Literacy and Reading

Children at St George’s Catholic School are encouraged to express themselves in Speaking and Listening, Reading and Writing.

Speaking and Listening

Talking is fundamental to a pupil's learning. Pupils are encouraged and helped to talk clearly, confidently and with expression in order to communicate ideas and feelings. Similarly, and just as importantly, is the need to listen carefully and respond appropriately. All children are provided with opportunities in all areas of the curriculum to develop skills in speaking and listening. Teachers model quality speaking and listening. In order to respond to high numbers of EAL pupils, we offer where possible a practical experienced based curriculum which is wide and vocabulary rich.


One of the greatest gifts that we can give a child is the ability to read. We encourage children to read every day at home as reading regularly ensures children become more fluent and confident readers. We believe that reading should be an enjoyable activity, and our approach to reading is based on this. We employ a variety of techniques to ensure children have a 'love' of reading, which include :  playtime reading clubs, a school library club, in school time library sessions with a dedicated librarian, curriculum linked whole class readers and shared reading texts, curriculum linked guided reading reading logs comprehension activities, reading buddies, a well-stocked reading scheme a Read Write Inc programme, daily in class reading, a Golden Ticket Scheme, a teacher book club, a poetry step, World Book Day fun, visiting authors, Skype chats with authors and a healthy Twitter account regularly used to promote reading and well followed by the Twitter community. We have an online reading resource called Bug Club to which every child had access. We have a new school library to ensure that children have experience of a real library where they can borrow and return books. At Key Stage 1 there is a greater emphasis on phonics and reading. At Key Stage 2 we extend and develop each child's reading skills. There is a Reading File in each classroom where teaching staff can easily access data and record information about a child’s reading. We have catch up programmes to hear priority readers. We have intervention programmes to ensure children are taught the skills they need on a one to one basis to enable them to close the gap.



Writing is best learned if children are encouraged to do it for real reasons - cards, letters, lists etc. We try to offer as many real reasons to write as possible.  Children are encouraged to see marking comments as tips on how to improve their writing. We have an agreed marking scheme. Children are provided Toolkits and Success criteria and these support the writing process avoiding making it too hard too quickly (a response to pupil feedback). Teachers model writing and demonstrate themselves as writers who are ready to reflect upon and edit their work. Children are encouraged to polish their own work. Peer marking is well established across the school.

Children are given 'next steps’ or ‘wishes’ when they write and will improve their work accordingly. Time is given for them to do this. Handwriting, spelling, punctuation and grammar all play an important part in this process and although are taught as discrete skills we embed the learning in the writing process.

KS 1 use Literacy Shed Plus as a planning tool for writing.

We use Talk for Writing as a basis for our agreed writing sequence. Key Stage 1 focus on learning stories and using these as models for their own writing. We try hard to link oral and written story telling. We use Literacy and Language and Igniting Writing as resources to provide consistency of approach. We use Alan Peat Sentence Types for progression.

Attention is giving to handwriting style. At first children learn to form letters correctly and then they are taught a model joined script, so they are able to develop a neat, flowing style of their own. We use Nelson Handwriting resources.



Phonics at St George’s


Aims: We aim to teach high quality phonics to ensure the children have the best start possible in reading and writing.


Phonics is the beginning of the children's body of knowledge, skills and understanding that are an essential part of learning to read and write. In order to read and understand texts children must learn to recognise/decode the words on the page. Good quality phonic teaching secures the skills of word recognition and decoding which allow children to read fluently. This will result in children being able to read for pleasure, then move onto children developing comprehension skills. These phonic skills need to be taught systematically.


Our phonics planning is: - Time limited, such that all children should be fluent and confident readers by the end of Key Stage One. Children learn phonic skills best in the first few years of school. We use the Read W rite Inc Programme. - It follows a planned programme, building on previous learning to secure progress. - It is taught daily. It reinforces and applies acquired phonic knowledge and skills as they progress through their phonics.


