English
Accelerated Reader
At Tilbury Pioneer Academy, we use the Accelerated Reader software for monitoring the practice of reading. Accelerated Reader is based on each child's individual reading level. This is determined by a Reading assessment that each child takes at the beginning of the year. As well as a reading level, this assessment gives a range of book levels within which each child will achieve maximum success with their reading. This is the Zone of Proximal Development (ZPD), the personalised starting place for reading practice with Accelerated Reader.
After a child has read a book within their level, they take an Accelerated Reader Quiz, which checks the child's comprehension skills of the text. The score achieved within this Quiz decides on where a child goes next within their reading, either to another book within the same level or moving up to the next level within the range given.
Children love reading these books and get excited about taking their Accelerated Reader Quiz. They are motivated to read and can't wait for the next time to Quiz!!
GLC children learn to read and write effectively and quickly using the Read Write Inc. Phonics programme. They use the Literacy and Language programme to further develop comprehension skills and ensure children become skilful readers and writers.
The Read Write Inc. Phonic programme
The programme is for:
- children in Year N to Year 2 who are learning to read and write
- any children in Years 2, 3 and 4 who need to catch up rapidly
- struggling readers in Years 5 and 6 follow Read Write Inc. Fresh Start
Children are taught children to:
- decode letter - sound correspondences quickly and effortlessly, using their phonic knowledge and skills
- read ‘tricky’ (red words) on sight
- understand what they read
- read aloud with fluency and expression
- write confidently, with a strong focus on vocabulary and grammar
- spell quickly and easily by segmenting the sounds in words
- acquire good handwriting
In addition, children are taught to work effectively with a partner to explain and consolidate what they are learning. This provides the teacher with opportunities to assess learning and to pick up on difficulties, such as children’s poor articulation, or problems with blending or alphabetic code knowledge.
Children are grouped homogeneously, according to their progress in reading rather than their writing. This is because it is known that children’s progress in writing will lag behind progress in reading, especially for those whose motor skills are less well developed.
In Year R (or in Nursery if appropriate) the emphasis is on the alphabetic code. The children rapidly learn sounds and the letter or groups of letters they need to represent them. Simple mnemonics help them to grasp this quickly. This is especially useful for children at risk of making slower progress. This learning is consolidated daily. Children have frequent practice in reading high frequency words with irregular spellings – ‘red words’.
Staff ensure that children read books that are closely matched to their increasing knowledge of phonics and the ‘red words’. This is so that, early on, they experience success and gain confidence that they are readers. Re‑reading and discussing these books with the teacher supports their increasingly fluent decoding. Alongside this, the teachers read a wide range of stories, poetry and non‑fiction to children; they are soon able to read these texts for themselves.
Embedding the alphabetic code early on means that children quickly learn to write simple words and sentences. Children are encouraged to compose each sentence aloud until they are confident to write independently. Steps are taken to ensure they write every day.
Children write at the level of their spelling knowledge, that is, they use their knowledge of the alphabetic code and the tricky words they have learnt. They can soon spell more complex words confidently and accurately. The quality of the vocabulary they use in their writing reflects the language they have heard in the books the teacher has read to them; they have also discussed what the words mean. Teachers will not correct words unless a child has already been taught how to spell words containing that spelling pattern or red word.
The aim is for children to complete the phonics programme as quickly as possible. The sooner they complete it, the sooner they will be able to choose books to read at their own interest and comprehension level.
Struggling readers in Years 5 and 6 follow Read Write Inc. Fresh Start.
Children who are in a RWI group will take the book they are reading home at the end of the week, they may also take home a non-fiction book from the same colour. They will also take a high quality book home for their parent/carer to read to them. They will use My Book Blog to select books and record their progress.
Phonic screening check
There are high expectations of children’s progress and targets are set to ensure they perform in line with at least national expectations.
Parents and carers
Parents/carers are invited to an initial meeting and workshops are held regularly to show how they can support their children’s reading at home. It is hoped that this will enable them to help their children, but also recognise that some are not well-placed to do this. If they don’t, their children will not suffer; as it is the job of The GLC to teach their children to read.
Repeat meetings are organised for those who do not or cannot attend. Steps are put in place to ensure that the children of parents who have not attended keep up with their peers. Staff check that the children make good progress in lessons and are given extra one‑to-one lessons. It is strongly encouraged that they read to themselves and to siblings at home.
See the parent page on the Ruth Miskin Training website. Click here to view.
The Literacy and Language programme
The Literacy and Language programme is taught to all children in Y2 – Y4, who are able to read with fluency and accuracy, and who have completed the Read Write Inc. Phonics programme.
Struggling readers in Year 4 follow Read Write Inc. Fresh Start.
