At St George’s School we have developed, over the last 5 years, a curriculum for Literacy which suits the rigours of the New Curriculum and our particular school’s needs.
Reception Class have phonic sounds displayed on walls for outside learning and high frequency words are displayed to this effect in outside areas around the Key Stage. In Key Stage One we have a daily phonics session (Read, Write Inc) with children being taught phonics in groups at a pace suitable to need. Children are assessed every half term and change teachers and groups according to need. This year, 90 % of our children passed the phonics screen. Children have sounds linked to spellings sent home as part of the Read Write Inc process of learning to read and spell. In Reception and Year 1 we have identified that a number of children require extra time on the learning of high frequency sight words due to EAL needs. As a result we have invested in Oxford Reading Tree first word stories to complement our Phonics Programme. Children are taught to write in focused writing groups, which are assessed regularly and children moved through groups according to need. In Year 2 children who move off of the Read Write Inc programme move on to Literacy and Language in order to learn grammar, spelling and punctuation points embedded within the reading of quality texts. The programme asks high level reading questions to encourage the children to infer, deduce and make links. The programme also offers a model for writing. In the back of Reading Logs in Key Stage One can be found all of the appropriate spelling lists for children to learn to read and spell in order to support children and parents with home learning. We teach the children to hand write using the Nelson programme and have Interactive White Board programmes to model handwriting patterns. We have a KS 1 and a KS2 programme to stretch across both Key Stages. Literacy and Language continues into Key Stage 2 and is being used in Years 3, 4 and 5. Spelling is taught using HeadStart materials in a fun and interactive way in a cyclical programme which revisits spelling patterns. Teachers across the Key Stage have spelling smart board presentations to teach in a fun and interactive way the Year3, 4 and 5, 6 spelling lists. Teachers have top tips for spelling on display in their classrooms and refer to these regularly. Spelling patterns and tips for learning spellings are regularly discussed and used and children are tested on spellings weekly.
Reading is taught through guided reading sessions from our extensive guided reading selection and through paired reading and by discussion whole class texts. Children are also taught higher order reading skills by teachers small groups. Bug Club is used for individual, whole class and guided reading. It allows for children to read levelled books , linked to the curriculum on line. Reading progress (formative not summative) can be made half termly through the Rising Stars English Tasks and Tests, HeadStart Assessment materials and through end of Year NFER tests. We also test children at the beginning of each year using Salford materials so we can get a broad understanding of their reading ability. Children also undertake weekly opportunities to be taught comprehension skills through a written comprehension task, usually HeadStart, and through Reading Response activities in Reading Logs. Reading Response activities are also used to guide children’s personal research when reading for learning within topics. Time is given to allow children to read for learning throughout the curriculum.
For outside learning opportunities there are spellings on windows, fantastic vocabulary signs stuck to walls and grammar reminders in covered areas. Children experience weekly grammar teaching as a discrete skill, lesson through HeadStart Grammar which is embedded in a text. This complements the grammar points embedded in Literacy and Language. Grammar can also be assessed using HeadStart and Rising Stars materials. Talk for Writing is a key element of our teaching of writing across the school. Literacy and Language was bought due to its being heavily influenced by Pie Corbett. To ensure children use writing toolkits in order to write fluently across the curriculum we have Igniting Writing in Key Stage 2 which lays out language toolkits and key features for different styles of writing. These texts can be used across curriculum subjects. Recently we purchased HeadStart writing materials for years 1 to 4 so that spelling, grammar , reading comprehension and writing could be taught through a consistent resource.
Handwriting is taught weekly in lower years though the Nelson Smart Board programme. We also have purchased a Nelson font package so that letters and signage around the school can be produced in a demonstration font.
If any child requires intervention for spelling or reading in Key Stage 2, a number of members of staff are trained to use the SAIL intervention programme and we have a Key Stage 2 Read Write Inc phonics group which ensures all children can pass the phonic screen in the school.
Hi – Lo readers have been bought to ensure we have texts to challenge and inspire struggling or reluctant readers. We recently spent over £100 on Barrington Stoke resources for Dyslexic readers.
Reading Logs are scrutinised by Senior Management regularly to ensure all children are reading at home. One to one reading catch up sessions are provided by the school to ensure those children not able to be heard read at home can be given support. Bug Club can provide children with age and stage appropriate reading in a very discrete way. Bug Club also has a read to me function which helps early readers develop fluency and acquire new vocabulary. Bug Club is also used to monitor home reading and reading ability.
Our library is well rescued and managed . Classes visit weekly and there are opportunities to visit the library after school on a Wednesday and a Thursday and at Friday lunchtimes.
We are Gold subscribers to resources for learning and receive non fiction books boxes so that reading can inform learning across the curriculum.
Teachers hire reading gazebos and book boxes to inspire children to read.
We visit the local library and have authors visit the school each year. We use Skype to speak to authors.
Each year we celebrate World Book Day.
