Shortbrook Primary School

Transcription

1 Shortbrook Primary School English Policy September 2015 Subject Leader: Miss C Davies

2 Mission Statement At Shortbrook Primary, we aspire to engage all pupils in a high quality English Curriculum which not only offers a breadth and balance of literary content but, more importantly, captures imagination and responds flexibly to the needs of our children. We want pupils to leave our school with an ability to speak and write legibly, fluently and with the appropriate use of Standard English, in order to communicate their thoughts and ideas. We also wish to foster an enjoyment of reading and widen their repertoire of materials, including non fiction, poetry as well a range of fiction, including examples from our literary heritage. We believe that reading enables pupils to develop culturally, emotionally, intellectually, socially and spiritually. Aims As our children go through school, they will be taught to: read easily, fluently and with good understanding develop the habit of reading widely and often, for both pleasure and information acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language appreciate our rich and varied literary heritage write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences use discussion in order to learn and be able to elaborate and explain clearly their understanding and ideas be competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate Oracy At Shortbrook, we believe that speaking and listening is an integral part of children s learning and we take a systematic approach, using The Tower Hamlet Language Structures, to teach these skills explicitly, as well as finding opportunities to reinforce and extend skills through the Curriculum. Pupils will access a range of opportunities to develop their speaking and listening skills through: Foundation Stage -Talk for Writing -Stories4Talk -Talking about their own experiences home/school communication books -Environmental talk modeled use of language -Listening to and discriminating between sounds -Circle Time -Nursery rhymes and traditional stories -School performances Key Stages 1 and 2 -Structured teaching of linguistic conventions (Tower Hamlets) -School performances -Poetry recital -Structured and free play -Circle Time -PSHCE lessons -School Council -Showcase Days

3 Pupils will be able to demonstrate that they can: listen and respond appropriately to adults and their peers ask relevant questions to extend their understanding and knowledge use relevant strategies to build their vocabulary articulate and justify answers, arguments and opinions give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas speak audibly and fluently with an increasing command of Standard English participate in discussions, presentations, performances, role play/improvisations and debates gain, maintain and monitor the interest of the listener(s) consider and evaluate different viewpoints, attending to and building on the contributions of others select and use appropriate registers for effective communication Reading Pupils at Shortbrook are taught reading through the two elements of word reading (developing phonic knowledge, fluency and skills to decode) and comprehension (discussing what they have understood, developing vocabulary and using information) Children are encouraged to read on a daily basis both at school and at home in Key Stage 1.Pupils who have not reached the Y1 standard for phonics by Year 3 also access additional provision on a daily basis to support their decoding skills. In Key Stage 2, the children access a book/text study on a daily basis, in order to develop good reading behaviours and comprehension skills. Children also listen to teachers as good models of reading through class stories/poems/sharing of Big Books. The children s reading skills are assessed, at least half termly, until they become fluent readers. We use running records to obtain an instructional level, so that children can receive guided support from an adult in order to develop appropriate reading behaviours. The children take home an individual reading book, which is set at an easy level, to develop confidence and promote fluency, as well as an enjoyment of reading. Teachers hear children read regularly on an individual basis until they reach the Brown Book Band. They monitor reading strategies and check behaviours, rather than interrupting the children mid flow. This means that pupils can hear themselves as good readers. The teacher will encourage the children to return to the text, in order to praise emerging/good reading strategies and directly address development points. There is also an opportunity to assess comprehension. We want the children to become skilled readers and therefore our long term plan ensures access to a wide range of literary heritage, poetry and well known children s authors. Our aim is to ensure children reach Age Related Expectations in Reading using the following guidance on Book Bands: Foundation Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Yellow L6 Orange L16 Gold L22 Lime/Brown Blue Ruby Black

