Phonics Policy. St Michael s C of E Primary School North Road Highgate London N6 4BG Tel:
|
|
- Lorena Goodman
- 7 years ago
- Views:
Transcription
1 Phonics Policy St Michael s C of E Primary School North Road Highgate London N6 4BG Tel: Date of issue September 2015 Renewal date September 2016 Responsible for this policy Rebecca Austin To nurture and inspire our children to develop a love of learning in a supportive Christian community and become the best they can be
2 If children get the fundamental skills of reading using phonics early on, it will give them a flying start and allow them to move quickly to reading books for themselves and achieving even more in the future. (DFE 2012) The teaching of phonics underpins and is intricately linked to early reading and writing in the Foundation stage and in Key Stage 1. We aim to provide high quality and systematic synthetic phonic teaching, to equip children with the skills needed to become fluent readers and confident writers. Synthetic phonics introduces phonemes individually in a structured and sequenced way, teaching children the relationship between phonemes and graphemes. Phonics equips children with the tools needed to decode and segment unfamiliar words so that they are able to read, write and spell with understanding, fluency, confidence and accuracy, thus achieving the capabilities of an independent reader. In our pursuit to ensure all children achieve this, we have adopted Ruth Miskin s Read Write Inc. phonics scheme of work. Aims: To consistently structure and sequence phonics so that sounds are learnt, revised frequently, understanding consolidated and knowledge progressed. To teach phonics every day through fast paced lessons which last 20 minutes. To provide opportunities for children to apply their phonological knowledge in their reading and writing in purposeful contexts. To differentiate the phonics taught according to the needs and ability of the class, streaming the children where possible and making effective use of teaching assistants. To use regular and accurate assessment to gain an understanding of the areas of strength, to track the progression of phonological knowledge and to identify areas of weakness. When areas of weakness are identified, possible causes are considered and where appropriate, SENCO involved. To ensure that those teaching phonics have a secure knowledge and understanding of phonics, including the Read Write Inc approach to ensure children receive high quality teaching.
3 Teaching and Progression: Pupils will be taught according to the required sequence of phonemes acquisition as instructed in the Read Write Inc. documentation Pupils will be encouraged to discover and explore phoneme patterns and will develop a range of skills including: Phonological awareness Phonemic awareness Blending and segmenting Decoding Onset and time Letter formation Phonics sessions should consist of a variety of activities and should be designed to enable children to consolidate their understanding of previously taught phonemes and graphemes whilst introducing and teaching new ones. Phonics sessions should generally follow the basic structure: Revise previous phonemes Introduce new phoneme Practice new phoneme (oral and written) Use new phoneme in context Consolidation Teachers will create a weekly phonics and spelling plan which documents the sounds that should be revised and those which should be introduced, according to needs of the different groups of children. Where possible, this is linked to the national curriculum expectations for spelling therefore combining and illustrating the relationship between phonics and spelling rules. Children will also be introduced to high frequency words or common exception words alongside the phonics teaching. Phonics teaching should be multi-sensory and kinaesthetic and should be supported by a wide range of stimulating, interactive resources. Regular and varied opportunities to incorporate reading and writing into phonics sessions must be considered and planned. Children select and exchange books on a daily basis and read in a guided reading group once a week with the class teacher. Children may, at times, be given additional opportunities to read with teaching assistants or volunteers who take part in our Volunteer Readers Scheme.
4 Guided reading sessions will be used to give children further opportunity to apply their phonological knowledge and to extend their reading and comprehension skills. Children read in a group of no more than six children with their class teacher for 20-30minutes. A combination of Read. Write Inc. books and wider literature are made available. Opportunities for children to recognise and practice phonics in crosscurricular contexts should be identified by the class teacher. This includes introducing new subject or topic specific vocabulary when exploring a new area of learning for the first time. While phonics teaching needs structure, it is also necessary to appeal to children s inventiveness and make use of their interest in language play (Cremin 2009) Resources: ICT resources (interactive whiteboard, Learnpads, CD s with nursery rhymes) Flashcards, magnetic letters and whiteboards Playdough/ modelling clay/ sand All foundation Stage and Key Stage 1 classrooms should include displays that illustrate phonemes alongside graphemes and displays showing phonetically irregular words in order to support learning. The daily/ weekly sounds that children are learning should be evident in the classroom environment. Read Write Inc books are used to support the teaching of phonics and to enable children to apply their reading skills. These should be used alongside a range of quality picture books so children are immersed into and experience a wealth of rich language and a range of more complex, exciting plots. Expectations and Assessment: On-going formative assessment will be used by the class teacher and teaching assistants to determine how successful the children have been in their ability to recognise and write graphemes, orally blend and segment words and their ability to read and spell phonetically regular words. This is mainly achieved through questioning and observations made during the phonics session in addition to the writing that the children produce.