We give out Golden Tickets to celebrate and reward home reading. In Class 2 there is a 'Readers Chair' for the top reader each week.
This year 78% of our children passed the KS2 reading paper, 81% passed the writing test and 84% the SPAG test. We have a vision to raise these scores to 85% across the three disciplines this year by being focused on using reading to drive our learning and basing our sequences of learning around quality texts across the curriculum.
If you would like to support your child with phonics at home or you would like to access extra resources on line please visit:
or set up an account at OxfordOwl.com
Oxford Owl will provide you with free reading resources.
Ruth Miskin's downloads and videos page will provide you with support on how to teach phonic sounds to your child at home.
We encourage a love of reading. Teachers read aloud to children in class. We use levelled guided reading groups to raise reading standards. We undertake weekly comprehension tasks using HeadStart to improve written comprehension skills. We try to link these to curriculum content where possible. We set weekly spellings in Key Stage 2 .Children take home beautifully published Reading Logs in which to record their home reading. These logs contain all the spellings they need for their Year Group and lots of Reading Response Activities to do at home. They also contain pages for collecting great phrases and captivating settings. We use Talk for Writing across the school and Pie Corbett's Igniting Writing writing frames and toolkits to help us to write across the curriculum. Years 2, 3, 4 and 5 use the Literacy and Language Scheme to support the teaching of reading and writing and HeadStart Spelling and Writing resources. We give our Golden Certificates for regular home reading. We have weekly library sessions. We have a teachers' book group to demonstrate our love of reading. We are Gold subscribers to Resources for Learning. We subscribe to Bug Club for online reading. We love to read.
Read Write INC – a new approach to teaching synthetic phonics. St George’s School and ….. What is Read Write Inc and why are we adopting it at our school? New Ofsted Inspection Criteria Formative assessment to meet need Matched guided reading texts Children grouped according specific need and to the correct level of challenge Regular and systematic teaching focused not only on decoding but comprehension, fluency and expression. All staff fully trained and monitored by a Reading Manager Groups will be taught by a different member of the Read Write Inc Team each term Loading… The Theory The Simple View of Reading -Rose Report (2006) -Children need both good word recognition and good oral language comprehension. -‘Learn to read’ (by 7) ‘Read to learn’ (carries on) -Use of talk The Five Principles •Pace Complete programme quickly No downtime in lesson-full involvement-energetic and rigorous Silent Signals-Stop/ Magnet/ My turn your turn/ Perfect partner position/ 1,2,3 •Praise- a lot Praise phrases and actions •Purpose Set purpose at start Modelling-behaviours needed are modelled for effective partner work •Participation All children take part in all of the lesson-choral work My turn your turn Partner work-a great deal of time is spent modelling and praising this behaviour •Passion Show how much you love teaching lessons Loading… Assessment and Groupings •Sound and Word Entry Assessment •Children organised into broad Speed Sounds groups – mixing different years if necessary (every need at every level) •Reception Class only split after Christmas •Children are reassessed regularly – the right pace for every child (every eight weeks) Timetabling • Daily phonics •Guided reading 3 times a week •Extended writing linked to previous teaching Speed Sounds Not Jolly Phonics Pure Sounds Bouncy/stretchy sounds Complex sounds Some lingo……. •New phrases for each sound •Fred talk (meet Fred) green words and red words •Special friends •It’s all in the eyes Reading Books • Guided reading scheme runs alongside lessons • Means children can decode books • Linked real storybooks – provides context and improves vocabulary • Up to 9 reading activities for each book Praise Praise phrases: Used to acknowledge brilliant effort and good partner work It’s not just good or great, it’s… super, smashing, brilliant, super sounds, fantastic, phenomenal Fred talk, wondrous, rapid reading, wicked words. Praise actions: Used to keep the children energetic and to praise excellent behaviour and hard work Marshmallow claps, whoosh, firework, thumbs up, Elvis, microwaves, high fives. Loading… To help us…and your child.. •Let us teach the new sounds first •Practise the sounds that your child has learnt at school (your child will be able to tell you what they are) To help us…and your child… Don’t spoil the surprise….let us introduce them to the Read Write Inc books We have bought lots of lovely new home reading books; encourage your child to use their new Read Write Inc skills to read these Use these activities
Please select the Enrichment - Literacy page to see how we try to enrich the Literary experience of your child at our school and how you can be part of the enrichment process.
If you have a book review of a book you have particularly enjoyed then Mrs Earp would love to publish it on the website.
These reading cubes will help you to support your child when reading at home. Print them out. They are fun to use and will give you lots of questions to ask your child. Roll them like dice to see where they land and what you will ask!
These PowerPoint slides will help you to support your child with the trickiest grammar points they will meet in years 5 and 6. We use these slides in class.
Please read as many books from these lists as you can. We have all of these books in school. Use the library in your timetables school slot, after school on Wednesday or Thursday or on Friday lunchtime to find one of these books.
Privacy and Cookies Policy
Last Edited: 23rd May 2018
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Last Edited: 23rd May 2018
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