St. Clare’s Abbey
Primary School
Newry
Article 3. The best interests of the child must be a top priority
in all actionsconcerning children.
Literacy Policy
We are a school committed to promoting the rights of our children as per
the UNICEF Rights Respecting School programme. Our work in this
aspect of school life promoted the following articlesArticle 28. Every child has the right to an education.
Article 29. Education must develop every child’s personality, talents and
abilities to the full.
Article 30. Every child has the right to learn and use the language,
customs and religion of their family whether or not these
are shared by the majority of the people in the country
where they live.
Pupil input gained on 12th May 2016 *see section re: raising profile of
literacy
1
Literacy in St. Clare’s Abbey is designed to foster a love in each child for
reading, speaking and writing. Our children are aware of the work which
teachers do to make it exciting, innovative and active. We asked the
children in KS1 and KS2 how they felt about literacy in St. Clare’s Abbey.
KS1
I like reading new books because they are interesting and I can find out new
information.
I like to work with a partner when I am writing because we are both thinking
together and we can work quickly.
I like listening to new stories and writing about what I think will happen next.
I liked writing my food poem. I had to plan for it first and then write verses
with rhyming words.
I like reading lots of different types of books – story books, history books,
funny books and information books.
I love doing story writing because we can come up with very good ideas to write
good stories.
I love doing plays and acting out stories we are reading in class.
I enjoyed tasting pancakes to describe how they taste and smell and then
writing a poem all about it.
I liked learning tongue twisters and writing some of my own (Anna)
I like picking out HFW from the sticks and then building the word with the
letters and writing a sentence.
I like doing cut and stick for phonics because it makes you better at sounding
out.
I love reading because you learn new words, the book is interesting and we talk
about the story.
I love reading because it is interesting to learn about new things.
I like creative writing. I can use my imagination to make up a good story.
2
I like writing stories. It is fun and you can pretend to be different characters.
I love doing the bubble writing for spellings. I can remember better how to spell
hard words.
KS2
The books are interesting and it is as if I can see the characters doing what it
says in the story.
I enjoyed writing advertisements, it was fun. I enjoy being creative and it helps
me with my drama.
I enjoyed writing and recording radio ads, I could pretend to be someone else
and there were no right or wrong answers.
Reading helps you to express yourself. You can see someone who is similar to
you in the book and you can feel like you are in their world.
We loved the fantasy genre. Our favourite part was creating our own fantasy
creature and then writing stories about it.
I enjoyed learning about advertisements. We recorded a radio advertisement
with musical instruments. We got to create our own music to record.
I like doing poems and writing news reports. I like writing poems because they
can tell your feelings and I like writing news reports because you can write
about interesting stories.
My favourite part of literacy would have to be reading. My favourite genre of
book is hard to choose. I am stuck between non-fiction and fantasy. St. Clare’s
Abbey provides very good teachers and lessons. There is different work
depending on our reading and learning speed.
I like writing stories and reading stories. My favourite genre is comedy.
Studying William Shakespeare was my favourite topic. I loved his poems and
plays.
3
My favourite genre is drama and play scripts. You get to be an interviewer or an
interviewee and it is really fun because you have to ask questions and answer the
questions using hot-seating.
I like it when we let our imaginations go and write our own stories.
I enjoyed writing poems in groups. We all had different ideas which I liked. It
was helpful to work in a group.
I like exploring different books by different authors. I enjoyed comparing their
different styles.
I enjoyed fantasy because of the ‘no rules’ rule! There were no limits for the
imagination. I love doing literacy work in school.
My favourite topic in literacy is writing poems. I won the Halloween poem
competition so poetry is my favourite!
Context
This policy has been written within the context of the most currently
available legislation and guidance available. Staff members are fully tuned
into and are guided by the following:
 The Northern Ireland Curriculum (Primary)
 NI Literacy framework (reworked by SELB & WELB CASS team)
 DENI: Every School A Good School- A Policy For School
Improvement. This has greatly impacted on the strategic plan we
have for the development of Literacy within St Clare’s as
referenced in the School Development Plan and Staff development
plans for 2014/17.
 ETI: Chief Inspector’s Report 2012-2014
 ETI: Better Literacy in Primary Schools. Feb 2008
 Count, Read: Succeed - A Strategy to Improve Outcomes in
Literacy and Numeracy.
 Dissemination of Good Practice Recordings from ESAGS TV
4
Rationale
Literacy is an integral part of everything we do at St. Clare’s Abbey. We
see it as the cornerstone of our work to develop the children both
educationally and as effective members of society ready for the
workplace. We recognise Talking and Listening, Reading and Writing as
individual components but yet strive to ensure good and effective cross
curricular and I.C.T. links. All staff are fully committed to ensuring
effective teaching and learning through good classroom practice and a
child centred curriculum. We endeavour at all times to create literate
and articulate students in this time of great societal change.
Aims/Purposes for this policy
The purpose of this policy is to ensure that we meet the aims outlined in
the Northern Ireland Curriculum. Staff members have explored these in
great detail and have detailed long, medium and short term plans (see
samples of medium and short term plans in appendices 1-3) in place to
ensure that teaching and learning in all primaries helps our children to
develop knowledge, understanding and skills in:
 Attention And Listening
 Phonological Awareness
 Social Use Of Language
 Language and thinking
 Acquiring An Extended Vocabulary
 Reading
 Writing
In order that they will be able to:
 Read and write at a level commensurate with or above their
cognitive ability.
 Articulate and listen in keeping with their cognitive ability and
personal skills.
Above and beyond these we aim that our Language and Literacy policy will
help our pupils to achieve our second and third school aims which are the
development of:

Social skills and moral attributes required to contribute positively
to our community.

A true love for learning that will help each of us achieve our full
potential.
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Teaching and Learning
We are dedicated to providing a child centred curriculum where each
child is catered for depending on their particular need. In light of this
we ensure effective differentiation and extension so that all children are
catered for and targeted for further improvement. This takes into
account our gifted and talented children, the underachieving children as
shown by a discrepancy between their standardised scores in literacy and
their CAT scores, children acquiring English as a second language and our
children on the SEN register.
Raising the profile of Literacy in our school is paramount and in keeping
with our school’s desire to love learning as exemplified by our motto
‘Amor Dei Aliorum Literarumque’. A constant celebration of Language and
Literacy is a whole school priority and is done through:
 Ensuring Language and Literacy skills are developed at
every available opportunity
 Daily independent reading for pleasure sessions
 Daily sessions whereby children are read to by the
teacher
 Assembly – recognition of literacy success.
 Celebration of pupils’ work and achievements through
literacy displays and website.
 Literacy competitions/use of Newsdesk in KS2 for
literacy.
 Effective classroom management which designates an
area for literacy and gives literacy a raised profile in the
eyes of the children.
 Class libraries/visits to local library
 Participation in Feiseanna and drama productions
throughout the year.
 Book Club through Fronter
 Book Fair held annually
 Parent workshops
 Home/School Project
 Literacy competitions – freestyle writing
The manner in which we promote and celebrate literacy in our school was discussed and
agreed with The School Council on Thursday 12th May 2016.
6
Staff Collaboration.
Effective teaching and learning in all areas makes the most of the skills
held by teachers and teaching assistants alike. Teachers and assistants
evaluate how the session went with the group they were working with on
that day. These evaluations will inform future teaching. Classroom
assistants are highly skilled and extremely well informed (following on
from training and dissemination offered in and out of house e.g. Talking
Partners, Reading Partnership, Literacy support training, Running Record
training, Book Banding Training) enabling them to play a key role in guided
sessions.
Assessment
Formative Assessment:
Assessment for Learning strategies are a key component of the Teaching
and Learning done in Literacy. The learning intentions and success
criteria are clearly defined and shared with the children using active
inspire/flipchart/book to keep a record of prior LIs and SCs to enable
teachers and children to go back during revision weeks.
The marking strategies ensure that a key part of the pupils’ literacy
experience involves editing and reformatting their work for improvement.
Refer to Assessment Policy.
Summative Assessment:
Great use is made of data to inform classroom and whole school practice
in literacy.
(See appendices 4 and 5 which can only be viewed in school) It is also
used to ensure that literacy resource is deployed in the most effective
way to target underachievement.
Diagnostic Assessment:
We use PTE individual pupil reports, Running Records and high frequency
word (reading and spelling) testing, Lexia placement test, Alpha to Omega
placement tests, Dyslexia Portfolio (as required and administered by
Specialist teachers as required) to inform future planning and outcomes
from PTE.
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Class teachers’ Monitoring and Evaluating:
 Ongoing monitoring of pupils’ Literacy skills is a key part of the
teaching and learning in each class. (Refer to Feedback policy and
Planner evaluations)
 Teachers engage in termly book monitoring using TTI document as
a self- assessment tool.
 Teachers gather work samples for pupil portfolio in Literacy and
use this to gauge pupil progress. The literacy piece of work should
be wholly independent so as to give future teachers a means of
analysing or gauging pupils’ writing skills.
Individual teachers use the assessment tools outlined above to:
1. Identify pupils who are to be included in each class’ ‘Target group’.
(N.B. these are pupils who are under achieving. Strategies for
increasing their attainment will be implemented and evaluated on a
termly basis.)
2. Identify pupils for whom extension and differentiation programmes
are to be developed.
Planning
We have detailed whole school schemes of work for literacy based on the
Northern Ireland Literacy Framework. These are available in STAFF –
WHOLE SCHOOL LITERACY PLANNING AND EVALUATIONS. Each
year band plans according to long term, medium term and short term
criteria. The long term plans are determined by the Northern Ireland
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Literacy Strategy and the Literacy Framework. The medium term plans
are done on a termly basis and the short term plans are fortnightly.
(These fortnightly plans are evaluated reflectively and inform each
future plan to ensure value added teaching and revision if necessary). We
also have detailed literacy arrangements for each year band in order to
facilitate movement of teachers across year bands or introduction of
new/substitute teachers. These arrangements detail all areas of literacy
and the practice within that year band. These arrangements were
written by teachers in conjunction with literacy co-ordinators. Please see
arrangements for each year band in Appendix 6. Planning links are made
with parents via tips as to how they can help their child reach their
potential (see homework overview appendix 7 and Newsletter see
appendix 8). Our website is used effectively to help parents and we are
currently building up our bank of parenting tips. Some of these include
recordings of aspects of literacy lessons, book lists, phonics recordings,
suggested apps and digital links.
The approach to writing and spelling in our school is holistic. We use a
range of strategies and ‘schemes’ in order to ensure children have a
developing
 Phonemic awareness (sound to letter correspondence)
 Morphological knowledge (awareness of grammar, common word
endings, prefixes, suffixes, ed/ing endings, spelling rules e.g.
doubling rule)
 A sound bank of high frequency words.
These schemes make use of:
 linguistic phonics,
 Alpha to Omega,
 whole word teaching through Hampshire High frequency words and
other high frequency word lists.
This is coupled with a myriad of strategies for aiding children with
spelling, focusing specifically on a multisensory approach. Children are
taught through:
 onset and rime,
 awareness of blends
 exploration of analogy (if I know log, I can use that to help me to
get to frog to go from the known to the unknown)
 identifying small words within larger words,
 contextualisation through dictation work,
 understanding the ‘tricky’ part of the word and
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
developing multisensory approaches to learning that part (using all
the senses simultaneously, hearing it, saying it using letter names,
seeing it, writing it).
Inclusive classroom Practice and Intervention Strategies
General Classroom Practice:
We are committed to ensuring that the language and literacy programme
is appropriately pitched for each child. In keeping with the advice from
the ESaGS documents, differentiation and extension are key components
in our lessons and on-going efforts are made to ensure that this is
prioritised. The previously mentioned teacher and assistant evaluations
help to construct a list of children who need to be targeted for additional
consolidation/extension during revision weeks.
To ensure that reading books are appropriately pitched in each class
teachers and assistants use Running record levels. These are used to
ensure children are reading at the appropriate level and that there is a
whole school understanding of progress in reading. This applies must
specifically to all P1-3 children and P4-7 SEN children.
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Opportunities to extend and support.
Several strategies are used to both extend and give aid to children in
need. These are planned for in a strategic way by the Data team following
analysis of summative data from the previous year.
Paired Reading P.3/P.7 pupils
Accelerated Reader
Talking Partners
Literacy Support - Mrs Quinn/Mrs Dineen
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Adult Paired Reading - Mrs Comer/Mrs Duffy
Reading Partnership
Lexia
Reading Recovery at individual pupil level/implementation of strategies of
same at group level.
Sensory motor group & Sensory room
12
Sunshine room
As well as support from outside agencies such as:
Peripatetic support from SPLd services EA
Speech and language therapy
Resources
Guided reading resources:
P1 – P4
The ‘Book banding’ organisation system is used with a range of schemes
including Rigby Star, Collins Big Cat, PM, and Heinemann Storyworlds.
There is a good balance of fiction / non fiction books representing a wide
range of genre. These are centrally stored as a shared resource in our
Literacy Area.
Guided reading in the Foundation Stage
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P4 – P7. Guided reading is well resourced for these year groups and
comprises of:
 Sets of fiction and non fiction for pupils reading at an age
appropriate level. N.B. There are multiple copies of each title to
facilitate guided group work.
 Sets of novels and higher level non – fiction texts for more able
readers.
 Sets of texts for pupils reading at a level below class average.
 Individual Reading Recovery levelled readers including PM and
Alpha Kids readers for pupils with significant SEN in Literacy.
Guided Reading at Key Stage 2.
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Shared Resources:
P1 – P3
A range of ‘Big books’ from a variety of publishers are used in these
classes to reflect a range of genre.
Modelled/Shared Reading in the Foundation Stage
P4 – P7 We made the decision not to use a commercial; ‘Big Book Scheme’
for the teaching of literacy in class although the ‘Collins’ scheme is
available digitally and is used by many year groups depending on the genre
and interest. Instead we have opted to source a variety of stimuli
complemented by our abundant ICT resources.
Individualised resources e.g. word or alphabet fans/mats, writing frames,
alphabet arcs, illustrated high frequency words.
I.C.T Talking tins, ipads (e.g. spellosaur, story creator etc.), recordable
story mountains, Read Write (Text Help), www.bbcdancemat.com
Effective Leadership
Identifying areas for development in Language and Literacy.
At least one component of Language and Literacy features on each yearly
strand of the School Development Plan. These components are
determined following:
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



