Whitefield Schools and Centre

Size: px
Start display at page:

Download "Whitefield Schools and Centre"

Transcription

1 Whitefield Schools and Centre APPROACHES TO READING Position statement

2 Key elements in teaching reading Learning to read is a complex activity. It may be the most complex subject to teach. It is widely accepted that successful reading depends on learning to use a range of strategies. This position statement supports teaching by summarising the different aspects of reading and the strategies that all staff need to use to enable each pupil to make the greatest possible progress. The strategies employed may also be influenced by the pupil s own motivation and interests. The key aspects of reading include: book handling skills phonological awareness and phonics vocabulary development reading comprehension strategies reading fluency, including oral reading skills reading for information and enjoyment These key aspects will be taught together and most lessons involving literacy will cover all these aspects to different degrees. For pupils whom it is appropriate, specific lessons will focus on teaching phonics programmes from the Department for Education s recommended strategies and schemes. Book handling skills pupils are taught to care for and respect books. They are taught that books are special and have a meaning. They are taught to hold the book correctly, turn the pages carefully and start in the right place. All these essential skills are reinforced continually. Phonological Awareness - the knowledge and manipulation of sounds in spoken words that typically develop gradually and sequentially: awareness of sounds in a language awareness of rhymes and alliteration awareness that sentences can be broken down into words by segmentation, syllables, and sounds ability to talk about, reflect upon, blend and manipulate sounds by adding, deleting or substituting understanding the relationship between spoken and written language 2 h\work\pol\literacy\apprtoread lr

3 Phonics - the relationship between written and spoken letters and sounds. Words are made up from small units of sound called phonemes. Phonics teaches children to identify the phonemes that make up each word. This helps children to learn to read words and to spell words In phonics lessons children are taught three main things: Grapheme phoneme correspondence - pupils are taught all 44 phonemes in the English language and ways of writing them down. These sounds are taught in a particular order, as set out in DfE Publication Letters and Sounds: Principles and Practice of high Quality Phonics 2007 Blending - pupils are taught to blend. This is when children say the sounds that make up a word and are able to merge the sounds together until they can hear what the word is e.g. s-a-t or sh-ee-p Segmenting - pupils are also taught to segment. This is the opposite of blending. Children are able to say a word and then break it up into the phonemes that make it up. Vocabulary development the knowledge of words, their definitions and context. This may involve learning the word by sight recalling (recognising the shape of the word) and recall it initially from short term and eventually long term memory. The teaching of vocabulary is supported by visual means such as flash cards, symbols, pictures and sign. Early reading materials use words which are well established within the pupil s vocabulary and which relate to their experience and/or interests. Initially, we use functional words such as nouns, verbs and adjectives that can be presented visually. They may start with single words or very simple sentences. Pages are set out clearly to avoid sensory overload. 3 h\work\pol\literacy\apprtoread lr

4 Reading comprehension The teaching of literacy is planned so that reading carries meaning for each pupil; it is otherwise all too easy for pupils with learning difficulties to learn to bark at print reading out words which they do not understand. This processing of the content may, for example, be following the steps in a recipe, finding information on a favoured topic or sequencing a story. To help pupils understand what is read, in addition to vocabulary, there needs to be consideration of: Context the use of clues from all the surrounding information the picture, the layout, the story or the type of print. This also helps the pupil to read for meaning e.g. pupil guesses the word has something to do with food which limits the choice of possibilities. The pictures may help in understanding what is going on much better than words. Sentence structure involves using clues of the syntactic complexity, based on the pupil s own understanding of grammar e.g. the boy is running as opposed to the little kitten was chased by the fierce black dog. Pupils may be able to work out what type of word is missing depending on their knowledge of syntax e.g. The girl a red skirt. Amount of information it is important to match the amount of information to the pupil s own level of word/sentence comprehension. A pupil may learn best through a particular approach or may use a combination of approaches to decode a word. For example, having read I ate pasta for... a pupil may work out that the last word is dinner using any of the approaches above. An example of a basic written comprehension task may be a simple question with a choice of 2 answers, all supported by symbols. 4 h\work\pol\literacy\apprtoread lr

5 Various materials support the development of writing and provide a context for reading where pupils can read back sentences which they have written, linked to their direct experience. Reading fluency, including oral reading skills - the ability to read accurately, at an appropriate rate and with expression. Fluency is important because it provides a bridge between word recognition and comprehension. Pupils are able to recognise words quickly to help them gain meaning from what they read. They do not have to concentrate on decoding the words and can focus their attention on what the text means. Connections are made from the ideas in the text and their background knowledge enabling them to recognize words and comprehend at the same time without having to pay attention to decoding the words. Reading for information and enjoyment Reading is not a series of small skills fluently used; it is a process of getting meaning. (Waterland, 1985) From the beginning, we seek to make reading enjoyable and/or functional. For example, books are shared with familiar adults, reading is used as part of a sensory story or drama where pupils look at pictures or handle props, a recipe is followed, a TV guide is read or a catalogue is used. Key words are displayed during a lesson; key vocabulary is used to record a teaching activity or words are used as instructions in an activity. Pupils are supported to produce their own reading materials in the form of diaries or stories. Pupils are encouraged to read and understand print in the environment. 5 h\work\pol\literacy\apprtoread lr

