WOOD FOLD PRIMARY SCHOOL ENGLISH POLICY

Transcription

1 WOOD FOLD PRIMARY SCHOOL ENGLISH POLICY RATIONALE Competence in English enables children to communicate effectively at home, at school and in the wider world and leads to improved life opportunities. The skills of listening, speaking, reading and writing enable children to organise and express their own thoughts and to access the knowledge and ideas of others. These skills, together with confidence in the use of ICT, are increasingly necessary in today s world. In addition to this, the ability to respond to literature at a personal and aesthetic level enriches our children s lives. The national curriculum for English aims to ensure that all pupils: read easily, fluently and with good understanding develop the habit of reading widely and often, for both pleasure and information acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language appreciate our rich and varied literary heritage write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate. SPEAKING, LISTENING, GROUP DISCUSSION AND DRAMA AIMS We aim to enable our children: 1. To communicate effectively 2. To speak confidently and to express themselves clearly in a variety of situations 3. To listen attentively and respond to others, having respect for the different opinions of others 4. To develop the skills needed for group discussion 5. To participate in and respond to drama APPROACHES: Speaking, listening, group discussion and drama activities are integrated into our teaching across the curriculum and are seen as fundamental to teaching and learning. C:\DATA\WORD\POLICIES\ENGLISH-JAN17 PAGE 1 OF 9 Updated Jan 2017

2 In English we place a strong emphasis on speaking, listening, discussion and drama. We use Talk for Writing strategies, based on the work of Pie Corbett. A variety of Kagan Structures are used throughout school, enabling purposeful talk to take place at all times across all subject areas. READING AIMS We aim to enable our children: 1. To read independently, fluently and expressively, with understanding and enjoyment 2. To read a wide range of texts, including text on screen both for pleasure and for information 3. To engage with and respond to what they read 4. To comprehend what they have read, being able to infer and deduce information, understand the meaning of words in context. The programmes of study for reading at key stages 1 and 2 consist of two dimensions: word reading comprehension (both listening and reading). It is essential that teaching focuses on developing pupils competence in both dimensions; different kinds of teaching are needed for each. APPROACHES We encourage a love of books and of reading by providing a rich reading environment in our classrooms and in our school library. Throughout the school, teachers read aloud to children on a regular basis. We read a wide range of good quality fiction, non-fiction and poetry. Where possible, we use books to develop the curriculum context around. In line with the Simple View of Reading (see Appendix 1), we teach the word recognition skills needed to decode text and the language comprehension skills needed to understand what they read. Word recognition skills, including Key words, are developed systematically in the early years through the teaching of synthetic phonics. We use the Letters and Sounds materials and teach phonics daily in Early Years Foundation Stage (EYFS) and Year 1. C:\DATA\WORD\POLICIES\ENGLISH-JAN17 PAGE 2 OF 9 Updated Jan 2017

3 From Year 2 onwards, Comprehension skills are developed and deepened through directly taught activities within the immersion and analysis of texts. Day 1: A specific skill is introduced through a range of activities Days 2 and 3: The children practice and consolidate this skill. Day 2 is Guided session with the teacher supporting and modelling how to respond to questions directly related to that skill. Day 3 is independent work which gives the teacher the opportunity to assess the children s understanding to date. Day 4: the children complete a comprehension independently (CGP Comprehension books), these are then marked and returned to the children for corrections to be completed. Having marked the comprehensions, teachers pull out the key areas for development (i.e. specific questions) to be addressed with the whole class. Day 5: Comprehension corrections are completed and specific questions are addressed. Misconceptions from the independent session are also addressed during this session. If a child has achieved full marks or high marks, a challenging activity needs to be given as an alternative. When teaching comprehension, we focus on the following areas: Fact Retrieval Retrieve and record information Language Give / explain the meaning of words in context; Identify / explain how meaning is enhanced through choice of words / phrases; Explain how language contributes to meaning. Inference Make inferences from the text/ explain and justify inferences with evidence from the text Summarise Summarise main ideas from more than 1 paragraph. Prediction Predict what might happen on the basis of what has been read. We assess children s reading using evidence of work completed in their Reading Journals and use the scores that they attain in their comprehension books, to plan appropriate next steps for children. RESOURCES For teaching Reading we use Rising Stars Cracking Comprehension and the class novels that are being studied. Cracking Comprehension and its assessment activity are used for the 1 st week of each ½ term and then if a comprehension has particular relevance to the current topic. For all other weeks the teachers plan the activities and questions using their own knowledge of the texts, sometimes supported by Focus English resources. Cracking Comprehension Assessment Activities are used at the end of each ½ term, prior to assessment week. C:\DATA\WORD\POLICIES\ENGLISH-JAN17 PAGE 3 OF 9 Updated Jan 2017