Whole school review
Co-ordinator monitoring and evaluating
Analysis of current attainment/practice in literacy (using data and
other M &E strategies)
Educational change and trends
Curriculum timetables are in place for both teachers and classroom
assistants to facilitate staff training in line with the school development
plans for literacy.
Monitoring and evaluating the effectiveness of our language and literacy
policy.
Lots of different approaches are used. These include;
SLT’s Monitoring &Evaluating:
 PRSD scheme identifies one objective per year for each staff
member related to literacy development.

Pupil feedback

Teachers’ evaluations of planners.

Face to face staff reviews which take place between principal and
all teachers and classroom assistants yearly.

Monitoring of Assessment outcomes (see section below for further
detail)

Outcomes of Training with independent Literacy advisors (funded
by Neighbourhood Renewal)
Use of data for Monitoring &Evaluating
The data team comprising of the Principal, Vice Principal, Newcomer coordinator, Language and Literacy co-ordinators, Numeracy co-ordinators
and SENCO use assessment outcomes from:
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


CAT
GL tests
Wellcomm
To help:
1. Set year on year targets for the whole school in particular for
underachieving pupils and pupils with AEN.
2. Evaluate how effectively these targets have been met.
3. Evaluate longitudinally the impact of Literacy development work
and its impact on pupil attainment.
4. Identify areas for development within new SDP.
Links with the Community.
We realise that the task of helping our pupils become literate has a
greater chance of success if we bring other influential groups on board.
1. Parental links:
1. We use the website to publicise our Literacy recordings and
reading lists for the parents of pupils in each primary.
www.stclaresabbeyps.com
2. We host Literacy parenting classes with a different focus
each year. These will include linguistic phonics, Paired
reading & writing.
3. Homework: we send home explicit guidance re methodology
used
at emergent reading/ writing stages and linguistic phonics
etc. so that home and school are ‘speaking the same
language’. See appendix 9
4. Parent teacher meetings (individual and whole class) are used
as an opportunity to share approaches to developing literacy
skills.
5. We are developing our home school links using ICT. Currently
we have invited several parents to work with us in the use of
‘Lexia’ (a support programme for underachieving and SEN
pupils) at home. A small percentage of our pupils are
accessing this at home on a regular basis and this will be
built upon in future years.
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2. Links with other schools:
At our meetings with pre-school establishments exchanges
re: early language teaching and attainment levels is shared.
It involves pre-schools in the planning process for early P.1.
and attempts to reduce the variance across the different
pre-schools. Prior to this our exchanges in these meetings
focussed predominantly on the pastoral.
As part of our transitional project we engage in planning
meetings with our post primary schools (reference ESaGS
video).


3. Links with Community:



Links with Neighbourhood renewal are strengthening each
year. The school principal is a member of the education
sub group committee for the Newry Neighbourhood
Renewal group. She has helped formulate the educational
bid which seeks to allocate funds to educational initiatives
in the hope of reducing underachievement among pupils
from very deprived wards within Newry. A component of
the Count, Read: Succeed project undertaken in the 15/16
financial year was ‘Talking Partners’ an intervention
programme aimed at underachieving pupils.
St Clare’s Abbey and Newry Library staff are working
closely to encourage families with no internet connection
to use the library’s ICT provision to access ‘Alta maths’, ‘
Lexia,’ ‘Accelerated Reader’ and the ‘Parents’ section on
our website. This is working well for a small group of
parents who live in housing close to the library. We also
make use of the Library for ‘story time’ etc and promote
its summer time reading challenge in an effort to
encourage pupils to use the public library. In the 2015/16
school year pupils from Primary 4 and Primary 6 took part
in a library project whereby they learned about the
function and layout of the local library. Primary 6
children also attended a workshop led by author and poet
Liz Weir in Term 3 of 2015/16.
Literacy related competitions held at the end of each
term.
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
Readathon for local charities

World book day

Feiseanna.

Guinness World Record – The Biggest Read 2016.
4.
Links with literary bodies in the workforce
This is an area which we are constantly developing within St Clare’s
Abbey. We have worked with a local author (Declan Carville) and
illustrator (Jim Russell) on a project relating to our amalgamation. This
culminated in the creation of a book based on our ‘coming together’.
Currently we are exploring further links with:



Authors
Poets
Reporters/journalists
Arrangements for Monitoring.
This policy will be monitored and reviewed each September. The Literacy
Action Plan will be reviewed biannually (the 2015/16 Action Plan is
provided as Appendix 10).
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Appendices 1-3
Primary 2.
Medium Term Planners.
Term 1. Highlighted Colours correspond with Long Term Planner
Planner 1.
Stories with familiar settings including picture books.
understand the difference between spoken and written forms through re-telling known
stories
read familiar, simple stories and poems independently
know and understand the terms ‘story/narrative’, ‘characters’, ‘setting’
understand how these elements of narrative can be used to create a story and relate
them to own experience
understand the elements of story through, e.g. role-play, using dolls or puppets
know how to make predictions showing an understanding of ideas, events and characters
Planner 2.
Stories and rhymes with predictable and repetitive patterns
learn about rhyme by extemporising on patterns orally, substituting words and phrases,
extending patterns, inventing patterns and playing with rhymes
find extended and complementary meanings within pictures to develop comprehension
Planner 3.
Signs, Labels, Captions.
distinguish between fiction and non-fiction texts and the
different purposes for reading them
know the purpose of captions e.g. labels around the school, on equipment,
environmental print
write captions for their own work, e.g. for display, in class books
write and draw labels for everyday classroom use, e.g. in role-play area,
for equipment
use ICT to create signs, labels, captions, etc.
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Revision weeks (Running records/high frequency word testing) Halloween
literacy/poetry/spells
Planner 4.
Lists/Instructions.
know the term ‘instructions’ and understand their purpose, e.g. for
task management board
make simple lists for a range of purposes, e.g. to plan, remind,
request, etc.
show evidence of structure in simple instructions
classroom routines,
Planner 5. 16th November-27th November
Stories with familiar settings
understand the difference between spoken and written forms through re-telling known
stories
read familiar, simple stories and poems independently
know and understand the terms ‘story/narrative’, ‘characters’, ‘setting’
understand how these elements of narrative can be used to create a story and relate
them to own experience
understand the elements of story through, e.g. role-play, using dolls or puppets
know how to make predictions showing an understanding of ideas, events and characters
Ongoing throughout Term 1 alongside phonic work.
recognise full stops and capital letters when reading and name them correctly
use features of punctuation in order to read in a phrased and fluent manner
begin using the term ‘sentence’ to identify sentences in text
understand that a line of writing is not necessarily the same as a sentence
use full stops to demarcate sentences
use a capital letter for the personal pronoun ‘l’ and for the start of a sentence
December – revision. Christmas literacy. Running Records. Testing of High
frequency words. Organisation of reading groups.
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Primary 2.
Medium Term Planner.
Term 2.
Planner 1. 11th January-22nd January.
A wide range of texts in print and on screen to include: traditional stories and rhymes;
fairy stories; stories and poems with familiar and patterned language, including
playground chants, action verses and rhymes; plays and picture books.
read familiar books with concentration and attention
understand some key features of story language and use them in oral re-telling and
in their own writing; noting differences between written and spoken forms
understand basic story elements and make comparisons, e.g. beginnings and endings,
characters, incidents, settings in different stories;
demonstrate an awareness of character and dialogue, e.g. by role-playing parts when
reading aloud stories or plays with others
understand that stories and meanings can be constructed through moving image texts
know how to represent outlines of story plots, e.g. story-boarding, a class book, wall
story, etc.
know how to build simple profiles of characters from stories read, describing
characteristics, appearances, behaviour with pictures, single words, captions, words
and sentences from text
create texts on paper and on screen
Planner 2. 25th January-5th February
know the terms ‘fiction’ and ‘non-fiction’, noting some of their differing features e.g.
layout, titles, contents page, use of pictures, labelled diagrams
distinguish between fiction and non-fiction texts and the different purposes for
reading them
understand that the reader doesn’t need to go from start to finish but selects
according to what is needed when reading non-fiction
know that both front and back covers can be used to predict what the book might be
about
understand the alphabetical organisation of simple dictionaries
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understand the purpose of contents pages and indexes and begin to locate
information by page numbers and words by initial letter
begin to understand the concept of organising ideas within a section/paragraph ,
using simple non-chronological reports
Planner 3. 8th February-26th February (to include mid term break)
A wide range of texts in print and on screen to include: traditional stories and rhymes;
fairy stories; stories and poems with familiar and patterned language, including
playground chants, action verses and rhymes; plays and picture books.
learn and recite simple poems and rhymes
understand that stories and meanings can be constructed through moving image texts
know how to substitute and extend patterns from reading through language play, e.g.
by using same lines and introducing new words, extending rhyming or alliterative
patterns, adding further rhyming words, lines
create texts on paper and on screen
Planner 4. 29th Feb-11th March
know the terms ‘fiction’ and ‘non-fiction’, noting some of their differing features e.g.
layout, titles, contents page, use of pictures, labelled diagrams
distinguish between fiction and non-fiction texts and the different purposes for
reading them
understand that the reader doesn’t need to go from start to finish but selects
according to what is needed when reading non-fiction
know that both front and back covers can be used to predict what the book might be
about
understand the alphabetical organisation of simple dictionaries
understand the purpose of contents pages and indexes and begin to locate
information by page numbers and words by initial letter
23
begin to understand the concept of organising ideas within a section/paragraph ,
using simple non-chronological reports
Revision Weeks. 14th-25th March. Running Records/High frequency word testing.
Easter activities.AS
Primary 2.
Medium Term Planner.
Term 3.
Planner 1. 4th-15th April. Stories about fantasy worlds.
know the difference between spoken and written forms, e.g. through re-telling known
stories
understand some of the more formal features of story language and use when retelling
stories
know the terms: ‘title’, ‘cover page’ and ‘blurb’ and use to predict
know how to compare and contrast using stories with a variety of settings
choose independently what to write about, plan and follow it through
demonstrate an awareness of key features of narrative in writing, e.g. significant
incidents, simple settings and inclusion of character/characters
create short, simple texts on paper and on screen which combine words with images (and
sounds)
investigate and understand how regular verbs change when ‘ed’ and ‘ing’ are added
Planner 2. 18th-29th April. Poems with patterned and predictable structures; a
variety of poems on similar themes.
understand the concept of ‘theme’ by reading and discussing a variety of poems and
stories
understand the term ‘anthology’
participate in reading poetry aloud
understand that stories and meanings can be constructed through moving image texts
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read aloud a range of stories and poems
use poems or part of poems as models for own writing, e.g. by substituting words or
elaborating on the text
compose own poetic sentences, using repetitive patterns, carefully selected sentences
and imagery
Test Week 9th-13th May (including Running Records, high frequency words etc)
Planner 3. 16th-27th May. Information texts, including recounts of observations,
visits, events, digital and moving image texts.
understand that non-fiction books on similar themes can give different information and
present similar information in different ways
know the term ‘recount’ and begin to recognise generic structure, e.g. ordered sequence
of events, use of words like ‘first’, ‘next’, ‘after’, ‘when’
know how to pose simple questions and use text to find answers
know and understand how to locate parts of text that give particular information
including labelled diagrams and charts, e.g. parts of a car, what pets eat, clothes
that keep us warm;
write simple recounts linked to topics of interest/study or to personal experiences, e.g.
group/class books – Our day at school, Our trip to . . .
use the language and features of non-fiction texts, e.g. labelled diagrams, captions for
pictures, to make class books, ‘What We Know About…’; ‘Our Pets’
write own questions prior to reading for information and record answers e.g. as lists, a
completed chart, extended captions for display, a fact file on ICT
identify and use simple methods to record information, e.g. diagram, chart, sentence
Planner 4. 30th May-10th June. Stories about fantasy worlds.
know the difference between spoken and written forms, e.g. through re-telling known
stories
understand some of the more formal features of story language and use when retelling
stories
know the terms: ‘title’, ‘cover page’ and ‘blurb’ and use to predict
know how to compare and contrast using stories with a variety of settings
25
choose independently what to write about, plan and follow it through
demonstrate an awareness of key features of narrative in writing, e.g. significant
incidents, simple settings and inclusion of character/characters
create short, simple texts on paper and on screen which combine words with images (and
sounds)
investigate and understand how regular verbs change when ‘ed’ and ‘ing’ are added
P 2 Literacy Planner – Term 1 – September
Class: Primary 2.
Genre: Stories with familiar settings
Big Book Focus – Collins Primary Literacy-Unit 4 Fairies and Dragons
Learning
Intentions:
Children should be able to:
Talking and Listening:
Text level: Reading:
understand the difference between spoken and written
forms through re-telling known stories
read familiar, simple stories and poems independently
know and understand the terms ‘story/narrative’,
‘characters’, ‘setting’
understand how these elements of narrative can be used
to create a story and relate them to own experience
understand the elements of story through, e.g. role-play,
using dolls or puppets
know how to make predictions showing an understanding
of ideas, events and characters
Text Level: Writing
choose independently what to write about, plan and follow
it through
Sentence Level:
Word level:
Recognise full stops to demarcate sentences and capital
letters when reading and name them correctly.
Word Level
Read automatically high frequency words in a range of
contexts
Use a comfortable and efficient pencil grip
write with spaces between words
Phonological Awareness
demonstrate knowledge of grapheme/phoneme
correspondences through:
 experimenting with alliteration
 blending sounds orally to make words
 segmenting sounds in words -hearing and
26