6 TEACHING AND LEARNING Pupils in the Early Years and those at the early stages of development are supported to develop the skills which underpin literacy. They develop communication through interacting with adults. With support, they establish behaviours from which adults can infer meaning and gradually develop more complex ways to make choices and to influence the world around them. They benefit from a rich communication environment including stories, songs and rhymes and all learning activities are planned to provide opportunities for meaningful communication and, where appropriate, the development of language. They participate in daily language activities which focus on individual targets. The communication and language Programme of Study describes the development of communication from direct means through object cues, objects of reference, photos and symbols to speech or sign; the ability to derive meaning from symbol links to early literacy skills. Pupils learn to make sense of photographs and pictures and begin to enjoy sharing books with a familiar adult. Before they understand that print is speech written down pupils learn to record events in other symbolic ways. Relevant tasks include colouring or drawing pictures of real objects and real events, selecting photos or drawings to record an event or choosing symbols to label photos or drawings. All pupils follow the school s Programme of Study for Communication, Language and Literacy (CLL). This is supported by internal Schemes of Work. In addition, the Programme of Study is linked to cross-curricular topics. Pupils move on to the National Strategies when able. As the School s Programme of Study states: Our pupils may not learn to read and write following the normal developmental stages and this can make learning to read and write a more challenging experience. Teachers therefore identify strategies to meet individual needs. 6 h\work\pol\literacy\apprtoread lr

7 The visual skills of many children with communication and interaction difficulties tend to be an area of relative strength compared with their auditory skills. This strength may be harnessed in terms of being used to develop sight vocabulary at an early age, before moving onto more specific phonic work once the pupil has an established sight vocabulary where appropriate. However, it should be noted that although many children learn well with phonics, this is rarely true for children with autism. We surround them with an environment that will motivate them to master reading by placing emphasis on specific vocabulary to be taught. As well as this being dependent on the developmental stage or age of the pupil, it is important to focus on their interests and curiosity in order to harness their motivation and desire to learn. Children with autism need structure. Changes in routine or activities can cause a lot of stress; having a certain amount of set time every day for literacy promotes a supportive environment. Autistic children may need frequent breaks to stay focused. It is important to remain consistent. They often learn better through multi-sensory activities e.g. interactive picture books that describe what is going on in the story. This motivates and encourages them to interact with the pictures and associate that with the written words. The pictures also can help them comprehend what is going on much better than words. Focusing on the pupil s interests and strengths encourages literacy success. Children with severe learning difficulties and sensory impairments require individualised teaching and learning strategies that provide additional cues to meaning and enable them to consolidate learning. Each concept will need to be addressed through many different tasks until it is thoroughly mastered. They need a great deal of work in the stages before print is introduced. Communication approaches can include use of objects of reference, gestures, symbols, pictures or photos, tactile symbols, signs (British Sign Language) and body signs to support understanding. Literacy across the curriculum Literacy is taught both as a discrete subject and within other subjects where appropriate. The use of symbols with words is a common approach throughout the school. We recommend that the word is always placed under the symbol and hope that pupils will eventually recognise the word. Pupils use symbols to read timetables and schedules of work and in all subjects. They also use symbols to record. As the pupil progresses, the size of the symbol can be reduced and the size of the print increased. The learning environment 7 h\work\pol\literacy\apprtoread lr

8 Classrooms are filled with interesting displays including pictures, symbols and the printed word. Some captions are aimed at adults celebrating or signposting achievements others are designed for pupils to read. Where appropriate, there are displays of key words to reinforce developing literacy skills. Reading resources The School has a variety of Reading Scheme books and real books. Teachers select books according to individual pupils and try to make the material age appropriate. They assess pupils understanding of fiction and may choose to concentrate on non-fiction material for some pupils. 8 h\work\pol\literacy\apprtoread lr

9 The Jolly Phonics scheme is a structured method of teaching phonics. This is used for some pupils. Symbols are created using the Communicate In Print software package from Widgit. Electronic resources are used to support and extend learning. This may include ipads, VOCAs and listening centres. Breakthrough to Literacy materials enable pupils to build phrases and sentences about things of interest to them. As with all other aspects of materials, the choice of resources is highly personalised to individual pupils. Pupils with a visual impairment need reading materials which are visually simple with good quality print and pictures which contrast well with the background. Some need large print and others respond better to print which is smaller but very clear. Tracking progress Classroom teams assess progress carefully during lessons, checking all the aspects of reading outlined above and paying particular attention to the key objectives identified for each lesson. Evidence of progress is to be found in each pupil s individual Progress File. Literacy targets for individual are identified at Person Centred Reviews; the teacher s planning provides greater detail. A detailed tracking system, based on the school s Programme of Study and Scheme of Work and B-Squared, is used to follow progress over time in communication, language and literacy. Data is entered termly and used by teachers and their line managers to review the progress made by individuals, to identify successful strategies and to highlight any areas of concern. Checklists are also used as appropriate with individual pupils to monitor progress. Pupils who are able take the National Phonics Test in Year 1 and again in Year 2 if the score was low. Pupils may also be entered for the Key Stage 1 and Key Stage 2 National Curriculum Tests (also known as SATs) if they are at that level. In Niels Chapman Secondary School some pupils are assessed during the summer term on the Neale Analysis of reading revised in order to obtain a reading age in accuracy and comprehension. At key stage 4 and Post 16 these pupils may go on to complete for Entry Level English qualifications while others complete ASDAN Accredited courses of Personal Progress, Transition Challenge, Towards Independence and COPE. 9 h\work\pol\literacy\apprtoread lr

