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Nyewood CE

Junior School

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Slideshow

English

READING

 

Intent

 

At Nyewood CE Junior School we want to inspire all children to become avid lifelong readers by delivering an engaging curriculum with enthusiastic teachers who ignite a passion for reading.  We promote a love of reading through our high quality guided reading sessions, class reading sessions, effective use of the class and school library and celebrating events such as World Book Day.  We strive hard to make sure reading is a well-loved subject and that all members of Nyewood Junior School have access to our wide range of books which expose readers to a range of styles, authors and genres.

 

We aim to provide all children with the skills needed to succeed in becoming independent readers.   In order to allow pupils to transition to secondary school able to easily access all other subjects it is essential that all of our pupils have the skills to decode and comprehend texts at an appropriate level. Further to this, it is vital that our children are provided with opportunities to become readers who are able to analyse texts and identify authors and styles of writing that they like.

 

By modelling and promoting ‘book talk’, we enable children to verbalise their understanding of what they have read and become confident communicators.  We also aim to challenge all pupils by constantly providing them with opportunities to encounter and use higher level vocabulary.

 

Implementation

 

  • Phonics is taught through regular sessions in Year 3 to ensure that all children are secure with the phase 5 sounds and to bridge the transition gap from Infant school to Junior.
  • Identified readers are listened to daily, including disadvantaged pupils and those with SEN.
  • Whole-class Guided Reading is taught in four 30 minute sessions per week which includes book talk, test type and comprehension type sessions.
  • Differentiated questioning allows for challenge for all.
  • Through Talk for Writing, highly engaging texts allow pupils access to stronger vocabulary.
  • Regular assessments allow us to identify learning gaps swiftly and effectively.
  • Timely interventions are planned for those children who are working below the expected level as soon as needs are identified.
  • AR (Accelerated Reader) quizzes are completed regularly and analysed to locate gaps in learning and allow our children to progress.
  • In Year 6, booster groups allow for additional reading comprehension teaching time.
  • The school ensures all texts are accurately matched to pupil ability, as all books within AR are graded to ensure progression and challenge for all children.
  • Classes visit the library regularly.
  • Year 6 Librarians run the library and organise the classroom libraries.
  • Teachers read to pupils regularly during story time (at least 3 times per week) from a book selected by the teacher/the class for enjoyment.
  • Children are explicitly taught reading skills through curriculum lessons using sources of information.

WRITING

 

Shared and modelled writing, takes place within English lessons. This allows the teacher to demonstrate good writing practice to the children while using their ideas.  Teachers ensure that the writing demonstrated shows high expectations and covers the success criteria they would expect to see in the children’s writing.  

Talk for writing is used successfully across the school to help children to gather ideas and structure their writing.

Children are expected to write frequently in a range of forms.  This may be responses to a text, filling in text feature grids, short writing tasks such as writing as a character or writing a whole story or report as an extended piece of writing.

In the new English curriculum, grammar, punctuation and spelling now play a key role in the children’s writing.  In Upper Key Stage 2 the children have daily dedicated time to be taught spelling and grammar rules. They are then given focused spelling or grammar tasks to practise. These skills are referred to during English lessons and children are encouraged to integrate their grammar and spelling learning within their writing.  In lower KS2 the children have discrete SPaG lessons at least twice per week and in KS1 once per week.  At the beginning of each literacy lesson we have a 10 minute SPaG starter to reinforce key skills.

 Early morning sessions provide additional time for children to be taught and practise their weekly spellings.

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