4 WORK IN READING JOURNALS AND COMPREHENSION BOOKS The short date needs to be recorded at the top of the page Independent / Guided needs to be identified on each piece of work. FEEDBACK IN READING JOURNALS 1. Day 1 work should be marked with Guided. 2. Day 2 Self assessment, children should be involved in the marking, with each answer discussed and marked by the children with purple pen. 3. Day 3 Work marked with Independent and a stamp / comment to state whether the learning objective has been achieved. 4. Target cards need to be dated once objectives have been achieved. FEEDBACK IN CGP COMPREHNSION BOOKS 1. Work needs to be marked in Pink Pen. 2. Each question needs to be marked with a 0/1/2 3. The total score needs to be recorded at the bottom of the page. 4. Annotations can be added to prompt children s thinking for completing their corrections. 5. Once corrections have been completed, each question needs to be re-marked with a 0/1/2. This needs to be done in a different coloured pen (not pink or purple) to distinguish been 1 st mark and re- mark. 6. The new total score needs to be recorded at the bottom of the page next to the previous total score. WRITING AIMS We aim to enable our children: 1. To write clearly, accurately and confidently for a variety of purposes and audiences, including word processing with ICT 2. To develop a consistent, clear, fluent and joined handwriting style and to be aware of the importance of the presentation in order to communicate meaning effectively 3. To understand the conventions of writing, including grammar, punctuation and spelling 4. To plan, draft and edit their writing 5. To feel valued as writers and to appreciate the writing of others C:\DATA\WORD\POLICIES\ENGLISH-JAN17 PAGE 4 OF 9 Updated Jan 2017

5 APPROACHES We provide a wide variety of reasons and purposes for writing and in the early years provide many opportunities for child initiated and role-play writing. We teach a fully cursive handwriting style from reception. We teach writing following a specific teaching sequence: 1) Gathering content children are exposed to the information about the character / event etc. that they are going to write about. 2) Success criteria is generated and shared with the children in ways such as the use of marking ladders, analysis of completed pieces of work and writer s toolkits. 3) Magpie writer s toolkit the children have the opportunity to identify language / sentence structures that they may want to apply in their own writing. 4) Boxed up plan children create a plan for each part of their writing. 5) Create own writers toolkit the children write examples of words / sentences etc. linked to specific writing targets, that that they are going to use in their own writing 6) Write and edit 7) Redraft children will redraft either all or parts of their writing, based on feedback given by the teacher. Talk for Writing principles for both fiction and non-fiction are sometimes incorporated into planning, when appropriate. Teachers regularly model writing in Shared Writing sessions and we provide regular opportunities for children s writing to be shared, displayed, published and celebrated. Guided Writing sessions are planned for and address the targets that groups of children are working towards. Children each have their own writing targets which address sentence level and punctuation, these targets are based on the children s levels and allow them to understand their next steps in their learning. A separate Children s choice writing session (The Big Write) will be carried out once per ½ term. Here the children will vote for the genre of writing they wish to produce and the topic it will cover. PUNCTUATION AND GRAMMAR Punctuation and Grammar activities are taught to fit in with the texts and genres being studied and addressed. Punctuation and Grammar skills are taught and addressed initially through work within SPaG books, this may take the form of close procedure activities. At this stage the aim is to teach the children about the skills and practice using them. C:\DATA\WORD\POLICIES\ENGLISH-JAN17 PAGE 5 OF 9 Updated Jan 2017

6 The punctuation and grammar skills are then addressed through the Writers toolkit, where the children are applying the skills within their written work. FEEDBACK ON WRITING Feedback is an essential to help children move forward as writers. With younger children, feedback on writing will usually be verbal and immediate. With older children, feedback may be verbal or written. Children will edit their own writing before handing it in to the teacher, using a purple pen. They will ensure that all non-negotiables have been addressed. When marking a first draft in preparation for a re-draft, teachers will annotate onto the piece of writing with comments regarding how the piece can be improved. These comments may focus on: Where more detail / description could have been used. Vocabulary choices Use of specific year group skills Sentence improvements / developments. Teachers planning will reflect and address any common misconceptions following the feedback. When marking the children s final piece writing they will use the 2 stars and a wish format which will be written in the children s books. Children are given the opportunity to reflect on this feedback at the start of each English lesson and make amendments based on the targets set (eg re-writing a paragraph, making the improvements that have been suggested as a target / adding in better vocabulary) Children are also encouraged to evaluate their own work and older children develop peer working by working as Editor Pairs with a partner using the Purple pen of power strategy in which children share stars for a piece of work then identify a wish, which the children then address together, making any improvement with a purple pen. RECORDING OF WORK Children will have 3 books which they use to record work undertaken in English. The independent Red writing book will be for children to record all independent writing eg from extended writing, context etc at least twice a ½ term. The Learning Journal will be used for all cross curricular work. The SPaG books which is used to practice spelling, grammar and punctuation skills C:\DATA\WORD\POLICIES\ENGLISH-JAN17 PAGE 6 OF 9 Updated Jan 2017