10 Parents/Carers role Parents play an important part in teaching literacy. Reading should be encouraged beyond the classroom into the home environment and in the community. Involvement of the parents or carers enables new vocabulary to be generalised into many different settings and contexts and so expand the pupil s opportunities to reinforce and consolidate reading outside school. This is encouraged by the active involvement of parents at individual Person Centred Reviews where the pupil s development, interests and progress is discussed both within and beyond the school. Parents are encouraged to share books with the pupil, looking at the pictures, labelling and commenting for a short and regular time in their routine, using materials that motivate the pupil. This can be from a wide variety of sources, not necessarily books, e.g. packets, labels, signs, menus, ipad, mobile phones, computer apps, songs or rhymes, using subtitles on TV. Being seen to read for information as well as pleasure sets a good example. Training and New Developments Training is offered both internally and externally. Teachers and support staff are encouraged to follow up recent developments in reading and research on reading. Parents are offered appropriate suggestions to support their child in learning to read. With the benefit of this extensive knowledge, and with the understanding that such knowledge will help them to relate closely to the (young) learners in their care and their development and learning needs, teachers are in the best possible position to plan appropriate ways to enrich and progress children s reading. (Goouch & Lambirth, 2011) 10 h\work\pol\literacy\apprtoread lr

11 This position statement was developed by the Communication and Literacy Focus Group and is shared with all classroom staff during their continuing professional development. Implementation is monitored by Heads of School, Middle Leaders and the Focus Group. Shared with the Governing Body Curriculum Committee on 4 th December h\work\pol\literacy\apprtoread lr

Links to national curricula

Links to national curricula Links to national curricula The sections in this test have been carefully designed to sample the main English skills set out in the national curricula for England, Wales, Scotland and Northern Ireland.

More information

The skills-based curriculum for language learning

The skills-based curriculum for language learning 4 The National Strategies Primary The skills-based curriculum for language learning Summary: This section highlights the skills developed and consolidated in the process of learning a new language in speaking,

More information

St Hugh s School. Reading Policy

St Hugh s School. Reading Policy St Hugh s School Reading Policy Reading Policy 1. INTRODUCTION 1.1 What is the place of this subject? What is the purpose of this document? Rationale At St Hugh s we are committed to developing the reading

More information

School Policies English Curriculum Policy: English

School Policies English Curriculum Policy: English Curriculum Policy: English POLICY FOR ENGLISH Children at Vranch House School All the children at Vranch House School have a physical or movement difficulty and many have communication difficulties and

More information

English for academic year Class 1. Years R and 1. read and understand simple sentences

English for academic year Class 1. Years R and 1. read and understand simple sentences English for academic year Class 1 Years R and 1 Reading Word Reading Reception Children (Foundation Stage) read and understand simple sentences use phonic knowledge to decode regular words and read them

More information

Reading and Writing in the EYFS

Reading and Writing in the EYFS Reading and Writing in the EYFS Aims of this session: Outline the expectations in Nursery and Reception for reading and writing Explain how we teach reading in the EYFS Give you some ideas on how you can

More information

Kindergarten LA. K Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 14

Kindergarten LA. K Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 14 Kindergarten LA. K. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 14 Kindergarten: Reading Process Concepts of Print Standard: The student demonstrates

More information

Christ Church C of E (VA) Primary School and Nursery. Reading Policy

Christ Church C of E (VA) Primary School and Nursery. Reading Policy Christ Church C of E (VA) Primary School and Nursery Reading Policy Aims We aim to enable our pupils to read for enjoyment, confidently, fluently, accurately and with understanding. We aim to employ a

More information

Policy for the Teaching of Phonics in EYFS and KS1 BLEAN PRIMARY SCHOOL

Policy for the Teaching of Phonics in EYFS and KS1 BLEAN PRIMARY SCHOOL Policy for the Teaching of Phonics in EYFS and KS1 BLEAN PRIMARY SCHOOL Introduction High quality phonic teaching secures the crucial skills of word recognition that, once mastered, enable children to

More information

Mersey Drive Community Primary Reading and Phonics Guidance for Parents.

Mersey Drive Community Primary Reading and Phonics Guidance for Parents. The Staff and Governors of the school recognise each pupil s entitlement to a rich and comprehensive programme of reading which will endeavour to ensure that each pupil develops an enjoyment of reading

More information

HAYDON WICK PRIMARY SCHOOL LITERACY POLICY

HAYDON WICK PRIMARY SCHOOL LITERACY POLICY HAYDON WICK PRIMARY SCHOOL LITERACY POLICY Introduction: Literacy at Haydon Wick Primary School: The use of English is the foundation of all learning. Literacy encompasses the skills of reading, writing,

More information

J A M I E S E L L H O R N. Based on research from the Florida Center for Reading Research:

J A M I E S E L L H O R N. Based on research from the Florida Center for Reading Research: J A M I E S E L L H O R N A M S I T & 3-6 C R E D E N T I A L S A N D O G C E R T I F I C A T I O N Based on research from the Florida Center for Reading Research: http://www.fcrr.org The more you read,

More information

Raynham Primary School Policies. Reading Policy Foundation & Key stage 0ne

Raynham Primary School Policies. Reading Policy Foundation & Key stage 0ne Raynham Primary School Policies Reading Policy Foundation & Key stage 0ne Raynham Primary School Reading Policy (KS1) Aims So please, oh PLEASE, we beg, we pray, Go throw your TV set away, And in its place

More information

Phonics and Reading in Early Years and Key Stage 1 at Lingfield School

Phonics and Reading in Early Years and Key Stage 1 at Lingfield School Phonics and Reading in Early Years and Key Stage 1 at Lingfield School At Lingfield Primary School we believe that the ability to read is essential for a child s access to the curriculum and that a child

More information

This policy outlines the teaching, organisation, management and teaching of phonics at Heaton Park Primary and Nursery School.