Children are taught to:
- develop writing through a clear editing process
- understand what they read
- read aloud with fluency and expression
- write confidently, with a strong focus on vocabulary and grammar
- develop knowledge of the features of fiction and non-fiction texts - acquire good handwriting
In addition, children are taught to work effectively with a partner to explain and consolidate what they are learning. This provides the teacher with opportunities to assess learning and to pick up on difficulties, such as children’s poor understanding, or lack of ‘writer’s flair’. The programme follows a structure which is the same for each of the six units in each year group’s curriculum. Each unit last for approximately three to four weeks; each unit starts with reading, exploring and understanding a high quality text; then focuses on using the reading to develop, draft, edit and publish an extended piece of writing. The first part of each unit is fiction or poetry and the second part is non-fiction. The programme also includes a grammar focus for every unit. Literacy and Language ensures breadth and coverage in the teaching and learning of English.
Alongside this, the teachers read a wide range of stories, poetry and non-fiction to children; they then acquire a wide knowledge of high-quality texts by a range of authors which link to the curriculum.
The RWI Spelling programme
The RWI spelling programme is taught to all children who access the Read Write Inc. Phonics programme from Blue group and above plus children within the Literacy and Language programme
Children still accessing RWI and Fresh Start are discreetly taught spelling through these programmes. Children on the Fresh Start programme will also follow the Read Write Inc. spelling programme.
Children are taught to:
- spell confidently
- use prefixes and suffixes confidently
- learn spelling patterns and rules in order to apply them to different situations
- use the Speed Sounds chart to support with spelling (see appendix 1)
- learn the origins of words
- understand words in context, including homophones and synonyms
In addition, children are taught to work effectively with a partner to explain and consolidate what they are learning. This provides the teacher with opportunities to assess learning and to pick up on difficulties, such as children’s poor understanding, or misconceptions, e.g. just adding an‘s’ to make a noun plural.
The programme follows a structure which is the same for each unit in each year group. Each unit should last a week, and children will learn each spelling pattern with the following activities:
Speed spell – a spelling test of the previous unit
Spelling zone – a video clip teaching the new spelling pattern
Dots and dashes – children identifying graphemes, digraphs, split digraphs etc.
Word changers – adding suffixes and prefixes etc.
Words to log and learn – children add difficult words to their personal dictionary
Dictation – children work in pairs to dictate and write down a sentence
Four in a row – spelling test
Choose the right word – using words in context
Team teach – children teach each other the spelling rule
Jumping orange words – any words which are still causing an issue for the class go into the orange word box, which can be tested throughout the day.
RWI Spelling ensures breadth and coverage in the teaching and learning of spelling and is closely linked to the new National Curriculum guidance on spelling.
Children will have the opportunity to use ‘Fred Fingers’ (a strategy to support the sounding out of words) and to use ‘complex speed sound charts’ to help them spell word correctly. (Appendix 1/2).
Spelling Strategies
Teaching spelling is difficult and there is no one method which is applicable to all children. Consequently, all curriculum areas should use a range of strategies which run as a strand through teaching. The following five strategies have been selected for use on a cross-curricular basis:
1. Syllabification
Poor spellers frequently miss out parts of words, usually the middles. Encouraging children to listen for and identify the number of syllables in a word, then to repeat them as they write and then asking them to read what they have written, enables them to check that they have written the word in full.
For example, con-tin-ent
2. Word Families
New words can be developed from existing known words.
For example, in-dust-ry can be developed to produce in-dust-rial.
Words can also be grouped by letter pattern.
For example, ‘tion’ endings …… nation, civilisation.
3. Words Within Words
For example, measuring……me as u ring
4. Mnemonics
These can be used for whole words.
For example, beautiful – Bears Eat Apples Under Trees If Feeling Unusually Lucky
5. Associational Cluing
E.g. friend (a symbol of a friend replaces the ‘i’ to aid remembrance)
broccoli- broccoli has only one stem and two curly florets
(the two ‘c’s represent the florets and the ‘l’ represents the stem)
Spellings should only be marked incorrect if children have been taught the spelling convention. When a spelling has been identified as incorrect the following process should be followed:
- use ‘speed sound chart’ to identify a plausible attempt
- check in a dictionary
- if the above two steps are unsuccessful teacher intervention is needed, this may be 1:1, small group, or during spelling lessons with the whole class (Appendix 2)
Common Exception Words
Common Exception words are words in which the English spelling code works in an unusual or uncommon way. They are not words for which phonics 'doesn't work', but are made more difficult by combinations of letters children may not have seen. Here, “it is harder to Fred a red”.
Each year group or stage will be provided with a list of exception words that children must being able to read and spell in order to meet age expected.
In giving children additional opportunities to study these exception words, we hope to close the gap. A homework task will be distributed every Friday, and will be due the following Thursday. The classroom teacher will then return each child’s record at the end of every half term to inform parents on their progress.
Nelson Handwriting programme
The Nelson handwriting programme is delivered daily in teacher led handwriting sessions. Children access instructional video clips to help warm up their muscles in order to be ready to write and are then introduced to a letter, punctuation mark or spelling pattern. They practise joining patterns and parts of words before being asked to write full words. Children use handwriting books in these sessions, which are marked by the teacher.
Children who are in Read Write Inc. Phonics Programme Yellow group and above plus those children accessing Literacy and Language will then transfer their handwriting skills learned in each session into a regular lined exercise book. Children are required to tick their best example in both books which develops their self-assessment skills.
