Nea - Important!!

Nea - Important!!

NEA IMPORTANT!! Jaz Bibliography and 1.5 line spaced Kayja 1.5 Spaced Dylan Still need writing piece re printed Anyone with outstanding work hand in THURSDAY to GIB (unless Ive spoken to you) ALL- NEED TO DO A TITLE PAGE. HAND IN TOMORROW PLEASE Title Page Name: Candidate Number: Title (of own writing): Word Count: Title of style model: Commentary Word Count: No Easter Essays Paper 1 Will need to find Mrs Root to complete P1/2 Alana Q3 Molly

Riley Dylan Emma Dear YR13, So much well done! Were very nearly there and I have nothing but confidence in you. You have dealt with the ups and downs of the last few months with the minimum of fuss and carried on regardless. I am so grateful to you for this your support has made my difficult time a little bit easier! Right, lets grapple these last few lessons. Dig deep and find that determination and Grit. We got this! Trust

Miss Wright/Butterworth.whatever my name is :D This is totally building on knowledge I already have. Yesterday, I was hoping to see face like this Instead, I saw this Synthetic phonics? I mean, what the actual? Is she for real? So, I went away and reflected and talked to LOADS of other teachers and have come back

with a proposal. CLA Marked for AO1 and AO2 The Data is Your Friend! Think of the data like a quote or extract. It needs interpreting, explaining and analysing. It needs to exemplify your points It needs to link to or challenge your chosen theories. The data will always be referring to a big idea and will link in some way to the question. AO1 What to look for Have a quick glance at the glossary anything you dont know? Anything you could add? AO1 What to look for Have a quick glance at the glossary anything you dont

know? Anything you could add? NOW Lets look at some Data and a question: Label the key features clearly Explain what the feature demonstrates What approach/theory could this be linked to? Addition Adding an extra vowel sound to the end of words. Eg. Doggy Assimilation Auxiliary verbs Changing one consonant or vowel for another. Eg. Gog for Dog A verb that supports or helps another.

Cooing and babbling Comfort sounds and vocal play and extended sounds that resemble syllable-like sequences. Coordinating conjunctions Words that link clauses to form compound sentences. Eg. And, But, Or Deletion Holophrase Object permanence Over extention Omitting the final consonant of

words. Eg. Do(g), Cu(p) One word utterances (12-18 months) The awareness that objects continue to exist even when they are no longer visible. The word is used to label something, but has been stretched to include things that arent normally a part of that words meaning. Eg. Everything round is an apple. Post telegraphic Complex combinations (36+ months) Proto words

An invented word that has a consistent meaning. Reduplication Repeating a whole syllable. Eg. Dada, Mama Words that link a main clause to a Topic sentence FOR CLA think APPROACH Linked to a wider idea/ theory. This shows/demonstrates/presents . This is an example The child is trying to.. This conforms to/subverts Xs proposal that

In considering Xs theory of. This finding would confirm Xs idea that.. Give specific examples from the data as evidence. Label features / Define terms Discuss and explain the evidence Back up with the theory selectively choose the best bits from each approach to explain HOW does the data link to this? Offer an alternative point of view/theory. Evaluate the theory Use the data to help you formulate these!

What is it referring to? The use of. In omitting X The transcript shows. This conforms to/subverts Xs proposal that In considering Xs theory of. This finding would confirm Xs idea that.. Recent research suggests Clearly from contemporary research. More recent studies illuminate the idea that. One observation shows. Homework Due Tuesday 1. Work through the CLA booklet excellent revision tool AND an example essay. The answers will be posted on blog please have a go first!

2. Look at the example essay this will help you see what sort of thing to put in and structure! 3. Write the essay from todays lesson: Role play and pretending is the most vital part of child language acquisition. Dont forget people still owe me essays from Easter!! You will need to see Mrs Root in the library p1/2 to complete these. Perceptive topic sentence THINK BIG and CONCEPTUAL! Answer the question. Include a big idea from the theories (umbrella) in Each paragraph should explore a different study/approach WITH CLA THIS IS EASY!!!!

r e e r e t Link to examples. Use to exemplify syour initial point. Start a t a d bringing in theory. h n , t i

s e y ! m v a P ha Explain. UseO terminology. r u w l T o s A S y

y f ? a k o Link to Theory WHO agrees/disagrees with your idea? HOW c w k l a c

A b a your ! can the theory support findings? EVALUATE! g b k n c e i a k h b CHALLENGE!t n

i l k n u i l o y aConclude Bring it all together your section. Offer an ys alternative idea. a EVALUATE what you have said. lw INTRO answer question. Engage with concept. Set up argument

ARGUMENT/STATEMENT One argument is..Another argument isThe second reason why.. X proposes that.. For exampleUse examples to explain how the theory answers the question (AS - REFER TO DATA) COUNTER ARGUE However In contrast. X3 Sections Alternatively. Despite this.. EVALUATE Further more It is important to acknowledge.. CONCLUDE Refer back to the question Pose another question?