This policy outlines the teaching, organisation, management and teaching of phonics at Heaton Park Primary and Nursery School. Phonics Policy This policy outlines the teaching, organisation, management and teaching of phonics at Heaton Park Primary and Nursery School. Rational In 2006 Sir Jim Rose completed his independent review

More information

Phonics Policy. St Michael s C of E Primary School North Road Highgate London N6 4BG Tel:

Phonics Policy. St Michael s C of E Primary School North Road Highgate London N6 4BG Tel: Phonics Policy St Michael s C of E Primary School North Road Highgate London N6 4BG Tel: 0208 340 7441 Date of issue September 2015 Renewal date September 2016 Responsible for this policy Rebecca Austin

More information

Squirrel Hayes First School. MFL Policy

Squirrel Hayes First School. MFL Policy Squirrel Hayes First School Policy Reviewed on Feb 2016 Policy Owner Signature Mrs A. Stockton Policy adopted by the Governing Body on Chair of Govs/Committee Signature Policy Reviewed Date March 2016

More information

KS1 CURRICULUM READING YEAR 1 YEAR 2

KS1 CURRICULUM READING YEAR 1 YEAR 2 KS1 CURRICULUM READING WORD READING YEAR 1 YEAR 2 WORD READING apply phonic knowledge and skills as the route to decode words respond speedily with the correct sound to graphemes (letters or groups of

More information

Advice for Class Teachers. Moderating pupils reading at P 4 NC Level 1

Advice for Class Teachers. Moderating pupils reading at P 4 NC Level 1 Advice for Class Teachers Moderating pupils reading at P 4 NC Level 1 Exemplars of writing at P Scales and into National Curriculum levels. The purpose of this document is to provide guidance for class

More information

Stamford Green Primary School Spanish Curriculum Map. September 2014

Stamford Green Primary School Spanish Curriculum Map. September 2014 Stamford Green Primary School Spanish Curriculum Map September 2014 Contents Page Essential characteristics of linguists Page 3 Aims of the National Curriculum Page 4 Early Years Page 5 Year 1 Expectation

More information

Welcome to the teaching of Phonics and Reading for Nursery, Reception, Form 8, 7 and 6

Welcome to the teaching of Phonics and Reading for Nursery, Reception, Form 8, 7 and 6 Welcome to the teaching of Phonics and Reading for Nursery, Reception, Form 8, 7 and 6 In nursery children are introduced to Phase 1 of the letters and sounds programme. Phase One supports the development

More information

Framework for Literacy Development. Language and Literacy in the Foundation Stage

Framework for Literacy Development. Language and Literacy in the Foundation Stage Acknowledgements The Early Years Literacy Interboard Group wishes to record its thanks to the following schools for their willing co-operation in the production of this resource. Ballysillan Primary, Belfast;

More information

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27

Grade 1 LA. 1. 1. 1. 1. Subject Grade Strand Standard Benchmark. Florida K-12 Reading and Language Arts Standards 27 Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge

More information

Deeping St James Community Primary School. Phonics Policy

Deeping St James Community Primary School. Phonics Policy Deeping St James Community Primary School MISSION STATEMENT Phonics Policy We aim to provide children with the necessary skills to communicate creatively and imaginatively, therefore enabling them to succeed

More information

Language and Literacy

Language and Literacy Language and Literacy In the sections below is a summary of the alignment of the preschool learning foundations with (a) the infant/toddler learning and development foundations, (b) the common core state

More information

Reading Policy. Contents. 1. Our aim 2. Reading procedures 3. Assessment of reading 4. Phonics 5. Layered approach 6. Guided reading 7.

Reading Policy. Contents. 1. Our aim 2. Reading procedures 3. Assessment of reading 4. Phonics 5. Layered approach 6. Guided reading 7. Reading Policy Policy Data Sheet Policy Name: Document Reference: Reading Policy BLSch026 Version Number: 1 Ratified By Principal: Chair of Governing Body Ratified Date: Board approval needed? Board Ratified

More information

School policy on the teaching of phonics, reading and writing

School policy on the teaching of phonics, reading and writing School policy on the teaching of phonics, reading and writing Our pupils learn to read and write effectively and quickly using the Read Write Inc. Phonics programme. They progress onto Read Write Inc.

More information

ST PATRICK S PRIMARY SCHOOL FREMANTLE

ST PATRICK S PRIMARY SCHOOL FREMANTLE ST PATRICK S PRIMARY SCHOOL FREMANTLE WHAT IS LITERACY? LITERACY STRATEGY Literacy is the ability to read, write, speak and listen to language in a way that allows people to communicate with each other

More information

Benchmarks. Literacy and English. Draft, August 2016

Benchmarks. Literacy and English. Draft, August 2016 Benchmarks Literacy and English Draft, August 2016 Education Scotland Guidance on using the Benchmarks for Assessment August 2016 The two key resources which support teachers to plan learning, teaching

More information

Indiana Department of Education

Indiana Department of Education GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United

More information

OCPS Curriculum, Instruction, Assessment Alignment

OCPS Curriculum, Instruction, Assessment Alignment OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Grade: Strand 1: Standard 1: Reading and Language Arts Kindergarten Reading Process The student demonstrates knowledge of the concept of

More information

ENGLISH POLICY aligned to Curriculum 2014 (Elements in bold are from the DfE National Curriculum 2014 document)