5 Formal assessment will take place every 6 weeks using the format provide by the Read Write Inc. programme. Teachers will record, track and analyse results in order to assess the progress and understanding of individuals and to adapt plans and phonic groups, where necessary. This is in addition to the ongoing use of formative assessment to inform planning, intervention and teaching. Children in Year One will undertake the Phonics Screening Check towards the end of the academic year. We expect a vast majority of children to reach the expected standard and to therefore pass this For children who fail to achieve the expected standard, the reasons for this are considered. Additional support is provided and progress more closely monitored in an attempt to ensure the Phonics Screening Check is securely passed during the retake in Year Two. If children fail to achieve the expected standard in the retake Phonics Screening Check in Year Two, they will receive intervention in Year Three to address the gaps in their learning. The English coordinator will meet with the Assistant Head in Key Stage 1 to discuss the children who are not on track to achieving the expected standard or those who require additional support. The Assistant Head will monitor the progress children are making in phonics and will communicate their findings with class teachers. Should a pupil not make the expected progress, the teaching staff shall address the issue by adapting practice before consulting the SENCO or EAL leader. This will also be discussed with parents. Parental Support: Parents can gain an understanding of our phonics policy through welcome evenings at the beginning of each academic year and through the annual phonics evening. Parents should be made aware of the phonics being taught at school through the spellings and books that are sent home. Teachers should be willing to provide parents with advice and resources to support their child s learning in phonics at home, if required to do so. Role and Responsibilities of the English Coordinator: To ensure that all members of staff responsible for the teaching of phonics are sufficiently trained to enable the quality and consistency of teaching required to ensure all children becoming fluent and confident readers. To monitor the progress in phonics throughout Key Stage 1 through looking at planning, books, observations and on-going discussion with class teachers and the Assistant Head.
6 To analyse results from Phonics Screening Checks, identifying groups of children who are making the expected standard and those who are failing to do so. This includes close analysis of those with English as an additional language or those who experience special educational needs. To review and edit this policy every year. This policy should be familiar with and adhered to by all members of staff; any discrepancies should be discussed with the English coordinator (Rebecca Austin).
How To Make A Book For Children
Assuring high quality phonic work snapshot self-assessment form The self-assessment below provides a snapshot of how this product meets the core criteria for a high quality phonics programme. For more
More informationReading 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 informationBA Primary Education (QTS) Professional Training and Development Handbook Years 2 & 3 Teaching Phonics
The University for World-Class Professionals BA Primary Education (QTS) Professional Training and Development Handbook Years 2 & 3 Teaching Phonics Faculty of Education mmu.ac.uk/education MMU 2015 Faculty
More informationiboard Phonics Curriculum Guidance
iboard Phonics Curriculum Guidance Contents Page Summary, Purpose of Document 3 Introduction, Revisit and Review 4 Teach 5 Practice 6 Apply, Assess Learning 7 Phase Descriptors 8 Summary iboard Phonics
More informationRaynham 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 informationPrimrose 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 informationPhonics 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 informationFurther 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 informationDebbie Hepplewhite s suggestions for effective and supportive phonics provision and practice
Debbie Hepplewhite s suggestions for effective and supportive phonics provision and practice Are the following suggestions features of your phonics provision and practice? You may find this information
More informationAPPENDIX 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 informationReading 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 informationThe National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions
The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions Phonemic Awareness What is a phoneme? A phoneme is the smallest unit of sound in a word. For example, the word
More informationEASTINGTON PRIMARY SCHOOL
EASTINGTON PRIMARY SCHOOL ICT POLICY January 2011 Reviewed annually Reference: E safety policy, Safeguarding policy ICT POLICY Eastington Primary Mission Statement Eastington Primary School is a vibrant,
More informationMathematics Policy. Mathematics Policy
Mathematics Policy 1. Aims 1.1 Mathematics teaches children to make sense of the world around them through developing their ability to calculate, reason and solve problems. It enables children to understand
More informationYear 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 informationWave 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 informationNevis Public School District #308. District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016. Learning together... Achieving quality together.
