Below you will find information about Reading, Phonics and Writing at our school. For further information, please refer to the documents at the end of this page, including our English Policy which details our approach in full.
We therefore:
When considering whether your child is ready to move up to the next Read Write Inc book colour (and set of taught sounds), we consider their word reading (6 weekly cycle of phonics assessments, decoding) and their comprehension skills. This includes their ability to answer questions within their Read Write Inc book and their ability to answer VIPERS questions within whole class and small group guided reading sessions. Reciprocal Reading roles are introduced in EYFS when the children are ready, in preparation for their continuing reading journey through KS1 and into KS2.
Read Write Inc games, resources and VIPERS reading comprehension documents can also be found at the bottom of this page.
Reading in KS2
When considering whether a child is ready to move up to the next book band we consider their decoding skills and their comprehension skills. In Key Stage 2 (once your child has reached the end of the Read Write Inc phonics programme), they will progress through the following book bands - gold, white, lime and this is when they begin the Free Reading scheme. We are beginning to use books which are levelled using the Accelerated Reading books to ensure that pupils chose books suitable to their attainment.
In KS2 we also take on Reciprocal Reading roles to further our understanding of the texts we are reading and to help each other as our reading comprehension skills flourish and grow. We do this during whole class and group guided reading sessions, these are known as the Fab Four: Predictor, Clarifier, Summariser, and the Questioner.We use puppets to embody these skills, helping to make them more memorable for the children. Documents explaining these roles can be found at the bottom of the page.
Research shows that it is the combination of quality Guided Reading sessions, together with Shared Text or Whole Class Reading lessons that has the highest impact in terms of a child’s progress in reading. This is our approach at Delaware and Gunnislake to ensure that good progress in Reading is achieved for all.
Michael Morpurgo
Daily phonics and taught reading, weekly guided reading sessions and high quality engaging texts for English lessons enable our children to develop their reading skills. A well stocked library with books to share at home gives our children access to an even wider range of fiction and non-fiction books. Daily shared stories and poems read by class teachers and teaching assistants help kindle a love of stories and inspire budding storytellers.
Reading activities during our guided reading sessions, good quality whole class shared texts, the application of VIPERS skills across the wider curriculum, Reciprocal Reading and a well-stocked library ensure our children make at least good progress in reading and are given opportunities to lose themselves in a good book. We hope their passion for reading will stay with them through their secondary school education and for the rest of their lives! (See the document below for more detail.)
'Reading is the gateway skill that makes all other learning possible.' - Barack Obama
Writing at Delaware Primary Academy
The programmes of study for writing at key stages 1 and 2 are constructed similarly to those for reading:
· transcription (spelling and handwriting)
· composition (articulating ideas and structuring them in speech and writing).
The teaching at Delaware Primary Academy develops pupils’ competence in these two dimensions. In addition, pupils are taught how to plan, revise and evaluate their writing. These aspects of writing are incorporated into the National Curriculum programmes of study for composition.
Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately through knowing the relationship between sounds and letters (phonics) and understanding the morphology (word structure) and orthography (spelling structure) of words. Effective composition involves forming, articulating and communicating ideas, and then organising them coherently for a reader. This requires clarity, awareness of the audience, purpose and context, and an increasingly wide knowledge of vocabulary and grammar. Writing also depends on fluent, legible and, eventually, speedy handwriting. At Delaware, we use high quality texts and units of work based on Hamilton Trust. We ensure each unit has a Learning Journey and includes elements of ‘talk for writing’; as we know that oral rehearsal helps metacognition and supports the writing process. The skills and knowledge being taught in each unit are displayed visually for the children on a ‘Learning Journey’ in the classroom and in books. The mapped skills and knowledge are taken from the National Curriculum and are assessed regularly against the progression of skills exemplified in the Devon County Council Planning and Assessment materials.
View the following documents within your web browser or download to read later
Creative
We are bold and innovative in our approach to find new solutions to the challenges we face.
Curious
We are inspired by the awe and wonder of the world.
Responsible
We take responsibility for our actions in an environment of mutual respect.
Enthusiastic
We are passionate about learning.
Excellent
We are the best we can be.
Determined
We overcome all barriers to reach our potential, developing a capacity to improve further.
Welcome back to all of our pupils. Nursery, Reception, Y1, Y2 , Y3 and Y4 will be taught at the Delaware base. Y5 and Y6 will be taught at the Gunnislake base.
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