English

"Research shows that children begin to think

critically at a very young age. These skills develop during the natural, back and forth conversations children have with the important adults in their lives."

                                  (Hanen, 2016)

English is all about communication. Learning to read is the most important thing your child will learn at our school. Everything else depends on it, so we put as much energy as we possibly can into making sure that every single child learns to read as quickly as possible. We are committed to reading aloud to our children every day. Reading aloud enables all children to access quality texts but it also enables the teacher to model expressive and fluent reading to the children.

We want your child to love reading – and to want to read for themselves. This is why we put our efforts into making sure they develop a love of books as well as simply learning to read. 

From the beginning of Reception, we use Read Write Inc. Phonics which is a highly successful English programme created by Ruth Miskin. All Reading Teachers at St. Mary's have received training and support from Ruth Miskin Training, rated Outstanding by the Department for Education, to ensure we meet our aim for all children to become confident and enthusiastic readers.

The Read Write Inc. Phonics programme is carefully matched to the curriculum, giving every child at St. Mary's Catholic Primary the best chance of success.

Reception to Year 2 children are taught using Read Write Inc. Phonics as the main EYFS and KS1 early reading programme but it is also taught as an intervention for children in Years 3 and 4.

In addition to this, Read Write Inc. Fresh Start is a phonics programme with more age appropriate resources for older children which we use as and when required in Years 5 and 6.

Read Write Inc. Progression grid

How can you support your child?

During the academic year, we hold regular parent workshops for early reading. We also have more information on the individual class pages.

Follow the link below to read out parent booklets for more information on RWI Phonics and how you can support your child at home.

Click on the link to find out more about how you can support your child at home.

Our Approach to Spelling

We use Read Write Inc. Spelling for Years 2-6 to meet the demanding spelling requirements of the National Curriculum and to build on the fantastic start our children make with Read Write Inc. Phonics. Reasons why we use this programme:

• Puts the complex requirements of the curriculum into snappy 15-minute lessons
• Makes spelling fun! Aliens from an exciting online spelling planet clearly introduce spelling rules and concepts
• Read Write Inc. Spelling Online includes an Extra Practice Zone including over 1,000 new activity screens for whole-class practice, focusing on the areas children often find challenging. A class login also enables or children to do the practice activities at home: https://www.oxfordowl.co.uk/for-home/
• Provides plenty of  writing practice with a clear record of progress
• The emphasis is on teaching spelling, not simply testing spelling
• Although the teaching of phoneme-grapheme correspondence underpins this programme, it also develops children’s knowledge of word families, how suffixes impact upon root words, and provides mnemonics to remember the trickiest spellings.

 Help supporting your child at home with their spelling.

The Writing Process

Throughout KS2, a variety of texts and books will be shared in class. By using a text based approach, children learn to be effective writers, aware of the structural, interpersonal and textual features of different text types. Each teacher selects books and texts appropriate to the age-range and most importantly, that they will LOVE!

At St Mary's, we recognise the importance of the relationship between reading and writing because we know that when reading and writing are taught together, the benefits are greater than when they are taught separately. 

Time is prioritised to focus on developing the writing process with children as they move through the school. The key elements of the writing process are planning (brainstorm), drafting, editing and revising, proofread and then publishing or sharing.        

Modelling is a key element in the teaching of the writing process, with teachers using 'think out loud' to guide children through how to craft a piece of writing. By modelling, the expert writer lets less experienced writers in on the big secret … What is going on in the head of a more experienced writer? By modelling, we demonstrate options for planning, strategic problem solving, self-monitoring, reviewing, revising and proofreading. We also show how techniques can be used or applied; we work through challenges and teach good grammar. And we do it all within the context of authentic writing! 

Here are some examples of the texts children will experience throughout the school.

Guided Reading

Our guided reading approach is informed by extensive research into comprehension strategy instruction, as recommended by the EEF. 

The aims of the sessions are to engage with texts, respond to them, talk about them and developing deeper understanding (comprehension).

Once children have completed RWI Phonics, they take part in daily guided reading sessions.

During the sessions, we focus on developing the key comprehension strategies through careful modelling and supported practice.

The sessions utilise a wide variety of texts and seek to: 

• Encourage critical and evaluative thinking through use of open prompts, questions and invitations
• Encourage reference to the text to support their thinking
• Build towards group dialogue
• Encourage personal responses from the children
• Enable children to support their opinions with evidence from the text and to change and adapt their ideas in response to others

Evidence strongly suggests that parents and the home environment are essential to the early teaching of reading and fostering a love of reading.

Key findings from the evidence include:

 Parental involvement in a child’s literacy has been reported as a more powerful force than other family background variables, such as social class, family size and level of parental education (Flouri and Buchanan, 2004 – cited in Clark and Rumbold, 2006);

Children whose home experiences promote the view that reading is a source of entertainment are likely to become intrinsically motivated to read (Baker, Serpell and Sonnenschein, 1995 – cited in Clark and Rumbold, 2006);

 Children are more likely to continue to be readers in homes where books and reading are valued (Baker and Scher, 2002 – cited in Clark and Rumbold, 2006).

Establish a Reading Routine

Have a consistent schedule: set a regular time for homework and a dedicated reading time.