ENGLISH POLICY aligned to Curriculum 2014 (Elements in bold are from the DfE National Curriculum 2014 document) ENGLISH POLICY aligned to Curriculum 2014 (Elements in bold are from the DfE National Curriculum 2014 document) Purpose of study English has a pre-eminent place in education and in society. A high-quality

More information

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B:

More information

Language Arts Through ESOL SUNSHINE STATE STANDARDS--FLORIDA for DynEd s LET S GO (Pre-K-3)

Language Arts Through ESOL SUNSHINE STATE STANDARDS--FLORIDA for DynEd s LET S GO (Pre-K-3) Language Arts Through ESOL SUNSHINE STATE STANDARDS--FLORIDA for DynEd s LET S GO (Pre-K-3) General Description: Winner of 13 awards for educational excellence, Let s Go is a multimedia program designed

More information

PGCE Phonics and Early Reading Training and Professional Development Guide

PGCE Phonics and Early Reading Training and Professional Development Guide Name: Group: PGCE Phonics and Early Reading Training and Professional Development Guide Faculty of Education mmu.ac.uk/education MMU 2016 Faculty of Education 1 Acknowledgements The work of both Debbie

More information

Letters and Sounds Phonics. New Marston Primary School Early Years Foundation Stage Conker and Willow Classes

Letters and Sounds Phonics. New Marston Primary School Early Years Foundation Stage Conker and Willow Classes Letters and Sounds Phonics New Marston Primary School Early Years Foundation Stage Conker and Willow Classes There are seven Areas of Learning in the Foundation Stage as shown below. The teaching of phonics

More information

Phonics Policy. At Cedar Primary School we strive to ensure all children become fluent readers by the end of Key Stage One.

Phonics Policy. At Cedar Primary School we strive to ensure all children become fluent readers by the end of Key Stage One. Phonics Policy Rationale At Cedar Primary School we strive to ensure all children become fluent readers by the end of Key Stage One. Aims To teach children aural discrimination, phonemic awareness and

More information

Subject Area: Reading 1 st Grade Concepts About Print. Recommended: Reads top to bottom, left to right, and front to back

Subject Area: Reading 1 st Grade Concepts About Print. Recommended: Reads top to bottom, left to right, and front to back Concepts About Print and be able to do Supporting 1 st How do I know where to start? How do I know if my voice matches the words in the text? Concepts about print Use of reference materials Reads top to

More information

Eleanor Palmer English Policy

Eleanor Palmer English Policy Eleanor Palmer English Policy This policy describes our practice in the teaching of English: reading, writing, phonics, spelling, grammar and speaking and listening. It is defined by current national guidance

More information

The Work Sampling System

The Work Sampling System New Jersey State Core Curriculum Content Standards Kindergarten English Language Arts and Literacy Reading: Literature Key Ideas and Details 1. With prompting and support, ask and answer questions about

More information

Continuum to the Kindergarten California Common Core Standards

Continuum to the Kindergarten California Common Core Standards Listening & Speaking Speaking and Listening Standards 1.0 Language Use and Conventions Comprehension and Collaboration T1 Participate in collaborative conversations K1 1.1 Use language to communicate with

More information

English Language Arts and Reading Generalist EC 6 Standards. Final

English Language Arts and Reading Generalist EC 6 Standards. Final English Language Arts and Reading Generalist EC 6 Standards Final Texas State Board for Educator Certification Page i ENGLISH LANGUAGE ARTS AND READING GENERALIST EC 6 STANDARDS Standard I. Standard II.

More information

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum)

Year 1 reading expectations (New Curriculum) Year 1 writing expectations (New Curriculum) Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative

More information

Pedagogy Overview: Phonological Awareness

Pedagogy Overview: Phonological Awareness Pedagogy Overview: Phonological Awareness What is Phonological Awareness? Phonological awareness is the ability to analyze and manipulate the sound structure of language. In Lexia Reading Core5, phonological

More information

Content and/or Achievement Standard from the Australian Curriculum v8.1. Phonics and word knowledge:

Content and/or Achievement Standard from the Australian Curriculum v8.1. Phonics and word knowledge: Incorporating the v8.1 changes into the Western English Summary The changes to English will have minimal impact on teaching programs. Minor changes include rewording and rearranging of content for greater

More information

Phonics and Word Work

Phonics and Word Work Phonics and Word Work Introduction Foundational Skills This guide explores how explicit and systematic phonics and word work instruction is included in the ReadyGEN program. It looks at the resources that

More information

Spelling Policy. Reviewed and Adopted: July 2013 Review by: SLT and LTS committee

Spelling Policy. Reviewed and Adopted: July 2013 Review by: SLT and LTS committee Spelling Policy Reviewed and Adopted: July 2013 Review by: SLT and LTS committee Next date of review: July 2016 1 SPELLING at Hazelwood Introduction: At Hazelwood we recognise that: We need to help pupils

More information

Haberdashers Adams Federation Schools

Haberdashers Adams Federation Schools Haberdashers Adams Federation Schools Abraham Darby Academy Reading Policy Developing reading skills Reading is arguably the most crucial literacy skill for cross-curricular success in secondary schools.

More information

Reading Through The Book Bands

Reading Through The Book Bands Reading Through The Book Bands There are general guidelines about which book bands should be covered within each National Curriculum level. By the end of Term 1 in year 2, children working at the average

More information

Gretton Primary Academy Phonics Policy

Gretton Primary Academy Phonics Policy Gretton Primary Academy Phonics Policy Our pupils learn to read effectively and quickly using the Read Write Inc. Phonics programme. The Read Write Inc. Phonic programme The programme is for: pupils in

More information

Further information is available at: www.standards.dfes.gov.uk/phonics. Introduction

Further information is available at: www.standards.dfes.gov.uk/phonics. Introduction Phonics and early reading: an overview for headteachers, literacy leaders and teachers in schools, and managers and practitioners in Early Years settings Please note: This document makes reference to the

More information

1.L.1c Conventions of Standard English Essential Learning: Singular & Plural Nouns. I can go beyond what is expected.

