This week we have been focusing on improving our typing skills in Computing, ready to type our own autobiographies as part of our English unit this half term. Below are some games we have been playing to help us improve our typing letter recognition and speed. 

     

 

Reading, phonics and writing are all equally important for children! Here are some links to useful websites to allow you to support your children at home. 

Image result for mr thorne logo Image result for bbc bitesize logo  Image result for letters and sounds website logo Image result for oxford owl logo

 

Active Learn

The children have access to a website we use in school called Active Learn. (www.activelearnprimary.co.uk). On this website the children have been given their own log in and password and have games and books allocated to them which they can play at home (on laptops, tablets and even some games consoles).

The children can also access the online e-books we are reading in class to share with parents at home! Our school code is phcs. If your child has forgotten their log in, please come and see me and I can give them their log in details again. 

 

Key Learning

We are learning lots of different things in English this year, the following is an overview of our English learning.

Reading - word reading

  • apply knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words.
  • read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.

Reading - comprehension

  • develop positive attitudes to reading, and an understanding of what they read, by:
    • 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 and reading for a range of purposes
    • using dictionaries to check the meaning of words that they have read
    • increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
    • 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
    • recognising some different forms of poetry [for example, free verse, narrative poetry]
  • understand what they read, in books they can read independently, by:
    • checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context
    • asking questions to improve their understanding of a text
    • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
    • predicting what might happen from details stated and implied
    • identifying main ideas drawn from more than 1 paragraph and summarising these
    • identifying how language, structure, and presentation contribute to meaning
  • retrieve and record information from non-fiction
  • participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say

Writing - composition

use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined

  • increase the legibility, consistency and quality of their handwriting, [for example, by ensuring that the downstrokes of letters are parallel and equidistant, and that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch]

Writing - composition

  • plan their writing by:
    • discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
    • discussing and recording ideas
  • draft and write by:
    • composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures.
    • organising paragraphs around a theme
    • in narratives, creating settings, characters and plot
    • in non-narrative material, using simple organisational devices [for example, headings and sub-headings]
  • evaluate and edit by:
    • assessing the effectiveness of their own and others’ writing and suggesting improvements
    • proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
  • proofread for spelling and punctuation errors
  • read their own writing aloud to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear

Writing - vocabulary, grammar and punctuation

  • develop their understanding of the concepts by:
    • extending the range of sentences with more than one clause by using a wider range of conjunctions, including: when, if, because, although
    • using the present perfect form of verbs in contrast to the past tense
    • choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
    • using conjunctions, adverbs and prepositions to express time and cause
    • using fronted adverbials
    • learning the grammar for years 3 
  • indicate grammatical and other features by:
    • using commas after fronted adverbials
    • indicating possession by using the possessive apostrophe with plural nouns
    • using and punctuating direct speech

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