Literacy
Warm Up
relating to
word level
work:
identifying initial, medial and final sounds in
words
hearing and saying sounds in words in the
order in which they occur
linking sounds to letters, naming and sounding
the letters of the alphabet
knowing that letter names are not the same as
letter sounds
blending sounds to read and write CVC words
SATPIN
1. Multi-sensory experiences of making and writing the
sounds SATPIN. Trace on back of other child, on the
carpet, in sand, in large movement in the air, on
whiteboard say and write. Able children are asked to
write any words they know using letters SATPIN.
Encourage children to say letter names and sounds.
HFW.
2. Use large magnetic letters to demonstrate words
that can be made with SATPIN sample of words. e.g.
pin, pat. Draw attention to links between words e.g.
pat can be changed to make sat.
3. Children use magnetic letters to make words
following modelling by teacher. Write these on a
whiteboard whilst saying the word.(multisensory
experience)
4.Orally odd one out in a set of rhyming words- e.g
sat, pat, sip
High frequency Word work
1. Lucky dip – A child chooses a word from lucky
word bag and says it aloud. Pass the bag
around to music. A sentence on back of word
card will then be read.
2. Flash cards – matching word games.
3. Child contextualises the word by giving own
sentence.
4. Duplo bricks with words in bag. Class in teams
and will randomly choose a word brick and build
a tower.
5. Words written on each side of a large dice.
Throw and catch saying the word and then
contextualise in a sentence.
6. Bingo games in groups- some guided by teacher
and assistant and in the able group child says
the word while others find
Monday
Whole class warm up- high frequency word activities as
above for group 1.
27
Collins ICT
T.Bk p.44
SATPIN
Carousel of activities1. Sorting items into initial letter tubs- SAT. Write on
small whiteboards using coloured markers encouraging
write and say (multisensory experience)
2. Sorting items into initial letter tubs- PIN. Write
letters as large as possible on interactive whiteboard.
(These children will be encouraged to lie on their tummy
keeping their legs outstretched and to stretch across
from opposite sides to reach items)
3.Search and find mats will be used to find items.
Playdough will then be used to make the shapes of the
letters.
4.Trace SATPIN using finger in tray of sand, tray of
rice/ shaving foam, water
Pictures of activities will be used to guide the groups in
the absence of an adult.
Guided reading groups at this time in rotation with
teacher and classroom assistant.
Collins ICT
T.Bk p.44
Introduce the concept of our genre – stories with familiar
settings. Discuss what the children think this may mean to
them.
The setting is where a story takes place and if your story
takes place somewhere you are familiar with then it is
said to have a familiar setting. The teacher will write
some of their ideas on the IWB. Show children picture of
school, playground, home, shop, beach as examples of
familiar settings.
Introduce the title of text- recognise full stops and
capital letters when reading and name them correctly
Children predict what the story is about and which
familiar setting they might expect. Teacher will read the
Tusk fairy part 1. Where and when does the story take
place? Where else could the story take place? What can
you hear, see, feel or smell as you read? Why did granny
suggest the tooth fairy? Why did Lizzie call the tooth
fairy the tusk fairy?
Prediction of what will happen next in preparation for The
Tusk Fairy Part 2.
Tuesday
Guided reading groups at this time in rotation with
teacher and classroom assistant.
Warm up – HFW and tracing letter shapes in the air and
on partners backs. Reinforce saying the sound and then
the letter name as the letter is written.
28
Collins ICT
T.Bk p.44
Exposure to where the letters SATPIN can be found in
the alphabet using the visual aid of the alphabet arc.
Using the children’s favourite cuddly toy which have been
brought to school at the beginning of the week children
will be given the opportunity to show their toys to the
class and talk about how it looks, feels, how it makes them
feel etc. This will be repeated for the remainder of the
week until all children have had this opportunity. Why is
it your favourite?
(Photographs of each child with their cuddly toy will be
taken in preparation for the writing task beginning on
Wednesday)
Children will recall the story so far and their predictions
of what will happen next. Show children unravelled ball of
grey wool; explain that this is all that’s left of the
elephant after it had been unravelled. Teacher will read
The Tusk Fairy (Part 2). Recognise full stops and capital
letters when reading and name them correctly
Discuss emotions experienced by the child and the granny.
Is the story believable and why/why not? Children will
share similar experiences of toys breaking, outcome,
fixing/mending these? (Talking partners- teacher and
assistant rotate around the groups encouraging chat).
Model writing;
Teacher will model the writing of an independent sentence
relating to the picture on page 2 from big book Teacher will model when they have the procedure for
locking the sentence in their head prior to writing. When
he or she has thought of their sentence they must repeat
it in various voices (loud, quiet, cross, whispering etc.)
until they are sure that it is locked in their head.
Teacher will use the talking tin to record own sentence
which will then be used by some children when they come
to write their own sentence. Writing only begins when the
child is sure of the sentence. Words will be said in a
stretched out way in order to hear the sounds for writing.
Alphabet arc and word mats will be used to support the
children in their writing.
ActivityGuided reading groups at this time in rotation with
teacher and classroom assistant.
One group will begin guided writing with the free adult
(using word mat, alphabet arc)
Another group will use magnetic letters to make Words
using SATPIN letters
Another will use Lexia or Nessy Letters for kinaesthetic
experience of writing letters
Plenary- children share their sentence to the class.
29
Wednesday
ICT
Explore
Text 1 & 2
Warm up
Reread both part of the story.
O.T. tasks, preparation for writing
Modelling writing of a sentence about their toy
Demonstration writing – teacher models writing about
favourite toy.
See guidance on modelling writing exercise on Tuesday
Guided writing task: the children will write a sentence to
accompany the picture of their favourite toy using the
word-bank provided.
Less able – sentence about toy will be written by the child
one to one in conjunction with the teacher. The teacher
being likely to write the majority of the sentence. The
sentence will be written again on a strip of card which will
be cut into words as the child recalls his/ her sentence.
The child will then independently rebuild the sentence
using the completed sentence as copy. This will be pasted
into their literacy book.
Plenary- children share their sentence with the class
Thursday
Warm-up:
Whole class:
Teacher shares the title of the new story. ‘Alexander
and the dragon’. Predict characters from text. Who else
could be in the story? Predict setting of the story.
Remind the children of what is meant by a familiar
setting. With their eyes closed they listen to the teacher
read the first two pages of ‘Alexander and the dragon’.
Tell children to create a picture of the story in their
head. Following the reading of these pages children open
their eyes and draw a picture of the setting and the
characters as they have imagined it. Share with partners.
The setting of the story is the boy’s bedroom. What
might you expect to see, hear and feel in this setting?
Play three types of music and ask the children to choose
the one that would best accompany the mood of story.
Prediction-. What does Alexander hope to do when he
goes into the room? Continue with reading of the story.
Highlight capital letters and full stops on screen.
Is the dragon character under the bed realistic? Could
this really happen? Why/Why not?
Independent work: Children will draw pictures of their
cuddly toy in their bedroom and write a sentence to
30
describe it.
Less able – sentence about bedroom will be written by the
child one to one in conjunction with the teacher. The
teacher being likely to write the majority of the
sentence. The sentence will be written again on a strip of
card which will be cut into words as the child recalls his/
her sentence. The child will then independently rebuild
the sentence using the completed sentence as copy. This
will be pasted into their literacy book.
Friday
Plenary- children share their sentence with the class
Teacher writes a number of the children’s sentences on
the interactive whiteboard to reinforce naming of capital
letters and full stop.
Warm up:
Hot Seating ( children’s first experience) – Teacher will
take on the role of the granny, the classroom assistan will
model how to ask granny questions. Why did you knit
Lizzie an elephant? What kinds of things has Lizzie done
with her elephant? Why didn’t you throw away the
elephant and buy her a new toy? Why did you pretend the
Tusk Fairy would help? Why didn’t you tell her you would
knit it again?
Classroom assistant now will take on the role of Lizzie.
The teacher will model how to ask Lizzie questions. What
was your favourite toy? What kind of things did you both
do together? What happened to the elephant? How did
you feel? How did granny make you feel better?
Development – Dictation task
Review:
Allow children to choose their favourite story between
the two. Ask individual children to retell the story. Why
is this one your favourite? How much did they remember?
Ask whether they found it easy or difficult retelling the
story around the group. Why was this?
Monday
Phonics lesson
Whole class warm up- high frequency word activities as
above for group 2.
SATPIN
Carousel of activities
Pictures of activities will be used to guide the groups in
the absence of an adult.
Guided reading groups at this time in rotation with
31
teacher and classroom assistant.
Collins ICT
T.Bk p82
Recap on the concept of our genre – stories with familiar
settings. Discuss what the children think this may mean to
them.
The setting is where a story takes place and if your story
takes place somewhere you are familiar with then it is
said to have a familiar setting.
Introduce the title of text- recognise full stops and
capital letters when reading and name them correctly.
Children predict what the story is about and which
familiar setting they might expect.
Pupils will listen to the audio of The Enormous Turnip.
Pupils will each have a wipe board to record the images
they grasp as they listen to the story, e.g. sketching a
picture of a farmer/turnip/etc. The teacher will show the
children a selection of different-sized turnips. Teacher
explains that many years ago storytellers visited towns
telling stories to children that were not written down.
Teacher will ask;
- What did you like best about the story?
- Which character did you like best?
- Why was the mouse so important?
Talk/Pair/Share
Ask children to discuss in pairs whether we can learn
anything from the story and then share their ideas with
the rest of the class.
Review: check that the children have understood the
importance of teamwork in The Enormous Turnip. Do you
think they succeeded in pulling the turnip because they
were working together? Encourage children to talk about
times when they have been part of a team e.g. P.E., tugof-war. Would they have been able to pull up the turnip
without the mouse?
Guided reading groups at this time in rotation with
teacher and classroom assistant.
Tuesday
Warm up – HFW Group 2 and tracing letter shapes in the
air and on partners backs. Reinforce saying the sound and
then the letter name as the letter is written.
Exposure to where the letters SATPIN can be found in
the alphabet using the visual aid of the alphabet arc.
Collins:Unit 10
Shared Reading – read the story of the Enormous Turnip
32
to the children. The teacher will incidentally focus on the
consonant blends as she reads – pl, st, gr, tr. (This will aid
work which will come later relating to chunking)
Class Discussion: ask the children why do you think the
story has pictures? Does it help you” see” what is going
on? Why has the word enormous been printed like this?
(it tells the reader how to say it). Use annotation set a)
to highlight the size of the words ENORMOUS and
WHOOSH. Teacher will point out the ellipses throughout
the story. Why are there 3 dots (ellipses) all the way
through the story? (they provide pauses for the actions
of the characters.)
Annotation set b.
Independent work: Teacher will model the use of a
speech bubble, using the text “Let’s have that turnip for
supper tonight.”
Think/pair/share: talk about what else the farmer’s wife
might have said. Share with the class.
Pre-writing activity - action song: The Enormous Turnip
(from The 3 Singing Pigs)
Guided reading groups at this time in rotation with
teacher and classroom assistant.
One group will begin guided writing with the free adult
(using the picture of the farmer’s wife and the speech
bubble). The children will write something else that the
farmer’s wife may have said.
Another group will read the e-book of The Enormous
Turnip. Or sequencing events of the story
Another will use Lexia or Nessy Letters for kinaesthetic
experience of writing letters.
Carosel of activities
Plenary: the children who completed the writing will read
their speech bubble to the class.
Wednesday
Warm-up:
Children will recall the events of the story using
sequencing cards.
Teacher will share power
point- The Enormous Turnip (saved in folder) which will
demonstrate that there can be other versions of the
same story. Then in groups of 5 and using e.g. masks
children will act out the story.
Children will talk about their own experiences of a farmdescribing their experience using various senses- see,
hear, feel etc. Show power point of farm and farm
animals.
Independent Activities: The children will be divided into
33
4 groups (LA, MA, MA and HA). Two groups will
participate in a guided writing session and two groups will
paint their fantasy land. They will then swap activities on
Thursday.
Activity One: Lower ability and middle ability groups will
create their fantasy land using paint or scrap materials.
This will enable the LA group to visualise their fantasy
land before the writing activity the following day.
Activity Two: HA and MA will participate in a guided
writing session with the teacher and classroom assistant
where they will write about their own fantasy land. The
children can use fantasy world word mats to assist in
their writing or add words to blank word mats to share
with their group.
Thursday
Warm up:
Whole Class
Show and tell: The children will have the opportunity to
show their stories/paintings of their fantasy lands from
the previous day. This will encourage the children to use
the language associated with fantasy stories.
Independent Activities: The children will rotate activities
from Wednesday.
Activity One: HA and MA will paint their fantasy land to
accompany their story written from previous day.
Activity Two: LA and MA will work with the teacher and
classroom assistant in a guided writing session. The
children will create their own fantasy land story using
their paintings as a visual aid. The children can use
fantasy world word mats to assist in their writing or add
words to blank word mats to share with their group.
Friday
Warm up:
Whole class:
Pupils will have the opportunity to assess their work (AfL
techniques), both the drawings/paintings and the writing.
The teacher will show a piece of writing that a child has
completed. We will look at it together, examining
important aspects of the writing – eg capital letters and
full stops, use of sentence structure, flow of the writing,
structure of the writing, spelling etc. We will then
improve the work together. Pupils can aid the teacher at
this by showing improvements using their individual
whiteboards.
Various pieces of the children’s work will be placed around
the classroom. Pupils, in pairs, will then have to look at a
piece of work and assess it using smiley faces to show how
they rated its content/spelling etc. We will then come
together as a class to discuss what they thought was good
34
about the piece of work they looked at and something
that they think needed improved.
Independent task:
Pupils will have the opportunity to make improvements to
their own piece of work, taking on board the comments
and improvements we have viewed as a class.
Primary 4
Term 1.
Planner 1. Stories with familiar settings.
understand how dialogue is presented in stories, e.g. through statements, questions,
exclamations
understand the similarities and differences between a set and a setting
express their views about a story or poem, identifying specific words and phrases to
support their viewpoint
use reading as a model, to write own passages of dialogue
begin to use paragraphing in presentation of dialogue in stories
begin to organise stories into paragraphs
develop the use of settings in stories by:
writing short descriptions of known places
writing a description in the style of a familiar story
Planner 2. Non- Chronological Reports
understand how key ideas have been organised into paragraphs in non-chronological
reports
write simple non-chronological reports from known information, e.g. from own experience
or from texts read, using notes made to organise and present ideas
make a simple record of information from texts read, e.g. by completing a chart of
