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Bradley Barton Primary School and Nursery All inspired to learn and inspired learning for all.

English

Progression Map for READING

Progression map for WRITING

Writing Intent

The intent for writing at Bradley Barton is to ensure that children leave primary school with a secure knowledge of the grammatical structures that make up a sentence. They should draw upon their reading to produce creative and imaginative pieces of writing suited to a range of different genres.

We strive to help our children develop into articulate and imaginative communicators, who are well-equipped with the basic skills they need to become life-long learners; English learning is key in this. We aim to ensure all of our children develop a genuine love of language and the written word, through a text-based approach; this links closely to the way we teach reading, as the text that we use in writing lessons, where possible, is the same text as the one that we use in guided reading lessons. Careful links are made across the curriculum to ensure that children’s English learning is relevant and meaningful: where possible linking our reading, writing and the topic that we are covering in History and Geography. We ensure that children develop an understanding of how widely writing is used in everyday life and, therefore, how important and useful the skills are that they are learning. Our intentions in writing are for children to: · Write for a purpose · See themselves as real writers · Take ownership of their writing · See writing as an interesting and enjoyable process · Acquire the ability to organise, plan and edit their written work.

 

Reading Intent: 

To create a whole school reading culture where children are exposed to a wide range of high-quality texts in a variety of frameworks. Children to have the exposure and opportunity to browse various forms of literature, as well as structured teacher-led opportunities to enhance knowledge and skill progression.

· To build in opportunities to develop preferences in reading and for pupils to choose to read.

· To recognise authors from a variety of genres and styles of reading that individuals enjoy.

· To engage in book discussions in a range of contexts, alongside peers and staff.

· Sharing and recommending a range of books and explaining their preferences and why.

 

Independent reading and home/school reading:

 

All classes have a book corner which children are able to access books for choice and ‘reading for pleasure’

Each year to have a cultural text / historical text as this is an opportunity to grow and develop knowledge and understanding of the world.

Book corners to have independent phonetically decodable books matched to their phonic knowledge and skills.

Children also have choice from additional reading books which they choose for pleasure.

 

 

Guided reading Intent:

Guided reading/ reading instruction

To teach the comprehension and decoding skills required to achieve ARE expectations ( detailed in National Curriculum)

Additional guided reading to ensure independent application and to develop comprehension skills.

Daily whole class guided reading sessions ( 30 mins)

Teacher working with at least one group per day.

Pupils grouped by need not ability.

As part of GR session, activities and tasks enable children to practice and apply reading skills ( when not in a guided group with teacher)

An increasing expectation of written recording of understanding through KS2

 

 

Independent reading and home/school reading:

 

All classes have a book corner which children are able to access books for choice and ‘reading for pleasure’

Each year to have a cultural text / historical text as this is an opportunity to grow and develop knowledge and understanding of the world.

Book corners to have independent phonetically decodable books matched to their phonic knowledge and skills.

Children also have choice from additional reading books which they choose for pleasure.

 

 

Guided reading Intent:

Guided reading/ reading instruction

To teach the comprehension and decoding skills required to achieve ARE expectations ( detailed in National Curriculum)

Additional guided reading to ensure independent application and to develop comprehension skills.

Daily whole class guided reading sessions ( 30 mins)

Teacher working with at least one group per day.

Pupils grouped by need not ability.

As part of GR session, activities and tasks enable children to practice and apply reading skills ( when not in a guided group with teacher)

An increasing expectation of written recording of understanding through KS2

 

 

 

 

 

 

 

 

Writing in EYFS

 

In EYFS, writing starts in Nursery with mark making. Mark making can take many forms: writing with chalks, paint, in sand and with large scale movements on the wall or floor. ‘Writing’ starts with children making marks with pens, maybe 'writing' shopping lists, postcards, birthday cards or making marks to represent the letters in their name. Children will then start copying the correct letters in their name which then moves on writing 'cvc' words, such as dog, cat, pin, him. 

