Your child’s journey as a reader and writer in our school.

Presented by the English Team

Reading“The more that you read, the more things you will know. The more that you learn, the more places you'll go.” ― Dr. Seuss

“Books are a uniquely portable magic.” ― Stephen King

“A great book should leave you with many experiences, and slightly exhausted at the end. You live several lives while reading.” ― William Styron

“If you don't have time to read, you don't have the time (or the tools) to write. Simple as that.” ― Stephen King

Reading

Our vision:

“Children leave our school as confident and engaged readers who are able to read and chooseto read for pleasure and enjoyment.”

Guided reading

Shared reading

Class stories

Regular use of the school library for choosing books and acquiring library skills

How is reading taught in school in addition to daily phonics?

End of Year 1 and Year 2 expectations –Word Reading

Year 1 Year 2

Word Reading

Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes.

Reads accurately by blending sounds in unfamiliar words containing GPCs that have been taught

Reads common exception words

Reads aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words.

Word Reading

Reads accurately by blending the sounds in words that contain the graphemes taught so far especially recognising alternative sounds for graphemes.

Reads accurately words of two or more syllables that contain the graphemes taught so far.

Reads most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered

Reads aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation.

Re-reads these books to build up their fluency and confidence in word reading.

Common Exception Words

End of Year 1 and Year 2 expectations - comprehension

Year 1 Year 2Comprehension – ClarifyUnderstands both the books they can already read accurately and fluently, and those they listen to.

Comprehension- Monitor and SummariseCheck that the text makes sense to them as they read and correcting inaccurate reading.

Comprehension- Select and RetrieveParticipate in discussion about what is read to them, taking turns and listening to what others say.

Comprehension- Respond and ExplainExplain clearly their understanding of what is read to them.

InferencePredict what might happen on the basis of what has been read so far.

Language for EffectRecognise and join in with predictable phrases.

Themes and ConventionsBecome very familiar with key stories, fairy stories and traditional talesDiscuss the significance of the title and eventsBecome very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics.

Comprehension- ClarifyUnderstand both the books they can already read accurately and fluently and those that they listen to.

Comprehension- Monitor and SummariseCheck that the text makes sense to them as they read and correcting inaccurate reading.

Discuss the sequence of events in books and how items of information are related.

Comprehension- Select and RetrieveAsk and answer questions about the text.

Comprehension- Respond and ExplainParticipate in discussions about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say.

InferenceMake inferences based on what is being said and done.

Language for EffectRecognise simple recurring literary language in stories and poetry.

Themes and ConventionsListen to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently.Become increasingly familiar with and retell a wider range of stories, fairy stories and traditional tales.Make links between their book and other books they have read.Read non-fiction books that are structured in different ways

Developing inference.What time of year do

you think it is?How do you know?

How many people might live in this house?How do you know?

What form of transport do they

use?How do you know?

What can you infer from this sentence?What is suggested by the sentence but not actually said?

The man stepped out of his house and opened his umbrella.

Research has shown that there is a direct correlation between successful readers and successful writers!

More confident readers will have the capacity to be better writers!

Writing

Our vision is to:

“Provide all children with meaningful opportunities so that they can write with confidence, enjoyment, accuracy, fluency and understanding.”

Your child will go from…..

• this

to..

I fell from the plane onto a hot, sandy beach. Right ahead of us was an enormous jungle. We trudged slowly towards the jungle. I saw thousands of colourful birds. A tiny

butterfly softly floated past my face.

during their journey as a writer in our school!