information discovered, by listing key words, drawing together notes from more that one
source
Planner 3. Poems based on observation and the senses; shape poems.
35
understand and investigate how poets use words and phrases, rhyming and nonrhyming, to create impact in poetry, e.g. adjectives, powerful and expressive
verbs, e.g. ‘stare’ instead of ‘look’
express their views about a story or poem, identifying specific words and phrases
to support their viewpoint
investigate suitable words and phrases in order to write poems and short
descriptions
invent calligrams and a range of shape poems, selecting appropriate words and
careful presentation. Build up class collections
Revision – 19th-30th Running Records (SEN children), High Frequency Words
Planner 4.Non- Fiction- Information books on topics of interest & Thesauruses,
dictionaries
understand the distinction between fact and fiction, noting differences in the style
and structure
know how to identify main points or gist of text, e.g. by noting or underlining key
words or phrases, listing the 4 or 5 key points covered
know how to use terms ‘fiction’, ‘non-fiction’ , ‘fact’ and ‘information’ appropriately
understand how and why information is organised in certain ways, e.g. contents, index,
headings, sub-headings, page numbers, etc.
compare the way information is presented, e.g. information texts including digital
sources, dictionaries, glossaries and thesauruses
Planner 5. Plays with familiar settings
understand the key differences between prose and playscript, e.g. by looking at dialogue,
stage directions, lay-out of text in prose and playscripts
understand the conventions involved in the reading of a playscript
be aware of the different voices in stories, e.g. using dramatised readings to show
differences between the narrator and different characters
write simple playscripts based on own reading and oral work
writing a description of a set for a play
36
Primary 4
Term 2.
Planner 1. Myths, Legends, fables, parables.
know the terms ‘myth’, ‘legend’, ‘fable’ and ‘parable’ and begin to understand some of the
differences related to text-type/genre
write a story plan for own myth, fable or traditional tale
investigate different methods of planning, e.g. by listing, charting, mapping, making
simple storyboards
write character portraits, using story text to describe behaviour and characteristics,
and presenting portraits in a variety of ways, e.g. as posters, labelled diagrams, letters
to friends about them
Planner 2. Non- Fiction- Instructions
know what an instructional text is and understand its conventions and structure
know and understand that instructional texts can come in different forms depending on
the audience, e.g. recipes, instructions, plans, rules, timetables
write instructions e.g. rules for playing games, recipes, using a range of organisational
devices, e.g. lists, dashes, commas for lists in sentences, recognising the importance of
correct sequence.
note key structural features, e.g. clear statement of purpose at start (title/goal),
sequential steps set out in a list, direct language and command verb.
make clear notes identifying the key ideas, through, e.g.
identifying the purpose for which particular notes will be used
identifying key words, phrases or sentences in reading
exploring ways of writing ideas, messages, in shortened forms, e.g. notes, lists, headlines
recognising that some words are more essential to meaning than others
making use of simple formats to capture key points, e.g. flow chart, ‘for’ and against’
columns,
identifying intended audience, i.e. self or others
Planner 3. Traditional Stories and stories with related themes.
investigate the styles and voices of traditional story language story:
37
openings and endings, e.g. ‘Now when…’, ‘A long time ago…’;
typical story themes, e.g. good over evil, weak over strong, wise over foolish
main and recurring characters, typical of the genre
narrative structure and choice of language
plan main points as a structure for story writing, considering how to capture points in a
few words that can be elaborated later
write a story plan for own myth, fable or traditional tale
write character portraits, using story text to describe behaviour and characteristics,
and presenting portraits in a variety of ways, e.g. as posters, labelled diagrams, letters
to friends about them
Planner 4. Oral and performance poetry from different cultures.
understand audience by choosing and preparing poems for performance, identifying
appropriate expression, tone, volume and use of voices and other sounds
write new or extended verses for performance based on models of ‘performance’ and
oral poetry read, e.g. rhythms, repetition
Revision Time – Running Records, High Frequency Words etc
Easter activities. Alive O writing
****** Non-Fiction work from Framework- Dictionaries without illustrations;
thesauruses will be carried over to Term 3.
Primary 4.
Medium Term Planner.
Term 3.
Planner 1. Non- Fiction- Dictionaries without illustrations; thesauruses (Carried
over from Term 2) & ** Alphabetic texts, directories, encyclopaedias, indexes, etc
(from Term 3 Framework).**It is envisaged that the pupils will have a library visit
during this time.
Make a class dictionary, e.g. related to cross-curricular topic, children’s interests
Extend understanding of the uses of alphabetically organised texts, e.g. dictionary,
thesaurus, glossary, index, catalogue, directory, etc
38
Know how to locate information quickly and accurately, e.g. by scanning and skimming
Know how to summarise orally the content of a passage or text in order to identify the
main point
Know how to use Dewey classification system
Make alphabetically ordered texts – use information from other subjects, own
experience, or derived from other information books
Make clear and concise notes for a purpose
Planner 2. A wide range of texts in print and on screen to include: Adventure and
mystery stories
Reading:
Know the terms ‘adventure’ and ‘mystery’ and understand them as a fiction genre:
•
significant features of the genre, e.g. opening, build-up, atmosphere
•
the importance of point of view, distinguishing between 1st and 3rd person
accounts
•
credibility of events
•
typical character types and settings
Writing:
Plot a sequence of episodes modelled on a known story, as a plan for writing
Write openings to stories or chapters linked to or arising from reading; focus on
language to create effects, e.g. building tension, suspense, creating moods, setting
scenes
Write a first person account, e.g. write a character’s own account of incident in story
read
Write more extended stories based on a plan of incidents and set out in simple chapters
with titles and authors details; use paragraphs to organise the narrative
Test Week (including Running Records, high frequency words etc)
Planner 3. Non- Fiction - Letters written for a range of purposes: to recount,
explain, enquire, congratulate, complain, etc.
Reading:
Begin to understand the concepts of ‘audience’ and ‘purpose’
39
Understand that letters are written for a range of purposes, e.g. to recount, explain,
enquire, complain, congratulate, comment
Understand that letters are a ‘form’
Know the layout of letters, including use of paragraphs, ways of starting, ending, etc.
and ways of addressing different audiences – formal/informal.
Writing:
Select style and vocabulary appropriate to the intended reader when writing letters,
notes and messages linked to work in other subjects, e.g. to communicate within school,
letters to authors about books
Organise letters into simple paragraphs
Use ICT to bring to a published form – discuss relevance of layout, font, etc. to audience
Experiment with recounting the same event in a variety of ways for different audiences,
e.g. in the form of a story, a letter, a poster
Planner 4.
A wide range of texts in print and on screen to include: Stories by the
same author.
Be aware of authors and discuss preferences and give reasons for these.
Explore further similarities and differences in style by comparing stories by same and
different writer(s)
Plot a sequence of episodes modelled on a known story, as a plan for writing
Planner 5. Humorous poetry, poetry that plays with language, word puzzles, puns,
riddles.
Know and understand that poets can create humour in a variety of ways, e.g. word play,
joke poems, word games, cautionary tales, nonsense verse, calligrams.
Recognise rhyme, alliteration and other patterns of sound that create effect.
Be aware of authors and poets, discuss preferences and give reasons for these
Explore further similarities and differences in style by comparing stories and poetry by
same and different writer(s)
Write poetry that uses sound to create effects, e.g. onomatopoeia, alliteration,
distinctive rhythms
40
Class: Primary 4.
Learning
Intentions:
Genre: Mystery& Adventure Stories.
Text level.
Reading:
Children will:
Evaluation:
know the terms ‘adventure’ and ‘mystery’ and
understand them as a fiction genre:
 significant features of the genre, e.g. opening,
build-up, atmosphere
 the importance of point of view, distinguishing
between 1st and 3rd person accounts
 credibility of events
 typical character types and settings
Writing:
Children will:
plot a sequence of episodes modelled on a known
story, as a plan for writing
write openings to stories or chapters linked to or
arising from reading; focus on language to create
effects, e.g. building tension, suspense, creating
moods, setting scenes
write a first person account, e.g. write a
character’s own account of incident in story read
write more extended stories based on a plan of
incidents and set out in simple chapters with titles
and authors details; use paragraphs to organise the
narrative
Sentence Level:
Children will:
understand how sentences can be joined in more
complex ways through using a widening range of
conjunctions in addition to ‘and’ and ‘then’, e.g. if,
so, while, though, since, when
identify paragraphs in reading and investigate
how they are used to organise ideas e.g. identify
the main idea and key idea;
understand and use the term ‘paragraph’
appropriately
Word Level:
Linguistic Phonics. Use of Scaffolded text/word sort.
Explicit teaching of analogy to attempt spellings of new
and unknown words.
41
Talking and Listening:
identify similarities and differences by making
simple comparisons and connections
use some drama strategies to explore stories or
issues
Literacy
Warm Up
relating to
word level
work:
Spellings:
WEEK ONE
Warm Ups
Word Level:
Warm ups.
Monday: Linguistic Phonics & use of analogy
Tuesday: Paragraphing – introduction to TipTop.
Cutting activity – read the piece of prose and cut it to
show where the author should have taken a new
paragraph. This piece of prose will be from the
adventure genre.
Wednesday: Looking at examples of good and bad
paragraphs – what makes a paragraph effective?
Powerpoint – hamburger paragraphing. Pair and share
activity – read the paragraph and highlight the parts
that are effective, cross out the parts of the
paragraph which are not essential or important. From a
wandering paragraph to a wonderful paragraph.
Thursday: Pair and share. Write a paragraph with your
partner about your favourite day of the week.
Remember to think about the important elements of a
good paragraph.
Friday: Spelling Test
Linguistic Phonics.
Understand how sentences can be joined in more
complex ways through using a widening range of
conjunctions in addition to ‘and’ and ‘then’, e.g. if, so,
while, though, since, when.
42
Monday
Monday: Linguistic Phonics & explicit teaching of use of
analogy to aid spelling.
Tuesday: Introduction to concept of using a variety of
conjunctions when writing. Pair and share ideas for
words which could be used rather than using ‘and’ or
‘then’. In pairs children will search and find
conjunctions in reading books and make a list of them.
Wednesday: Matching activity. One child will have a
sentence (see folder), one child will have a conjunctionmatch the appropriate conjunction to the sentence.
Thursday: Pair and Share: Change the use of the word
‘and’ and ‘then’ to more interesting conjunctions.
Rewrite the paragraph in a more interesting way.
Friday: Spelling test
Lesson Introduction:
Provide each table with a selection of books and let
children decide what genre they come under; adventure,
mystery, fantasy etc. Children to walk around with their
whiteboard and markers writing down what they have
found from each book. Bring together at the end to
discuss what they have found.
Two clips from Literacy Shed to stimulate lots of
discussion about our genre; adventure and mystery
stories. ‘Whistleless’ and ‘Road’s End’.
Open ended questions such as;
- Where did the adventure start and how did it
progress?
- How did Whistle feel?
- Where is the story set?
- Who is this mysterious man in goggles and a red
scarf and what has happened to him?
- What do you think his future holds?
Plenary
Have you a favourite genre and why?
Tuesday
Recap on adventure stories we know, for example;
Scooby Doo.
Explicitly explain that we are now going to focus on
adventure stories.
Expose children to lots of different extracts from
adventure stories.
Read two as a whole class as a starter. Write bullet
points on the board for each extract under a selection
of headings:
- Setting
- Characters
43
-
Theme
Beginning/ Middle/ End of story
Now pair and share where this is concerned and write
down what they have found in their Literacy books,
using headings we have discussed at the beginning.
Two groups to create a freeze frame on an unknown
book based on the blurb and short extracts. Act out
what the story may be about.
Create a survival kit for what they would bring with
them for that particular adventure they are reading
about.
Wednesday
A selection of children to present to whole class at the
end.
Pair and share what we know about the Enid Blyton’s
Famous Five stories. Prompt questions:
- Characters
- Setting
- Time
- Who is speaking, who is telling the story?
- Language
Read an extract from ‘The Famous Five’ by Enid Blyton –
Pages 68 – 70. Finishing on, what was it Timmy, was it a
ghost?
Discuss who is speaking/writing the story.
- The author - the third person.
Modelled writing of what could happen next.
- Writing to be modelled as if you were the child
doing the continuation.
- Make a plan, think out loud.
Provide children with an extract from ‘The Famous Five’
by Enid Blyton – Pages 68 – 70. Finishing on, what was it
Timmy, was it a ghost?
- Children to highlight important words and
phrases of this extract to get them thinking
about their own story, for example:
 An excited little bark
 Gloomy depths
 Sent shivers down George’s spine
 Drummed in her chest
Thursday
Children to create their own ending to this extract.
Brief re-cap on adventure stories.
Children to provide peers with the background story of
Flat Stanley – pair and share with one another.
44
Give children a world map to research all the different
places he went e.g. Paris to see the Eiffel Tower and
what he might have seen when he went there.
Pick a number of countries/cities that Stanley has not
yet been to and discuss important landmarks,
structures, people, places etc. (prep to be completed in
WAU lesson)
Children to write a sequel of episodes based on a
country/city of their choice.
Encourage children to make a plan first:
- How the story starts
- Where the adventure will take place - location
- Who the main characters are
- What happens in the middle
- Connective words to link paragraphs
- How the story ends
Begin to write each individual story.
Friday
Monday
Continue to write each individual story.
WEEK TWO
Re-cap on what a mystery story is.
Expose children to real life mysteries on
http://www.kidsgen.com/unsolved_mysteries/ and
discuss.
Provide children with a few chapters from ‘Damian
Drooth Age Detective,’ ‘The Case of the Disappearing
Daughter’ and ‘The case of the pop star’s wedding,’ to
provide them with opportunities to read mystery
stories written in the first person. Pair and share words
or phrases which show the first person for example;
My name is
I stared
Using ‘Road’s End’ from the Literacy Shed, model
writing in the first person – from the point of view of
the mysterious man in goggles and a red scarf.
Tuesday
Provide all children with Chapter Four of The Secret
Seven Story – ‘The Secret Seven’ and read as a whole
class or in pairs.
Children should now write a first person account of
Chapter Four – From Jack’s point of view.
45
Wednesday
Thursday
Friday
Give children a mystery box of props. For example;
A key
A magnifying glass
A telescope
A map
Clues
Use these props as a plan to write an opening of their
own mystery story.
Look at a PowerPoint of important features of a
mystery story. Based on tips from the following
website.
http://www.creative-writing-ideas-andactivities.com/writing-mystery-stories.html
Children to continue with writing a beginning to their
own mystery story.
Compare similarities and differences in mystery and
adventure stories.
Children then to write their own stories in groups:
Write a mystery story in groups
Write an adventure story in groups.
Group One write a beginning to a mystery story, Group
Two read it and add a middle, Group Three read it and
add an end.
Group Four write a beginning to an adventure story,
Group Two read it and add a middle, Group Three read
it and add an end.
Share stories at the end.
Use Ipad, Computer and Hand-Written formats.
46
Primary 6
Term 1
Planner 1. Novels and stories by significant children’s authors
understand the importance of a good opening and compare a number of story
openings
develop understanding of narrative structure: orientation, build-up, sequence,
complication and resolution
understand how characters are presented:

use of dialogue, action and description

presentation as victim, hero, villain

their relationships with other characters
understand that texts maybe rooted in the writer’s experience, e.g. historical
events and places, experience of wartime, friendship, holidays
talk about and plan their writing with teacher and/or peers
record their ideas, reflections and predictions about a book, e.g. through a
reading log or journal
map out texts showing development and structure, e.g. its high and low points,
the links between sections, paragraphs, chapters
write new scenes or characters into a story, in the manner of the writer,
maintaining consistency of character and style, using paragraphs to organise and
develop detail
understand the enduring appeal of established authors and ‘classic’ texts
understand the difference between direct and reported speech (e.g. ‘she said, “I
am going” ‘, ‘she said she was going’), e.g. through:

finding and comparing examples from reading

discussing contexts and reasons for using particular forms and their effects

transforming direct into reported speech and vice versa, noting changes in
punctuation and words that have to be changed or added

investigate and problem solve the rules governing pluralisation of nouns, i.e. know
when to add ‘s’, ‘ies’, ‘es’ ‘ves’
47
Planner 2. Poetry
understand poetic style, use of forms and the themes of significant poets;
explain and justify personal tastes; consider the impact of full rhymes, half
rhymes, internal rhymes and other sound patterns
Planner 3- Recounts of events, activities or visits, observational records, news reports
understand the features of recounted texts in the form of sports reports, diaries,
police reports, including:
 introduction to orientate reader
 chronological sequence
 supporting illustrations
 degree of formality adopted
 use of connectives, e.g. first … next … once;
write recounts for a particular audience based on subject, topic or personal experience
know how to explain the differences between synonyms to identify shades of
meaning, e.g. angry, irritated, frustrated, upset
Revision Time
SEN- Running records. Testing of High Frequency words. Reorganisation of reading
groups.
Planner 4- November Week 1 & 2.
Playscripts.
understand dramatic conventions including:
 the conventions of scripting (e.g. stage directions, asides)

how character can be communicated in words and gesture

how tension can be built up through pace, silences and delivery
write scenes for a play applying conventions learned from reading and role play
48
annotate a section of playscript as a preparation for performance, taking into
account pace, movement, gesture and delivery of lines and the needs of the
audience
evaluate the script and the performance for their dramatic interest and impact
understand how dialogue is set out, e.g. on separate lines for alternate speakers
in narrative and the positioning of commas before speech marks
investigate how dialogue is presented in narrative and play-script:
 collect and classify speech verbs used to introduce and conclude it e.g.:
‘said’, ‘replied’, ‘cried’, ‘enquired’, ‘wondered’ etc.;

understand how adverbs can be used to qualify dialogue verbs e.g.
‘timidly’, ‘heavily’, ‘gruffly’ etc.

understand how to use adverbs to qualify verbs in writing dialogue, e.g.
timidly, gruffly, excitedly, using a thesaurus to extend vocabulary
Planner 5 – November Instructional writing.
understand and evaluate a range of instructional texts in terms of their:

purposes

organisation and layout

clarity and usefulness
write instructional texts and test them out, e.g. instructions for loading computers,
design briefs for technology, rules for games
know the terms ‘idiom’ and ‘cliché’
understand meanings and origins of a range of expressions, e.g. the more the
better, under the weather, past his prime, given up the ghost, taken for a ride, not
up to it, put on a brave face, over the top, beat about the bush, in for a penny, par
for the course, putting his back up.
understand when it is appropriate or inappropriate to use idioms or clichés in
speech and writing
December- Revision Time. Time allocated to Christmas poetry. Alive O related
writing. Christmas stories, letter writing, Christmas drama etc.
49
Primary 6
Term 2
Planner 1. Traditional stories, myths, legends, fables from different cultures.
understand the features of myths, legends and fables as fiction genre
investigate different versions of the same story in print or on film, identifying
similarities and differences
distinguish between the author and the narrator, investigating narrative viewpoint and
the treatment of different characters, e.g. minor characters, heroes, villains and
perspectives on the action from different characters
understand the similarities and differences between oral and written story telling
talk about and plan their writing with teacher and/or peers
write own versions of legends, myths and fables, using structures and themes identified
in reading
know and understand the four noun types – common, proper, abstract, collective
understand how to explore spelling patterns and generate rules, e.g. when consonants are
doubles, dropping an ‘l’, adding ‘ing’
Planner 2. Non- Chronological Reports
know and understand the features and purposes of explanatory texts, investigating and
noting the text, sentence and word level characteristics
know and understand the features and purposes of non-chronological reports,
investigating and noting the text, sentence and word level characteristics
know and understand the differences and similarities between explanations and nonchronological reports
plan, compose, edit and refine short non-chronological reports and explanatory texts,
using reading as a source, focusing on clarity, conciseness and impersonal style
know and understand the term ‘pronoun’
know and understand different types of pronouns and the work they do in sentences;
person pronouns: I, you, he, she, it, we, you, they, and me, you, him, her, it, us, you,
them: possessive: mine, yours, his, hers, its, ours, yours, theirs
understand how ambiguities are created and can arise from sentence contractions, e.g.
through signs and headlines: ‘police shot man with knife’, ‘Nothing acts faster than
Anadin’, ‘Baby Changing Room’;
50
Planner 3 Poetry
evaluate their work
know and understand terms which describe different kinds of poems, e.g. ballad, sonnet,
rap, elegy, narrative poem and to identify typical features;
understand the difference between literal and figurative language, e.g. through
discussing the effects of imagery in poetry and prose.
use the structures of poems read to write extensions based on these, e.g. additional
verses, or substituting own words and ideas
compile a class anthology of favourite poems with commentaries which illuminate the
choice
write metaphors from original ideas or from similes
review and edit writing to produce a final form, matched to the needs of an identified
reader
know and understand the term ‘metaphor’ and compare with similes
know and understand the term ‘antonym’
understand how to extend vocabulary by exploration of antonyms (link to previous work
on prefixes)
understand the term ‘ onomatopoeia’ and investigate metaphorical expressions and
figures of speech from everyday life
Planner 4 Explanations: processes, systems, operations, e.g. how the digestive
system works, the rain cycle, how to find a percentage.
prepare for reading by identifying what they already know and what they need to find
out, e.g. KWL grid