Expectations within St George’s Primary School

Reception:- Children start by using the Read Write Inc programme in their reception year within the first few weeks of the first term. The actions for sounds are taught to the children. The actions are used to increase the children's confidence and prompt them whilst writing. Set 1 sounds are to be completed by the end of Reception. Children to be secure in these sounds and be having a good go at blending simple C V C words. All of the 45 reception words to be recognised.


Year 1:- During year 1 children will continue the Read W rite Inc programme and compete set 2 sounds. By the end of year one children should be confident with set 2 sounds. Year 2:- Children will complete the set 3 sounds. Children to be using these sounds in their spellings and sentences. We will continuously practise and revisit all sounds to ensure consolidation. The children are encouraged to put sounds into the context of their writing and given opportunities to use their phonic knowledge in their independent writing across all subjects.


KS2:- Children who have not achieved set 3 sounds by the end of year 2 need to be taught this through intervention programmes in year 3.


Assessment: Assessments are updated half termly on each child's phonics tracking sheet. Children will be tested regularly.


What we do if we feel a child is not making progress? - Try something else - we look at the needs of the children and change resources, teachers and groupings as needed.



The Wider Curriculum and Reading:

We fully support and promote both reading for pleasure and to gain knowledge. Everyday each class either reads or is read to: this is to foster the love of reading and its use as a tool for learning. In addition to this, to promote an appreciation of our rich and varied literary heritage, each year group have chosen ‘Books of the Term’, where each teacher commits time to read to their class. This book may be linked to the curriculum or may be an agreed classic text. Occasionally the teacher may take a class vote to foster the love of reading and will read aloud the top vote.

 In Reception and Key Stage 1 discrete phonics lessons are taught daily. We follow the ‘Read Write Inc’ programme. We pride ourselves on the children actively participating in lessons and believe we facilitate excellence and enjoyment. In addition to phonics, guided reading sessions are planned to develop basic skills of prediction, sequencing, retrieval, and inference and understanding vocabulary. As the children transition into Key Stage 2, the focus shifts towards reading for meaning. The skills of prediction, retrieval, inference and understanding vocabulary are progressed further. To build on the skills previously mentioned, the children will also learn how to summarise texts, connect ideas, make comparisons and discuss how language choices contribute to the meaning of a given text. All of the above, are taught in discrete reading lessons, which are- where possible- linked to topic themes and English writing units to immerse children in a variety of genre and content. We believe this gives children the opportunity to deepen their understanding of not only the skills required for reading, but also the knowledge of a topic or genre. We use Head Start Materials for comprehension along with Deepening Understanding and the questions on texts in Literacy and language. Teachers create specific questions for chosen guided reading texts according to the skills they want the children to learn. Children are asked to give verbal or written answers on these texts. Lots of time is spent lingering over vocabulary before a text is read. We subscribe to the belief that vocabulary is vital.  Children are guided to choose independent reading books from our scheme and have opportunities to read one to one to an adult through the week. Priority readers are heard more frequently. Reading Logs are checked in class weekly and by the Literacy coordinator at intervals through the year.  The appropriateness of scheme books are checked on a regular basis and children are moved through the scheme by staff according to need.

In addition to reading lessons, St George’s subscribes to Resources for Learning, where we benefit from a library service. Each class has a plethora of books ranging from non-fiction, fiction and poetry which is linked to topics taught for children to read for pleasure and information. We fully encourage home-school links and for children to read at home. We endeavour to provide additional enrichment opportunities to promote the love of reading and storytelling through celebrating and participating in World Book Day, providing a variety of Reading Gazebos for the children to explore and running an annual book fayre for all children. In addition, we relish opportunities to take part in National Read Aloud Days, and the SLN Poetry Slam. We will be hosting our own Poetry Slam this year.  We invite touring authors to inspire our children and have Skype interviews with authors. We have half termly WOW Events designed to inspire our children and often these are linked to writing opportunities. We have pen pals and reading buddies from other schools – we are paired with Lyngford Park. We are part of the Taunton a Reading Town hub group. We invite experts in to give talks to parents on the value of reading. We invite Taunton Library in to encourage the children to sign up to The Summer Reading Challenge. We have extreme reading events and lots of internal reading competitions. We visit the town library. Every year we celebrate the work of Shakespeare. Class 6 have performed a Midsummer Night's Dream for many years as part of their topic on Shakespeare. One class also tries to celebrate Shakespeare week. This year, Class 6 will be learning about The Globe Theatre and they will be reading King Lear as a class. 