 

From Nursery through to Reception, children are taught Literacy through Talk 4 Writing, an innovative approach using key texts. Children’s ideas and interests are taken into account when planning and we also plan using an objective led approach. Each key text is looked at for 1-2 weeks and the children are expected to verbally retell the story, retell the story using sequencing pictures and story maps and retell the story using phonetically plausible attempts. By the end of Reception, children will be using their phonic knowledge to write labels, captions, sentences and short narrative stories. 

 

Writing Y1 – Y6

 

From Year 1 to Year 6, each unit begins with a 'cold write' elicitation task, which is used to identify what the children already know and this is then used to inform the planning of the unit. Each unit then has a 'hook' element to fully immerse and engage the children in the text. Each unit follows the sequence of the 3 Is (Imitation, Innovation and Invention). The children 'imitate' (learn) a text off by heart, then they 'innovate' it (make changes to it in their writing), finally being able to invent their own text of this type, using and applying all the skills learnt. At the end of unit the children complete a 'hot write' where the children independently write this text to show the progress they have made throughout the unit of work.

 

Reading

 

In EYFS and Year 1, phonics is taught using the Phonics Play programme, which is based on the government programme ‘Letters and Sounds’. Each EYFS and Year 1 class sets children in groups, across the phases,  and teachers and LSAs use the Phonics Play software and planning to deliver a tailored phonics programme. Children are grouped according to their phonics ability. Also, children are given home reading books when they start accessing Phase 2 phonics and they are assessed against the book band levels using teacher knowledge and the Bench marking assessment system.

 

From Reception upwards, guided reading is also taught for 20-30 at least 4 times a week. The children spend at least one of these sessions reading with the teacher. In the other sessions, the children complete reading related activities usually independently. Our reading schemes are Jelly and Bean, Oxford Reading Tree, Bug Club, Collins Big Cat, PM and Project X.

 

Grammar and spelling planning

 

We use ‘No nonsense’ spelling plans from Year 1 upwards to inform our teaching. Grammar is incorporated into writing lessons and sometimes explicit grammar teaching happens. Additionally, from Year 2 upwards, each class has at least three 20 minute spelling lessons a week. Spelling is currently of high priority currently at Bradley Barton, so this is focusing upon wherever possible and the teachers set high expectations for this.

 

Handwriting

 

Handwriting is taught frequently across the school. The children are expected to write in a fluent cursive style from year 2 upwards, unless a child has a specific handwriting difficulty. If you would like to support your child in this area, please see the handwriting link at the bottom of the page.

Children’ views of their learning

*soon to be updated!

 

How to help at home!

Key stage 1

Please read daily with your child at home. Regular reading makes a significant difference to the progress a child makes across the curriculum.

 

Our younger learners may enjoy trips to the library, regular dedicated time to enjoy books together, talking about books and pretending they are the people in the stories.

 

They may enjoy writing postcards to friends, designing and writing birthday cards, drawing and labelling maps, writing about their favourite games or TV characters.

 

To support your child further with grammar and spelling the follow websites may help;

http://www.bbc.co.uk/education/subjects/zgkw2hv

http://www.topmarks.co.uk/english-games/5-7-years/punctuation

http://www.topmarks.co.uk/english-games/5-7-years/words-and-spelling

http://www.phonicsplay.co.uk/ChildrensMenu.htm

http://www.teachyourmonstertoread.com/

 

Key stage 2

Your child is likely to be a competent reader now but please continue to share books together and encourage your child to read daily. Discussion around books is so important for your child to continue to make good progress.

 

Our older learners may enjoy going to the library and sharing books as often as possible too. This could involve taking turns to read chapters or being exposed to a range of texts such as comics, fact books, children's newspapers such as First News, online websites. In terms of writing, try making a story together, keeping a diary, writing a report about their interests or writing about a trip or holiday.

 

The following websites may help with grammar, punctuation and spelling.

http://www.bbc.co.uk/education/subjects/zv48q6f

http://www.topmarks.co.uk/english-games/7-11-years/spelling-and-grammar

http://www.topmarks.co.uk/english-games/7-11-years/punctuation

 

Our successes 2017 - 2018

*soon to be updated!

GRAMMAR, VOCABULARY AND PUNCTUATION EXPECTATIONS

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