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Transcript of GPS INSET
The 2014 Curriculum and introduction of KS1 GPS SATS tests will impact on the planning and teaching of GPS.
The new GPS SATS tests
Newly formatted SATS tests will be introduced for reading, maths and GPS this academic year.
Planning & Coverage
Grammar, punctuation and spelling need to be taught and modeled daily and explicitly to ensure coverage.
GPS in the learning environment
GPS activities should be quick, fun and exploratory.
2. The new GPS SATS tests
3. Planning & coverage
4. Teaching GPS
6. Assessing GPS
This is a good thing!
Teachers need an idea of what to teach and how to teach it.
Tests will not be leveled, but the Government will used a 'scaled score' system. They say:
"We can’t give full information about what the scale will look like yet. We do know the scale will have a lower end point below 100 and an upper end point above 100. Once we have set the national standard we will use a statistical technique called ‘scaling’ to transform the raw score into a scaled score. We will publish this after the first tests have been administered."
Hmmm... Oh well! Let's have a go!
Spelling needs to be taught and modeled in literacy lessons as well as in daily phonics sessions, because of new National Curriculum expectations, detailed in Appendix 1 of the Curriculum.
But what do we need to teach!?
Planning & Coverage
Titles should detail the learning intention. ('
I am learning to use adverbs for information
' rather than '
I am learning to write an information text
5. GPS in the learning environment
Each literacy lesson should focus on one or two of these objectives.
Children will be assessed based on their depth of understanding for each of the objectives.
Children working below year group entry level working on the previous year's objectives where possible/relevant.
When an objective is planned, you can highlight it to show coverage.
Give children ownership of their learning environment.
Are relevant and up-to-date.
Can be quickly produced and added to a Writers' Toolkit display or Working Wall during a lesson.
Learning objectives should be relevant to the current piece of writing.
Objectives should be demonstrated and modelled in shared-writing following activities.
Children should always be given opportunities to have a go.
How do you feel about teaching GPS?
Do you have any questions/concerns?
What's worked in your classrooms?
Formative assessment through questioning, discussion and feedback.
Target-setting and reviews
Regular (half-termly?) test-practice
Correcting & improving
Make deliberate mistakes for children to notice in retelling and GPS
Provide sentences that need to be corrected – invent one to build in specific teaching points, or select one from children’s writing. Explore and discuss ways of correcting errors and improving the sense.
Correcting & improving
Grammar - The gloves what I got last week won’t fit you. I seen him done it. Why don’t he want no puddin? They put there shoes under the bed
Omissions - Will you pass sandwich to me
Spelling – aftr the party the bares whent home. At that moment, the door shudened.
Punctuation - After eating the pie they flew away. They cooked the potato’s.
Contradiction - They went into the house then opened the front door...,
Improving dull sentences
'The dog sat on the floor.'
Change words (name it) select specific words and phrases for precision and effect.
Drop in words and chunks.
Add on information at the end and the beginning.
Use special effects, e.g. similes, onomatopoeia alliteration.
Re-order and change as necessary.
Provide one, two or three words to build sentence with. Be explicit about what's been added.
Create sentences randomly word-by-word around the table/room. Extend by holding up word-class cards as prompts.
Give children two clauses to connect and discuss the conjunctions/connectives they have used.
'Squeeze a word'
Rhyming words, alliteration, synonyms, antonyms, facts, etc.
Word List Race
How many words can you come up with that are associated with...?
Needs to be purposeful and use words needed for the text-type, subject and progress.
Sound it out
Have a go
Use a squiggly line
Is there a word that rhymes?
Break it into syllables
Is there a suffix/prefix/root?
Is there a rule?
Ask a friend
Use a dictionary/washing line/correction
Re-read and notice mis-spellings
Practise spellings in handwriting time
Teach daily phonics, segmenting and blending, link spelling to handwriting and BE FUSSY!
Remember to constantly model!
Which one? (wos, waz, woz, was?)
Odd one out (ear, hear, hearing, herd, earing, heard)
Finish (bec_ _se)