locate information confidently and efficiently through:
•using contents, indexes, sections, headings
•skimming to gain overall sense of text
•scanning to locate specific information
•close reading to aid understanding
•text-marking
•using CD-ROM and other digital sources
understand how the comma is used to embed phrases and clauses within sentences
51
Revision Time- SEN Running Records, Testing of High Frequency words, Reorganistaion of reading groups, Easter related writing, Alive O writing.
Term 3.
Planner 1: Stories from different cultures
understand the concept of point of view from which a story is told and how this
affects the reader’s response
understand that stories and poems emanate from different cultures and traditions
know how to change point of view, e.g. tell incident or describe a situation from the
point of view of another character or perspective and understand the effect
understand the challenge and appeal of literature through:
 listening to literature being read aloud
 reading accessible poems, stories and extracts
 reading extracts from serials shown on television
discussing differences in language used
write from another character’s point of view, e.g. retelling an incident in letter form
record predictions, questions, reflections while reading, e.g. through the use of a
reading journal
write on to complete a section, resolve a conflict, write additional dialogue or new
chapter
know and understand the terms ‘phrase’ and ‘clause’
understand that a clause is a sentence
investigate clauses through:

identifying the main clause in a sentence

investigating sentences which contain more than one clause

understanding how clauses are connected (e.g. by combining three short
sentences into one)
understand that clauses can be main and subordinate
52
Planner 2: Persuasive writing to put or argue a point of view.
know and understand the features and purposes of persuasive texts in a variety of
forms, e.g. letters, leaflets, posters, advertisements and newspaper articles
understand and evaluate how letters, e.g. from newspapers, magazines, are intended
to inform, protest, complain, persuade
know how to identify persuasive techniques in texts such as newspapers, comments,
headlines, adverts, flyers. Consider:
 the deliberate use of ambiguity, half-truth, bias
 how opinion can be disguised to seem like fact

words and phrases e.g. ‘surely’, ‘it wouldn’t be very difficult …’
 persuasive definitions, e.g. ‘no-one but a complete idiot …’, ‘every right-thinking
person would …’ ‘the real truth is …’,
 rhetorical questions ‘are we expected to …?’ ‘where will future audiences come
from?’

deliberate ambiguities, e.g. ‘probably the best … in the world’ ‘known to cure all
…’, ‘the professionals’ choice’
draft and write individual, group or class letters for real purposes, e.g. put a point of
view, comment on an emotive issue, protest
write persuasively on an issue, setting out and justifying a personal view; use
structures from reading to set out and link points, e.g. numbered lists, bullet points
use a dictionary, thesaurus or other appropriate source in the construction of a
persuasive argument
know how to use a wider range of punctuation marks
understand and use apostrophes for contraction and possession
Test Week (including Running Records, high frequency words etc) This week will
also include use of dictionary, thesaurus - use a dictionary, thesaurus or other
appropriate source in the construction of a persuasive argument
53
Planner 3: Poetry from different cultures/Choral and Performance poetry.
understand that stories and poems emanate from different cultures and traditions
know how to select poetry, justify choices and respond to poetry
understand the challenge and appeal of literature through:
 listening to literature being read aloud
 reading accessible poems, stories and extracts
 reading extracts from serials shown on television
discussing differences in language used
use performance poems as models to write and to produce poetry through revising
and redrafting
know and understand the term ‘preposition’
identify a range of prepositions: back, up, down, across, through, on, etc.;
experiment with substituting different prepositions and their effect on meaning
understand the role of preposition in the construction of phrases, e.g. in the
morning; behind the shed; under the floorboards, etc.
Planner 4: Film Narrative – Collins
Moving Pictures/Story creator
know and understand the spellings and meanings of connectives, e.g. therefore,
moreover, furthermore, etc.
Planner 5:
Movie Making/Drama
Class: Primary 6 Genre: Fiction/Non-Fiction News reports
Learni
ng
Intenti
ons:
Text level: Reading: understand the features of recounted texts in the form of
sports reports, diaries, police reports, including:
 introduction to orientate reader
 chronological sequence
 supporting illustrations
 degree of formality adopted
 use of connectives, e.g. first … next … once;
Silent reading time this week will be devoted to reading First News
Text level: Writing: write recounts (in the form of news reports, sports reports
Evalua
tion
54
and police reports for a particular audience based on subject, topic or personal
experience).
Use of ICT tools to present reporting E.g iPads – iMovie recording children
reporting on a subject
Talking and Listening: discriminate between fact and opinion and question the
reliability of evidence
work in different roles in a group and take responsibility for appropriate tasks
adapt behaviour and language to suit different situations and contexts,
recognising the need for Standard English
Sentence Level: investigate how dialogue is presented in narrative/report writing
and play-script:
 collect and classify speech verbs used to introduce and conclude
it e.g.: ‘said’, ‘replied’, ‘cried’, ‘enquired’, ‘wondered’ etc.;
 understand how adverbs can be used to qualify dialogue verbs
e.g. ‘timidly’, ‘heavily’, ‘gruffly’ etc.
understand the difference between direct and reported speech (e.g. ‘she said, “I
am going” ‘, ‘she said she was going’), e.g. through:

finding and comparing examples from reading

discussing contexts and reasons for using particular forms and their
effects

transforming direct into reported speech and vice versa, noting
changes in punctuation and words that have to be changed or added
Word Level: understand how to use adverbs to qualify verbs in writing dialogue,
e.g. timidly, gruffly, excitedly, using a thesaurus to extend vocabulary
Through weekly linguistic phonics: know and understand that the same phoneme
can be represented in more than one way e.g. tea, me, tree, happy
 identify phonemes in speech and writing
 blend phonemes for reading

segment words into phonemes for spelling
identify and categorize the most common representations of the same sound, e.g.
boat, no, tow, note
Literac
y
Warm
Up
relatin
g to
word
level
work:
know and understand that the same spelling may be represented by more than
one sound , e.g. cow, blow
Homework Learning focus.
 understand how adverbs can be used to qualify dialogue verbs
e.g. ‘timidly’, ‘heavily’, ‘gruffly’ etc.
 understand the difference between direct and reported speech
(e.g. ‘she said, “I am going” ‘, ‘she said she was going’),1
 Focus on reading newspapers and news articles.
Chatting with parents about the newspapers they read and bringing in examples
where appropriate.
http://www.bbc.co.uk/bitesize/ks2/english/writing/newspapers/read/1/

Word Level:
Mon: Linguistic phonics: exploration of target sound and contextualisation of
words. Shared discussion re: learning strategies for spellings. Explicit teaching of
different strategies for spelling.
Tues: Direct and reported/indirect speech – Revise what each are. Use the
matching activity, pupils have to find the direct speech matched to the reported
speech.
Wed: Using PowerPoint along with whiteboard activities.
Thurs: Pupils will identify direct and reported/indirect speech in a selection of
newspapers.
Fri: Following a visual or aural stimulus the pupils will work in pairs to convert
from direct to reported or vice versa
55
Spellin
gs:
Linguistic Phonics.
‘ee’
Pete is asleep in his seat.
e
ea
ey
ie
he
eat
money
chief
ee sleep
e-e Pete
y funny
i ski ei weird
Monda
y
Introduce the genre of news reporting and ask pupils to share what they already
know and previous experience they have. Discuss the conventions of report
writing and how it differs from other non-fiction genre e.g instructions, persuasive
etc. Brainstorm who might use it and when it is used.
Read the big book ‘The True Story of the Three Little Pigs’. Discuss the impact of
other people’s reports on an event.
Show the video of the three little pigs from the ‘Literacy Shed’ website
http://www.literacyshed.com/the-fairy-tale-shed.html
Discuss the content of the video, the point of view of the report
Tuesda
y
Use PowerPoint to demonstrate the conventions of journalistic writing. Show the
pupils the template for writing a newspaper report. Read the journalist reports on
‘Little Miss Muffet’ and ‘Humpty Dumpty’ to the class and ask if they recognise the
stories. Bring up on IWB to discuss how the journalist has embellished the stories,
specifically discuss replacement verbs, E.g. ‘said’ and adverbs. Discuss the
phraseology of the writing E.g. ...declined to comment, etc read through a few
nursery rhymes and ask the children to pick the one they would like to write
about. http://www.nursery-rhymes.org/index.html
Wedne
sday
Thursd
ay
Friday
Monda
y and
Tuesda
y
Writing task: In groups of 3 or 4 pupils will write a journalistic report based on the
story of one of the well-known Nursery rhymes E.g ‘Little Miss Muffet’
Look at the PowerPoint on Newspapers for Wednesday and discuss. Pupils will be
exposed to the conventions of fact based news reporting through First News
publications. In mixes ability groups of 3 or 4 pupils will explore, read and identify
the conventions that they see. Using whiteboards pupils will show examples of
headlines, captions etc that they can find. For homework tonight have a think
about what story, local or worldwide, you would like to report on if you were a
journalist.
On IWB show the pupils the ‘Newsdesk’ app (learning ni) and read some of the
reports written by children. In mixed ability groups the pupils will explore ‘Tips on
becoming a reporter’ page. Each group looking at a different aspect and report
back to the class of what they have learned. Tell the pupils they are going to
become a reporter and they are going to report on an event or news item of their
choice to be submitted to the ‘Newsdesk’. ICT CCEA Task: A Place to Share - Levels
3, 4 & 5
Pupils will begin to plan their report. Template available for those children who
need it ( iPads can be used to record pupils thoughts instead of written plans)
pupils can begin writing report when finished plan.
Writing activity: Pupils will use their plans to construct their news reports. AEN
children will work with CAs, dyslexic learners can choose to use the laptops to type
report.
Evaluate as a class a number of reports written in previous week.
While some pupils begin to submit their reports to the Newsdesk the other pupils
will begin to work in groups of 3 or 4 to create a script (and possible props) for a
news bulletin to be filmed using iPads. They will think about the different roles
each child will need to adopt in the production – if they don’t wish to speak they
56
Wedne
sday
and
Thursd
ay
Friday
could be the camera person etc.
Pupils will use iPads, green screen and props to create a news bulletin, each pupil
will take on a role E.g. anchor, interviewer, camera man etc.
Edit news bulletins in lieu of showing to an audience (another class).
Great quiz on
http://www.bbc.co.uk/bitesize/ks2/english/writing/newspapers/read/1/
57
Appendix 4 & Appendix 5
can be viewed in school as they contain pupil data.
June 16 update
Of this group of 8 children, 5 are still underachieving.
4. How we plan to secure improvementStarting with class based strategies. Moving to interventions- two fold – SEN &
Underachieving.

Analysis of PTE results to determine areas of need in literacy.

Informing parents to ensure continued
reading/spelling/comprehension/high frequency words for spelling and
reading at home through whole school literacy sessions.

High level comprehension work in class during guided reading sessions.
Ensure reading material going home is at the appropriate level and
changed regularly. Ensure that the wide range of reading schemes are
being used as opposed to children become entrenched in a particular
scheme. Can each teacher be confident that the child is reading his/her
book at home? Signature from parents to ensure reading is being
done/reading journal.

Guided readers to go home to involve parents in tasks relating to reading.

Children setting their own targets for improving in conjunction with
teacher and parent (these can be written in literacy book)

Paired reading programme (Mrs Cribbin and Mrs Donnelly to lead)

Use of Lexia where appropriate.

Literacy co-ordinators to add these children to monitoring/evaluating
groups to discuss reading/literacy in general.

Using classroom assistant for withdrawal support for those children who
need extra support in Literacy. Sharing of classroom assistants for small
groups sessions rather than duplication of small group lessons.