7 TIME ALLOCATION With a minimum of 5 hours across the week, each class in school decides on the amount of time given to English lessons each day dependent upon need. It has been agreed that additional time is given to phonics and spelling, Guided Reading, handwriting, independent reading and read alouds. The exact time allocation for this may vary. In Key Stage 1 there is a daily Letters and Sounds session of 30 minutes; 30 minutes of Guided Reading and 10 minutes for handwriting. In Key Stage 2 there is an additional 30 minute session daily, outside of the English session, to focus on developing reading comprehension skills; 20 minutes for Read, write inc. Spelling. In the EYFS Communication Language and Literacy (CLLD) is carefully planned so that it permeates all aspects of the child s day. INCLUSION AND INTERVENTION The needs of children requiring additional support for their English will be discussed by the English Team and the Special Educational Needs and Disability leader. WAVE 2 Intervention strategies such as additional Letters and Sounds, Lego Writing, are used when and if they are considered appropriate for particular groups of children. WAVE 3 Where children need a higher level of intervention support is available through in line with the Special Educational Needs and Disability SEND policy. GIFTED AND TALENTED AND MORE ABLE PROVISION Children who are identified as being gifted, talented or more able are catered for based on the levels that they are working towards, with appropriate targets set. Support is provided for the neighboring high schools as and when needed. Texts for reading are chosen in order to stretch and challenge the children EQUAL OPPORTUNITIES All children have an entitlement to participate fully in English, regardless of gender, race, age or ability, in accordance with the school s Equal Opportunities Policy. C:\DATA\WORD\POLICIES\ENGLISH-JAN17 PAGE 7 OF 9 Updated Jan 2017

8 Children whose second language is English receive appropriate support as necessary. MONITORING AND EVALUATION In order to monitor standards and progress the following systems are in place: 1. M&E of planning 2. M&E of children books 3. At Pupil Progress meetings three times a year the class teacher / Headteacher and Assessment Leader; 4. Lesson observations 5. Moderation 6. The progress of pupils with Special Educational Needs and Disabilities (SEND) is reviewed with the Special Needs Co-ordinator (SENDCO) each half term 7. The school s English Action Plan is part of the School Improvement Plan this is reviewed and updated annually by the English Subject Leader and Headteacher. RESOURCING The English Subject Leader is responsible for the ordering, costing and allocation of resources to support the teaching of English. A review of resources is carried out periodically which leads to a prioritised list of requirements. This is funded within the school s budget plan for the financial year. REVIEW This policy will be reviewed every two years. C:\DATA\WORD\POLICIES\ENGLISH-JAN17 PAGE 8 OF 9 Updated Jan 2017

9 Word recognition processes APPENDIX 1 poor Simple view of reading Poor word recognition, good language comprehension Poor word recognition, poor language comprehension good poor Good word recognition, good language comprehension Good word recognition, poor language comprehension Language comprehension processes good Reading comprehension is the product of two inter-related, but very distinct, dimensions; word recognition and language comprehension. This is known as the simple view of reading. The four elements of the searchlights model have been subsumed into the 2 dimensions this simple view of reading: 1. Word recognition encompasses phonic knowledge, word recognition and graphic knowledge. Recognising the words! Learning includes: Phonic knowledge (sound and spelling) Fast and automatic phonic decoding Recognition of whole words and morphemes (smallest unit of meaning ed, ing, un) 1. Language comprehension is language awareness, vocabulary, knowledge of grammar - whether the words are heard or seen. Understanding the meaning! Reading comprehension involves: Grammatical knowledge Predictions from knowledge of syntax to make sense of strings of words, identifying sense-making syntactic boundaries in sentences, and reading with fluency and expression appropriate to the text Using knowledge of context Making predictions from context to aid comprehension C:\DATA\WORD\POLICIES\ENGLISH-JAN17 PAGE 9 OF 9 Updated Jan 2017