Nevis Public School District #308 District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016 Learning together... Achieving quality together. SCHOOL BOARD Chairperson: Vice Chairperson: Treasurer:
More informationMathematics Policy. Michael Sobell Sinai School
Mathematics Policy 2014 Mathematics Policy Section 1: Introduction Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some
More informationAssessment Policy. Date of next review: September 2016
Assessment Policy 2015 Policy Review Details This policy will be reviewed by the governing body on an annual basis Date of Issue: September 2015 Governor Signature Date of next review: September 2016 Headteacher
More informationLlansanffraid Church in Wales Primary School. Information and Communication Technology (ICT) Policy
Llansanffraid Church in Wales Primary School Information and Communication Technology (ICT) Policy ICT is changing the lives of everyone. Through teaching children the skills to use ICT we equip them to
More informationPhonics. Phase 1 6 Support for spelling Monitoring and assessing resources
Phonics Phase 1 6 Support for spelling Monitoring and assessing resources Phase 1 Letters and Sounds phase 1 - Seven aspects 1) Environmental sounds 2) Instrumental sounds 3) Body percussion 4) Rhythm
More informationBackground to the new Staffordshire Grids
Background to the new Staffordshire Grids The removal of levels for most pupils in 2014-15 and all pupils in 2015-16, has posed a problem for schools in how to assess children s progress in the New National
More informationSneyd Green Primary School Mathematics Policy Together we make a difference.
Sneyd Green Primary School Mathematics Policy Together we make a difference. Leader name - Mr J.Hyder Date 04/12/14 Aims and objectives Mathematics teaches us how to make sense of the world around us through
More informationSelecting Research Based Instructional Programs
Selecting Research Based Instructional Programs Marcia L. Grek, Ph.D. Florida Center for Reading Research Georgia March, 2004 1 Goals for Today 1. Learn about the purpose, content, and process, for reviews
More informationQueen Edith CP School. Modern Foreign and Community Languages (MFCL) Policy
Queen Edith CP School Modern Foreign and Community Languages (MFCL) Policy June 2011 1. Introduction Modern Foreign and Community Languages (MFCL) Policy The previous government s Languages Strategy highlighted
More informationTeaching early reading: a synthetic phonics approach
Teaching early reading: a synthetic phonics approach Our school is a public primary school in the southern suburbs of Perth, Western Australia. It is a large school with around 850 students, ranging from
More informationST. PATRICK'S CATHOLIC PRIMARY SCHOOL. Policy on Music
ST. PATRICK'S CATHOLIC PRIMARY SCHOOL Policy on Music 1 Aims and objectives 1.1 Music is a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression, and
More informationqwertyuiopasdfghjklzxcvbnmqwerty uiopasdfghjklzxcvbnmqwertyuiopas dfghjklzxcvbnmqwertyuiopasdfghjkl zxcvbnmqwertyuiopasdfghjklzxcvbn
qwertyuiopasdfghjklzxcvbnmqwerty uiopasdfghjklzxcvbnmqwertyuiopas dfghjklzxcvbnmqwertyuiopasdfghjkl Reading by Six How the best schools do it St Stephen and All Martyrs CE Primary zxcvbnmqwertyuiopasdfghjklzxcvbn
More informationStudents with Reading Problems Their Characteristics and Needs
Students with Reading Problems Their Characteristics and Needs Roxanne Hudson, Ph.D. Florida Center for Reading Research Florida State University rhudson@fcrr.org We want all students to read grade level
More informationUnit 2 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks
Unit 2 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to identify and pronounce the initial, medial vowel, and final sounds.
More informationPrimary Curriculum 2014
Primary Curriculum 2014 Suggested Key Objectives for Reading at Key Stages 1 and 2 www.primarycurriculum.me.uk Deriving the Key Objectives This booklet was based on the earlier booklet of Maths Key Objectives.