Merging of SEN children for guided reading sessions (if Running Record
Levels ‘match’ rather than children working individually for guided reading
– this will aim to improve comprehension levels.

Use of Alpha to Omega

58
June 16 Evaluation
Homework grids worked well to inform parents of the learning taking place in
literacy each week. Where possible, written work linked well with this learning.
Other than Paired Reading, no other literacy workshops/parent meetings were
held. Of the 12 parents invited to the Paired Reading session, 3 came and
participated in the programme. Guided reading materials have been going home
weekly and signatures sought on most occasions (this will need to be ‘tightened
up’ next year possibly through the use of a reading record to include parental
signature). Similarly, co-ordinators need to ensure that guided reading materials
are sent home EACH night rather than depending on children having their own
materials at home. Children have been setting their own targets termly for
literacy and numeracy. Nessy has not been available this year. Lexia has, for
the most part, been used effectively and children have made progress in this.
Co-ordinators included these underachievers in monitoring meetings at the end
of Term 1. The intention to use classroom assistants to take groups from all
classes in the year band and to merge reading groups did not happen this year.
This may have been a very ambitious target and something we are keen to work
on over the next number of years. Alpha to Omega was not used in Primary 5
this year.
59
Appendix 6
Literacy.
Mrs Cribbin. Mrs Donnelly. Mrs Monaghan.
13/04/15
The meeting discussed arrangements relating to Literacy 2015/2016. The upcoming
planning sessions will be used to plan literacy for September but will also be an excellent
opportunity to discuss the implementation arrangements relating to:
Guided reading (how many sessions will each group have with teacher/assistant each
week? How many books will children bring home each week? Are they taught or unseen?
Modelled Writing arrangements
Teaching of phonics/analogy/onset and rime/digraphs and blends
High frequency words – use of Hampshire high frequency words.
Running records- frequency and analysis (how often?)
Silent Reading and Reading to sessions.
Library Books and use thereof.
Use of Collins Interactive Resource (attempting to intersperse Collins with additional
planners lead by other resources).
Primary 1.
Guided Reading
Reading Readiness will be used to determine when best to begin structured guided
reading. Children who display readiness for reading will begin after Hallowe’en. The
intention is that most children will be taking part in guided reading sessions after
Christmas (with some groups using textless books to develop language.
It is anticipated that the classroom assistant and teacher will alternate in order to take
reading groups (in this way there will be an adult working with the remaining children at
their task). Children will, for the most part, take home 2 books per week. One book will
be at an appropriate level based on running records. The other book will be at a level
lower than instructional level.
60
Silent Reading/Reading to
Early morning time 8.45am-9am is spent giving children opportunities to explore early
literacy and numeracy skills (whiteboards and markers, stamping patterns, magnetic
letters, literacy games, numeracy games, computer programmes, familiar reading).
Silent reading is an extension activity at times.
Children enjoy being read to every day in the afternoon session.
Library Books
The children will bring home one library book each week to read with their parents. The
parents will receive guidance on how best to use the book (exploring new sound, new
words, developing language, developing reading ability etc).
Teaching of Phonics
The teaching of initial sounds will begin early October – based on learning one sound per
week beginning with SATPIN format. This will follow on from lots of work on attention
and listening, phonological awareness, gross and fine motor skills development in
preparation for writing. This work will be ongoing throughout the year. Primary 1 will
also teach digraphs – sh-, ch-, th-, wh (this will occur in Term 3 in an incidental manner
and will be taught more explicitly in Primary 2).
The phonics programme will be a merging of linguistic phonics, jolly phonics and
kinaesthetic activities which incorporate the sound, image, song and action. The phonics
programme in St. Clare’s Abbey will be holistic.
Letter names will be introduced alongside letter sounds. This will also be done through
the alphabet song in warm up activities. It is intended that the children will know letter
names and sounds by end June of Primary 1. Letter names will be a focus when sounds
are in place.
In late term 2/early term 3 the Primary 1 children will also be exposed to onset and rime
– at, -in, -it, -an, -ig, -et, - og, -un. Explicit teaching of analogy and onset and rime will
be done in Primary 2.
Running Records. All running records will be done with all children at Easter and June.
(If the teacher needs advice in terms of extension they will speak to the literacy coordinator or complete a running record for the children involved.
61
High Frequency Words. Primary 1 children will be exposed to the Hampshire High
Frequency word groups. Initially, from October, these words will be taught in
conjunction with initial sounds and whole class text (at approximately 2 words per week).
This will be decided by the Primary 1 teachers as they embark on planning. This will
enable contextualisation of these words. After Christmas Groups 1-9 will be sent home
with the children to practise at home (the parents will receive a guidance letter relating
to these words and best usage). These words will be displayed on a class word wall or
word mat for children to access and use at writing times. The illustrated version of
Hampshire will be used to enable children to make links in learning. SEN children will use
personalised words with their own illustrations which are specific to them. Specific care
will be taken with SEN children in terms of the amount of HFWs sent home so as to
ensure these children are not daunted by seeing groups 1-9 in their entirety. They will
only receive the taught words (their parents may be given access to groups 1-9 so they
have an indication of extension.
Writing: In preparation for writing, all children in foundation and key stage 1 will take
part in daily activities based on OT advice re: warm up tasks for writing. This will last
the whole year.
Literacy.
Mrs Cribbin. Mrs Donnelly. Mrs Monaghan 13/04/15.
16/04/15 – updated with Primary 2 teachers.
The meeting discussed arrangements relating to Literacy 2015/2016. The upcoming
planning sessions will be used to plan literacy for September but will also be an excellent
opportunity to discuss the implementation arrangements relating to:
Guided reading (how many sessions will each group have with teacher/assistant each
week? How many books will children bring home each week? Are they taught or unseen?
Modelled Writing arrangements
Teaching of phonics/analogy/onset and rime/digraphs and blends
High frequency words – use of Hampshire high frequency words.
Running records- frequency and analysis (how often?)
Silent Reading and Reading to sessions.
Library Books and use thereof.
62
Use of Collins Interactive Resource (attempting to intersperse Collins with additional
planners lead by other resources).
Teaching of letter names.
Writing letters with ‘a flick’.
Use of exercise books – how many?
Primary 2.
Guided Reading
Primary 1 running records from June will be used to determine reading groups for
September of Primary 2. Preparation for homework will begin week 2 of September so
the reading book has been taught to send home week 3 of September. All children in
primary 2 will be reading since the range of books is such to enable this. It is
anticipated that the classroom assistant and teacher will alternate in order to take
reading groups (in this way there will be an adult working with the remaining children at
their task). The ideal would be for children to be taught in guided reading sessions
during the literacy hour. To reinforce AEN children or to accommodate further groups,
guided reading may need to be done outside of the literacy hour (individual teachers will
organise their classroom routine to suit this). Children will, for the most part, take
home 2 books per week. One book will be at an appropriate level based on running
records. The other book will be at a level lower than instructional level. Both books will
be sent home on Monday and returned on Friday in their homework folder. A group
record of books read will be kept in class for use by the assistant and teacher.
Homework will not be given during weeks which are shorter than 4 days.
Silent Reading/Reading to
Children will enjoy ‘silent’ reading each morning from 8.45-9.15am. This will take the
format of ipads for reading or reading related activities such as Lexia Core5 (using
Collins Big Cat and other ipad reading apps e.g hairy letters, Lexia Core5 etc. ), familiar
reading boxes (using books which have been previously taught in guided reading sessions)
and the class/school library.
Children enjoy being read to every day in the afternoon session.
63
Library Books
The children will bring home one library book each week to read with their parents. The
parents will receive guidance on how best to use the book (exploring new sound, new
words, developing language, developing reading ability etc). A library bag will be used for
library books to be taken home (these will be ordered centrally).
Teaching of Phonics
The teaching of letter/sound correspondence will begin in Planner 1 with SATPIN being
revised for 2 weeks (the order will then follow on using the linguistic phonics planning
schedule. Each literacy warm up on each day will include revision of target sound/sounds
for the week. This warm up will also include lots of work on attention and listening,
phonological awareness, gross and fine motor skills development in preparation for
writing using Sound start booklet, Phonological awareness booklet, Environmental sounds
CDs, OT advice, primary movement etc. It will also include high frequency word work and
word level foci from the framework. This work will be on-going throughout the year.
Primary 2 will explicitly teach consonant digraphs before Christmas, however, these will
be introduced where appropriate in guided reading sessions prior to this teaching.
The phonics programme will be a merging of linguistic phonics, McMurray and Fleming
Programme, Alpha to Omega and onset and rime. The phonics programme in St. Clare’s
Abbey will be holistic and will endeavour to suit all types of learners. AEN children may
still require reinforcement through the use of jolly phonics song and actions.
Letter names will be revised. This can be done through the alphabet song/use of
alphabet arc in warm up activities. Capital and lower case letters will be introduced using
correct terminology. Letter formation will be revised in Primary 2. After Halloween lined
books will be used for those children who are showing readiness or for those for whom
lines would be a benefit. SENCO will be consulted re: AEN children using lines. Most
children will be using lines by the end of Primary 2.
Primary 1 children have been exposed to onset and rime – at, -in, -it, -an, -ig, -et, - og, un. Explicit teaching of analogy and onset and rime will be done now in Primary 2. One
word family will be focused on each week from the beginning of Stage 2 of Linguistic
phonics (Planner 4) based on Sharon McMurray & Christine Fleming ‘Complete Spelling
Programme’. At Stage 3 in the Linguistic Phonics Programme AEN children will return to
the McMurray/Fleming programme in order to explicitly teach word families. PLEASE
NOTE THE ORDER OF STAGE 2 LINGUISTIC PHONICS HAS ALTERED IN LINE
WITH THE LITERACY PROJECT SUGGESTIONS – CCVCC, CCCVC, CVCC, VCC AND
CCVC WILL NOW BE THE ORDER. This will enable the children to be explicitly taught
consonant blends as introduced by linguistic phonics programme (Alpha to Omega
programme will be consulted also).
64
Running Records. All running records will be done with all children on a termly basis –
one before Christmas, one before, or just after, Easter and one in June. CASS advice
from Dolores Smyth suggests one per term. Where teachers feel that particular
children may be making faster progress than others then ‘one off’ running records will
be done throughout the term.
High Frequency Words. Primary 2 children will be taught from the Hampshire High
Frequency word groups. They will begin by revising the words previously introduced in
Primary 1 and build upon these in a sequential manner. There will be lots of repetition,
overlearning and reinforcement with these words, built upon week on week. Groups 1-9
will be the focus for term 1 (the parents will receive a guidance letter relating to these
words and best usage). Class teachers will decide on how best to send these groups
home (some children will receive more groups than others or will only receive words
which have been taught). Groups 10-20 will be the focus for Term 2. Groups 20-30 will
be the focus for Term 3. These words will be displayed on a class word wall or word mat
for children to access and use at writing times in order to aid spelling and to ensure
children do not continually write HFWs incorrectly and become entrenched in this
misspelling. The illustrated version of Hampshire will be used to enable children to make
links in learning. AEN children will use personalised words with their own illustrations
which are specific to them. Specific care will be taken with AEN children in terms of
the amount of HFWs sent home so as to ensure these children are not daunted by seeing
groups in their entirety. They will only receive the taught words (their parents may be
given access to all groups so they have an indication of extension).
Children leaving primary 1 will be tested in June re: HFWs. This data will be forwarded
to the Primary 2 teacher in order to build on it.
Writing: In preparation for writing, all children in foundation and key stage 1 will take
part in daily activities based on OT advice/brain gym/smart moves/primary
movement/top ups re: warm up tasks for writing. This will last the whole year. Following
on from Primary 1 the Primary 2 class will write individual letters with a kick.
Homework: Learning homework guidance will be given to parents linking to the planners
alongside other homework. Primary 2 homework will begin in September week 3 based on
making links to reading/phonics/writing/numeracy/AliveO.
Writing Books – Creative writing (initially blank then half lined where appropriate),
Phonics book (unlined), Spellings/Dictation Book (unlined or half lined).
65
Literacy.
Mrs Cribbin. Mrs Donnelly. Mrs Monaghan 13/04/15.
21/04/15 – updated with Primary 3 teachers.
The meeting discussed arrangements relating to Literacy 2015/2016. The upcoming
planning sessions will be used to plan literacy for September but will also be an excellent
opportunity to discuss the implementation arrangements relating to:
Guided reading (how many sessions will each group have with teacher/assistant each