1.L.1c Conventions of Standard English Essential Learning: Singular & Plural Nouns. I can go beyond what is expected. 1.L.1c Conventions of Standard English Essential Learning: Singular & Plural Nouns I can go beyond what is expected. I can consistently use singular and plural nouns with matching verbs in basic sentences.

More information

Dublin City Schools Graded Course of Study Grades 9-12 ESL 905/ English Beginner

Dublin City Schools Graded Course of Study Grades 9-12 ESL 905/ English Beginner Overall Secondary Philosophy for English Language Learners Many students who enroll in the Dublin City Schools arrive with diverse levels of English Proficiency. Our English Language Learning program exists

More information

Fiction titles feature a variety of styles including narrative. X X X X X X X X

Fiction titles feature a variety of styles including narrative. X X X X X X X X READING STANDARDS FOR LITERATURE Key Ideas and Details 1.RL.1 Ask and answer questions about key details in a text. 1.RL.2 Retell familiar stories, including key details, and demonstrate understanding

More information

Common Core State Standards for English Language Arts

Common Core State Standards for English Language Arts 1 Common Core State Standards for English Language Arts Correlations for Levels K-3 SECOND EDITION Wilson Language Training Corporation www.wilsonlanguage.com www.fundations.com WILSON Fundations Correlated

More information

Wave 3 Intervention Guide Intervention Briefing Sheets plus Examples of Intervention Monitoring Templates

Wave 3 Intervention Guide Intervention Briefing Sheets plus Examples of Intervention Monitoring Templates Wave 3 Guide Briefing Sheets plus Examples of Monitoring Templates Moving On Reading and Writing AcceleRead, AcceleWrite Direct Phonics Speed Challenge Fresh Start Programme Read, Write Inc. Rapid Reading

More information

Reading Competencies

Reading Competencies Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies

More information

APPENDIX B CHECKLISTS

APPENDIX B CHECKLISTS APPENDIX B CHECKLISTS Kindergarten First Grade Second Grade Third Grade 69 70 Teacher Visit 1 By: Date / / Time - WG SG Visit 2 By: Date / / Time - WG SG Visit 3 By: Date / / Time - WG SG VISITS 1 2 3

More information

Phonological Awareness Activities

Phonological Awareness Activities Phonological Awareness Activities What is Phonological Awareness? The awareness of all of the sounds of language. It is the ability to hear and distinguish sounds. Phonological awareness skills develop

More information

How to Take Running Records

How to Take Running Records Running Records are taken to: guide teaching match readers to appropriate texts document growth overtime note strategies used group and regroup children for instruction How to Take Running Records (adapted

More information

KINDERGARTEN. Craft and Structure. Standard One Reading: Literature

KINDERGARTEN. Craft and Structure. Standard One Reading: Literature 6 Standard One Reading: Literature The Continuum of Literacy Learning, PreK 8 consists of seven different learning continua and provides a detailed and comprehensive list of behaviors and understandings

More information

ADVICE NOTE FOR MEMBERS ON THE CHANGES TO THE NATIONAL STRATEGIES FOR LITERACY, INCLUDING PHONICS AND NUMERCY

ADVICE NOTE FOR MEMBERS ON THE CHANGES TO THE NATIONAL STRATEGIES FOR LITERACY, INCLUDING PHONICS AND NUMERCY ADVICE NOTE FOR MEMBERS ON THE CHANGES TO THE NATIONAL STRATEGIES FOR LITERACY, INCLUDING PHONICS AND NUMERCY Introduction 1. This document provides information for members on the introduction of the revised

More information

The Literacy Tree Text-based Teaching Sequences English Curriculum Coverage at KS1 NC Coverage

The Literacy Tree Text-based Teaching Sequences English Curriculum Coverage at KS1 NC Coverage Objectives Spoken Language (Y1 6) The Literacy Tree Text-based Teaching Sequences Listen and respond appropriately to adults and their peers Ask relevant questions to extend their understanding and knowledge

More information

WITH THE EARLY CHILDHOOD INDICATORS OF PROGRESS: MINNESOTA S EARLY LEARNING STANDARDS AND THE HEAD START CHILD OUTCOMES FRAMEWORK

WITH THE EARLY CHILDHOOD INDICATORS OF PROGRESS: MINNESOTA S EARLY LEARNING STANDARDS AND THE HEAD START CHILD OUTCOMES FRAMEWORK ALIGNMENT OF MINNESOTA K-12 KINDERGARTEN ACADEMIC STANDARDS WITH THE EARLY CHILDHOOD INDICATORS OF PROGRESS: MINNESOTA S EARLY LEARNING STANDARDS AND THE HEAD START CHILD OUTCOMES FRAMEWORK March 2005

More information

Phonics Curriculum Update

Phonics Curriculum Update Phonics Curriculum Update Overview of the session - What is phonics and why use phonics? - Letters and Sounds and how it is taught within school. - Build our confidence in the pronunciation of sounds.

More information

Assessment Without Levels

Assessment Without Levels Assessment reform As part of our reforms to the national curriculum, the current system of levels used to report children s attainment and progress will be removed from September 2014 and will not be replaced.