Conclude you findings Essay Plan Introduction: Define what is being talked about. Quote or reference from the outset. Interrogate the question. Practice some generic opening lines! Paper 1 - Feedback Need to up our P1 game are we becoming a little complacent? 1. AO1 Not enough! Are you revising this? Do you annotate thoroughly? Do you know your sentence/clause types?

2. You must start analysing straight away. People starting to introduce waffly first paragraphs. Need examples from the outset and then consistently throughout. 3. Dont forget representation 4. Stop using the same examples/points people are becoming obsessed with pronouns!!! There is more to language than pronouns!! 5. Likewise, dont overdo the MGASP++ and then become repetitive. Each section must have a clear focus. 6. Layering of analysis more than one example/milk quotes. STRUCTURE. Sharp. Precise. Focussed. PLAN. Paper 1 Simply Put Topic Sentence ONE area of MGASP++ (Stop listing!) Analyse linking to topic sentence Offer an example

Analyse linking to another area of MGASP Identify another AO1 in quote and analyse Offer another relevant example from the text and analyse Conclude section LAYERS! Back and forth! Drawing links. Paper 1 Q3 Simply Put Again, becoming a little waffly and all over the place. Offer more than one example? Milk quotes? Link to other areas of MGASP++

Comparative MGASP++ (Both texts..) Text A uses (insert relevant AO1 feature) Text B same/different (insert relevant AO1 feature) Comparative analysis (same, but different effect because..etc) CLA Reading and Writing Go hand in hand! How children learn to read will impact things we see in their writing! Like speaking, children learn to read in different stages. Think about childrens books and how these are constructed? Narrative, characters, language Why and How children interact with these

Interaction with adults Jean Chall Stages of childrens reading development Pre-reading and pseudo-reading ->6 Initial reading and decoding Confirmation and fluency Reading for learning Multiplicity and complexity Construction +

reconstruction 6-7 Pretend reading. (turning pages and repeating stories). Some letter and word recognition especially in own name. Predicting single words or next bit of story. Reading simple texts with high-frequency lexis. 7-8 Reading texts quicker, more accurately and fluently. 9-14 Reading for knowledge and information. 14-17

Responding critically to/ analysing what they read. 18+ Forming opinions about what they read. Reading cues Graphophonic Semantic Visual Syntactic Contextual Miscue Looking at the shape of words, linking these to familiar graphemes/words to interpret them Understanding the meanings of words and making connections between words, to decode new ones Looking at the pictures and using the visual narrative to

interpret unfamiliar words or ideas Applying knowledge of word order and word classes to work out if a word seems right in the context Searching for understanding in the situation of the story comparing it to their own experience or their pragmatic understanding of social conventions Making errors when reading: a child might miss a word or substitute another that looks similar, or guess a word from accompanying pictures Can this be seen in writing data? Jolly Phonics and impact on https://www.theguardian.com/teacher-network/teacher-blog/201 readingcurrent system 4/mar/04/reading-lessons-phonics-world-book-day Sue Lloyd

UK Primary school teacher Jolly Phonics Jolly phonics is a systematic, sequential, phonics programme which is designed to teach children to read Children learn 42 sounds of language rather than the alphabet Then taken through stages of blending and segmenting words to develop skills Comes under the synthetic phonics method rival to analytic phonics method Phonics - controversial Reading for meaning not considered Teaches sounds rather than spelling Whole new system Texts in isolation rather than whole Can this be seen in writing data?

https://www.theguardian.com/teacher-network/teacher-blog/201 4/mar/04/reading-lessons-phonics-world-book-day Reading for pleasure and childrens books things to look for! Narrative Recognisable characters Language tropes/recognisable phrases once upon a time and The End Certain language choices Jerome Bruner The Language Acquisition Support System (LASS) Saw parent-child interactions with books as 4 phased: 1. Gaining attention 2. Query 3. Label

4. Feedback (Inspired by Vygotsky) Do we Know this man? Vygotsky How about this man? Accuracy is more important than creativity. Do you agree or disagree with this statement? How children learn to write Creative Approach Vs Rule Based Approach The creative approach A child should be allowed to experiment creatively with language, without strict

correction, using trial and error. Advocates suggest that by not focusing primarily on accuracy, we make children less afraid of making mistakes, raising their enjoyment and self-esteem. The rule-based approach This approach suggests that when a child understands the conventions of writing (rules of spelling, punctuation or grammar), progress will be more rapid and they will move on quickly to producing understandable, appropriate texts. Jon Abbott (1999) used the metaphor of free range chickens versus battery hens to describe different educational approaches, suggesting that more independent and creative learners might be the ones who eventually thrive. Jean Rotherys genre-based approach to teaching writing Until the 1970s the teaching of writing tended to focus on technical accuracy, often including rote learning and dictation. In the early 1980s Rothery researched and published the genre-based approach. This considers the effectiveness of teaching writing by looking at the purpose of the writing and how it can best be fulfilled. Teaching in this way often follows the following pattern: deconstruction joint construction