We undertake extensive transition to secondary school projects and have buddy reading sessions with Year 7 pupils in the summer term to encourage reading through the holidays. Year 7 English teachers also visit the school to teach reading lessons and to give our brand new texts for the children to keep and read over the summer in readiness for English in Year 7. 

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
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. 

The Story of Reading at St George’s Catholic School, Taunton




RWI phonics every day- Mon- Tues Word Time and Guided Read with RWI books (ability groups). Wed- Thurs- Word Time in small gps

Book Talk – once a week. Mixed ability gps to listen to a story and discuss/ look at vocabulary.

Vocabulary books to be sent home for each child to pre-learn key vocabulary.

Storytime every day- books linked to topics or class stories.

Talking Partners with TA- intervention to support children with vocabulary/sentence structure.

EAL gps- intervention to pre-learn or consolidate work in class. Looking at vocabulary/re-reading stories.

Home Reading books- 3 books per week



Year 1

RWI phonics every day (ability gps)- 20 mins Word Time plus 20 mins Guided Reading with RWI books. Mon-Wed- use RWI guided reading books.

Thursday & Fri – whole class Guided Reading Texts, including vocabulary.

Setting up Shared Text homework.  Read a text in class and will have work set to do at home e.g learning story maps, comprehension, learning vocabulary etc. Reading response activities.

Story time- at least 3 times a week. Can be linked to topics.

We have started to use Literacy Shed Plus for planning and these plans are providing the basis for shared stories.

Children have access to Bug Club on line.

Children can use Spelling Shed to learn vocabulary.


Home Reading books- 3 books per week


We have priority readers who have 1:1 attention.

These children go to Reception Class for their phonics lessons 5 times a week. They also have a 1:1 phonics session with Mrs Ward once a week.

Borderline children work with Mrs Ward in a small phonics group.

We have recently been able to split up the big phonics group that borderline children were working in, because Mrs Erolan has been moved from Class 3 to help us during our Phonics lessons 3 times a week. Borderline children are placed in a working group much more closely matched to their ability so they can be monitored closely. Borderline children can have topics up phonics with Mrs Cox to ensure that they stay on track to pass the phonics screening in June.

Children are tested regularly to ensure progress and that provision matches need and is having an impact. Changes are continually made to groups to ensure best provision and development. Phonic data is regularly shared with the Literacy coordinator to monitor progress. 


Reading in Year Two.


Majority of children…

On Monday we pre-teach vocabulary for the new book. We then group read through the chapters and pick out words to add to our vocabulary lists.

Tuesday we re-cap the previous day’s text, predict what may happen next and then carry on through the book with a focus on vocabulary.

Wednesday we do a follow up piece of comprehension/activity about the book. This varies each week, but we copy the format of example questions from the SATs tests. These are sometimes closed word activities, match the sentences, true and false answers and full sentence responses.

Thursday we do a piece of comprehension from the HeadStart materials. The children read through the text independently and highlight words they are not sure about. We then got through it in small groups and talked about the words. They then peer mark when time allows.

Friday we do a spelling test from the HeadStart materials.


We have the Literacy and Language Scheme which we can use to read a variety of text types.

We sometimes use Twinkl resources for comprehension if they are appropriate and curriculum linked.