More information

CUSD 303 Grade K Literacy Curriculum 1 of 8

CUSD 303 Grade K Literacy Curriculum 1 of 8 CUSD 303 Grade K Literacy Curriculum 1 of 8 D303 Core Literacy Grade K - Yearlong Curriculum CUSD 303 Year: 2011-2012 Reading - Literature Key Ideas and Details RL1 Read closely to determine what the text

More information

Modern foreign languages

Modern foreign languages Modern foreign languages Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007

More information

Reading in Class 1. Phonics

Reading in Class 1. Phonics Reading in Class 1. Your child will be involved in a reading activity every day. They will usually read their book from home once a week individually with a teacher, and once a week with a teaching assistant

More information

Curriculum and Assessment at Sybil Elgar School

Curriculum and Assessment at Sybil Elgar School Curriculum and Assessment at Sybil Elgar School Sybil Elgar School Curriculum At the Sybil Elgar School we are committed to ensuring that every pupil and student has equal rights and opportunities to access

More information

COMMON CORE STATE STANDARDS ~ READING Kindergarten

COMMON CORE STATE STANDARDS ~ READING Kindergarten READING STANDARDS FOR FOUNDATIONAL SKILLS Print Concepts RF.K.1 1. Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page

More information

Phonics in Year R. Committed to achievement for all

Phonics in Year R. Committed to achievement for all Phonics in Year R What is Phonics? Phonics teaches children to read quickly and skillfully. Children are taught how to read by segmenting and blending letter sounds (phonemes) Children can then use this

More information

Primrose Hill Primary School Literacy Policy: A baseline for outstanding practice

Primrose Hill Primary School Literacy Policy: A baseline for outstanding practice .. Primrose Hill Primary School Literacy Policy: A baseline for outstanding practice January 2012 Review date: January 2013 KEY PRINCIPLES Teaching at Primrose Hill is Learning Centred, meaning that each

More information

Academic Standards for Reading, Writing, Speaking, and Listening

Academic Standards for Reading, Writing, Speaking, and Listening Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania

More information

Hertford Infant & Nursery School. Tel: 01273 552931

Hertford Infant & Nursery School.    Tel: 01273 552931 Hertford Infant & Nursery School www.hertfordinf.brighton-hove.sch.uk email: admin@hertfordinf.brighton-hove.sch.uk Tel: 01273 552931 FRIENDLY CARING THOUGHTFUL RESPECTFUL ENTHUSIASTIC AMBITIOUS Phonics

More information

COMPUTER TECHNOLOGY IN TEACHING READING

COMPUTER TECHNOLOGY IN TEACHING READING Лю Пэн COMPUTER TECHNOLOGY IN TEACHING READING Effective Elementary Reading Program Effective approach must contain the following five components: 1. Phonemic awareness instruction to help children learn

More information

Hatch Beauchamp Church of England VC Primary School ENGLISH POLICY

Hatch Beauchamp Church of England VC Primary School ENGLISH POLICY Hatch Beauchamp Church of England VC Primary School ENGLISH POLICY HATCH BEAUCHAMP CHURCH OF ENGLAND PRIMARY SCHOOL Policy: Date of Issue: Review Date: This policy should be taken as part of the overall

More information

Haig School Literacy Policy

Haig School Literacy Policy Haig School Literacy Policy 1. AIMS We aim to develop pupils abilities within an integrated programme of Speaking & Listening, Reading & Writing. Pupils will be given opportunities to develop their use,

More information

Florida Language Arts Literacy Standards PreK 1 st Grade

Florida Language Arts Literacy Standards PreK 1 st Grade Florida Language Arts Literacy Standards PreK 1 st Grade Prekindergarten Standards Excerpted from: http://www.fldoe.org/earlylearning/pdf/vpkedstandard.pdf Abbreviation Key: Interactive Program Component

More information

Policy Document. Language Arts

Policy Document. Language Arts Policy Document Language Arts 2016 / 2017 Language Arts Policy Language is our key to communicating and understanding the world around us. We use language to make sense of our thoughts, feelings and ideas,

More information

Chellaston Infant School School Lane, Chellaston DERBY, DE73 6TA. SPEAKING & LISTENING POLICY Reviewed Summer2013 Literacy Team.

Chellaston Infant School School Lane, Chellaston DERBY, DE73 6TA. SPEAKING & LISTENING POLICY Reviewed Summer2013 Literacy Team. Chellaston Infant School School Lane, Chellaston DERBY, DE73 6TA Acting Headteacher: Lindsay Galley Telephone: 01332 700298 admin@chellastoni.derby.sch.uk SPEAKING & LISTENING POLICY Reviewed Summer2013

More information

Queens Church of England Academy. English Policy

Queens Church of England Academy. English Policy Queens Church of England Academy English Policy Adopted by the Leadership team - 28.09.2015 Ratified by full Governors - 28.09.2015 Signed Chair of Governors Date To be reviewed- 2017 1 Learning and Growing

More information

Manor Primary School Policy Document. English Policy

Manor Primary School Policy Document. English Policy Manor Primary School Policy Document English Policy Written November 2014 Approved by N/A Governors Review Date November 2016 Our vision is to create a school community where children grow into happy,

More information

1 Rationale for Teaching Languages at KS2

1 Rationale for Teaching Languages at KS2 Nikki Bailey MFL Lead 2014 1 Rationale for Teaching Languages at KS2 1.1 As the UK is becoming an increasingly multicultural society, we have a duty to provide our children with an understanding of other

More information

Phonemic Awareness: Embedding Songs, Word Play, and Letters Throughout the Classroom