modelling Current Practice emphasis on grammar and accuracy. The DfE requires children must be introduced to some of the following writing skills in year 2: formation of nouns and adjectives using suffixes In data we might see this subordination and coordination in sentence formation being attempted by children or reference by expanded noun phrases in sentence formation MKO e.g teachers correct and consistent use of present and past tense use of progressive form of verbs in the present and past tense use of capital letters, full stops, question marks and exclamation marks apostrophes to mark omission and singular possession. Some key comments on learning to write.

... in recent years pressure on the curriculum has arguably resulted in a narrowing of learning experiences, so that emotional engagement, full participation, experiential and inquiry based learning, as well as spontaneity and creativity have been pushed to the margins of learning (Sedgwick, 2001; Craft, 2000; Puttnam, 1998). Others have also argued that there is more to intelligence than academic ability and suggest that in order to develop lifelong learners, who can cope with the uncertainty and speed of technological and economic change, we need to turn our attention to the potential of creativity (Robinson, 2001; Gardener, 1999). If children erroneously perceive writing as the domain of a lucky few, a gift possessed by others, and experience real difficulty or failure, they are likely to be less confident which will influence their attitude to writing. This was the case in the Were Writer project, in which many of the KS2 children perceived themselves to be weak writers and some of them showed the early stages of a potentially long-term negative disposition towards writing (Grainger et al, 2003). Developing creativity in writing is not a fanciful extra in learning to write, but is central to childrens growth as writers and to their self- esteem. Research into Childrens Writing in Schools Britton was a teacher who later held several different roles at the Institute of Education in London. He led a major research group, surveying 2000 students to investigate the ways writing

is taught in schools. He believed that: No one can learn to write well without first being given the chance to write about what matters to her, for a reader who will respond to not merely the form but also the sense of what she has to say (summarised by Harris, 1988). Britton built on Vygoskys ideas about the purposes of writing. He suggested that in schools, writing fulfills three purposes: building a relationship with the teacher, aiding learning by allowing children to organise and extend their knowledge, and categorising and exploring our own experiences. Britton also suggested that there are three kinds of writing: 1. Expressive writing: the first type of writing children develop. It is first person and wholly concerned with the self, as the child explores their own identity. Britton argues that as skills develop, childrens writing can be placed into two further categories: 2. Poetic writing: literary writing, such as stories and poems. This sort of writing is encouraged in early years, as it leads children to think about the craft of writing. 3. Transactional writing: writing for a purpose, for example writing instructions or a report. Here the writer is able to detach themselves from their writing, adopting an impersonal tone.

These terms are often useful for categorising the data you are given in the exam, just as terms like holophrastic stage are useful when discussing spoken data. Which of these writing tasks are expressive, transactional or poetic? A poem about Christmas. What I did at the weekend. A letter to the headteacher. A short story about a magic penny. A newspaper article about a school trip. A description of your best friend. A timeline. Spelling stages Pre-phonemic Semi-phonemic Phonetic Transitional Conventional

Wh for at sho AO in wr uld I itte 1 be nd l ata ookin g ? Mainly scribbling, some letters are decipherable Link letter shapes and sounds All phonemes can be represented by graphemes Awareness of combinations of letters and letter patterns. Including magic e rule

Spell most words correctly Types of spelling errors Insertion Omission Substitution Transposition Phonetic spelling Wh for at sh AO in wr ould I 1 itte n d be loo ata k in ? g

Adding extra letters Leaving out letters Substituting one letter for another Reversing the correct order of letters in words Using sound awareness to guess letters and combinations of letters Over/undergeneralisation Overgeneralising of a rule where it is not of spelling rules appropriate, and undergeneralising it by only applying it in one specific context Salient (key) sounds Writing only the key sounds Types of writing backed up with relevant, precise examples! Wh for at sh AO in wr ould I 1

itte n d be loo ata k in ? g Evidence of writing/reading being taught and influence of MKO Wh for at sho AO in wr uld I itte 1 be nd l ata ookin g

? Correction of specific SPAG errors accuracy Praise for creativity/purpose? Creativity Vs Rules backed up with relevant, Evidence of modelling? precise examples! Phonetic spelling? INFLUENCE OF READING Narrative Recognisable characters Language tropes/recognisable phrases once upon a time and The End Certain language choices Lets Practice Dealing with Data What examples would you pick out? Why? What

concepts/theories can you link it to? THIS SHOULD HAVE ANNOTATIONS ALL OVER IT!

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