4 Phonics/Spelling Phonics is crucial in the early teaching of reading to beginners (ie unskilled readers) when they start school. Our pupils access a daily phonics lesson, starting from when they enter Nursery through to the end of Key Stage 1. We adopt the Ruth Miskin Read, Write Inc multi sensory approach to the teaching of phonics. We believe that reading and writing work simultaneously together, therefore the children are given weekly spellings linked to their learning. In Nursery, we aim to start teaching our children Set 1 sounds, along with the corresponding letter formation and then introduce blending and begin to build vocabulary. Progression in Phonics Year Group Aquisition of Skills RWI Expectation Coverage Reception using common consonants and vowels. Blending for reading and segmenting for spelling simple CvC words. Knowing that words are constructed from phonemes and that phonemes are represented by graphemes. Reading and spelling cvc words using a wider range of letters, short vowels, some consonant digraphs and double letters. Letter progression: Band D Speed sounds set 1 Set 1 : s,a,t,p Set 2 I,n,m,d Set 3 g,o,c,k Set 4: ck, e, u,r Set 5: h,b,f,ff,l,ll,ss Set 6 j,v,w,x Set 7: y,z,zz,qu Consonant digraphs: ch, sh, th,ng Year 1 Year 2 Reading and spelling a wide range of CVC words using all letters and less frequent consonant digraphs and some long vowel sounds. Reading and spelling phonically decodable two syllable and three syllabkle words. Using alternative ways of pronouncing and spelling the graphemes corresponding with long vowel phonemes. Spelling complex words using phonically plausible attempts Recognising phonic irregularities and becoming more secure with less common grapheme phoneme correspondences. Applying phonic skills and knowledge to recognize and spell an increasing number of complex words. Speed Sounds Sets 2 and 3 Band J Revision of set 3 Appendix 2 of the National Curriculum Spelling Document Ay, ee, igh, ow, oo,oo,ar, or, air, ir, ou, oy a-e, ea, i-e, o-e, u-e, aw, are, ur, er, aw, ai, oa, ew, ire, ear, ure, tious, tion a-e, ea, i-e, o-e, u-e, aw, are, ur, er, aw, ai, oa, ew, ire, ear, ure, tious, tion We place a high emphasis on the teaching of common exception words, with an expectation that all children will be able to read and spell the first 200 words by the time they leave Key Stage 1. When phonic skills have been embedded, the children follow the NC spelling expectations and receive weekly spelling lessons. They are taught spelling patterns/rules and have chance to practice through daily SPAG lessons.

5 Writing Grammar and Vocabulary At Shortbrook, considerable importance is placed on grammar at every stage, along with the formal skills of spelling and punctuation. Learning to understand the structure of language is seen as integral to the development of reading and writing skills. This is taught in two ways; firstly through daily, directed subject knowledge, leading to the application of skills during English lessons. Teaching of Writing At Shortbrook, we model our planning on the teaching sequence for writing and engage our children in purposeful and contextually relevant writing activities. The model: Immerse - Analyse - Plan - Write - Children have a real audience and purpose with an established outcome. Children are immersed in a broad, rich and engaging reading curriculum including picture books, graphic novels, ICT and film. Children engage, experience and empathise through planned drama, speaking and l istening opportunities. Children actively unpick the features and characteristics of chosen text/genre. Children own and understand the success criteria of the agreed outcome. Children use the features of the text and the success criteria to plan their writing. Children are guided through modelling, demonstrating and supported composition with the teacher and through peer assessment. Children use their knowledge of reading to help them compose their writing. Review - Children receive clear feedback linked to the success criteria and understand the next steps in developing their writing. Children reflect on their outcome against original audience and purpose and plan for future learning At Shortbrook, we aim to find exciting and engaging writing opportunities for children to practice and apply their skills, rather than being restrained by prescriptive text types. The children s independent writing skills are formally assessed twice a term with a focus on both fiction and non-fiction. Handwriting At Shortbrook, we teach using a cursive script which starts from Nursery. We use bespoke exercise books to support the children s presentation, sizing and orientation of letters from an early age. The children engage in formal handwriting lessons at least twice weekly. By the end of Year 4, the children will be working towards achieving a pen licence. Homework All children receive homework linked to spellings and individual reading books.