Ilfracombe Church of England (VC) Junior School

Literacy


Spelling

The following teaching and learning underpins the teaching and learning of spelling at our school. This is in line with promoting a love and appreciation of the written word through our exciting cross-curricular topics, home learning, and celebration of writing on our Wall of Wicked Writing, Forest Schools and termly writing house competitions.

Spelling in our school includes:

  • The support and use of the Complete Spelling Programme across the whole school to ensure a consistent approach to spelling across the whole school. This approach not only addresses the spelling of the word but also the meaning through dictionary and thesaurus work.  ​

  • Spelling homework activities use both investigative activities as well as learning by look, cover, write and check methods.  ​

  • Weekly spelling challenge with a spelling league.

  • During Guided Reading, at least one activity will be spelling rule based. All teachers follow a Year by Year progression of spelling rules.

  • Spelling rules are taught explicitly each week by the class teacher – this rule is tested alongside spellings from the Complete Spelling Programme.

  • In Literacy sessions children use word mats and key word displays in the class room to support their spelling of key vocabulary.

  • Annually, with a view to be termly, a Spelling Bee House Competition is run as a way of promoting spelling as well as adding a fun, competitive element to the skill.

  • Our school website has many links (Pupil Links page) to brilliant interactive games that can challenge and improve children’s spelling.

  • Teachers use box dictation when addressing spelling errors in the children’s writing as part of our Marking and Presentation Policy.

 

In Year 3

  • In Year 3, synthetic phonics, through Letters and Sounds, for those children that require it are taught in ability settings.

  • In classes many children use the SNIPs programme which teaches basic phonics and spelling.

  • Class teachers spend a focused teaching session on learning a spelling rule each week, as well as high frequency words. This is then followed up through daily handwriting or guided reading sessions where children practice their words, and a spelling homework sheet.

  • Class spellings are set in three groups to allow children to learn words which are suitably challenging for the level they are working at. Alongside this pupils have word books on their tables where they can create their own mini dictionaries. We also teach pupils explicitly how to use dictionaries. In Literacy sessions children use word mats and key word displays in the class room to support their spelling of key vocabulary.

 

 

Guided Reading

Download our Parent's Guide to Reading at Home (PDF, 2.5Mb) for some great advice on reading with your child.

The following teaching and learning underpins the teaching of reading at our school. This is in line with promoting a love and appreciation of reading through our school library, home reading, the reading room and intervention.

Children are taught to have a full understanding of the 3 main aspects of reading

 

  • Literal – finding key words, literally in the text, to answer questions using full statements. Key words should be located in text, question and answer.

  • Inferential – picking a series of “clues” (key words, pictures etc.)to back up a statement. Responses should include “because”.

  • Evaluative – using evidence from the text to back up a point of view or opinion, pulling on life experiences, social contexts etc.

 

These terms, as well as the AF objective, are shared with children at the beginning of the session, so children know which key skills they need to draw upon to successfully read for literal, inferential and evaluative reading.

Our children are good at reading through decoding, however, the assessment at the end of each term will need children to rely upon the 3 main types of reading to answer questions successfully, not just orally, but also written. At each stage, children grow in confidence to choose evidence from the text to back up and justify their answer.

 

Year Group Guided Reading Sessions:

 

Year 6:

  • Autumn Term: whole class teaching of Quick Fix literal, inferential and evaluative skills. Alongside whole class read.

  • Spring and Summer Term when Quick Fix complete: class split into groups (based on analysis from assessment and Pupil Progress meetings to identify key target child)

  • The 5 activities, done every day of the week, are:

  1. Guided group with teacher focusing on literal, inferential or evaluative reading skills depending on group needs. The stimulus for this will be a mixture of text and past SAT papers for exam technique.
  2. Follow Up task - chd practice and apply the comprehension skills learnt with teacher the session before.
  3. Spelling activity
  4. Spelling activity
  5. Assessment for learning - Independent task in preparation for Teacher led guided group

 Spring Term: Guided Groups will move onto focus on layout and text features, and exam technique.

 

Year 5

Guided reading happens on Tuesday, Wednesday, Thursday and Friday at 1:30-2:00.

The 4 activities are:

 

  • Comprehension activity- children to complete a differentiated activity from superteacherworksheets (mainly literal and some inferential- but that is where they are at and want that to be fully secure before moving on) They complete this as outlined on the “how we do comprehension” notebook by colouring in the text.

  • The next day they will sit down with the teacher and go through this with a fine tooth comb, looking at specifically what they have put word for word and teaching the literal and inferential meanings through this. Their score is then put onto a league table.

  • Spelling Crossword or wordsearch – self-explanatory, linked to spellings.

  • G4G marking. We felt that the marking alone didn't show the marking had moved their learning on, even if they corrected in different coloured pens, as it was out of context and not a full written piece. So the week after their work, they will complete the Green for Growth marking in their book as normal with the coloured pens, but in guided reading the next week, will write up the piece again at the back on a proforma we made, to show the affect the marking has had on the whole piece to show progress.

 

Year 4:

Monday- spelling rules

Every other day the children will complete either a spelling activity, reading with teacher, teacher led comprehension and an independent comprehension activity.

Once the children have read with the teacher and discussed the text, practising answering questions etc., they complete questions based on the text the following day. This should be a two week rolling thing as their next session will then be looking at their answers to these questions and marking these together so we are focussing on “how” to write the answers.

They also complete one comprehension activity where they read a short extract and answer questions independently so they can once again apply skills taught in their session with the teacher.

Year 3:

  • Children entering the Junior School with difficulties reading are benchmarked to identify which areas of reading and understanding of phonics they struggle with.

  • Children identified as needing support are then given 1:1 support through our FFT programme which focuses on learning to read as well as basic writing skills. As well as this we have a daily synthetic phonics group led by an experienced LSA.

  • In classes many children use the SNIPs programme which teaches basic phonics and spelling.

  • Class teachers spend a focused teaching session on learning a spelling rule each week, as well as high frequency words. This is then followed up through daily handwriting or guided reading sessions where children practice their words, and a spelling homework sheet.

  • Class spellings are set in three groups to allow children to learn words which are suitably challenging for the level they are working at. Alongside this pupils have word books on their tables where they can create their own mini dictionaries. We also teach pupils explicitly how to use dictionaries. In Literacy sessions children use word mats and key word displays in the class room to support their spelling of key vocabulary.

 

Guided reading with teacher, follow up task, guided comprehension with TA, comprehension- completing work discussed with TA on previous day and handwriting/finishing of comprehension.

 

Intervention

This programme runs for a six week time period and boosts children’s skills in literal and inferential reading skills. Any children who are seen to make progress should be put back into the class for Guided Reading lessons.

Each session should last a maximum of 30 minutes.

Intervention Outcomes:

 

  • The child can read a short piece of text at a steady pace.

  • The child can identify key literal words in the text and question to help them respond to a question.

  • The child can respond to questions, both verbally and written, in full sentences, using key literal words from the text.

  • The child can skim and scan text at speed to find information.

  • The child can find a number of clues with a text to justify their answer.

  • The child can respond to inference questioning using the word “because” to structure their answer with evidence from the text.

  • The child can understand complex inference as the need to find a number of pieces of evidence from a text to respond to a question