The intention of our approach to reading is:
At South Kilvington C of E Primary School, Whole Class Reading (WCR) is implemented every day across Key Stage 1 and Key Stage 2. Teachers begin the process by unpicking key vocabulary from an ‘above pay grade’ text. There are many opportunities for teachers to model reading sections of the book to the children, this gives the children opportunity to understand what is being read as well listen to excellent use of expression and intonation. Children may also model sections of the book. Children then have opportunity to read individually, in pairs and in small groups, completing challenges across the reading domains that link to each section.
Reading environments are stimulating, they encourage children to choose different reading material, talk about books and become immersed in a text.
Teachers encourage ‘book talk’ within their class and across the school. This is reflected in displays across school, reading areas and the time dedicated to reading.
The impact of our approach to WCR is that all our children are given the opportunity to access ‘above pay grade texts’, giving them chance to feel challenged and make outstanding progress. This approach ensures children are reading every day and regularly to staff throughout the week. With this strong focus on reading from an early age, children feel at ease with books and this ensures that they are fully prepared for their phonics, KS1 and KS2 SATS tests or equivalents. Regular ‘book talk’, stimulating reading environments and displays ensure a strong reading culture across school where children are encouraged to read for pleasure.
The link between reading and writing is vital to children becoming confident communicators in spoken and written language. Please see our reading policy for detail on how we approach reading at South Kilvington C.E. Primary School
Becoming a skilled writer is a vital life skill and should be applied in all areas of the curriculum. We intend to make writing:
Our English approach is implemented through quality, ‘above pay grade’ texts that inspire us as teachers and enthuse our children. In writing, we follow the CCC’s (Collect, Connect and Create) approach.
When we are focusing on the ‘Collect’ stage, we ponder and predict what might happen in the story, analyse WAGOLL’s for word sentence and organisational features as well as collect high quality vocabulary from the text in which the children can magpie.
In the ‘Connect’ stage of our learning, we use the collected vocabulary and model it into sentences. We also develop ideas by manipulating sentence structures, constructing paragraphs and use higher-level punctuation. We put great emphasis on children taking pride in their writing.
Therefore in the ‘Create’ stage of their learning we draft sections or paragraphs of text using writing skills checklist and then edit and improve these pieces of writing before publishing a final piece. This produces a high quality published piece of writing with all feedback embedded.
Children will become:
Writing in the Early Years Foundation Stage Children
Children are taught Phonics daily. South Kilvington has adopted the Read Write Inc Programme which is delivered to small, targeted groups. This ensures effective teaching and progression of skills through careful assessment. Children link the sounds learned to their early reading and writing. They are encouraged to mark make and write in provision areas for purpose e.g. a menu in a cafe or a list of building materials needed. Correct pencil grip and correct letter formation is modelled and encouraged.
Key Stage 1
Children are taught phonics (Read Write Inc) and SPAG (spelling, punctuation and grammar) alongside and within English lessons. Texts/experiences are chosen carefully following the children’s interests and/or linked to the topic. The CCC approach begins to be used as the format for their lessons.
Key Stage 2
Children are taught SPAG within English lessons and as a discrete lesson every day. They develop skills linked directly to the National Curriculum for their age group. Teachers encourage creativity through using high quality literature in many forms (books, videos, internet based...) Children are taught to recognise the form, audience and purpose of the genre they are studying and explore the construction of a variety of text types. Detail analysis of similar texts helps the children to understand what the success criteria are for that style of writing. This encourages them to produce increasingly high quality writing specific to the genre. The CCC approach is used effectively to expand the use of interesting vocabulary, accurate ‘technical skills’ and a finished, published piece of writing.
Unfortunately not the ones with chocolate chips.
Our cookies ensure you get the best experience on our website.
Please make your choice!
Some cookies are necessary in order to make this website function correctly. These are set by default and whilst you can block or delete them by changing your browser settings, some functionality such as being able to log in to the website will not work if you do this. The necessary cookies set on this website are as follows:
A 'sessionid' token is required for logging in to the website and a 'crfstoken' token is used to prevent cross site request forgery. An 'alertDismissed' token is used to prevent certain alerts from re-appearing if they have been dismissed.
We use Matomo cookies to improve the website performance by capturing information such as browser and device types. The data from this cookie is anonymised.
Cookies are used to help distinguish between humans and bots on contact forms on this website.
A cookie is used to store your cookie preferences for this website.Cookies that are not necessary to make the website work, but which enable additional functionality, can also be set. By default these cookies are disabled, but you can choose to enable them below: