The aims of teaching English are:
- To promote high standards of language and literacy by equipping pupils with a strong understanding of the spoken and written word.
- To teach children to read easily, fluently and with good understanding.
- To support children to develop the habit of reading widely and often, for both pleasure and information.
- To give children the opportunity to acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.
- To appreciate our rich and varied literary heritage.
- To enable children to write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.
- To use discussion in order for children learn; they should be able to elaborate and explain clearly their understanding and ideas.
We use Letters and Sounds as a way of teaching phonics, for children to identify phonemes and graphemes to be able to blend and segment words. Phonics is taught daily in KS1 and spellings is taught 4 times a week in KS2. KS2 use the spelling curriculum to plan their spelling lessons and deliver a 15 minute spelling session every day. In key stage One children are given 6 spellings a week to learn and are tested on a Friday. Key Stage Two are given 10 spellings a week and our tested on a Friday. Key Stage Two children have to complete sentences for their spelling words each week.
Reading at St Paul's
Our aims at St Paul’s are to promote reading for pleasure and to teach children to read easily, fluently and with good understanding. We support children to develop the habit of reading widely and often, for both pleasure and information. Children are also taught to appreciate our rich and varied literary heritage. The children at St Paul’s love reading for pleasure and spend time in their class book corners and library, reading books from all different genres and authors. Reading is taught daily through guided reading lessons. These sessions consist of guided questioning with the teacher or teaching assistant, follow-up tasks where the children unpick book features and independent activities where the children have choice over their learning. Each class has daily readers to support children in making progress with their reading, including disadvantaged children.
The children are taught strategies to read unfamiliar words, including blending sounds using their phonic skills and to use clues from the text. During guided reading lessons, the children are taught to make predictions about future events and locate information from the text. They learn about language and structure features of the book, including the different genres. The children also learn to make comparisons between books and to justify their own preferences for reading.
We use Letters and Sounds as a way of teaching phonics, for children to identify phonemes and graphemes to be able to blend and segment words. The main reading schemes that we use are: Oxford Reading Tree, which includes Biff and Chip’s fascinating adventures, Collins Big Cat, which includes a range of non-fiction books, and Pearson’s reading scheme. The children’s home reading books are changed weekly, ensuring that the children have time to read the book a few times to fully understand the text. There are also competitions in KS1 and KS2 to promote reading at home – with lots of prizes to win including balloons, badges and books! Just ensure you complete your child’s reading record each time you read at home.
Phoneme - The smallest unit of sound. There are approximately 44 phonemes in English (it depends on different accents). Phonemes can be put together to make words.
Grapheme - A way of writing down a phoneme. Graphemes can be made up from 1 letter e.g. p, 2 letters e.g. sh, 3 letters e.g. tch or 4 letters e.g ough.
Blending- This involves looking at a written word, looking at each grapheme and using knowledge of GPCs to work out which phoneme each grapheme represents and then merging these phonemes together to make a word. This is the basis of reading.
Segmenting - This involves hearing a word, splitting it up into the phonemes that make it, using knowledge of GPCs to work out which graphemes represent those phonemes and then writing those graphemes down in the right order. This is the basis of spelling.
Reading Recovery Teacher led 1:1 intensive intervention to support year 1 children in developing early reading and writing. BRP (Better Reading Partners)
Teaching assistant led 1:1 intervention to support emerging readers in developing fluency in reading and comprehension. FFT (Fischer Family Trust)
Teaching assistant led 1:1 early Literacy intervention to support children in developing reading and writing skills.
Precision teaching Teaching assistant led 1:1 intervention to develop knowledge of high frequency words.
Inference training Teacher or Teaching assistant led in small groups to develop children’s inference skills (predicting future events and using clues from the text). Develop vocabulary from the text in their own writing.
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