Literacy at St. Mary’s
At St. Mary’s Infants we aim to develop children’s literacy skills through a topic-based approach. Wherever possible, we also try to provide opportunities for children to develop their skills through other subjects such as History, Geography and RE. Literacy lessons are taught 4 times a week with additional guided reading, phonics or spelling and handwriting sessions.
The children are encouraged to read for enjoyment and understanding, as well as for information with the aim that all pupils will develop an appreciation and love of reading. We encourage children to read widely in fiction, non-fiction and poetry. Reading focuses on two areas; decoding (word reading) and comprehension. Decoding skills are seen with both the segmenting and blending of unfamiliar words and the speedy recognition of familiar words. Good comprehension draws from linguistic knowledge (in particular vocabulary and grammar) and on knowledge of the world. Reading also feeds pupils’ imagination and opens up a treasure-house of wonder and joy for curious young minds.
Reading books are sent home regularly with a child’s reading diary, which is completed by the parent when they have heard their child read. The children are given reading scheme books which are colour coded and link to the National Book Band scheme. These book bands in turn link to the National Curriculum levels and the assessment grids. Within each band there are a good range of books from a number of publishers- these include Oxford Reading Tree, Jelly and Bean, Project X and Rigby Star as well as Real Readers (colour banded books that may already be on your bookshelf e.g. owl babies). When the children are ready their book band level is reviewed and if appropriate a new book band is allocated.
In Reception the children are given keywords to take home and practise reading and recognising. The aim is to improve each child’s sight vocabulary (ability to see a word and know it immediately without sounding it out). We ask parents to support us with this task to ensure the best possible outcomes for the children. These words are used regularly within reading and writing and, once learnt, they help children with their word recognition and flow of reading and writing.
From Reception class to Year 2 all children across the schools participate in weekly guided reading sessions where key skills are taught alongside high quality book discussion. We also have parents and support staff who help practise key reading skills through out each week and support guided reading sessions.
The school has a well-stocked library and each classroom has a variety of reading material including fiction, poetry, non-fiction, dictionaries and encyclopedias. The children have an allocated time to visit the library to change their library books once a week thanks to parent volunteers.
In September 2018 we introduced a new handwriting programme called Kinetic Letters. It is a fantastic whole body writing scheme that has already had a huge impact within the school. There is a huge focus on building strength as this underpins handwriting: poor writing may be the result of poor strength. Children are not expected to do anything before they are developmentally ready for it and the different components of writing are mastered individually before being used in combination. Letters are learnt as movements not as visual shapes and movement remains central to developing flow and fluency. Handwriting is made easier using a pen and whiteboard while lying on the floor to write enables the hand to be held in the correct position for writing. As reading and writing are reciprocal processes, strengthening handwriting skills will support reading and writing development as a whole.
Talk for Writing
All children at St. Mary’s learn to write through Talk for Writing. Talk for Writing was developed by the author Pie Corbett. It is a fun, creative yet also rigorous approach to develop writers.
Talk for Writing starts with enjoying and sharing stories. Throughout the school, we place a strong emphasis on children reading stories and enjoying a range of literature. Through regular reading, we want children to build up an extensive and rich vocabulary for use in their own writing.
During the initial 'imitation' stage of Talk for Writing, children learn to tell a story off by heart. They retell a text with expression and actions and make use of a story map to support their retelling. Once the story is learnt, children are encouraged to adapt it. At the 'innovation' stage, children make the story their own, for example, by changing the character or setting. Finally, at the 'invention’ stage, children write their own text independently.
Unfortunately not the ones with chocolate chips.
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