More informationMastery approaches to mathematics and the new national curriculum
October 2014 Mastery approaches to mathematics and the new national curriculum Mastery in high performing countries The content and principles underpinning the 2014 mathematics curriculum reflect those
More informationTHE CHERWELL SCHOOL. Subject Leader for Business Studies. Job Description
THE CHERWELL SCHOOL A Centre of Opportunity Subject Leader for Business Job Description Responsible to: Faculty Leader for Economics, Business and Enterprise Responsible for: The provision of a full learning
More informationKINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015
KINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015 Review Date: February 2018 Contents 1 Introduction... 2 2 The Aims of Mathematics... 2 3 Entitlement... 3 4 Implementation... 3 5 Organisation
More informationINTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS
INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS By Dr. Kay MacPhee President/Founder Ooka Island, Inc. 1 Integrating the Common Core Standards into Interactive, Online
More informationAssessment, Recording and Reporting Policy
St Peter s CE (VA) Infants School Assessment, Recording and Reporting Policy Philosophy Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an
More informationYear 1 Parents Literacy Workshop. Please write on a post-it note any specific difficulties you have reading with your child.
Year 1 Parents Literacy Workshop Please write on a post-it note any specific difficulties you have reading with your child. What are your memories of learning how to read and write? If parents engage with
More informationModern Foreign Languages (MFL)
Modern Foreign Languages (MFL) Fordcombe C.E. Primary School Reviewed & Approved by the Full Governing Body: Jan 2013 Next Review due Jan 2016 Signed:. Name (print) Mrs Sarah Finch Position: Chair of Governors
More informationCheadle Primary School Computing and ICT Policy
Introduction The use of information and communication technology is an integral part of the national curriculum and is a key skill for everyday life. computers, tablets, programmable robots, digital and
More informationThe Importance of Phonics: Securing Confident Reading
The Importance of Phonics: Securing Confident Reading 1. Literacy levels in England: what s happening now? After seven years of primary education, one in six 11 year olds still struggles to read. The 2011
More informationWiggleWorks Aligns to Title I, Part A
WiggleWorks Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content and student achievement
More informationMuch Birch Primary School
Much Birch Primary School Co-ordinator : Linda Willimont Updated November 2013 Next review date September 2015 1 2 Mathematics Policy Person Responsible:- Mrs Willimont Date Policy discussed and agreed
More informationSt. Petersburg College. RED 4335/Reading in the Content Area. Florida Reading Endorsement Competencies 1 & 2. Reading Alignment Matrix
Course Credit In-service points St. Petersburg College RED 4335/Reading in the Content Area Florida Reading Endorsement Competencies 1 & 2 Reading Alignment Matrix Text Rule 6A 4.0292 Specialization Requirements
More informationST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD. Modern Foreign Language Policy
ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD Modern Foreign Language Policy January 2013 ST PETER S MODERN FOREIGN LANGUAGE (MFL) POLICY RATIONALE In the knowledge society
More informationScientifically Based Reading Programs. Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005
Scientifically Based Reading Programs Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005 Goals for Today 1. Understand the big picture of an effective reading program.
More informationMaths Non-negotiables
Maths Non-negotiables Arithmetic must be taught on a daily basis. Its focus should be developing mental strategies fluency. Times tables should be a key mental maths focus in year 3 4. The new curriculum
More informationCURSIVE HANDWRITING. Why teach Cursive Handwriting? There are a number of advantages for teaching a cursive handwriting style:
CURSIVE HANDWRITING What is Cursive Handwriting? Cursive simply means joined so cursive writing is a style of handwriting that uses continuous strokes to form words. Are there different types of Cursive
More informationUnit 1 Title: Word Work Grade Level: 1 st Grade Timeframe: 6 Weeks
Unit 1 Title: Grade Level: 1 st Grade Timeframe: 6 Weeks Unit Overview: This unit of word work will focus on the student s ability to distinguish long and short vowel sounds in single syllable Students
More informationPhonics: assessment and tracking guidance
Phonics: assessment and tracking guidance Phonics: assessment and tracking guidance First published in 2009 Ref: 00906-2009PDF-EN-01 Disclaimer The Department for Children, Schools and Families wishes
More informationSt 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 informationDRA2 Word Analysis. correlated to. Virginia Learning Standards Grade 1
DRA2 Word Analysis correlated to Virginia Learning Standards Grade 1 Quickly identify and generate words that rhyme with given words. Quickly identify and generate words that begin with the same sound.