End of Year 1 and Year 2 expectationsComposition:

- I know what a noun is

- I can identify a noun

- I can create a noun phrase

- I can use a noun phrase

- I can use a range of noun phrases

- I can use some expanded noun phrases to describe and specify*

- I can recognise past tense

- I am starting to use past tense in my writing

- I am starting to use past/present tenses more accurately

- I am using past/present tenses more accurately and consistently

- I am using past/present tenses mostly correctly and consistently*

- I can speak in full sentences

- I can write simple sentences accurately*

- I can join simple sentences with ‘and’

- I can use co-ordination and/but/or

- I can use some subordination when /because

- I can use co-ordination and/or/but and some subordination when/because/if/that*

- I can re-read what has been written to check it makes sense*

- I can edit my work at the point of writingTranscription/

Spelling- I can recognise letter/sound correspondence*

- I can recognise and name letters of the alphabet*

- I can spell words in a phonetically plausible way

- I can begin to use the correct phoneme to spell words

- I can spell some Yr 1common exception words in dictated sentences

- I can spell many Yr 1 common exception words in dictated sentences

- I can spell most Yr 1 common exception words in dictated sentences*

- I can spell some Yr 2 common exception words

- I can spell many Yr 2 common exception words*

- I can spell some words with contracted forms*

- I can add suffixes to spell some words accurately*

- I can segment spoken words into phonemes spelling some correctly

- I can segment spoken words into phonemes spelling many correctly*

Vocab,

Punctuation &

Grammar

- With support I can use full stops

- With support I can use full stops and capital letters

- I can use some full stops and capital letters independently

- With support I can recognise question marks and exclamation marks in my reading

- With support I am beginning to use question marks and exclamation marks in my writing*

- I use capital letters and full stops in some of my writing

- I use full stops and capital letters in many of my sentences

- I use full stops and capital letters in most of my sentences

- I independently use some question marks and exclamation marks in my sentences*

- I am using different sentence types in my writing: statement, question

- I am using different sentence types in my writing: statement, command, question,

exclamation*Handwriting: - I am beginning to form lower case letters in the correct direction*

- I am beginning to form upper case letters in the correct direction

- I can start and finish my letters in the right place

- I can write my capital letters correctly and with the right size in relationship to lower case

letters

- I can leave spaces between words.

- I can start and finish my letters in the right place using diagonal and horizontal strokes

- I am joining some of my letters using the correct diagonal and horizontal strokes*

- I can write my digits correctly *

- I can use spaces between words that reflect the size of the letters.*

End of Year 1 and Year 2 expectations

Spring term Year 1 writing

Full stop and capital letterused correctly

Phonetically

plausible spelling of ‘thanks’and ‘our’

Some key words spelt correctly

Independently edited using spelling bees

The learning outcome was to recount an event using simple sentences. Layout of letter not relevant.

Handwriting developing. Some letters incorrectly formed. Some out-strokes.

Summer term Year 2 writing

-ed ending

Coordinating conjunction

-ed ending NOT applying the rule correctly

Spelling some words with contracted form eg. Let’s

Noun phrase

Most sentences have capital lettersand full stops used correctly

Past tense used correctly and consistently

Spelling many words correctly

Using diagonal and horizontal strokes needed to join letters

Question

Command

Statement

Evidence of editing using Purple PolishingPen both for learning outcome and spellings/punctuation.

SpellingYear 1• Phonics daily including end of year phonics test• Spelling Bee

Year 2• Spelling rules taught daily• ‘have a go’ spelling journal – eg. drain, drayn, drane• Word books/banks/working walls• Dictionaries• Spelling tests

Progression in handwriting

Barriers to handwriting

• Pencil grip is crucial to aid fluency.

• Letter formation• Lack of fine motor skills

How can you help yourchild at home?

Reading with and to your child frequently. Encouraging your child to retell the story, answer

questions, or infer from the text or pictures what might happen next.

Read a range of books, magazines, comics, fiction/non-fiction.

Make it cosy, calm and a special time.

How can you help yourchild at home?

Have fun with writing at home – could they write to a pen pal or family member? Write a holiday recount? A story? A shopping list?

No-one gets it right first time, the best writers draft, edit and improve continuously.

Support your child with their spelling(& homework), punctuation and grammar but appreciate a balance between this and the overall effect of the piece.

Please now take the opportunity to look at English in action around the classrooms in Key Stage 1.

Meet us back in 20 minutes for us to answer any questions you may have.

Have fun!