We regularly order topic book boxes from Resources for Learning and use these for research and personal reading.


Mrs Farthing’s group (EAL, children who haven’t passed the phonics screening in year 1 and SEND) follow a similar approach. They have an extremely heavy approach with vocabulary and take the books more slowly. They also do a lot of teaching of Read Write inc sounds during the Autumn Term and then recap for the rest of the year.


We have regular reading log checks, books changed x3 times a week where needed.

Class two has a star reader each week who has impressed us with a lovely reading log. That child gets the star reader chair and their picture gets put on the door. The Reading Logs encourage the children to read a variety of books.

Priority Readers -

We take individual readers out each week, mainly children who are not reading at home with an adult, or need extra support.



In Class 3, we share a short text or a chapter of a book each week in a series of ‘guided reading’ sessions.

On Mondays, the children look up vocabulary in dictionaries. On Tuesdays, the children use laptops to find a variety of synonyms for the words. The vocabulary has been carefully selected from the text and will include words/phrases they may not have come across before and is designed to broaden their vocabulary and help support their understanding of the text. Throughout the week the teaching staff try to use the vocab in a range of contexts to develop their understanding of the words.

On Wednesdays, I read the text aloud to the children and encourage them to summarise what they have read. We discuss what we enjoyed about the story/information, discuss inferences and make predictions about what may happen next.

On Thursdays, the children answer comprehension questions independently.

Alongside our guided reading sessions, I have a class reader which I read at every given opportunity (at least 3 times per week). The book is usually linked to our writing and/or history topics. For example, we are currently reading The Case of the Missing Treasure which links with our mystery story writing in English and our Egyptians topic in history. In some cases I read a book that does not necessarily link but has been recommended by a member of the class.

The children take home a reading scheme book which has been selected based on their current attainment level. The children are given the opportunity to change these books 3 times per week. During the book changing session, the children are heard to read by an adult. The Reading Logs encourage the children to read a variety of genres.

Literacy and Language covers a variety of text types and the Anthologies allow the class to read quality texts across genres.

We have Headstart Comprehension materials that we can use and link to the curriculum. We use Deepening Understanding comprehension texts and questions and we try to link these to the curriculum.

We sometimes use Twinkl resources for comprehension if they are appropriate and curriculum linked.

We regularly order topic book boxes from Resources for Learning and use these for research and personal reading.

I have a list of ‘priority readers’ who are heard to read by an adult on at least 3 extra occasions during the week.





In Class 4 I do a number of things to support reading…

Guided Reading-Day 1 Children are given 6 words which will appear in the text. They look up the definition of these words and they are displayed in the classroom. Children are encouraged to use these words throughout the week. Day 2 Children read the text which I try to link to my topics e.g. Water Cycle-science, Gladiators-Romans. Day 3 Children read the text and are shown the questions. Day 4 children answer the questions.

We have a class reading book which we read on a regular basis. Children all have copies of the text and are encouraged to read. (Lollipop sticks)

Priority readers are heard 2/3 times a week.

When looking at genres of writing…we also identify features by reading different texts.

Bug Club allows access to a variety of text genres as does the school reading scheme, the Essential Fiction / Non-Fiction Anthologies and the Literacy and language Scheme.

Reading Logs encourage children to read a breadth of genres.

We choose quality class readers including modern and classic fiction to inspire our children. Our class readers link to the curriculum.

We have Headstart Comprehension materials that we can use and link to the curriculum. We use Deepening Understanding comprehension texts and questions and we try to link these to the curriculum.

The children have a library session once a week. One half do computing and the other half go to the library.

Reading records are monitored on a weekly basis. Looking at one quality entry.

We sometimes use Twinkl resources for comprehension if they are appropriate and curriculum linked.

We regularly order topic book boxes from Resources for Learning and use these for research and personal reading.





