A child’s ability to communicate is vital to all aspects of their learning, so English learning cuts across all areas of the curriculum. We also plan for literacy-specific learning every day in school, in line with the expectations of the National Curriculum.
Reading, Writing, Speaking and Listening are at the core of our curriculum. We aim for our children to develop skills in comprehension, critical and creative thinking and oral and written communication.
The aim is for all Wigmore children to be confident and enthusiastic speakers, readers and writers, so we provide a broad range of daily activities for children to develop and apply their speaking, listening, reading and writing skills. Included in this provision are opportunities for learning year specific grammar, punctuation and spelling skills, public-speaking and drama activities and reading and writing in different styles and for different purposes.
Reading, Writing, Speaking and Listening are at the core of our curriculum. We aim for our children to develop skills in comprehension, critical and creative thinking and oral and written communication.
Shared class readers
Each term, from yr 1 to yr 6 , the children will read, analyse and interrogate a different fiction book linked to the appropriate age range. We teach children to understand and respond imaginatively to what they read, while nurturing their enjoyment of literature. There are also opportunities for the children to work on reading comprehension related activities such as prediction, fact and opinion, inference and summarising main ideas, to name but a few.
We place value on quality texts that both engage the imagination and support the development of literacy skills. In lessons, the children read and respond to a range of fiction and non-fiction books and use them as a starting point for their own writing. They take part in activities that involve reading, writing, role play, drama, discussion, debate, presentation, recitation. Teachers plan from the National Curriculum for English, 2014, with objectives for Reading, Writing, Grammar, Punctuation and Spelling.We recognise how important it is for children to use their knowledge and skills in a relevant context in order to bring their learning to life. English skills are applied across the curriculum, with opportunities to read and write in Topic work, Art and Science.
English in the Early Years
In Foundation , teachers plan from the Early Years Foundation Stage Framework. Communication and Language, Reading and Writing are encouraged everyday and opportunities are ever present in the environment. Children have opportunities to explore, use, and enjoy words and text. They learn to respond to adults and to each other, listen carefully, and practise their communication skills through methods such as role-play, story-telling and shared writing.
Phonics
Phonics is taught every day in EYFS, Year 1 and 2, using Letters and Sounds 2007. Our classrooms are rich with phonics resources, surrounding children in a wealth of tools to develop their skills in reading and writing.
Our Library
We have a thriving School Library, run by our own librarian. Being in possession of this incredible resource means children have ready access to a vast array of inspiring and ever-changing literature. Children from Nursery to Year 6 visit the library every week to listen to a story, explore the range of resources available and to borrow books for reading at home.
Reading is probably the most important skill that a child will learn in primary school. It opens up a whole new world of learning and imagination.
At Wigmore, children are taught to read using a range of different approaches. This includes Phonics Skills for decoding, using Picture and Context clues and learning High Frequency Word recognition.
We use a range of reading schemes which are matched to the needs of the reader. These include phonetic story books and books with a more story-based approach.
Phonetic books are used to give children early success using their phonic skills. The majority of words in these books can be decoded by sounding out the letters in each word and blending the sounds together. We use a range of schemes, mostly from ‘Oxford Reading Tree’, and you will see these logos:
When children can read phonetic books well they will move them onto a story approach (sometimes alternating between reading a phonetic book with a story approach book).
Story approach books have been designed for children to read using a range of different skills. Children will be reading using a whole story approach and will be using pictures and context clues to make sense of the text. Children will need to be able to read for meaning to fully access these books. Story approach books have far less words that can be decoded phonetically and children will be asked to recognise much harder words from early books (words such as ‘Kipper’, ‘children’, ‘barbecue’) in the context of the story. These books require a whole different range of skills. Children need to know that some words can be sounded out, some words are ‘remembering words’ and some words can be guessed in the context of the sentence or by using picture clues.
We have a range of different story-approach schemes. The logos that you will see include:
Please note that children should not be purely kept on phonetic books once they start to read independently. They will think they can read everything but they will only have experienced one set of skills. They need a range of skills to read effectively at a higher level.
Please see our English Policy for further details of Early Literacy at Wigmore.
As children learn to read, some children read quite proficiently. Please note that, in Foundation and Key Stage 1, we are happy to change reading books daily (even as much as 5 times a week), providing that you have read it with your child and have written a comment in their reading record book.
