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Reedings Junior School

English

English

English is an essential part of children’s learning. It enables children to understand, to express ideas and convey information effectively, both in spoken and written forms. The widening of children’s understanding of language and communications supports empowering children, exciting their imagination, and widening their worlds.

The teaching of English includes: spoken language, reading and writing.

Reading

Reedings is committed to improving our children’s literacy and understands the importance of reading for pleasure.  The National Curriculum states that reading feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds. It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education. The document below outlines the end of year expectations for each year group.

There is good evidence to suggest that children who read for pleasure daily perform better in reading tests than those who never do.  We aim to encourage children to enjoy reading and to read a wide range of good quality literature.  

 

Each class has their own class library which contains a range of high quality literature. In Years 3 and 4, the books are banded to support children’s choice and ensure they are reading books which are appropriate for their reading age. In Years 5 and 6, the books are separated into genres and children are supported to make appropriate choices and encouraged to read a wide range of authors and genres.

 

Reading is taught discretely through ‘teaching reading’ sessions, where children are taught the key skills of reading. The programmes of study for reading consists of two dimensions:

  • word reading

  • comprehension (both listening and reading).

 

The key skills of comprehension are:

  • to give/explain the meaning of words in context

  • to retrieve and record information/identify key details from fiction and non-fiction

  • to summarise main ideas from more than one paragraph

  • to make inferences from the text/explain and justify inferences with evidence from the text

  • to predict what might happen from details stated and implied

  • to identify/explain how information/narrative content is related and contributes to meaning as a whole

  • to identify/explain how meaning is enhanced through choice of words and phrases

  • to make comparisons within the text

 

For children needing further support with phonics, we use the Read Write Inc Phonics Fast Track catch-up programme.

Phonics

Reading with Read Write Inc Phonics:

Children learn the English alphabetic code: first they learn one way to read the 40+ sounds and blend these sounds into words, then learn to read the same sounds with alternative graphemes.

They experience success from the very beginning. Lively phonic books are closely matched to their increasing knowledge of phonics and ‘tricky’ words and, as children re-read the stories, their fluency increases.

Along with a thought-provoking introduction, prompts for thinking out loud and discussion, children are helped to read with a storyteller’s voice.

 

To visit the parent pages on the Ruth Miskin Training website go to: https://ruthmiskin.com/en/find-out-more/parents/

Writing

The teaching of writing consists of two dimensions:

  • transcription (spelling and handwriting)

  • composition (articulating ideas and structuring them in speech and writing).

 

Throughout the children’s time at Reedings, they are introduced and taught a wide variety of genres and texts. The document below outlines the genres and main texts taught each year.

Spelling

To teach spelling, we use the highly successful Read Write Inc Spelling programme. This programme has been created to meet the more demanding spelling requirements of the 2014 National Curriculum. It goes through the different spelling patterns and the statutory spelling lists for the end of lower KS2 and upper KS2. Alongside the Read Write Inc Spelling programme, we use Herts for Learning Spelling Track Back to ensure prior learning is embedded and links to children’s phonics are made.

 

Spelling with Read Write Inc:

Read Write Inc. Spelling is for children in Years 2 to 6 who can read accurately, with increasing speed. With regular teaching, children develop confident spelling.

Although the teaching of phoneme-grapheme correspondence underpins this programme, it also develops children’s knowledge of word families, how suffixes impact upon root words, and provides mnemonics to remember the trickiest spellings.

The teaching revolves around instruction (with the help of online alien characters), partner and group practice, and competitive group challenges that help children commit new words to memory.

Handwriting

At Reedings, we follow ‘Letter Join’ handwriting. By the end of Year 3, the majority of children are writing in a fluent joined script. In Year 3 and 4, children use pencils for their writing.  In Year 5, they practice using pen, and in Year 6 the majority of children should be writing in pen consistently.  The national expectation is that all children leave primary school being able to maintain legibility in joined handwriting when writing at speed.

Link: https://www.letterjoin.co.uk

Grammar

The government has placed great emphasis on grammar, punctuation and spelling skills and has introduced a set programme to be taught throughout primary school. At the end of Key Stage 2, children are tested on whether they can spell, punctuate sentences properly and use grammar correctly. Grammar teaching is embedded within the English lessons which gives children the opportunity to practice key skills and apply their knowledge to their independent writing. The documents below explain when the grammar skills are introduced and taught.

Documents