Download Reading - Deanshanger Primary School

Deanshanger Primary School
ENGLISH
A guide for parents and carers
The main aim of this presentation is to
explain what we teach in English and how
we teach this important subject.
Our aim is to help you to help us support
your child on their learning journey to be
the best they can be.
The national curriculum for English changed in 2014.
The overarching aim for English in the national curriculum is to promote high
standards of language and literacy by equipping pupils with a strong command of
the spoken and written word, and to develop their love of literature through
widespread reading for enjoyment. The national curriculum for English aims to
ensure that all pupils:
• 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; they should be able to elaborate and explain
clearly their understanding and ideas
• are competent in the arts of speaking and listening, making formal presentations,
demonstrating to others and participating in debate.
Our English curriculum is made up of the following elements:
Spoken language
This underpins reading and writing. The quality and variety of language that children hear and speak is
important. The should be involved in discussions, debates and drama.
Reading
Reading is made up of two parts:
• Word reading
• Comprehension
Reading is essential. It is important that children can read confidently and fluently in preparation for
secondary school.
Writing
Writing is made up of two parts:
• Transcription (spelling and handwriting)
• Articulating ideas ( articulating ideas and structuring them in speech and writing).
Spelling, vocabulary, grammar and punctuation are very important in this process.
Individual
ERIC
Shared
Reading
Guided
Reading
Reading
Phonics
Library
Reading
Comprehension
Our approach towards teaching reading
Foundation Stage
• In Foundation Stage we teach the children phonics. We use the RWI approach but don’t follow the exact
structure of the scheme. This is essential.
• The children also have guided reading sessions.
• Children have regular story time sessions.
• They have a library session once a week where they choose a book to take home and share with their
parents/carer.
• Children also have individualised readers which they take home and share with their parents. Books are
colour banded according to difficulty throughout school so that children are familiar with the level at which
they are working and can independently choose an appropriate book for them.
If you want to know more about our approach towards teaching phonics, please see our separate phonics
guide.
Key Stage One
• As the children move through KS1 (Years 1 and 2), we continue phonics. However, we will try
other approaches towards reading if a child is struggling with phonics.
• At the end of Y1 children have to sit the Y1 Phonics Test. The children show their knowledge of
the phonics sounds by reading a series of nonsense words.
• Children continue to take part in guided reading groups.
• Children continue reading their individualised readers. Some will move onto simple chapter
books.
• During Year 2, children will take part in formal reading comprehension activities.
• The children also have library sessions.
Key Stage Two
It is important that children still read. It is important that you still listen to them read and ask questions.
"Research has repeatedly shown that motivation to read decreases with age, especially if pupils' attitudes
towards reading become less positive. If children do not enjoy reading when they are young, then they are
unlikely to do so when they get older.“
National Literacy Trust
What do we do?
• Children have individualised readers. In Year 3 they continue to read book banded books. However, they
soon move to choosing their own books. We often have ERIC times. Children should read for 45 minutes
a day.
• All children have a weekly library session. They can read their book and choose a new title. We try and
encourage the children to read one book at a time.
• We have guided reading sessions.
• We have shared reading times.
• We take part in formal reading comprehension sessions where children write answers in response to
a text.
• Accelerated Reader is a computerised reading system. It is well established and has a proven track
record. We use this from Year 2 and above.
• Children begin by taking a STAR Reading Test. This is sat inside school at a computer or via an ipad.
• We also are given reports that suggest future reading strategies for the child.
• Additionally, the result of the reading test gives us a reading age and a ZPD (Zone of Proximal
Development).
• From that the child can select an appropriately colour stickered book from the library.
• At the moment these colours do not relate to the book bands in FS, Y1, Y2 and Y3. However, over time
we hope to ‘band’ these books with Accelerated Reader.
• The child reads the books and then logs on and takes a reading quiz. We are aiming for the children to
achieve 85% on each test.
• The children are not allowed to refer to the book and have to sit the test in school.
• The quizzes tell us how well the children have understood the book they’ve been reading and also how
often the children have been reading.
• At the moment we are encouraging the children to read an Accelerated Reader book and ‘free choice’
reading book.
What type of questions do the children encounter in reading comprehension activities?
Example of a reading text
Let’s get the dinner on shall we?” said Matthew’s mum.
“What are we having, Mum?” Matthew asked her.
“Cottage pie and peas,” she replied cheerily.
Matthew grinned from ear to ear. Mum smiled back at him.
“I tell you what,” she said, “why don’t you go and learn your spellings for twenty
minutes before we have dinner?”
The smile on Matthew’s face disappeared.
“Do I have to?” he whined. Matthew thought practising spellings was a bit like
watching paint dry.
Retrieval of information
Example question: What was Matthew’s mum making for dinner?
Answer: Cottage pie and peas.
Inference
Example question: How does Matthew feel about eating cottage pie
and peas? How do you know?
Answer: He loves cottage pie and peas. We know this because he
grins from ear to ear when his mum tells him that is what she is
making for dinner.
Deduction
Example question: What do you think Matthew might do
next? Explain why you think this.
