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In this Section: English overviews/Reading/Writing/SPaG/Policies

 

English planning overviews 2020 -- 2021                                      

Characteristics readers 

Characteristics writing 

Milestone 1

English overview Yr 1 20 21. 

English overview Yr 2 20 21. 

 

Milestone 2

English overview Yr 3. 

English overview Year 4. 

 

Milestone 3

English overview Yr 5. 

English overview Yr 6. 

 

Rufford Reading Pathway - Home Readers

Rufford Reading Pathway 2020 

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English

What is Letters and Sounds?

Letters and Sounds is a phonics resource published by the Department for Education and Skills. It aims to build children's speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven.

At Rufford, we use Story Time Phonics to suppliment our teaching of the DfE Letters and Sounds programme.  These resources are also used to support the children in developing their early reading and writing skills. We monitor children's progress in phonics carefully and provide additional support as needs are identified.  

Phase One (Nursery/Reception)

Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.

Phase Two (Reception) up to 6 weeks

Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions.

Phase Three (Reception) up to 12 weeks

The remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. Reading captions, sentences and questions. On completion of this phase, children will have learnt the "simple code", i.e. one grapheme for each phoneme in the English language.

Phase Four (Reception) 4 to 6 weeks

No new grapheme-phoneme correspondences are taught in this phase. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.

Phase Five (Throughout Year 1)

Now we move on to the "complex code". Children learn more graphemes for the phonemes which they already know, plus different ways of pronouncing the graphemes they already know.

Phase Six (Throughout Year 2 and beyond)

Working on spelling, including prefixes and suffixes, doubling and dropping letters etc.

Our Reading Vision

We are striving to create a passionate reading community. We believe that every child should
be given the tools to develop into an enthusiastic confident reader.

Every child is taught a range of strategies to support their development to become a confident,
independent reader.  Children are encouraged to draw on all these strategies from the outset to make sense of a
text.

 

Enjoying books with an adult is an essential tool of learning to read so adults will aim to ensure
that the child feel positive about themselves as readers each time they share a book.

Children become confident to take risks and have a go at reading. They become fluent,
expressive readers. They enjoy reading and discussing books, empathising with characters and
giving opinions.

 

Teachers nurture a love of books by introducing books with enthusiasm and enjoyment,
promoting a sense of wonder and expectation as the book is explored. Teachers use quality
texts in all aspects of their teaching across the curriculum and provide opportunities that
extend and enrich the children’s learning.

 

Reading at home is an essential part of learning to read. Children are encouraged to read
regularly at home and discuss texts with parents/carers.  Our Rufford Reading Pathway document is designed to support reading at home and 1:1 reading in school.

 

Children have access to a wide variety of high quality texts in book corners and the
school library.

Developing a reading culture.docx 

Supporting Reading at home 

Our home reading pathway - guidance for parents/carers

Rufford Reading Pathway 2020 

High low readers appendix 

Individual reading record sheets 

 

Supporting reading at home

Reading at home is an essential part of learning to read. Children are encouraged to read
regularly at home and discuss texts with parents/carers.

 

Each child from Year 1 to Year 6 has been given a bookmark that contains examples of questions that can be asked by parents/carers as the children are reading at home.

 

Reading tips for parents to encourage children to read at home. 

 

Stay and Read

Each term, we invite parents to come in and spend time reading books with their children in our school library.

Our Reading Challenge has been launched again for this year. Click on the link below to see the entry requirements.

Reading challenge 

Reading (Phonics)

What is Storytime Phonics?

Storytime Phonics is a systematic synthetic phonics reading and writing programme to compliment Letters and Sounds.

 

Storytime Phonics is used in Reception and Year 1 to help instil a sense of awe and wonder around books, providing memorable experiences which connect learning to read with pleasure.

The Phonics Fairy visits Reception and Year 1 to deliver new and exciting books. 

The children need to look out for her sprinkling of fairy dust.

Supporting Phonics at home: Learning to read through phonics Reception Nov 15 (Mrs G Gibson) 

Useful Links: Useful weblinks. 

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Love to read

Mobile Library - Every Monday 3.30pm

After school every Monday (in the playground) there is a mobile library.  Children are able to borrow books to take home and read.

Lye Library

Children in Years 2 to 6 attend Lye Library once a term as part of the English curriculum. They also attend history sessions in relation to the wider curriculum. The school works in partnership with staff at the library to develop opportunities and experiences for enjoyment of reading and learning.

Thank you once again, to the staff at Lye Library for making us feel welcome for our half termly class visits.  The children enjoy listening to stories and selecting a book to bring back to school with them.  Children in Years 2-6 are all members through a school account.  The library is fantastic and is a free resource that everyone can access.  

Melvyn (the library assistant) is always keen to encourage children and families to visit the library and listen to ideas to try and make visits more enjoyable and valuable.  

Thank you to parents/carers who have already encouraged your children to become members outside of school.

Children in Years 5 and 6 have also visited the library to hear local history talks from historians.

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Kinetic Letters

All staff have recently received training on the teaching of Kinetic Letters.  We have now adopted the Kinetic Letter programme for the teaching of handwriting from Nursery to Year 6.

Before and After examples of writing

Year 2 

Year 2a 

Kinetic letters 

Kinetic Letters® is a handwriting programme for use in primary and secondary schools.

 

Four main threads of:

• Making bodies stronger,

• Holding the pencil,

• Learning the letters, and

• Flow and fluency

 

It enables children to develop legible handwriting that is produced quickly and

automatically. With the development of automaticity, handwriting becomes a valuable

tool and not a hindrance to learning.

 

The Kinetic Letters® font covers all the letters in the alphabet and is based on a set of

rules that have been made as simple as possible to enable fast learning. The order in

which letters are taught recognizes the cognitive development of children.

 

The programme can be used with any reading programme including phonics. Initially

reading and writing are taught separately (as recommended by phonics programmes);

later on, reading and writing are combined.

 

Strength: Writing is a fine finger operation; children must have core body and arm

strength to be able to control their fingers precisely.

 

Pencil hold: The pencil/pen grip must be comfortable to allow writing for long periods

(eg exams often last for hours). Pens and pencils with a triangular cross-section assist

in developing the correct hold.

 

Letter formation: The movements to form the letters begin with

whole body movements and progress through writing in sand trays

to writing on whiteboards and finally writing on paper. In Kinetic

 

Letters®, all the letters and numbers are formed by one of two

monkeys, a brave one (Bounce) who goes to the top branch of the

tree, and a scared one (Skip) who goes to the lower branch.

 

Flow and fluency: Letter movements are minimized to help a fast writing style to

develop. There are no lead-in strokes (a waste of time and effort).