Purpose of study
English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.
Speaking and Listening
English in our school
Here is the years overview
Talk for Writing - 2014
Last year, we to began to use Pie Corbett’s Talk for Writing to deliver our Literacy curriculum. This approach has been really highly praised and extremely successful nationwide. It incorporates essential speaking and listening with the skills needed to be a good writer.
All children will be studying a Roald Dahl text in Autumn 1 and will be celebrating Roald Dahl Dress Up day on Thursday 25th September.
Guided Reading Information
Children at Northfield Manor have the opportunity to read a variety of fiction and non-fiction books that are suited to their individual ability. All children will have reading books changed at least once a week and will have the opportunity to choose ‘independent readers’ that match the book bands they are currently reading. Children read regularly to teachers and have opportunities to take part in a number of exciting reading schemes during the year, including the ‘Readathon’ that raises money for charity. Please read with your children every night to ensure that they make progress.
Phonics - EYFS and KS1
At Northfield Manor we use the Letters and Sounds programme in Foundation and Key Stage One.
Letters and Sounds is a phonics resource published by the Department for Education and Skills in 2007. It aims to build children's speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven.
Phase 1 of Letters and Sounds concentrates on developing children's speaking and listening skills and lays the foundations for the phonic work which starts in Phase 2. The emphasis during Phase 1 is to get children attuned to the sounds around them and ready to begin developing oral blending and segmenting skills.
Phase 2, letters and their sounds are introduced one at a time. A set of letters is taught each week, in the following sequence:
Set 1: s, a, t, p
As soon as each set of letters is introduced, children will be encouraged to use their knowledge of the letter sounds to blend and sound out words. For example, they will learn to blend the sounds s-a-t to make the word sat. They will also start learning to segment words. For example, they might be asked to find the letter sounds that make the word tapfrom a small selection of magnetic letters.
By the time they reach Phase 3, children will already be able to blend and segment words containing the 19 letters taught in Phase 2.
Over the twelve weeks which Phase 3 is expected to last, twenty-five new graphemes are introduced (one at a time).
Set 6: j, v, w, x
Set 7: y, z, zz, qu
Consonant digraphs: ch, sh, th, ng
Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er
During Phase 3, children will also learn the letter names using an alphabet song, although they will continue to use the sounds when decoding words.
During Phase 3, the following tricky words (which can't yet be decoded) are introduced:
Phase 4 When children start Phase Four of the Letters and Sounds phonics programme, they will know a grapheme for each of the 42 phonemes. They will be able to blend phonemes to read CVC (consonant-vowel-consonant) words and segment in order to spell them.
Children will also have begun reading straightforward two-syllable words and simple captions, as well as reading and spelling some tricky words.
In Phase 4, no new graphemes are introduced. The main aim of this phase is to consolidate the children's knowledge and to help them learn to read and spell words which have adjacent consonants, such as trap, string and milk.
During Phase 4, the following tricky words (which can't yet be decoded) are introduced:
Children entering Phase Five will already be able to read and spell words with adjacent consonants, such as trap, string and flask. They will also be able to read and spell some polysyllabic words.
In Phase Five, children will learn more graphemes and phonemes. For example, they already know ai as in rain, but now they will be introduced to ay as in day and a-e as in make.
Alternative pronunciations for graphemes will also be introduced, e.g. ea in tea, head and break.
With practice, speed at recognising and blending graphemes will improve. Word and spelling knowledge will be worked on extensively.
During Phase 5, the following tricky words (which can't yet be decoded) are introduced:
At the start of Phase Six of Letters and Sounds, children will have already learnt the most frequently occurring grapheme–phoneme correspondences (GPCs) in the English language. They will be able to read many familiar words automatically. When they come across unfamiliar words they will in many cases be able to decode them quickly and quietly using their well-developed sounding and blending skills. With more complex unfamiliar words they will often be able to decode them by sounding them out.
At this stage children should be able to spell words phonemically although not always correctly.
In Phase Six the main aim is for children to become more fluent readers and more accurate spellers.
Spelling, punctuation and Grammar.
Grammar is about making meaning.
Eg : use the word ‘table’ in as many different ways as you can
Key principles fostered...
CONTEXT is vital for both grammar and punctuation.
When it is taught....
When this is taught?