More informationRoseberry Primary and Nursery School. Maths Policy
Roseberry Primary and Nursery School Maths Policy October 2015 Purpose The purpose of this policy is to ensure that all staff are able to implement the teaching of maths to a high standard in order for
More informationPolicy Document Planning, Assessment, Recording and Reporting September 2010
Policy Document Planning, Assessment, Recording and Reporting September 2010 PLANNING, ASSESSMENT, RECORDING AND REPORTING POLICY 1 INTRODUCTION Planning, assessment, recording and reporting are an integral
More informationSuggested Components for 90-Minute Wave 1 Literacy Blocks throughout Primary years
Suggested s for 90-Minute Wave 1 Literacy Blocks throughout Primary years Notes 1. These are suggestions only but reflect the need to include components of each of the Big Six in each Literacy Block. 2.
More informationThere are many reasons why reading can be hard. This handout describes
Understand the problems a child may be having with reading, and target what you can do to help! Look inside for practical, research-based information for parents and teachers about: Phonological and Phonemic
More informationDuncombe School Special Educational Needs and Inclusion Policy
Duncombe School Special Educational Needs and Inclusion Policy Date Policy Reviewed Policy Reviewed By Reason/Outcome Next Review Due April 2013 Sue Howes Review Spring 2014 March 2014 Sue Howes Review
More informationScientifically Based Reading Programs: What are they and how do I know?
Scientifically Based Reading Programs: What are they and how do I know? Elissa J. Arndt, M.S. CCC-SLP Florida Center for Reading Research Alternate Assessment Summer Training Institute July, 2007 1 Goals
More informationPhonics. Phonics is recommended as the first strategy that children should be taught in helping them to read.
Phonics What is phonics? There has been a huge shift in the last few years in how we teach reading in UK schools. This is having a big impact and helping many children learn to read and spell. Phonics
More informationScholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities
Scholastic ReadingLine Aligns to Early Reading First Criteria and Required Activities Early Reading First (ERF) is a federal grant program that is part of the President s Early Childhood Initiative, Good
More informationSt Michael s Primary School. ICT School Policy Data Protection and E Safety
St Michael s Primary School ICT School Policy Data Protection and E Safety FGB 2013 St. Michael s C.E. Primary School Policy Information Communication Technology This policy document sets out St Michael's
More informationMathematics. Introduction
Mathematics Introduction Numeracy is a core subject within the National Curriculum. This policy outlines the purpose, nature and management of the mathematics taught and learned in our school. Mathematics
More informationGeneric grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools
Religious education Generic grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools Inspectors visit 150 schools each year to inform Ofsted
More informationAssessment in the New National Curriculum
Assessment in the New National Curriculum Introduction We believe that effective assessment provides information to improve teaching and learning. We give learners regular feedback on their learning so
More informationU.S. Department of Education Rod Paige Secretary. Office of Intergovernmental and Interagency Affairs Laurie M. Rich Assistant Secretary
U.S. Department of Education Rod Paige Secretary Office of Intergovernmental and Interagency Affairs Laurie M. Rich Assistant Secretary John McGrath Senior Director, Community Services and Partnerships
More informationEnglish Policy. This document is a statement of the aims, principles and strategies for English at North Somercotes C of E Primary School.
English Policy 1.0 INTRODUCTION This document is a statement of the aims, principles and strategies for English at North Somercotes C of E Primary School. We believe in promoting high standards of English
More informationThe Coppice Primary School Computing & ICT Policy
The Coppice Primary School Computing & ICT Policy 1 School Vision: Happy, confident and successful learners that are well prepared for life 2 Purpose: 2.1 This policy reflects the school values and philosophy
More informationAssessment, Recording and Reporting Policy
Assessment, Recording and Reporting Policy Assessment Assessment enables teachers and pupils to monitor and evaluate learning and to set new targets. Its purpose is to articulate progress and shape the
More informationHaberdashers 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 informationKey Stage 1 Assessment Information Meeting
Key Stage 1 Assessment Information Meeting National Curriculum Primary curriculum applies to children in Years 1-6. Introduced in September 2014. The curriculum is structured into core and foundation subjects.