The Story of Reading in Year 5

Reading in Year 5 is linked to our curriculum. We choose a class reader, which is usually linked to our History, Geography or Literacy topic. For example, we read Percy Jackson and the Lightning Thief when we studied Myths in Literacy and we read Stig of the Dump when we were learning about the Stone Age in History.

Our Guided Reading texts are also linked to the curriculum. For example, when we study the Tudors in History, we read Horrible Histories: Terrible Tudors and when we studied Eastern Europe in Geography, we read about the physical and human features of Europe and focused on building our vocabulary around trickier subject vocab words.

Our weekly Guided Reading follows the KS2 guidelines for Reading from our Reading Policy. The class teacher reads a whole class text early in the week. The children then read the text during Guided Reading to an adult and then complete vocabulary/word detective work, to ensure they understand the meaning of new vocabulary. Mid-week, the children summarize what they have read, either verbally to a response partner or as a written paragraph in their Guided Reading Books. Towards the end of the week, the children answer comprehension questions on the chapter/text and these are marked whole class so the children receive instant, quality feedback led by the class teacher.

Bug Club allows access to a variety of text genres as does the school reading scheme, the Essential Fiction / Non-Fiction Anthologies and the Literacy and language Scheme.

Reading Logs encourage children to read a breadth of genres.

There is a focus on the whole curriculum on vocabulary. We are word detectives, collecting powerful words for our writing in word banks in Literacy and looking up the meanings of new words regularly in other subjects. This is evident in children’s books.

We sometimes use Twinkl resources for comprehension if they are appropriate and curriculum linked.

We regularly order topic book boxes from Resources for Learning and use these for research and personal reading.

We have Headstart Comprehension materials that we can use and link to the curriculum. We use Deepening Understanding comprehension texts and questions and we try to link these to the curriculum.


The Story of Reading in Class 6

We check reading logs weekly to ensure children are reading at home. We hear each child read one to one at length and have an in depth reading interview with each child each term to ensure that children have ‘lability matched’ texts from the scheme. Each week children visit the school library and are guided towards books by our librarian who tracks their free reading. Our librarian will hear priority readers. Once a year the children complete a questionnaire on their library reading and in addition they receive a one to one interview about their library choices. The librarian uses these sources of information to stock the library and to guide children in book choices. The children have a list of recommended books for Year 6 that they take to the library each week and they are challenged to read at least 10 of these over the year.


We have priority readers in class and these children will read one to one with a member of staff. These children are chosen on the basis of the regularity of home reading and assessment scores. The children of highest need read daily to an adult.


The class teacher reads once a week with priority readers. This is an hour session in a small group.


The teacher finds an opportunity to read daily to the class and this is either as a stand-alone reading session of a class text or as an activity embedded in the curriculum. Reading is at the heart of the curriculum and learning and we try to make reading the source of our learning whenever we can in class 6.


Weekly guided reading will come from a curriculum linked text. We will share vocabulary, read the text, review the text, summarise it and answer questions from it either verbally or in books during the week in line with the whole school guided reading policy. The teaching of new vocabulary is key in our curriculum and we see it as vital to the understanding of reading.


In addition, the class has whole class shared texts such as Friend or Foe, Oliver Twist, A Little History of the World or poetry anthologies and plays. These are read together and link to the curriculum. There is a weekly topic linked to small group guided reading sessions and the children are encouraged to enjoy reading in these sessions. The teacher taking the session will model expert reading.


The class teacher finds a daily opportunity if possible to read aloud to the children. 


Grammar is taught through a shared story with grammar points embedded in the text and is another opportunity for shared reading,

The class has one extended DEAR time each week during library time.


Content is often taught through differentiated comprehension texts within a topic. Cloze reading is used to test knowledge during and after topic work.


The children are regularly set Bug Club reading homework which tests comprehension. The scheme can be ability matched. The teacher can mark and write answers back to the children. The children can read a range of genres which are often linked to the curriculum.  In school sessions are provided for those who cannot access the online reading at home. This is made freely available to Pupil Premium children and priority readers.


