We use English jigsaws for both Writing and Reading. Each jigsaw shows the key performance indicators for each stage ( which is linked to year groups) that your child needs to achieve to be working securely at that stage. There are also jigsaws which outline what needs to achieved to work at greater depth (GDS). These jigsaws are at the front of English Books and Guided Reading Journals
Shared reading takes place within the English lessons and across the curriculum; the teacher models the reading process to the whole class as an expert reader, providing a high level of support.
Teaching objectives are pre-planned and sessions are characterised by explicit teaching of specific reading strategies, oral response and high levels of collaboration. The children join in, where appropriate with the reading of the text. The texts selected are quality texts that reflect the teaching objectives.
Guided reading takes place as part of a guided sessions for groups of children of similar ability, which may be lead by a teacher or support staff. During a guided reading session the children read and respond to a challenging text with the teacher supporting. Texts of graded difficulty are carefully chosen and matched to the reading ability of the group. It is intended that guided reading provides a forum for children to demonstrate what they have learned about reading and to further develop and extend their reading and comprehension skills. Children in KS2 will may have the opportunity to be part of a reciprocal reading session. Children lead these sessions to explore texts and take on different roles: Big boss, clarifier, predictor, questioner and summariser.
Whole Class Guided Reading
All children will be involved in whole class guided reading. These sessions are based on an age appropriate text and gives all children the opportunity to access such texts, with over exposure to new words, and take part in comprehension activities matched to their level. Different genres are taught and where possible linked to the learning challenge and/or children’s interests. Comprehension is a continuous focus as well as discrete reading comprehension lessons being taught bi-weekly.
Children have access to book banded/levelled books in a reading scheme, to support the development of their individual reading skills. Children start the reading in EYFS and continue on through the book bands until they become competent independent readers. They can then choose from a wide variety of books from the library and book boxes. Children take home books when they have finished a text and each child has a reading school diary to help guide parents and encourage reading at home. Many opportunities are provided for children to practise and extend their reading in other subjects.
Teachers establish the purposes and audiences for writing and make teaching objectives explicit to children so they know why they are studying a particular text or text type, the kind of writing activities they need to undertake and the nature of proposed outcomes. All writing outcomes are based around quality texts that children will read in class through shared and individual reading. Teachers plan writing opportunities that provide writing for a reason and give each piece of writing a real purpose. 6 times a year all children produce a piece of special writing, in special writing books, so that they can see the progress they make through the 6 pieces and throughout the school. Teachers use skills to demonstrate the need for transcription and composition in all pieces of writing which is aimed at a particular audience.
Shared writing takes place within the English lesson; the teacher models the writing process to the whole class as an expert writer, articulating the process. Teaching objectives are pre-planned and sessions are characterised by explicit teaching of specific writing strategies, oral response and high levels of collaboration. The children join in individually or through partner work, with the writing, where appropriate
Guided writing takes place as part of a guided session through all English lessons. Guided writing takes place with a group of children with similar writing targets/needs.
During a guided writing session, the children will write with a teacher supporting. It is intended that guided writing provides a forum for children to demonstrate what they have learned about writing and to further develop and extend their writing skills.
Phonics is a subject area that consists of reading and spelling words.
In school, we follow the Letters and Sounds Programme. This is a national phonics resource which consists of 6 phases. Phase One is often started in pre school settings.
Children are taught various phonemes/graphemes (sounds/spelling patterns) as they progress through the scheme. This is taught on a daily basis through whole class and small group lessons. The children are then taught to apply these sounds to their reading and writing work in all areas of the rest of the primary curriculum.
Alongside these set sounds, children are introduced to 'tricky'/high frequency words. These are words that are used a lot in the English language and so it is extremely important that the children can
accurately read and spell them. These words sometimes have no specific spelling pattern to them.
Our daily phonics lessons usually last for about 20 minutes. We follow the cycle of 'revisit, teach, practice and apply' in our teaching.
A phoneme is the smallest unit of sound in a word.
A grapheme is a written letter or group of letters representing a sound.