We will endeavour to read with children in school on a weekly basis
As children move up to Key Stage 2, they swap over to a different range of books. You will see the following logos:
Helping your child at home:
Please read with your child regularly at home.
What to do if a child gets stuck on a word
- Encourage the child to find clues in the pictures as to the meanings of words.
- Suggest that he reads to the end of the sentence if a word is unclear – this might help with the meaning of the word.
- Ask the child “What would make sense there?” and encourage guessing.
- If the child gets really stuck on a word, you could give him the first sounds to help him. Break the word down into smaller parts (syllables) if that helps.
- Read the word for him if that helps the flow.
- If the child guesses a word, and it’s nearly right, and fits the sense, let him go on with the story.
Do
- Read along with the child if he is nervous
- Re-read familiar books to increase the child’s confidence
- Praise the child for getting a word right
- Aim to make the reading experience fun, cosy and time together you enjoy.
Guidelines for sharing a book with a younger child
- Ask child the title of the book.
- Can child tell you something about the story – before they begin to read?
- Ask child to point to each word as they follow the text.
- Encourage child to work out words for themselves – or even just the beginning sound.
- Encourage child to use picture clues with their reading.
- If they finish the book they are reading – play the game “Find the Word” ask them to find random words in book, eg she, went etc. or go through word cards by making it into a game (ask class teacher for ideas).
- If a child reads a book easily, ask them to tell the story in their own words or to think of a different ending.
- For children with longer texts – read part of the book and ask child to tell the rest of the story in their own words.
- Write a constructive comment in reading diary – eg X was able to recognise words at random today, X was able to recognise initial sounds.
- Some children may only be looking at picture books – so encourage them to talk about what is happening in the pictures.
- If sharing a familiar story e.g. Goldilocks and the Three Bears, encourage children to join in repeated phrases.
Guidelines for sharing a book with older children
- Discuss about the book and ask the title.
- Can the child tell you the author or find the name of the author?
- If the child is well into the story can they tell you about the main character(s)?
- Can they tell you what has happened so far in the story?
- Can they predict what might happen next?
- After reading can they answer questions on what has been read?
- Do they understand the message in the story?
- Encourage child to work out new words – breaking down into phonemes (sounds).
- Have a dictionary at hand and encourage child to write down and look up maybe two new words as this will help extend vocabulary.
- If they finish book they are reading, ask if they enjoyed it/which bit they most enjoyed. Ask them what was their favourite section? Why? If they did not enjoy it – encourage them to say why?
Alternatively, use the question matrix in the front of their reading record book to ask your child about their reading:
So, an easy basic recall question would start with, ‘Who is…’ or ‘What did….’
Whereas a more challenging question, to see if they have understood, might start with ‘Why would…’ or ‘How might…’.
In this way, you can really tell which type of questions you are asking and, also, support the work that we are doing in school.
Aims:
For children:
- To understand the importance of clear, neat presentation in order to communicate their meaning clearly.
- To take pride in the presentation of their work and therefore studying handwriting with a sense of achievement.
- To support the development of correct spelling and to aid in the elimination of letter reversals by the learning of word patterns and the correct joining of letters.
- To ensure that children of differing abilities are provided with appropriate and achievable goals.
- To teach correct letter formation.
- To write quickly, at speed, in a neat cursive style by the end of KS2.
Knowledge, Skills and Understanding:
During the course of their time at Wigmore Primary School the children will be introduced to a range of knowledge, skills and understanding.
In the early stages:
How to hold a pencil/pen
Write from left to right and top to bottom of a page
Start and finish letters correctly
Form letters of regular size and shape
Put regular spaces between letters and words
How to form lower and upper case letters
How to join letters
The importance of clear and neat presentation in order to communicate meaning effectively.
In the later stages:
Write legibly in a joined style with increased fluency and speed.
Use different forms of handwriting for different purposes.
Reception/Foundation Stage
Children experience a wide range of handwriting-related skills, e.g. letter and number formation in sand trays, through tracing, with chalk, felt tips, pencils, crayons, writing over and under teacher models in various forms, word building with magnetic letters and pattern making in various media. For formal handwriting practice large pencils can be used in conjunction with lined/unlined paper. Pencil grips for correction of pencil hold can be used where appropriate. Teachers model correct letter formation and children practise this alongside their phonics programme. Correction of letter formation takes place on an individual basis.