More informationCOLLIS PRIMARY SCHOOL MUSIC POLICY
COLLIS PRIMARY SCHOOL MUSIC POLICY Collis Primary School Fairfax Road, Teddington TW11 9BS Last Updated: February 2015 Music is a universal language that embodies one of the highest forms of creativity.
More information7. HOW TO TEACH A DYSLEXIC PUPIL TO READ
7. HOW TO TEACH A DYSLEXIC PUPIL TO READ OVERVIEW Extract In this module, we will cover the following topics: Introduction Reading ages How to choose appropriate reading materials Teaching a dyslexic child
More informationHillocks Primary and Nursery School
Hillocks Primary and Nursery School Policy for Assessment, recording and reporting. 1 POLICY FOR ASSESSMENT, RECORDING AND REPORTING Introduction At Hillocks, the key purpose for assessment is to move
More informationMathematics Policy Bordesley Green Primary
Aims Mathematics Policy Bordesley Green Primary The national curriculum and EYFS for mathematics aims to ensure that all pupils: Become fluent in the fundamentals of mathematics, including the varied and
More informationUKLA s response to the proposed Programmes of Study for English (2012). Speaking and Listening
UKLA s response to the proposed Programmes of Study for English (2012). Speaking and Listening UKLA is concerned that Speaking and Listening has disappeared as an attainment target in its own right, although
More informationTHE QUEEN S SCHOOL Assessment Policy
The Queen s Church of England Primary School Encouraging every child to reach their full potential, nurtured and supported in a Christian community which lives by the values of Love, Compassion and Respect.
More informationForeword. Harold Hislop, Chief Inspector DES Stanley Goudie, Chief Inspector ETI
A Joint Report by the Education and Training Inspectorate and the Department of Education and Skills Inspectorate on How Best to Promote and Improve Literacy and Numeracy in our Schools November 2010 December
More informationTeaching All Students to Read: With Strong Intervention Outcomes
Teaching All Students to Read: Practices from Reading First Schools With Strong Intervention Outcomes Summary Document Elizabeth Crawford and Joseph Torgesen Introduction One of the most critical needs
More informationModern Foreign Languages (MFL) Policy 2013
Modern Foreign Languages (MFL) Policy 2013 Revised by: Head, staff & governors: Date: Dec 2013 Next Review: December 2016 or sooner if regulations / circumstances change 1 Rationale for Teaching Languages
More informationThe Response to Intervention of English Language Learners At- Risk for Reading Problems
The Response to Intervention of English Language Learners At- Risk for Reading Problems Sylvia Linan-Thompson Sharon Vaughn Kathryn Prater Vaughn Gross Center for Reading and Language Arts at The University
More informationMaster of Science in Education Major in Early Childhood Literacy Online Graduate Education for Today s Teacher
Master of Science in Education Major in Early Childhood Literacy Online Graduate Education for Today s Teacher Build a Foundation. Develop Independent Readers and Writers. Master s Degree: Major in Early
More informationPublished on www.standards.dcsf.gov.uk/nationalstrategies
Published on www.standards.dcsf.gov.uk/nationalstrategies 16-Dec-2010 Year 3 Narrative Unit 3 Adventure and mystery Adventure and mystery (4 weeks) This is the third in a block of four narrative units
More informationTHE REDWAY SCHOOL. This policy was written in line with the whole school Learning and Teaching Policy and Target Setting Policy.
