Home Page

English

English

Welcome to the English Area

Here you will find information about the things your children will be learning about in English

READING

We want the children to leave Carrington Infant School as fluent readers who love books. The development of reading has been a key focus from the beginning of 2016-17 and progress has been made on improving standards.

 

Individual reading

Our individual reading programme is a colour coded reading programme linked to the Book Bands for Guided Reading levels that moves from Lilac in the earliest stages to Copper and beyond for Year 2. We aim to challenge children at all times and we increased the range of our books in 2016-17 to cater for the needs of our more able children. We have a range of schemes as we feel the children need to experience a range of books. We have the Oxford Reading Tree scheme  (both the main scheme and phonically decodable books), Project X ( that aim's to cater for the needs of boys),  Pearson Bug Club, PM books and Dandelion readers . We are in the process of restocking our lower levels of books so that there is even more access to decodable books that link to the phonic phases so the children can move ahead confidently.  We use a system called Benchmarking regularly to ensure that the children are on the right colour level. The child reads a set levelled text and there are comprehension questions that they need to answer. If the child can answer the questions and also read above a certain percentage of the text accurately, then the child will move on a colour band. Teachers can also use their best judgement at times should they feel the child is ready to move on. Reading levels are tracked both in terms of reading colour and on Target Tracker which maps progress through the National Curriculum.

 

Guided Reading

All classes have guided reading throughout the week.  These happens in different ways according to the age of the class and the organisation of the classes in terms of staffing. Guided reading happens in small groups of similarly levelled children using a group reader. We use Read Write Inc books, Oxford Reading Tree and Pearson Learning Bugs and Badger Books which go up to a higher level and are more like real books. In 2016-17 we made sure that group reading was happening. In 2017-18 we are concentrating on using one high quality book as a starting point for reading work alongside the set books and developing comprehension and inference with special training about inference happening in May. 

 

Other Book events

Author of the half term learning challenges

Roald Dahl day

Puffin Live events

World Book Day dressing up day and number rhyme book making

Gruffalo link with the outdoor learning week

Art special event painting stones linked to the story "Unique You" by Linda Kranz

 

Suggested Reading Lists

Below you will find a 'Suggested Reading List'. This list is by no means exhaustive, but merely suggests books that are acknowledged to be well written and suitable for you to share with your  children. (Taken from Pie Corbett's Reading Spine)

If your child enjoys a book on this list, then look for other books by the same author, chances are they will also enjoy these too.

Research shows that children who are 'read to' regularly generally make the best progress in the long term academically.

Enjoy!

How do you say the sounds? Articulation.........

video link https://www.youtube.com/watch?v=IwJx1NSineE

Sounds of the English Phonic Code - Synthetic Phonics.wmv

 

 

link to past paper Phonics Screening Check materials

https://www.gov.uk/government/publications/phonics-screening-check-2017-materials

 

PHONICS

 

At Carrington Infants we follow the "Letters and Sounds" scheme. The school follows the structure of this scheme working through from phase one to phase 6.  Pupils have a phonics lesson every day. They revise work they have already covered, learn new skills following a set pattern, learn to read the sounds or tricky words and also apply the sounds within words.

 

The aim is to make sessions as fun and interactive as possible. We have a range of back up resources including "Floppy's Phonics" , Read, Write Inc, and Phonics Play". We include lots of games and visual resources to make these sessions engaging.

 

We make links with our new spelling scheme "Nelson Spelling" which has a structured text book and work book for Year One and Two. The links are highlighted in planning.

 

Pupils mostly work within their main class for phonics as we believe high quality first teaching is essential however at times, pupils will be groups either because they are working at a higher level and need more challenge or need some extra support.

 

The junior school also use Letters and Sounds where needed and follow the same spelling scheme.

 

We believe that it is vital the environment supports phonic and spelling development. We have focussed on having areas in the classroom with visual support through displays so that there are constant reminders for the children.

 

We also believe it is vital that parents and carers are fully involved in phonics learning so we hold information sessions for parents and also provide homework where the children will either have phonically based spellings or learn about a sound.  We have further information to support phonics on this website.

 

Over the last eighteen  months , the school has reviewed its phonics provision to ensure that it is as good as it can be.  Phonics development is always going to be a focus as it is such an important part of the child's literacy development. The school worked with the BLT in 2016-17 and Chepping View teaching school in 2017-18. 

 



 

 

 

Writing

 

We have introduced Talk4Write based on the work of Pie Corbett and following a visit to Penn Wood School in Slough in 2017-18 to provide a structure for teaching writing throughout the school. This focusses on having exciting hooks into writing such as the children making real gingerbread men if the children are learning in about the Gingerbread man story. The system also develops speaking and listening skills, makes links with key vocabulary, gets the children to really know stories and structures so they can imitate good stories and then make up their own stories links with them. This has been an exciting project in the school that is already impacting on achievement. All classes have a learning wall with English and writing information on them. If you go into the classes, you will see large story maps in different formats around the room and lots of examples of the children's own work. You will also see Magpie walls where exciting words can be placed for the children to use. 

 

Spelling

We have had a real focus on improving spelling this year. We use the Nelson Spelling Scheme throughout Key Stage One. The children have distinct sessions about spelling and also link this with phonics. The children in Year 2 having spelling lists to learn using the look cover write check method and are testing each week. There are spelling awards to add some fun!  Once again, the environment is important so we have put lots more reminders around the rooms and introduced dictionaries so they are used more consistently throughout Key Stage One. The tricky words are displayed around the school.

ENGLISH PROGRESSION

We have developed a whole school progression document that incorporates both the Reading and Writing end of year expectations and details how they are taught across Key Stage 1

 

Feel free to contact me if you would like to see anything else added to this area.

Mrs Morrisson

 


Top