Children are encouraged to interact with the programme by tracing or copying patterns and words, demonstrating neat presentation. Teachers also model well-presented and accurately formed letters in handwriting sessions and in any written feedback to children. Children are encouraged to apply their knowledge and ability of handwriting skills in all areas of the curriculum consistently.
Children in Year 1 will be taught explicitly to use self-assessment stickers (Appendix 11) as an introduction to editing and will use their purple pen to correct errors. They will begin a more in depth editing process in line with the rest of the school for most children in the summer term. The more able writers may begin this earlier.
The correct formation of both upper and lower case letters, including clear ascenders and descenders must be in place before moving on to joining. Again, this will begin for most children in Year 1 in the summer term.
Speaking and Listening
Opportunities for speaking and listening are identified in all areas of the curriculum as well as being taught as part of English. The core skills curriculum also has a speaking and listening focus for half a term. Children are encouraged to stand when speaking. They will participate in a performance poetry competition and public speaking competition annually. The Open Futures programme (Ask it, Film it, Cook it, Grow it) encourages the development of Speaking and Listening for all children.
Wider Opportunities for Reading and Writing
A wide range of literature is used to encourage a love for reading. Children take part in core text lessons. Sometimes these lessons are linked to the Read, Write, Inc. materials and at other times they are linked to topic work. Particular books, authors and genres which link to their topic are highlighted on the long term plan. Teachers use these to deliver additional Literacy lessons. For children accessing RWI, this is done through daily core text lessons and children complete differentiated reading and writing activities based on their core text. Children are encouraged to read for pleasure and to write for a purpose.
MyBookBlog
Our school uses MyBookBlog (MyBB), a fantastic new website that motivates children to read books. Children are introduced to great books using MyBB’s blurbs, book trailers and the ratings and reviews of other children.
After the children have read a book / chapter, they return to MyBB for support through the story. They blog their thoughts and feelings, grow their vocabulary, explore book- related non-fiction, and collect jokes and cards as they read.
Children take part in regular MyBookBlog sessions. These sessions consist of the above MyBookBlog features plus a weekly focus on comprehension strategies, using the Sheena Cameron resources and the opportunity to answer questions which use the PiXL question stems to support access to a variety of questioning techniques.
Home Reading
As an integral part of our Home Learning Policy, children will be expected to take home two reading books each week.
Monday-Wednesday children will read an appropriately levelled reading book.
Thursday-Sunday children will read a Read Write Inc. book studied that week; in which children should be able to read fluently and independently (for children in Read Write Inc).
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Milestone 1 |
Milestone 2 |
Milestone 3 |
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To read words accurately |
• Apply phonic knowledge and skills as the route to decode words. • Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes. • Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught. • Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word. • Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings. • Read other words of more than one syllable that contain taught GPCs. • Read words with contractions (for example, I’m, I’ll, we’ll) and understand that the apostrophe represents the omitted letter(s). • Read aloud accurately books that are consistent with phonic knowledge and that do not require other strategies to work out words. • Re-read these books to build up fluency and confidence in word reading. • Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes. • Read accurately words of two or more syllables that contain the same graphemes as above. • Read words containing common suffixes. • Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word. • Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered. • Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation. • Re-read books to build up fluency and confidence in word reading. |
• Apply a growing knowledge of root words, prefixes and suffixes (etymology and morphology). • Read further exception words, noting the spellings. |
• Apply knowledge of root words, prefixes and suffixes. (Note: this should be through normal reading rather than direct teaching.) |
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To understand texts |
• Discuss events. • Predict events. • Link reading to own experience. • Join in with stories or poems. • Check that reading makes sense and self-correct. • Infer what characters are like from actions. • Ask and answer questions about texts. • Discuss favourite words and phrases. • Listen to and discuss a wide range of texts. • Recognise and join in with (including role-play) recurring language. • Explain and discuss understanding of texts. • Discuss the significance of the title and events. • Make inferences on the basis of what is being said and done. |
• Draw inferences from reading. • Predict from details stated and implied. • Recall and summarise main ideas. • Discuss words and phrases that capture the imagination. • Retrieve and record information from non-fiction, using titles, headings, sub-headings and indexes. • Prepare poems and plays to read aloud with expression, volume, tone and intonation. • Identify recurring themes and elements of different stories (e.g. good triumphing over evil). • Recognise some different forms of poetry. • Explain and discuss understanding of reading, maintaining focus on the topic. • Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence. • Predict what might happen from details stated and implied. • Identify main ideas drawn from more than one paragraph and summarise these. • Identify how language, structure and presentation contribute to meaning. • Ask questions to improve understanding of a text. |
• Recommend books to peers, giving reasons for choices. • Identify and discuss themes and conventions in and across a wide range of writing. • Make comparisons within and across books. • Learn a wide range of poetry by heart. • Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience. • Check that the book makes sense, discussing understanding and exploring the meaning of words in context. • Ask questions to improve understanding. • Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence. • Predict what might happen from details stated and implied. • Summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas. • Identify how language, structure and presentation contribute to meaning. • Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader. • Retrieve and record information from non-fiction. • Participate in discussion about books, taking turns and listening and responding to what others say. |