Key Stage 1
Children work on handwriting skills in a variety of activities, e.g. copying from the board, through phonic work and duplicated practice worksheets. Wide-lined exercise books, handwriting paper and standard-size pencils are used. During Key Stage 1 joins are practised and children are encouraged to use joined-up handwriting in their daily work. Children are encouraged to take pride in the presentation of their work.
Key Stage 2
Children work towards developing a cursive, fluent, joined handwriting style that is consistent in size. Children are encouraged to take pride in the presentation of their work.
Resources:
At KS1 these include:
Variety of paintbrushes, thick and fine felt pens, jumbo pencils, stubby crayons, chalk, sand trays, letter and number templates, pencils, coloured pencils, pencil grips, tracing cards, sewing cards, sandpaper letters, oil pastels, magnetic letters.
At KS2 these include:
Pencil grips, HB pencils, Berol handwriting pens, handwriting paper.
HANDWRITING PROGRESSION
Step 1
WRITE LETTERS USING THE CORRECT SEQUENCE OF MOVEMENTS
By the end of Reception year children will have been introduced to:
- a comfortable and efficient pencil grip
- producing a controlled line which supports letter formation
- writing letters using the correct sequence of movements
- pattern-making and letter/number formation in various media
- some simple joins in conjunction with phonics work.
Step 2
FORM LOWER CASE LETTERS CORRECTLY IN A CURSIVE SCRIPT THAT WILL BE EASY TO JOIN LATER.
- Develop a comfortable and efficient pencil grip.
- Form lower case letters correctly; using the lead out (where appropriate).
- Practise handwriting in conjunction with spelling and independent writing, ensuring correct letter orientation, formation and proportion.
- Develop further knowledge of joins in conjunction with phonics work.
Step 3
USE THE FOUR BASIC HANDWRITING JOINS WITH CONFIDENCE
IN INDEPENDENT WRITING.
- Practise handwriting patterns from Year 1.
- Begin using and practising the four basic handwriting joins:
-diagonal joins to letters without ascenders, e.g. ai, ar, un
-horizontal joins to letters without ascenders, e.g. ou, vi, wi
-diagonal joins to letters with ascenders, e.g. ab, ul, it
-horizontal joins to letters with ascenders, e.g. ol, wh, ot
Step 4
WRITE LEGIBLY WITH A JOINED HAND, MAINTAINING CONSISTENCY IN SIZE AND SPACING
Use and practise the four basic handwriting joins:
-diagonal joins to letters without ascenders, e.g. ai, ar, un
-horizontal joins to letters without ascenders, e.g. ou, vi, wi
-diagonal joins to letters with ascenders, e.g. ab, ul, it
-horizontal joins to letters with ascenders, e.g. ol, wh, ot
Step 5
USE FLUENT JOINED HANDWRITING FOR ALL WRITING EXCEPT WHERE OTHER SPECIAL FORMS ARE REQUIRED
- Use joined handwriting for all writing except where other special forms are
- Build up speed and ensure consistency in size and proportions of letters and spacing between letters and words.
To know when to use:
- a clear neat hand for finished, presented work;
- informal writing for rough drafting etc.
Use a range of presentational skills, e.g:
- print script for captions, sub-headings and labels;
- capital letters for posters, title plates, headings;
- a range of computer-generated fonts and point sizes.
Step 6
TO USE FLUENT JOINED UP HANDWRITING FOR ALL WRITING EXCEPT WHERE OTHER SPECIAL FORMS ARE REQUIRED
Teaching Sequence
- Curved family (Curly Caterpillar Letters): orientate correctly letters that curve backwards towards the line:
c, o, a, d, g, q, s, f, e
- Tall family (Long Ladder Letters): orientate letters that have a tall ascender down to the line:
l, i, t, k, j, u, y
- Bounce up family (One –Armed Robot Letters): orientate correctly letters that ascend down towards the line and then bounce up again:
r, n, m, h, b, p
- Other family (Zig-zag letters ) all the other letters, these are straight lines:
v, w, x, z
- Write capital letters: those which differ from their small counterparts:
A, B, D, E, F, G, H, I, J, L, N, Q, R, T
The teaching of initial letter joins should be linked to phonics work, with subsequent joins linked to spelling patterns being taught as part of the Literacy curriculum (where appropriate). Where spelling work does not link appropriately to handwriting, the list of handwriting joins below should be used.