Answer: There could be several answers to this, but the
person marking the text would be looking for the child to
have thought about what Matthew might do, based on
what they have read. For example: I think Matthew will go
and watch TV instead of doing his spellings because he
doesn’t want to do his spellings.
Opinion
Example question: Do you think Matthew’s mum is a kind
person? Use evidence from the text to support your
answer.
Answer: Yes, I think Matthew’s mum is a kind person
because she is cooking his favourite meal. We also know
she wants him to do well at school, which is why she asks
him to practise his spellings.
Commenting on effectiveness of language
Example question: ‘Matthew thought practising spellings
was a bit like watching paint dry.’ Why is this a good way
to show how Matthew feels about his spellings?
Answer: The author is comparing spelling practice to
watching paint dry to show how boring Matthew finds it.
Where can I find ideas about books my child might like to read?
Book Lists – Deanshanger Primary School Website
Deanshanger Village Library
Oxford Owl
The Book Trust including details of award winning books
Educating Together
http://educatingtogether.co.uk/page/readinglist
The School Reading List
http://schoolreadinglist.co.uk/
Our approach towards teaching writing
‘If a child can’t talk it, they can’t write it.’
TALK IS ESSENTIAL TO WRITING
Talk for writing is essential to writing. It is very important that children familiarise
themselves with various text types, use the language of texts and discuss their
ideas before they write. Children discuss their ideas during and after they write to
evaluate their work.
We also use strategies like ‘Drama for Writing’ to aid writing.
Guided
writing
Shared
writing
Modelled
writing
Writing
Extended
writing
Different
genres
The types of writing we do…
Recount
A sequential retelling of events, eg a diary entry, newspaper report, factual story based on people or
events.
Procedure or instruction
Guides the reader by stating how to do or make something, or how to take care of something, eg a guide
to taming a dragon, a set of instructions for playing a game of tag rugby.
Narrative
Generally a fictitious story although may be based on fact. Can be written in different genres, eg
traditional tale, adventure, science fiction, historical, ghost.
Report
Describes what something is or was like and provides information about it, eg an informative leaflet, a
report on a school project, a letter, a news report.
Explanation
Explains how or why something happens or works. Is usually organised logically and/or sequentially, eg
presentation slides to explain how a bicycle works, a written outcome of a science experiment.
Argument and persuasion
Presents opinion and points of view which may be biased or balanced, eg a letter to persuade or protest,
a book review, a speech, a play script.
Poetry
For example to entertain, to reflect, to convey information, to tell a story, to share knowledge or to pass
on cultural heritage.
Our long term plans are on our school website. They show the type of writing we do in each year
group. A lot of our writing is linked to the International Primary Curriculum (IPC)
Year Group: 5
Topic
Narrative
Non-fiction:
Autumn 1
1066 and all that
Traditional tales – legends
Reflect on the main
character of the legend
from different viewpoints.
Re-tell the story from
several different
perspectives.
Story about an invention
Recount: Biography of
William the Conqueror
Instructions/ explanation:
Making a trebuchet
Recount: Recount of
theme park trip –
imagined
Biography of John Logie
Baird
Newspaper report:
Newspaper article about
the invention convention
Explanation: How to make
our own fairground
inventions and rides.
Discussion: Should we
invade England?
Poetry:
Autumn 2
Invention Convention
Read, write and
perform poem connected
to the Battle of 1066.
Spring 1
Space
Spring 2
That’s Life
Summer 1
Movie Magic
Summer 2
Egyptians
Writing of
setting/character
description/ alternative
ending from a story/novel
by a significant author.
Write a sequel to the
book.
Harry Potter and the
Philosopher’s Stone – JK
Rowling
Write their own story with
a historical setting.
Recount: Biography of an
animal behaviourist/
naturalist.
Non chronological report
about looking after flour
babies.
Explanation texts: the
lifecycles of mammals and
birds.
Discussion: Should we
protect endangered
species of animals?
Instructions: How to make
a fake wound.
Explanation: Explanation
of how materials change
to cause fake injuries.
Instructions/explanation:
How to make a pyramid
Why was the river Nile so
important to Ancient
Egypt?
Non chronological report:
Mummification and the
journey to the afterlife.
Listen to, read
and respond
to raps about Internet
safety.
Experiment
with writing
their own.
Read, write and
perform free
verse.
Research a
particular poet.
Personal
responses to
poetry.
Recite familiar
poems by heart.
Write their own science
fiction story.
Play script of a day out at
a theme park ride.
Read, write and
perform free
verse connected to
inventions and inventors.
Recount: Diary from an
alien.
Newspaper report:
Newspaper article about
an alien crash site.
Discussion: Aliens – are
they real or not?
Read and
respond to
cinquains.
Experiment
with writing
their own.
Playscript based on the
legend of Osiris and Isis
myth.
Other parts of English:
•
Spelling. We have weekly spelling tests and learn
different spelling patterns.
•
Punctuation/Grammar. We have weekly punctuation
and grammar lessons from Year 1.
•
Handwriting. In FS and KS1 there are daily
handwriting sessions. In KS2 there is regular practice.
Presentation of work is an ongoing concern that we
are keen to address.
Any questions?
Thank you for attending this session.
Your continued support is much
appreciated.