At Park we continuously work hard to ensure that children develop the basic skills needed to ensure their reading, writing, spelling, speaking and listening are of the highest standard that each child can achieve.
The writing is developed through English lessons, but also applied across the curriculum. Thus ensuring that children understand that writing clearly, interestingly and of a high standard is a skill needed for the rest of their lives.
Grammar and punctuation continues to be a huge focus since the introduction of the new curriculum. This has always been a focus within our lessons, but we have renewed this and are working on ensuring the links within all areas.
Spelling was an increased focus within the new curriculum with the addition of spelling lists for year groups. Children need to learn spelling rules, patterns and the need for care in spelling to allow others to understand. This continues to be an area which we work on with out pupils.
Speaking and listening is something which every child works on throughout every day at Park. We have regular discussions, debates and conversations both within lessons and outside of them. This will continue to be a focus for the children's all round development.
We are working with many different resources, but are excited about the use of books to initiate or stimulate ideas. This links very closely with RWI with which all children are familiar. We provide stimuli for writing and ensure our lessons are heavily based in discussion, talk for writing and planning prior to writing.
Reading at Park
At Park, reading is given a high priority as it is a fundamental skill that is vital for all children. We use a levelled reading scheme called Project X to develop each child's reading skills and have a lovely range of books for the children to choose from. We continue to be passionate about encouraging every child to find a book that they enjoy. In addition to this, children participate in a range of reading activities including 'book talk', 'comprehension activities' 'reading for skills and enjoyment (RES)' and other activities including prediction, character analysis and looking at language use in texts. Inference (reading between the lines) is a key skill which we continue to work on throughout lessons. This is done from text, pictures and short videos.
Reading awards have changed this year and the children have all been provided with a reading passport to keep at school. The idea is that they can read alone, to an adult or another child and enjoy the books. Once they come into school and say they have read the book, they must be able to answer questions on the text. If this is managed, they receive a stamp in their passport and a ticket for the reading award pot. At the end of term a name is pulled from the pot (in every class) and that child receives a book token.
The library is a fantastic reading space where the children can choose from a wide variety of good quality books. Children have the opportunity to visit the library at lunchtimes and are able to borrow books on a weekly basis. Our librarian, Mrs Anita Patel, oversees the daily running of the library.
Throughout the year there are various reading events, including book fairs, a special book week and a book character dress up day. We welcome authors into school to work alongside the children.
In This Section...
Year Group Long Term Plans 2019-20
Here at Park we teach a systematic phonics programme called Read Write Inc.
So what is Read Write Inc?
It quickly teaches children the skills needed to read fluently.
It gives children the ability to understand what they are reading.
It gives children the vocabulary necessary to become accomplished writers.
It gives the children the vocabulary to talk about their learning; the language of grammar and literacy.
It gives children confidence and is centred on praising their progress. Success breeds success.
It is based on partner work and total class participation; everyone is making progress in every lesson.
Why Read Write Inc?
It is a systematic approach. The lessons are very clear and defined. The children know what to expect and the adults working with RWI are supported throughout with the materials.
It’s based on years of hands on experience in the classroom.
It is rooted in giving the children success and expecting them to succeed.
Everything is modelled for the children, enabling them to feel confident and build on their skills.