We have Headstart Comprehension materials that we can use and link to the curriculum. We use Deepening Understanding comprehension texts and questions and we try to link these to the curriculum.


We sometimes use Twinkl resources for comprehension if they are appropriate and curriculum linked.

We regularly order topic book boxes from Resources for Learning and use these for research and personal reading.


These testimonials have been written by each class teacher. There is a reading file in each class teacher’s room which tracks priority readers and general class reading which further tells the story of reading across the school. These files are shared by class teachers and teaching assistants.


The Story of Reading from : The Literacy Coordinator


We are trying hard to promote ourselves as a reading school. We recently set up a school library. Children use this once a week during the school timetable and it is open in lunchtime and two evenings after school. It is run by a dedicated librarian who tracks and monitors the children and provides termly feedback on library reading to staff which is cross referenced with Reading Log and Bug Club scrutinises, feedback from one to one reading and reading assessment to build up an overview picture of our children as readers.

We have just extended our library and we now have a purpose built library space on the field. We have invested in a library management system for tracking books and pupils.


I have given teaching staff two Staff Training meetings on the teaching of reading this year and we have recently agreed how we will teach Guided Reading. I have monitored this in books and it is going well.


We have a Read Write Inc phonics programme in place in KS1 with catch up provision in Year 3 for those who do not pass the screening before they leave KS1.

This is regularly monitored by Rachel Godfrey who feeds back to SLT on phonic progress and provision to meet need. Priority children are regularly identified and provision changed to maximise progress.


The reading scheme in KS 1 is in the process of being refreshed to ensure that texts match the phonetic stage of children. Children will receive a phonetically decodable home reading book but children also have access to texts which develop sigh vocabulary as we have identified this to be an area of need for our pupils.


Children in both KS 1 ands 2 have access to Bug Club texts. The Read to Me function is particularly useful for EAL pupils.


We have a reading scheme in KS 2 which was heavily overhauled this year. This overhaul proves takes place very two years with new scheme books bought to cater for losses and need.


Support staff have been given three training sessions on how to use the scheme this year and advice has been given on how to hear children read. As the coordinator, I have monitored how support staff read with children and how book changes are managed in each class. I know that support staff are aware of priority readers.


Each class has a reading file where data on reading is kept that all those in charge of reading with children can be made aware of levels and details to support reading.

We issue Golden Tickets for excellent Reading Log entries and give out termly prizes for great readers which are drawn in assemblies.


We take part in the SLN Poetry Slam and we have a poetry step in school where poets can recite and entertain their peers. We will be hosting a Poetry Slam in school this year.


We always celebrate World Book Day and World Read Aloud Day. This year we are having a Vocabulary Day and a Book Swap event. We have signed up the ‘Share a Million Stories’ challenge. Our Head Teacher enjoys reading aloud to children.


We host events to educate parents. We recently held a ‘Hot Chocolate: Read With Your Child’ event which was hosted by Sarah Cook. Sarah spoke to over 50 parents and gave advice on how to read with your child and how to foster a love of reading in the family. Parents then read with their child in the hall over a cup of hot chocolate.


We have sponsored reads and Readathons during Lent.

We take part in extreme reading competitions

We regularly have competitions in school to promote reading

We send out information on reading to parent in many languages.

We have books in our library in many languages.

We are Resources for Learning Gold Subscribers and regularly hire out topic books.

We subscribe to First News and children can access the papers in the library.

There is a story club which meets in the library at playtimes.

There is a sharing shelf of books in the school foyer so people can help themselves to a good read while they are waiting in the foyer.

We a have a teachers’ book club which meets half termly and we are trying to connect parents to set up a parent book club.

We visit the town library and the town library visits us.

We invite in an author each year to inspire children to read.

We have Skype sessions with published authors.

We regularly tweet about reading to raise the profile of reading among our parents and followers.

