Literacy

Writing

“Writing is the painting of the voice.”

(Voltaire)

In Key Stage 1, the National Curriculum for writing aims to ensure that all pupils learn and master the following skills in writing;

 

 

Year 1

Year 2

Spelling    

Children can:

·         Spell words containing each of the 40+ phonemes already taught.

·         Spell some common exception words.

·         Spell the days of the week.

·         Name the letters of the alphabet and use those names to distinguish between alternative spellings of the same sound.

·         Add prefixes –s or –es

·         Add the prefix –un and the suffixes – ing, -ed, -er and –est where no change is needed to the root word.

Children can:

·         Spell by segmenting spoken words into phonemes and representing these by graphemes, many spelled correctly.

·         Spell by learning new ways of spelling phonemes where 1 or more spelling s are already known and learn some words with each spelling including some common homophones.

·         Spell common exception words.

·         Spell words with contracted forms.

·         Spell using the possessive apostrophe (singular).

·         Distinguish between homophones and near homophones.

·         Add suffixes to spell longer words, including –ness, -ment, ful, - less and -ly

Handwriting

Children can:

·         Sit correctly at a table, holding a pencil comfortably and correctly.

·         Begin to form lower-case letters in the correct direction, starting and finishing in the right place.

·         Form capital letters

·         Form digits 0 – 9

Children can:

·         Form lower case letters of the correct size relative to one another.

·         Start using some of the horizontal and diagonal strokes needed to join letters and understand which letters are best left unjoined.

·         Write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters.

·         Use space between the words which reflects the size of the letters.

Transcription

Children can:

·         Write from memory simple sentences as dictated by the teacher that include words using the GPCs and common exception words taught so far.

Children can:

·         Write from memory simple sentences as dictated by the teacher that include words using the GPCs, punctuation and common exception words taught so far.

Writing –

composition

Children can:

·         Write sentences by;

       saying out loud what they are going to write about,

       composing a sentence orally before writing it,

       sequencing sentences to form short narratives,

       re-reading what they have written to make sure it makes sense.

·         Discuss what they have written with teacher or other pupils.

·         Read aloud their writing, clearly enough to be heard by peers and the teacher.

Children can:

·         Develop positive attitudes towards and stamina for writing by;

       writing narratives about personal experiences and those of others (real and fictional),

       writing poetry,

       writing about real events,

       writing for different purposes.

·         Consider what they are going to write before they begin by;

       planning or saying out loud what they are going to write about,

       writing down ideas and key words, including new vocabulary,

       encapsulating what they want to say sentence by sentence.

·         Make simple additions, revisions and corrections to their own work by;

       evaluating their writing with the teacher and other pupils,

       re-reading to check that their writing makes sense and that verbs to indicate time are used correctly including verbs in continuous form,

       proof-reading to check for errors in spelling, punctuation and grammar.

·         Read their work aloud with appropriate intonation to make the meaning clear.

Writing – vocabulary,

grammar and

punctuation

Children can:

·         Leave spaces between their words.

·         Use ‘and’ to join words and clauses.

·         Begin to punctuate sentences using a capital letter and full stop, question mark or exclamation mark.

·         Use a capital letter for names of things including people, places and days of the week.

·         Use the personal pronoun ‘I’ correctly

Children can:

·         Use both familiar and new punctuation correctly including; capital letters, full stops, exclamation marks, question marks, commas for lists and apostrophes for contraction and to show singular possession.

·         Use sentences with different forms: statement, question, command and exclamation.

·         Use expanded noun phrases to describe and specify.

·         Use the past and present tenses correctly and consistently including the progressive form.

·         Use subordination – using ‘when’, ‘if’, ‘that’ or ‘because’ – and co-ordination – using ‘and’, ‘or’ or ‘but’.

·         Use further grammar as specified in NC English Appendix 2 (copy herewith)

·         Use some features of written Standard English

·         Use and understand the grammatical terminology in App 2.

 

Writing is integral to all aspects of life and learning and we mindfully endeavour to ensure that all pupils at Long Buckby Infant School develop a lifelong, healthy and enthusiastic attitude towards writing. The skill of writing enables children to communicate with themselves and others whilst also documenting and conveying their knowledge and ideas. Building on experiences, it encourages expression and higher order thinking skills to develop. By creating a culture of writing in our school, we aim to ensure that our children are given the best opportunities to build their stamina and confidence in a range of writing styles.

By creating a stimulating environment and employing appropriate and enjoyable resources, we are determined to provide all pupils with a supportive writing curriculum which will allow learners to recognise their full potential and develop their:

 

  • Literacy
  • Creativity
  • Independence
  • Inquisitiveness
  • Inquiry skills
  • Confidence
  • Stamina

Writing skills underpin most of the elements of our school’s curriculum and it is an essential life-skill. Considering the fundamental importance of writing in everyday life, we are driven by the need to develop each child’s writing ability, thus enabling them to play a full part in society.

Reading

At Long Buckby Infant School we believe that all children should have the opportunity to be fluent, confident readers who are able to successfully comprehend and understand a wide range of texts.

 We want children to develop a love of reading, a good knowledge of a range of authors, and be able to understand more about the world in which they live through the knowledge they gain from texts.

 Children are encouraged to reach their full potential in what they can achieve in reading, through personalised target setting and progression.

 We understand the importance of parents and carers in supporting their children to develop both word reading and comprehension skills, and so we want to encourage a home-school partnership, which enables parents and carers to understand how to enhance the skills being taught in school through good quality texts.

Reading takes place across the school continuously in many different formats.

  • Whole class reading
  • One to one reading with an adult
  • Topic book reading
  • Guided reading, supporting comprehension skills
  • Group reading
  • Internet fact finding

 

In addition the children have ‘Rainbow Words’ (based on common exception words). Which are sent home and assessed regularly. 

 The children have access to the school library and encouraged to read for enjoyment.  Each week there is a reading morning throughout the school in which parents are invited into the classrooms to read with their children.

Classroom Organisation

Our phonics and reading skills are taught within the classroom based on the individual children’s abilities, enabling them to consolidate their learning before moving on.

Children requiring additional support are given the opportunity to work with members of staff in one to one or smaller groups, enabling them to achieve at an age-related level wherever possible.

To extend children’s reading capabilities opportunities are given to develop their greater depth of understanding through extended answers, targeted questioning requiring more reasoned answers and making greater links across and between texts.

Phonics

Early Years and Key Stage 1: Pupils are taught in ability groupings, working on different ‘phases’, focusing on individual sounds, groups of sounds and common exception words. The groupings are flexible and children are often moved accordingly to suit their individual needs.

We have an agreed progression for the teaching of new sounds and use a variety of published schemes and resources to support this.

During the Summer Term in Year 1, pupils undertake a Phonics Screening Test which assesses their ability to apply what they have learnt. After this, lessons move towards whole class spelling and reading lessons in Years 2.  Pupils who do not pass their Phonics Screening Test continue to have intervention to support the acquisition of these key skills.

Whole school Reading Scheme

We have a whole school reading scheme (Oxford Reading Tree) that ensures progression in both word reading skills and comprehension. The scheme is structured to ensure that children have access to a wide range of texts, and allows for pupils to develop their skills within a level before moving to the next level. All pupils have a home-reading record which they are encouraged to take home daily. Parents and carers are asked to add comments to the home-reading records to indicate how much pupils have read.

All members of staff fill in the reading record if they have read with a child, indicating what they have read, talked about and sometimes give small targets for children to work on.