THE REDWAY SCHOOL Policy: Assessment, Recording and Reporting Date of Policy: September 2009 Reviewed each September Date of Current Policy: September 2015 Member of staff responsible: Ruth Sylvester Introduction
More informationARK Oval Primary Academy
ARK Oval Primary Academy 98 Cherry Orchard Road, Croydon CR0 6BA Inspection dates 5 6 December 2012 Overall effectiveness Previous inspection: Not previously inspected This inspection: Good 2 Achievement
More informationOral Fluency Assessment
Fluency Formula: Oral Fluency Assessment IMPACT STUDY Fluency Formula: Oral Fluency Assessment A Successful Plan for Raising Reading Achievement 1 Table of Contents The Challenge: To Have 90% of Students
More informationAssessment 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 informationStrand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details
Strand: Reading Literature Key Ideas and Craft and Structure Integration of Knowledge and Ideas RL.K.1. With prompting and support, ask and answer questions about key details in a text RL.K.2. With prompting
More informationVernon Park Primary School. Teaching and Learning Policy
Vernon Park Primary School Teaching and Learning Policy The school s approach to teaching and learning is based upon the school vision: At Vernon Park Primary School we aim to provide all children, parents,
More informationPolicy statement: Assessment, recording and reporting achievement.
Policy statement: Assessment, recording and reporting achievement. In partnership with the home and the local community, the school has a responsibility to fulfil the demands of the national curriculum
More informationSt.Dennis CP School. Modern Foreign Languages (MFL) Policy February 2013
St.Dennis CP School Modern Foreign Languages (MFL) Policy February 2013 Policy confirmed by the Governing Body of St Dennis CP School on: Date: Signature: To be reviewed on: 1 Rationale for Teaching Languages
More informationCOMPUTER 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 informationSenior Leadership Team and Class Teacher Job Description & Person Specification
Senior Leadership Team and Class Teacher Job Description & Person Specification SCHOOL Queen Eleanor s C of E Junior School TITLE Senior Leadership Team & Class Teacher JOB PURPOSE As part of the Leadership
More informationRequirements EDAM-5002. WORD STUDY K-3: PRINT AWARENESS, LETTER KNOWLEDGE, PHONICS, AND HIGH FREQUENCY WORDS
LETTER OF ENDORSEMENT: TEACHER LEADERSHIP AND INSTRUCTIONAL COACHING Requirements Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Letter of Endorsement in Teacher Leadership and
More informationKey skills for developing employability
Key skills for developing employability First published 2001 6.00 Qualifications and Curriculum Authority 2001 ISBN 1 85838 481 8 Reproduction, storage, adaption or translation, in any form or by any means,
More informationNFL Quarterback Bernie Kosar told
RESEARCH PAPER VOLUME 1 Why It Is Important to Teach Phonemic Awareness and Alphabet Recognition by Dr. Cathy Collins Block Professor of Education Texas Christian University NFL Quarterback Bernie Kosar
More informationROLES AND RESPONSIBILITIES The roles and responsibilities expected of teachers at each classification level are specified in the Victorian Government
ROLES AND RESPONSIBILITIES The roles and responsibilities expected of teachers at each classification level are specified in the Victorian Government Schools Agreement 2004: Leading teacher Leading teachers
More informationTRAINGING GUIDE. To Log in type the web address www.readinga-z.com into your browser. This will open the Reading A-Z home page.
TRAINGING GUIDE Getting Started To Log in type the web address www.readinga-z.com into your browser. This will open the Reading A-Z home page. Click Members at top right hand corner of the screen. Type
More informationTadworth Primary School Wave 1, 2 and 3 Provision Map 2013-4. Waves of Intervention Model
Tadworth Primary School Wave 1, 2 and 3 Provision Map 2013-4 Waves of Intervention Model It will be for the school to determine when/if a child needs Wave 2 or 3 interventions. This is often agreed in
More informationEnglish programmes of study: key stages 1 and 2. National curriculum in England
English programmes of study: key stages 1 and 2 National curriculum in England September 2013 Contents Spoken language years 1 to 6 7 Key stage 1 year 1 9 Key stage 1 year 2 16 Lower key stage 2 years
More informationsynthetic phonics teaching? Rhona Johnston and Joyce Watson Department of Psychology University of Hull r.s.johnston@hull.ac.uk
What are the benefits of synthetic phonics teaching? Rhona Johnston and Joyce Watson Department of Psychology University of Hull r.s.johnston@hull.ac.uk Our studies of analytic and synthetic phonics From
More informationRight into Reading. Program Overview Intervention Appropriate K 3+ A Phonics-Based Reading and Comprehension Program
Right into Reading Program Overview Intervention Appropriate K 3+ A Phonics-Based Reading and Comprehension Program What is Right into Reading? Right into Reading is a phonics-based reading and comprehension
More information