|5||The 10 Minute Pledge|
|6||Writing across the curriculum|
At Keyingham Primary School, we follow the Read Write Inc. phonics programme. Children learn phonics every day in discreet sessions from FS1 to Year 1. The sessions continue into Year 2 when and where necessary. We aim for our children to be reading fluently and spelling accurately by the end of Year 2. In Key Stage 2, phonics continues to be taught implicitly through spelling and grammar activities. Some children will continue to receive phonics interventions in Key Stage 2, if required.
Reading books in EYFS and Key Stage 1 are chosen so that the children can apply their phonics knowledge acquisition in their reading.
We have aligned our teaching of reading with Jane Considine's 'Hooked on Books' approach. Children take part in a daily 'Book Talk' session. In those 'Book Talk’ sessions you will find our children reading by themselves, reading with a partner, reading as a whole class or listening to the class teacher model reading. Children use the 'Reading Rainbow' to read and respond to texts through different lenses within 3 different zones of reading: The Fantastics, The Stylistics and The Analytics. Book Talk is key to developing oracy skills. Children collaborate in groups using sentence stems and high utility words to develop a Book Talk response. Children also regularly record their developed responses in written format as they progress towards age related expectations of reading response.
Daily ‘Book Talk’ sessions are supplemented by books that match pupils' astage of reading and ability from the Read Write Inc. scheme and the Oxford Reading Tree (including their interactive e-book library). All books are book banded, with great emphasis being placed on ensuring the children in the early stages of reading have books which let them apply their phonics acquisition.
At Keyingham Primary School, we have adopted ‘The Write Stuff’ by Jane Considine to bring clarity to the mechanics of writing. ‘The Write Stuff’ follows a method called ‘Sentence Stacking’ which refers to the fact that sentences are stacked together and organised to engage children with short, intensive moments of learning that they can then immediately apply to their own writing. An individual lesson is based on a sentence model, broken into three chunks:
Initiate section – a stimulus to capture the children’s imagination and set up a sentence.
Model section – the teacher close models a sentence that outlines clear writing features and techniques.
Enable section – the children write their sentence, following the model.
‘The Write Stuff’ also reinforces grammar through the use of:
The Fantastics : an acronym that summarise the ideas of writing
The Grammaristics : a classroom tool that enables the teacher to drive key grammar messages
The Boomtastics : 10 ways of adding drama and poetic devices to writing in a vivid visual manner
The 10 Minute Pledge
Writing across the curriculum
Our curriculum ensures that all children have plenty of opportunities to write for different purposes. We encourage writing through all curriculum areas and use quality reading texts to model examples of good writing. Writing is taught through a number of different strategies. We believe that children need lots of rich speaking and drama activities, alongside experiences outside of the classroom to give them the imagination and the understanding to become excellent writers.