The teaching of initial letter joins should be linked to phonics work, with subsequent joins linked to spelling patterns being taught as part of the Literacy curriculum (where appropriate). Where spelling work does not link appropriately to handwriting, the list of handwriting joins below should be used.
Handwriting Joins Year 1 and 2
| 1. a | 41. ash | 81. ast | 121. other |
| 2. i | 42. ish | 82. ate | |
| 3. ab | 43. oss | 83. ave | |
| 4. ib | 44. ad | 84. ear | |
| 5. ob | 45. ag | 85. ear | |
| 6. ub | 46. an | 86. een | |
| 7. ad | 47. ap | 87. eep | |
| 8. ed | 48. ar | 88. end | |
| 9. id | 49. as | 89. ent | |
| 10. od | 50. at | 90. ere | |
| 11. ud | 51. aw | 91. est | |
| 12. ag | 52. ay | 92. eve | |
| 13. eg | 53. ea | 93. fro | |
| 14. ig | 54. ed | 94. ind | |
| 15. og | 55. ee | 95. ine | |
| 16. ug | 56. en | 96. ing | |
| 17. am | 57. et | 97. ish | |
| 18. um | 58. hi | 98. ite | |
| 19. an | 59. ig | 99. ive | |
| 20. en | 60. ir | 100. old | |
| 21. in | 61. og | 101. ome | |
| 22. un | 62. oo | 102. one | |
| 23. ap | 63. op | 103. ong | |
| 24. ip | 64. ou | 104. ood | |
| 25. op | 65. ow | 105. ook | |
| 26. at | 66. oy | 106. oor | |
| 27. et | 67. ue | 107. ore | |
| 28. it | 68. ug | 108. ose | |
| 29. ot | 69. um | 109. ost | |
| 30. ut | 70. un | 110. our | |
| 31. ix | 71. up | 111. ove | |
| 32. ack | 72. ut | 112. own | |
| 33. eck | 73. wh | 113. sai | |
| 34. ick | 74. wi | 114. the | |
| 35. ock | 75. ace | 115. ust | |
| 36. uck | 76. ain | 116. wor | |
| 37. ell | 77. ake | 117. ight | |
| 38. ull | 78. alk | 118. ould | |
| 39. ill | 79. all | 119. thin | |
| 40. oll | 80. ame | 120. ound |
All phonics in EYFS and KS1 is taught following the using the ‘Read Write Inc Phonics Programme’.
The Read, Write, Inc programme has been proven to be highly effective in teaching children to recognise sounds, helping them to read accurately and spell. As the children progress they are also taught to read with more fluency and have more understanding of what they are reading. The programme begins in Foundation and continues in Years 1 and 2. Children are taught by teachers and teaching assistants who have been highly trained in delivering the programme to the children. They have daily phonics sessions in small groups which match their learning needs. Children are assessed regularly and move groups when they are ready for more advanced learning.
Click here for more information about the Read Write Inc programme
Helping your child at home:
The best thing that you can do to help your child at home is to read with them every day. You will begin by reading to your child and talking to them about the stories you share. They will then start to recognise whole words and you can begin to encourage them to sound-out basic words e.g. c-a-t
When working with your child at home on letters and sounds, please be careful to pronounce sounds correctly.
You can also find lots of other great phonics videos on ‘You Tube’ linked to the letters and sounds that your child is learning. (Please speak to your child’s class teacher about which learning your child is currently working on.) These videos are great for learning new sounds. You may want to look at ‘Mr Thorne does phonics’ or ‘Kids vs Phonics’ for the sounds that your child is learning.
To practice applying your child’s phonics skills, you can access a range of other websites including:
Phonics Screening Check:
All children are required to take part in the statutory Phonics Screening at the end of Year 1. We will not specifically prepare children for this; rather, they will be told they have a ‘quiz’ and are encouraged to collect as many points as they can for the class team by reading the words before them. The Screening involves reading 40 words with an adult they know well. These are mixture of real words and pseudo (made up) words. The pseudo words are built with phonic strings they have learnt. The adult working with the child stop and start the screening as appropriate or stop before completion if it is right to do so for the child. Children may not be required to take part in some cases if there is a Special Educational Need. Children who do not pass the Phonics Screening Check in Year 1 will have the opportunity to repeat the test when they are in Year 2.
