Part of the Glyn Academies Trust

English

Reading

We aim for all children to become fully independent, enthusiastic, reflective readers for life.  The programme consists of word reading and reading comprehension (both listening and reading.) Children are taught and encouraged to:

  • Read extensively for their own interest and enjoyment
  • Read from a wide range of literature
  • Read independently, in groups, across year groups and to the teacher with opportunities to discuss progress             and reading experience
  • Be able to decode text, retrieve information, deduce and infer meaning, comment on structure, language,                    purpose and social/historical context
  • Take their reading books home daily.

Children have access to:

  • A wide range of books, fiction and non-fiction and are taught to use the classification and index system of both libraries
  • SHaRP books – The Structured Hammond Reading Programme in the Lower School offers a wide and varied selection of books. The books are graded and colour coded with depth and breadth at each level. Reading records are kept by each child and monitored by the teacher. The Upper School follow a similar scheme but with the added intention of providing age-appropriate interest.
  • A specific reading focus to develop critical skills.

 

Writing

We aim to develop each child’s ability to express themselves clearly and in a range of writing styles for different purposes and for a variety of audiences. The programme consists of transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech and writing).

        Children are taught and encouraged to:

  • Use writing as a method of communicating thoughts, feelings, ideas and information (the process of writing may help to formulate, clarify and extend ideas making an important contribution to intellectual growth).
  • Use and develop their writing skills through all areas of the curriculum structuring their writing according to the task and choosing vocabulary according to the subject.
  • Be ‘real’ writers for a real audience – Years 3, 4 and 5 have a particular focus where the children are asked to write an extended story. Year 6 focus on short, timed writing tasks.
  • Communicate with differing audiences through various forms of writing.
  • Plan, draft and revise much of their work before producing a final copy. The process of writing should include: pre-writing, concept-mapping, drafting, editing and the final copy.
  • Use information technology in their study and presentation.
  • Pay careful attention to language structure and punctuation. There are a range of resources available to appropriate levels of ability within each year group relating to comprehension and grammar.
  • Use dictionaries and thesauruses.
  • Develop individual strategies to learn spellings appropriate to their learning styles.
  • Use cursive handwriting to enable each child to develop a fluent, legible style.

 

Spelling, Vocabulary, Grammar, Punctuation and Glossary

The children’s vocabulary develops naturally from their reading and writing. As vocabulary increases, pupils are shown how to understand the relationships between words, how to understand nuances in meaning, and how to develop their understanding of, and ability to use, figurative language. They are also shown how to work out and clarify the meanings of unknown words and words with more than one meaning.

Children are taught to control their speaking and writing consciously and to use Standard English.

Throughout the programmes of study, children are taught the vocabulary they need to discuss their reading, writing and spoken language. They learn the correct grammatical terms in English both in the context of a written text but also through focused teaching.

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