Home School Link books are a helpful way of recording children’s reading, but also for communication if you spot your child having difficulties or if you want to celebrate successes. For example, they might have completed their first chapter book or have started reading independently at home without prompting from you. As pupils become independent readers able to access a range of texts, they can use the link books to show reading preferences and recommendations. Next, Considine turned her attention to teachers. “I set up a support group for teachers, #teachersquad. It became a kind of online staffroom – there’s a lot of professional love out there, people sharing lesson plans, talking about how to best serve children in these difficult times.” in Year 2, the first half of the Autumn term is used to review Phase before before children move on to Little Wandle's spelling programme. IMPROVING– Lenses to represent ‘the pressure of spelling’ with help on how to make best-bet choices in the moment. Through working with these lenses pupils will improve automation in real time, improving the amount of words spelt correctly in their independent writing.

The Write Stuff provides a balance of narrative, non-fiction and poetry writing throughout each term. Impact Pupils will acquire a range of best bet strategies to apply during real-life composition of writing. maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments Edit Type 3: This is when a writer wants to add more sentences to develop an idea further. For this the children are shown how to use ‘editing flaps’.Standards improve because many worked examples are provided over the year that extend understanding through a wide range of genres and non-fiction text types. In Reception children are given a book that matches their current phonics phase and sounds they have been taught and are secure in. At The Round House, we believe it is important that all children learn to read from an early age and that they have the strategies to make this happen. We try to ensure that the children have had as much experience as possible in reading a wide variety of reading material. The creative curriculum offers a range of opportunities for different forms of reading, for a variety of contexts and audiences and helps to give purpose to their reading. We want children to develop as confident, enthusiastic and independent readers who want to read for their own interest and pleasure.

Lessons encourage children to look deeply at words, draw and build upon their knowledge of phonics from KS1 and make connections with spellings or letter patterns that they may already know. write for a range of purposes including diary entries, persuasive letters, stories, poems and recounts to name but a few. Ultimately, schools that get it right enable their children to be effective word detectives; they help pupils see the architecture behind language. In the schools that are best at literacy, vocabulary is prized, and teachers work really hard with word-catching and word-collecting. It’s about instilling a love of words – and that starts with finding patterns in words, deconstructing words, rebuilding words, and understanding why words are spelt the way they are. Any children in KS2 who are not secure in phonics have Rapid Catch up sessions 3 times a week to support their phonic, fluency and decoding skills. The programme is carefully structured with each part of the phonics lesson having a specific purpose. The phonics sessions are fast paced and encourage the children’s constant participation and engagement, resulting in high-quality phonic work on a daily basis. A great deal of positive praise is used and children use different methods to learn to sound out (decode) words for reading and segment (encode) words for spelling. This helps teachers ensure that by the end of Key Stage 1, children develop fluent word reading skills and good foundations in spelling.Drama is used across a range of subjects including History, problem solving in Mathematics, hot-seating during English PSCHE and Religious Education, to explore and engage children in their learning. This gives children the chance to embed the use of specific vocabulary repetitively. Talk partners are used to encourage pupils to practise formulating ideas before sharing them in class. Children should also be taught to use the conventions of speech through debate and discussions in other subjects such as Geography and History. From Y3, spelling lessons are taught for 20 minutes 4 times a week. We follow the Jane Considine 'The Spelling Book' programme for our teaching of spelling. Theprogramme is linked to the 2014 National Curriculum guidelines and statutory spellings and ensures all elements of spelling, grammar and punctuation are taught, as wellas the ability to spell accurately within their everyday writing. Pupils are taught in year groups,with smaller, more targeted groups, where appropriate.

In 2017, only 13% of year 6 pupils could spell ‘coarse’ in their SATs. Of course there is an effective way to build a spelling curriculum that focuses on the teaching of spelling, ensuring a drive on the ‘Big Mission’ for all pupils. https://2simple.com/purple-mash/ - free during school closure. Daily activities on comprehension and grammar.Parents, she explains, are extremely good at ‘modelling anxiety’ – whilst everybody wants their children to succeed in school, some parents whose children struggle with these spelling tasks can pass on that anxiety they feel when they see their child finding it difficult- and Considine thinks that this cyclical anxiety isn’t helpful when it comes to learning how to spell. 76% of the 1,362 primary school teachers that she surveyed agree that this kind of testing isn’t an effective way to teach spelling, too – and it’s also their least favourite subject to teach, except for PE.

In Year 1, a ‘Writing Recovery’ approach is used to teach writing in guided groups. This approach teaches children how to orally construct and then write a sentence, with focus on using phonics, key words and basic punctuation.In Key Stage 1 and 2, the teaching of writing forms a large part of the English lesson and within weekly planning there are opportunities for teaching transcription, composition, handwriting and vocabulary, grammar and punctuation. Children also have opportunities in the ICE Zones, and in foundation subject lessons in Year 5 and 6, for extended writing and cross curricular writing.