first stop was the tiger’s cage. The tigers

were huge and ferocious looking; the teachers would not let us stay

there for long. Next we went to see the snakes. The snakes were

having a feed and were eating mice. The girls started screaming

hysterically after watching the snake devour the mouse. Consequently

teachers decided it was time to stop for lunch! A few hours later, we

went to see the elephants having a wash. This was the highlight of my

day because the elephant shook water all over us- it was very funny.

We got back to school late, we were all tired but happy. “This is my

favourite school trip ever!” said my friend Jimmy. “Mine too’ I agreed.

It really had been a fantastic day.

Writing - On the spot!

On your text about the school trip to the Zoo, please find and circle

the following grammar:

Adjective

Nouns

Verbs

Adverbs

Conjunctions

Fronted adverbial

Expanded noun phrase

Sub-ordinate clause

Inverted commas

Parenthesis

Writing Detective

We left school at 7.30 in the morning on a big, old coach to get to

Paignton Zoo for 9am. Whilst we were on the coach, the teachers told

us to take our bags with us and gave us our instructions for the day.

When we finally arrived at the Zoo, we were allowed to go and see the

animals straight away. The first stop was the tiger’s cage. The tigers

were huge and ferocious looking; the teachers would not let us stay

there for long. Next we went to see the snakes. The snakes were

having a feed and were eating mice. The girls started screaming

hysterically after watching the snake devour the mouse. Consequently

teachers decided it was time to stop for lunch! A few hours later, we

went to see the elephants having a wash. This was the highlight of my

day because the elephant shook water all over us- it was very funny.

We got back to school late, we were all tired but happy. “This is my

favourite school trip ever!” said my friend Jimmy. “Mine too’ I agreed.

It really had been a fantastic day.

How did you

do?

Matching

Terminology

How did you do?Alliteration Repetition of the same letter at

the beginning of words e.g.

‘whirling, whooshing, wind.’

Dialect Form of language spoken in a

particular area or by a

particular group.

Enjambment When a sentence in a poem

runs from one line into

another.

Hyperbole Deliberate exaggeration

Imagery Describes something using at

least one of the senses.

Onomatopoeia Sound words e.g. crash, bang.

The cat walked along the wall.

Up-levelling

Useful resources

By Pie Corbett:

This book is a collection of

games and activities for ages 7

- 14 yrs. The compilation is

simple to use, fun and, multi-

sensory. It covers spelling and

word games, creating

sentences and writing style,

speaking and listening and

drama.

Pie Corbett Game

Syntactical

gymnastics

Up level sentences

Make up rhymes

Discuss the impact of grammar

when reading together.

Matching games

Grammar detectives

Strategies to use at home

Reading at home Read regularly – everyday for 20 minutes.

Technology – Kindle, iPad, tablets etc

Read to them-lead by example.

Dads reading with boys.

Talk around the text

Ask questions

Offer your own ideas

Encourage

Support school reading – Big Reading (mini missions)

Be enthusiastic about the ‘Reading Challenge’

Assessment and Progress in

Reading Classroom Monitor

Regular teacher assessments

Daily Guided Reading sessions

Whole Class Big Reading session with

the Big Reading Spies characters

Reading Websites http://www.readingrockets.org/audience/p

arents

https://www.oxfordowl.co.uk/for-

home/advice-for-parents/reading-at-

home/

https://www.storyplace.org/

http://www.pbs.org/parents/

https://shop.scholastic.co.uk/?parent_mode

=t

Useful writing websites and appsWebsites

• http://www.theschoolrun.com/primary-grammarglossary-for-

parents

• https://www.oxfordowl.co.uk/for-home/reading-site/expert-

help/grammar-punctuation-and-spelling-made-easy#

• http://www.bbc.co.uk/skillswise/english

Apps for IPads

Action Words - free. ...

Comparative Adjectives - free. ...

Grammar Game Free - free. ...

MobiLibs - free. ...

My Grammar Lab - free. ...

Practice English Grammar 2 - free. ...

Same Sound SpellBound (Homophones) - free. ...

Using I and Me Fun Deck - free.

Over to you…

Questions

Finally…

Thank you for coming!

Please complete the evaluations