We are a member of a hub group called –Taunton a Reading Town and we have just volunteered to take on the running of this club. We have a buddy reading school as a result of this project.

We celebrate the work of Shakespeare by marking Shakespeare week and by performing A Midsummer Night's Dream as the Year 6 summer play for all to share. 

In the summer term Class 6 buddy up with partner secondary schools for Year 6 and 7 transition work. The Year 7s from partnership schools bring Year 7 texts to inspire the Year 6 children to read through the summer before entering Year 7.  Year 7 teachers come and teach lessons to the Year 6 class to inspire them to continue reading when they transition  to secondary. 


We have recently rewritten our curriculum to put reading at the heart of our teaching. We have bought class sets of books which have been written into our plans so that our children can see the role that reading has to play in learning. We read to learn.




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 Power Point slides will help your child to learn all of the KS 2 Curriculum spellings in a fun way!
Give your child a Spelling Passport. Being able to spell is a passport to success.
Here are some tips for helping your child with Grammar at home. 
This Toolkit will help you to write with your KS 1 child at home. 
These websites are helpful if you want to support your child with reading at home. 
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. 
Follow us on Twitter feed: 
Please, please, please follow our school twitter account as Mrs Earp and Mrs Price Tweet weekly about books and reading and it is full of recommendations and news of reading events. 
Thank you 
Mrs Earp
Read book reviews by our children on the school blog.
These videos will help you to read with your child at home. 
Mrs Earp's Top Tips for helping your child to read. 
Love reading yourself. Have books lying around and read in front of your child. Show them how important it is. Inspire your child to read because you read. 
Log into Bug Club. It is produced by the same company that produces SATS papers. The on line comprehension questions are brilliant for helping your child with comprehension. 
At KS 1 Bug Club will read to your child as there is an audio function. If you are not able to read aloud to your child, Bug Club can do it for you. 
End the day with a cuddle and a book. 
Learn a short story or a poem off by heart. 
Read aloud at home often. 
Read together - a page each. Who makes the book the most exciting to listen to? Who has the most expressive reading aloud voice. 
Drop everything and ask your child to tell you about the book that they are reading. 
Visit the Book Trust website and consult the Top 100 for great book recommendations. 
Listen to audio books at night or in the car. 
Search for great words and exciting punctuation together. 
Try reading the punctuation. It helps your child to notice that it is there and how it works to benefice the writing. 
Check our website and school Twitter account for book recommendations.
Visit Taunton Library together OFTEN - it is free and parking at the school is free as well!
Read the book reviews at Waterstones or talk to a member of staff there. They are super helpful and are always ready to tell you about books. 
Ask for and give books for birthdays and Christmas. 
Buy a set of books by the same author so your child can really get to know the style of an author and follow a story line. 
Read the book and then watch the film so that you can compare the two. 
Subscribe to a child's magazine or newspaper. 
Read from The Internet. Visit the Blue Peter or the First News or the Newsround websites to read about current affairs. 
Research authors. Encourage your child to be interested in the writer as well as the writing. 

St George’s Writing Model : Spring 2020

We have developed our own approach to ‘how to teach writing’, which includes elements of both ‘Talk for Writing’ and ‘Alan Peat’ sentence types, but which is fundamentally based on National Curriculum objectives. We use Literacy Shed Plus, Literacy and Language and Igniting Writing as resources.

Writing is linked to the wider curriculum, a WOW event or a real reason to write.

Children are taught genre-specific texts and follow a cycle of imitate, innovate, independent application and invent.

We understand the importance of developing and broadening vocabulary, so each text is carefully constructed to meet National Curriculum objectives, broaden vocabulary and sentence construction and to meet the needs of the audience and purpose.

The imitate phase consists of learning new vocabulary which builds on prior knowledge and children are taught grammar and punctuation lessons linked to the text. This is then rounded off with a ‘reading as a reader’ lesson, which focusses on their understanding of the text after being immersed in it throughout the week.