Phonemic Awareness: Embedding Songs, Word Play, and Letters Throughout the Classroom Phonemic Awareness: Embedding Songs, Word Play, and Letters Throughout the Classroom Session Goals 1. Identify developmentally appropriate phonological awareness skills for preschool age children. 2. Practice

More information

GRIFFITHSTOWN PRIMARY SCHOOL

GRIFFITHSTOWN PRIMARY SCHOOL GRIFFITHSTOWN PRIMARY SCHOOL Title Literacy Policy Date Autumn 2014 Author INCLUSION IN THE HEART OF THE COMMUNITY Literacy Policy 2014 GRIFFITHSTOWN PRIMARY SCHOOL This document is a statement of the

More information

Gilbert Scott Primary School. Policy for the Teaching of Foreign Languages. Summer 2014

Gilbert Scott Primary School. Policy for the Teaching of Foreign Languages. Summer 2014 Gilbert Scott Primary School Policy for the Teaching of Foreign Languages Summer 2014 Reviewed Summer 2014 To be reviewed in Summer 2016 1 Purpose This policy document sets out the school's aims, principles

More information

Start here to learn more about literacy development. This information is also available on pages 6-11 of the Action Plan for Literacy.

Start here to learn more about literacy development. This information is also available on pages 6-11 of the Action Plan for Literacy. Continuum of Literacy Development excerpt taken from Alabama s Action Plan for Literacy: Birth Through Grade 12 Start here to learn more about literacy development. This information is also available on

More information

Fluency in English Policy

Fluency in English Policy Fluency in English Policy 2016-2017 Write to be understood, speak to be heard, read to grow! Lawrence Clark Powell RATIONALE: The fundamental aim for English in the 2014 national curriculum is to promote

More information

Timetable. Introduction Recap of previous learning Phase 5 The Phonics Screening Check Phase 6 Questions

Timetable. Introduction Recap of previous learning Phase 5 The Phonics Screening Check Phase 6 Questions Phonics in KS1 Timetable Introduction Recap of previous learning Phase 5 The Phonics Screening Check Phase 6 Questions Why we teach phonics. Phonics gives children a tool to enable them to read and write

More information

Literacy Matters at West Hove Infant School Reading and Phonics Learning at home and at school -The Reception Year-

Literacy Matters at West Hove Infant School Reading and Phonics Learning at home and at school -The Reception Year- Literacy Matters at West Hove Infant School Reading and Phonics Learning at home and at school -The Reception Year- Aims of today: To explain the school s approach to the teaching of reading and phonics.

More information

Our New Year 1 Curriculum

Our New Year 1 Curriculum Our New Year 1 Curriculum The New National Curriculum is concise and sets out the core knowledge that pupils should acquire. It states that pupils need to be ready for the next level of their learning

More information

LANGUAGE ARTS Grade 2 Standard: Phonemic Awareness, Word Recognition and Fluency

LANGUAGE ARTS Grade 2 Standard: Phonemic Awareness, Word Recognition and Fluency Standard: Phonemic Awareness, Word Recognition and Fluency Phonemic Awareness, Phonics, Word Recognition, and Fluency A. Use letter-sound correspondence knowledge and structural analysis to decode words.

More information

Grades K-6 Aligned with Common Core State Standards. For English Language Arts and Literacy in History/Social Studies, Science & Technical Subjects

Grades K-6 Aligned with Common Core State Standards. For English Language Arts and Literacy in History/Social Studies, Science & Technical Subjects Grades K-6 Aligned with Common Core State Standards For English Language Arts and Literacy in History/Social Studies, Science & Technical Subjects McGraw-Hill School Education Group and Common Core State

More information

Opening the World of Learning Common Core State Standards for English Language Arts & Literacy Kindergarten

Opening the World of Learning Common Core State Standards for English Language Arts & Literacy Kindergarten A Correlation of to the Common Core State Standards for English Language Arts & Literacy Kindergarten Introduction This document demonstrates how (OWL) meets the Common Core State Standards for English

More information

California. www.heinemann.com Phone: 800.225.5800

California. www.heinemann.com Phone: 800.225.5800 California Preschool Learning Foundations, Vol. 1 (Foundations in Language and Literacy) and The Continuum of Literacy Learning, Grades PreK 8: A Guide to Teaching by Gay Su Pinnell and Irene C. Fountas

More information

English (Literacy) Reading Target Ideas. P Scale 4

English (Literacy) Reading Target Ideas. P Scale 4 P Scale 4 Pupils listen and respond to familiar rhymes and stories Begin to remember one or two repeated words e.g. names of people or objects, or key words in a repetitive phrase, in a familiar text when

More information

Communication, Language and Literacy Development programme

Communication, Language and Literacy Development programme Communication, Language and Literacy Development programme Planning a balanced early writing programme in YR and KS1 Criteria Actions to be taken The writing curriculum A broad and balanced writing programme

More information

New National Curriculum 2014 Reading Objectives Year 1

New National Curriculum 2014 Reading Objectives Year 1 New National Curriculum 2014 Reading s Year 1 To make the assessment of reading slightly easier we have split the objectives up into three groups. Guided Reading; these are objectives easily assessed through

More information

Concepts of print are found to be effective when looking at comprehension strategies. These may include strategies such as:

Concepts of print are found to be effective when looking at comprehension strategies. These may include strategies such as: Appendix 1: Literacy Strategies Word Attack & Comprehension Strategies Word Attack Strategies These strategies, to which children should refer, can be displayed on a classroom wall and made into a bookmark

More information