This should be in a quiet and comfortable environment that is free from distractions. Read aloud together. This can include reading aloud to the child or take turns reading aloud. It is important that children are modelled fluency, expression, and comprehension strategies.

Ask Questions

Before, during and after reading, ask open-ended questions about the text to promote critical thinking. Ask questions that encourage discussion and deeper understanding of the text.

Predict and Infer

Use pictures and text clues to help your child make predictions and inferences. Prediction and inferential skill development enhances comprehension and engages your child's imagination.

Vocabulary Development

The use of context clues helps the reader to understand unfamiliar words.

Make sure you discuss the meaning of new words based on the surrounding text. 

Reading Books Coming Home

Access to reading materials at the correct level is vital in setting children up to succeed in reading. Carefully matched reading books will be sent home for your children to read independently or read to you. 

They will know all of the sounds used in the text because they match the sounds in the books they are being taught in class. This means they will be able to read the text with fluency and confidence – like a storyteller. They will enjoy reading to someone else or to themselves.

This does not mean the text is too easy for them – it means they are reading at the correct level. We do not send texts home the children cannot read because we always want them to be set up to succeed in their reading.

EYFS and KS1

What will my child bring home to read?

‘Last and past’ Storybooks or Ditty Sheets: contain sounds and words the children know. This is the Storybook they have just read at school and maybe some they have read before, for extra practice. Please don’t worry that books are too easy. Children enjoy re-reading stories they know well. Their speed and understanding improves on every read. Please have this book in school every day.

Book Bag Books: matched to the Storybooks children read in school and used for extra practice. They include many of the same reading activities that we use in class and include parent guidance. Please have this book in school every day.

Speedy Green Word Cards: challenge your child to read the words speedily. Set a timer – can they beat yesterday’s time? Learning to read these words speedily with help your child to make good progress with their reading in school.

RWI eBooks: these eBooks are for children to read at home after the ‘third read’ of the book in class. At the end of each eBook, there is a short quiz to consolidate the sounds and words encountered in the eBook. This is the Storybook they have just read at school and maybe some they have read before, for extra practice.

What else might my child bring home to read?

Speed Sounds Cards: for children to practise reading speedily. If needed, show your child the picture side of the card to help them remember the sound.

‘Share with me’ Banded Books: this is an enrichment text designed to widen their reading experience. It may contain sounds that your child has not come across yet in their phonics sessions which is why it is a ‘share with me’ book.

Library Books: your child may also bring home a library book to share with you. Read these stories to children, with your children or encourage them to retell the story by looking at the pictures. They are not expected to read the story by themselves. Have a look at our Library Page to see which books we have available. 

KS2

Once your child has complete the Read Write Inc. Phonics

programme, they will no longer receive a RWI. Story Book and RWI Book Bag Book to take home. Instead, please see the provision below.

Colour Banded Book (Oxford Reading Tree...) – This book is designed to build your child's fluency at an age appropriate level and to broaden their reading experience.  This book will be changed by their class teacher. Please have this book in school every day.

Library Book - This book is to encourage your child to develop their own interest in books and is selected by your child. Read these books with your children or to them. At first, they are not expected to read the books by themselves. Have a look at our Library Page to see which books we have available. 

Book Bands Overview

Handwriting

Our Approach to Handwriting

There are regular timetabled slots for handwriting to ensure that children build up their handwriting skills every day. We make the physical process of writing – handwriting – enjoyable from the start, so children see themselves as ‘writers’. We use mnemonics – memory pictures – to help children visualise the letter or join before they write it down. Children need to practise handwriting under the guidance of a teacher so they do not develop habits that will be difficult to undo later so we make sure that handwriting is always a guided activity.

We link handwriting to our Read Write Inc. Phonics in KS1 and there are three handwriting stages.

Stage 1

These lessons are taught while children read the Red, Green, Purple, Pink and Orange Storybooks. 

Stage 1a: Children practise correct letter formation.

Stage 1b: Children learn where to place the letters on the writing line.

Stage 2

These lessons are taught while children read the Yellow, Blue and Grey Storybooks. At this stage, children learn a mature style of writing that will lead to joined-up writing.

Stage 3

These lessons are also taught while children read the Yellow, Blue and Grey Storybooks. At this stage, children learn the two basic joins: the arm join (diagonal) and the washing line join (horizontal) and the two variables for each join.

The image displays the memorable phrases that support the children to develop correct letter formation.

Our Library

We our really proud of our library at St. Mary's . Our pupil librarians are ready and eager to help you find the perfect book every lunchtime. They also love holding Storytime sessions for our younger pupils.

We LOVE reading at St Mary's! Not only does every class have their own reading corner but we have our own wonderful library to explore. It is a bright and welcoming space full of interesting and varied books to tempt and excite every reader with comfortable seating to sit back and enjoy a book. Our classes visit the library regularly and books can also be changed with the help of our Year 5 library monitors.

All children across the school get to borrow books from the library. We regularly update our books to include a wide range of new and classic authors from a wide range of genres and that cover a wide range of topics; from picture books to non fiction, whatever takes the children's fancy we have got. 

To keep our books up to date, we always have a book wish list on the go! If you would like to buy a book for us, our wish list can be found on the following Amazon link.  https://amzn.eu/9W4oTND

Any books purchased are sent straight to our school, where we place a book plate in each book as a thank you to the person who donated.