Imitate also includes learning an Alan Peat Sentence type to use within the writing. Each year group has a set of sentence types. These can be taught and reviewed through the year as and when the text type suits the sentence type.

In Reception and Key Stage 1, there is more of an emphasis on learning the text by heart, which fully immerses the children in the language and any associated grammar or punctuation.

The ‘innovate’ stage is where the children ‘have a go’ at using and applying their new knowledge and skills through shared, guided and independent writing opportunities.


The ‘innovate’ stage begins with ‘boxing up the text’ so that children understand what happens in each section of a narrative or non-fiction/poetry text. As a class, they discuss what tools are required for it to be a successful piece of writing.

 As a school, we use a ‘tools not rules’ approach to writing, where children are taught writing skills and techniques based on the genre and purpose for writing. We believe this low threshold, high ceiling approach eliminates any glass ceiling being put on any child and is used to support the writing process, rather than it being a tick list that can inhibit many children’s natural talent.

In addition the children will know the SLN Interim Assessment Standards for the Year Group which serve as a benchmark for writing standard within the year group.

This phase is developmental in nature, thus every child will have a ‘next step’ marking comment to respond to in the next lesson; this also provides time to progress the skill of editing and improving.


The independent application stage is recorded in their English books and is completed immediately after the innovate stage. This is where the children get to plan their own narrative, non-fiction or poetry based on the skills taught and the knowledge they have gained.

Invent opportunities are planned across the curriculum to give children the opportunity to showcase their talents across the curriculum and is a useful assessment tool for teaching staff. In both the independent application and invent stage, time to edit and improve their work is developed further through teaching and learning time. Children are given opportunities to publish some pieces of work.

The Story of Spelling and Grammar at St George’s


In KS1 we have a rigorous Read Write Inc programme in place and children learn sounds linked to the scheme. In Class 1 we have operated a reading / spelling challenge in past years to encourage children to learn high frequency words alongside this phonic programme. Class 1 has the Spelling Shed application for home spellings and vocabulary and begins testing children on home spellings in the summer term. By Class 2 the children are using the Head Start Spelling Scheme which operates a four week learning cycle to review sets of spellings to ensure good recall. The scheme is used from Class 2 through to Class 6 for consistency. Spelling is taught in school and touched upon throughout the week. They are learned at home and there are activity sheets which ask the children to learn meanings and look for patterns. Children are texted either weekly or after the four week cycle depending on the needs of the cohort and how the teacher wants to operate the system. This system is new and was selected in response to pupil and parent feedback.


Grammar is taught in EYFS and Class 1 through the modelling of sentence writing and through succinct marking.

Grammar is taught in a combination of ways from Class 2 onwards. There are planned, stand alone, grammar lessons and it is also taught through a Head Start text which embeds grammar teaching in the year group through a shared story so that grammar can be seen in action. Grammar points are continually revised through the shared story. In addition, there are in class or homework grammar sheets to reinforce the learning. All of the Head Start materials are differentiated.


The Interim Standards writing assessment sheets ask for evidence of grammar attainment. Grammar targets can be made through analysing the gaps in writing, Planning of specific weak areas in grammar within cohorts can come from the assessment of writing.


Deepening Understanding has a grammar teaching boards. In addition there are daily grammar morning slides. This tool can be used as daily revision or as an introduction of a grammar point for Head Start.


Grammar points are highlighted in whole class shared text or guided reading time and through the teaching of writing,

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. 
Please feel free to visit the library after school on Thursdays and Fridays. It is open for all to use. Look for excellent book recommendations to encourage your child to love reading. Please come and hear Sarah Cook speak to all parents on the topics of hearing children read at home fostering a love of reading in the family on Friday 13th December at 1:45 in the school hall. You are warmly invited to share a book and a hot chocolate with your child in their classroom afterwards.