week? How many books will children bring home each week? Are they taught or unseen?
Modelled Writing arrangements
Teaching of phonics/analogy/onset and rime/digraphs and blends
High frequency words – use of Hampshire high frequency words.
Running records- frequency and analysis (how often?)
Silent Reading and Reading to sessions.
Library Books and use thereof.
Use of Collins Interactive Resource (attempting to intersperse Collins with additional
planners lead by other resources).
Teaching of letter names.
Writing letters with ‘a flick’.
Use of exercise books – how many?
Primary 3.
Guided Reading
Primary 2 running records from June will be used to determine reading groups for
September of Primary 3. Preparation for homework will begin week 2 of September so
the reading book has been taught to send home week 3 of September. All children in
primary 3 will be reading since the range of books is such to enable this. It is
anticipated that the classroom assistant and teacher will alternate where possible in
order to take reading groups (in this way there will be an adult working with the
remaining children at their task). The ideal would be for children to be taught in guided
66
reading sessions during the literacy hour. To reinforce AEN children or to accommodate
further groups, guided reading may need to be done outside of the literacy hour
(individual teachers will organise their classroom routine to suit this). Children will, for
the most part, take home 2 books per week. One book will be at an appropriate level
based on running records. The other book will be at a level lower than instructional level.
Both books will be sent home on Monday and returned on Friday in their homework
folder. A group record of books read will be kept in class for use by the assistant and
teacher. Reading Record needed? Primary 3 will write the day and date at the top of
their homework book. The children stick their homework worksheet into their own
homework book. Homework will not be given during weeks which are shorter than 4 days.
ERIC (Everybody reading in class) /Reading to
Children will enjoy reading time each morning from 8.45-9.15am. This will take the
format of ipads for reading or reading related activities such as Lexia Core5 (using
Collins Big Cat and other ipad reading apps e.g hairy letters, Lexia Core5 etc. ), familiar
reading boxes (using books which have been previously taught in guided reading sessions)
and the class/school library.
Children enjoy being read to every day in the afternoon session.
Library Books
The children will bring home one library book each week to read with their parents. The
parents will receive guidance on how best to use the book (exploring new sound, new
words, developing language, developing reading ability etc). A library bag will be used for
library books to be taken home (these will be ordered centrally).
Teaching of Phonics
The revision of letter/sound correspondence will begin in the revision week prior to
Planner 1. Planner 1 will begin the revision of cvc words and word families. Revision of
Diagraphs- th, sh, ch, wh.
Planner 2- Revision of STAGE 2 (LINGUISTIC PHONICS HAS ALTERED IN LINE
WITH THE LITERACY PROJECT SUGGESTIONS – CCVCC, CCCVC, CVCC, VCC AND
CCVC WILL NOW BE THE ORDER).
67
This will enable the children to be explicitly taught consonant blends as introduced by
linguistic phonics programme (Alpha to Omega programme will be consulted also).The
order will then follow on using the linguistic phonics planning schedule.
Each literacy warm up on each day will include revision of target sound/sounds for the
week. This warm up will also include lots of work on attention and listening, phonological
awareness, gross and fine motor skills development in preparation for writing using
Sound start booklet, Phonological awareness booklet, Environmental sounds CDs, OT
advice, primary movement etc. It will also include high frequency word work and word
level foci from the framework. This work will be on-going throughout the year. The
phonics programme will be a merging of linguistic phonics, McMurray and Fleming
Programme (to be provided by Literacy co-ordinator) , Alpha to Omega ( Lit co to give
the order of blends to P3 teachers) and onset and rime. The phonics programme in St.
Clare’s Abbey will be holistic and will endeavour to suit all types of learners. AEN
children may still require reinforcement through the use of jolly phonics song and
actions.
Letter names will be revised. This can be done through the alphabet song/use of
alphabet arc in warm up activities. Capital and lower case letters will be revised using
correct terminology. Letter formation will be a focus in Primary 3 with all children using
lined books and being taught how to use the line correctly with ascending and descending
letters.
Explicit teaching of analogy and onset and rime will be done in Primary 2 and built upon in
Primary 3. Revision of Primary 2 word families using Sharon McMurray & Christine
Fleming ‘Complete Spelling Programme’ will be done in September of Primary 3. At Stage
5 in the Linguistic Phonics Programme AEN children will return to the McMurray/Fleming
programme in order to explicitly teach word families. PLEASE NOTE THE ORDER OF
STAGE 2 LINGUISTIC PHONICS HAS ALTERED IN LINE WITH THE LITERACY
PROJECT SUGGESTIONS – CCVCC, CCCVC, CVCC, VCC AND CCVC WILL NOW BE THE
ORDER. This will enable the children to be explicitly taught consonant blends as
introduced by linguistic phonics programme (Alpha to Omega programme will be
consulted also).
Running Records. All running records will be done with all children on a termly basis –
one before Christmas, one before, or just after, Easter and one in June. CASS advice
from Dolores Smyth suggests one per term. Where teachers feel that particular
children may be making faster progress than others then ‘one off’ running records will
be done throughout the term.
High Frequency Words.
Children leaving primary 2 will be tested in June re: HFWs. This data will be forwarded
to the Primary 3 teacher in order to build on it.
68
Primary 3 children will be taught from the Hampshire High Frequency word groups.
They will begin by revising the words previously introduced in Primary 2 and build upon
these in a sequential manner. There will be lots of repetition, overlearning and
reinforcement with these words, built upon week on week.
Class teachers will decide on
how best to send these groups home (some children will receive more groups than
others). These words will be displayed on a class word wall or word mat for children to
access and use at writing times in order to aid spelling and to ensure children do not
continually write HFWs incorrectly and become entrenched in this misspelling. The
illustrated version of Hampshire will be used to enable children to make links in learning.
AEN children will use personalised words with their own illustrations which are specific
to them. Specific care will be taken with AEN children in terms of the amount of HFWs
sent home so as to ensure these children are not daunted by seeing groups in their
entirety.
Writing: In preparation for writing, all children in foundation and key stage 1 will take
part in daily activities based on OT advice/brain gym/smart moves/primary
movement/top ups re: warm up tasks for writing. This will last the whole year. Following
on from Primary 1 the Primary 2 class will write individual letters with a kick.
Homework: Learning homework guidance will be given to parents linking to the planners
alongside other homework. Primary 3 homework will begin in September week 3 based on
making links to reading/phonics/writing/numeracy/AliveO.
Writing Books – Creative writing (lined), Phonics book (unlined), Spellings/Dictation Book
(lined).
Literacy.
Mrs Cribbin. Mrs Donnelly. Mrs Monaghan 13/04/15.
27/05/15 – updated with Primary 4 teachers.
The meeting discussed arrangements relating to Literacy 2015/2016. The upcoming
planning sessions will be used to plan literacy for September but will also be an excellent
opportunity to discuss the implementation arrangements relating to:
Guided reading (how many sessions will each group have with teacher/assistant each
week? How many books will children bring home each week? Are they taught or unseen?
Modelled Writing arrangements
Teaching of phonics/analogy/onset and rime/digraphs and blends
69
High frequency words – use of Hampshire high frequency words.
Running records- frequency and analysis (how often?)
Silent Reading and Reading to sessions.
Library Books and use thereof.
Use of Collins Interactive Resource (attempting to intersperse Collins with additional
planners lead by other resources).
Teaching of letter names.
Writing letters with ‘a flick’.
Use of exercise books – how many?
Primary 4.
Guided Reading
Primary 3 running records from June will be used to determine reading groups for
September of Primary 4 alongside results from NGRT and teacher judgement (which
may be a more accurate reflection of ability). Homework will begin week 2 of
September. Children with AEN will be allocated guided reading sessions with the
teacher so the reading book has been taught to send home week 3. Week 2 books for
AEN children will be unseen books for revision purposes. All children in primary 4 will be
reading since the range of books is such to enable this. It is anticipated that the
classroom assistant and teacher will alternate where possible in order to take reading
groups (in this way there will be an adult working with the remaining children at their
task). The ideal would be for children to be taught in guided reading sessions during the
literacy hour. To reinforce AEN children or to accommodate further groups, guided
reading may need to be done outside of the literacy hour (individual teachers will
organise their classroom routine to suit this). Children with AEN will, for the most part,
take home at least 2 books per week. One or two books will be at an appropriate level
based on running records. The other book will be at a level lower than instructional level.
Both books will be sent home on Monday and returned on Friday. A group record of
books read will be kept in class for use by the assistant and teacher. Main class and
extension will have at least one book per week home from the treetops, skyracers, bug
club, novelettes, novels range. The teacher will use this book in guided reading sessions.
A record of books read will be kept in class. Primary 4 will write their homework in their
homework diary each day or each Monday depending on classroom routine. Children with
AEN will be given a homework grid or will be supported in writing their homework down.
Homework will not be given during weeks which are shorter than 4 days.
70
ERIC (Everybody reading in class) /Reading to
Children will enjoy silent reading time each day for 15mins depending on classroom
routine. This will take the format of ipads for reading or reading related activities such
as Lexia Core5 (using Collins Big Cat and other ipad reading apps e.g hairy letters, Lexia
Core5 etc. ) and the class/school library or reading of child’s choice.
Children enjoy being read to every day in the afternoon session. This will take the form
of a class novel.
Library Books
The children will bring home one library book each Friday for the weekend.
Teaching of Phonics
Each literacy warm up on each day will include revision of target sound/sounds for the
week. This warm up will also include work on punctuation and grammar and word level
work from the literacy framework. Time will also be spent developing gross and fine
motor skills in preparation for writing. This work will be on-going throughout the year.
The phonics programme will be a merging of linguistic phonics, McMurray and Fleming
Programme (to be provided by Literacy co-ordinator), Alpha to Omega (Lit co to give the
order of blends to P4 teachers) and onset and rime. The phonics programme in St.
Clare’s Abbey will be holistic and will endeavour to suit all types of learners. AEN
children may still require reinforcement through the use of high frequency word work
(reading and spelling).
Letter names. This can be done through dictionary work as per the literacy framework.
Letter formation will be a focus in Primary 4 (following on from the introduction in P3)
with all children using lined books and being taught how to use the line correctly with
ascending and descending letters.
Explicit teaching of analogy and onset and rime will be done in Primary 2 and built upon in
Primary 3 and 4. At Stage 5 in the Linguistic Phonics Programme AEN children will
return to the McMurray/Fleming programme in order to explicitly teach word families.
PLEASE NOTE THE ORDER OF STAGE 2 LINGUISTIC PHONICS HAS ALTERED IN
LINE WITH THE LITERACY PROJECT SUGGESTIONS – CCVCC, CCCVC, CVCC, VCC
AND CCVC WILL NOW BE THE ORDER. This will enable the children to be explicitly
taught consonant blends as introduced by linguistic phonics programme (Alpha to Omega
programme will be consulted also).
Running Records. All running records will be done with all children on a termly basis –
one before Christmas, one before, or just after, Easter and one in June. CASS advice
from Dolores Smyth suggests one per term. Where teachers feel that particular
children may be making faster progress than others then ‘one off’ running records will
71
be done throughout the term. With children who have progressed past level 30 then
teacher judgement will be used to determine reading books based on decoding and
comprehension ability. NGRT and PIE results will be used to determine progress year on
year.
High Frequency Words.
Children with AEN leaving primary 3 will be tested in June re: HFWs. This data will be
forwarded to the Primary 4 teacher in order to build on it.
Primary 4 children with AEN will continue to be taught from the Hampshire High
Frequency word groups where appropriate. These words will be displayed on a class word
wall or word mat for children to access and use at writing times in order to aid spelling
and to ensure children do not continually write HFWs incorrectly and become
entrenched in this misspelling.
Writing: In preparation for writing, all children in key stage 1 will take part in daily
activities based on OT advice/brain gym/smart moves/primary movement/top ups re:
warm up tasks for writing. This will last the whole year. Following on from Primary 3 the
class will write individual letters with a kick. Cursive script has not yet been decided and
will be reviewed in 2015/16 school year.
Homework: Learning homework guidance will be given to parents linking to the planners
alongside other homework. Primary 4 homework will begin in September week 2 based on
making links to reading/phonics/writing/numeracy/AliveO.
Writing Books – Creative writing/Literacy (fully lined), Spellings/Dictation Book (small
lined).
Literacy.
Mrs Cribbin. Mrs Donnelly. Mrs Monaghan 13/04/15.
11/06/15 – updated with Primary 5 teachers.
The meeting discussed arrangements relating to Literacy 2015/2016. The upcoming
planning sessions will be used to plan literacy for September but will also be an excellent
opportunity to discuss the implementation arrangements relating to:
72
Guided reading
One guided reading session a week with teacher and one with classroom assistant. One
book shall be brought home each week. Depending on the book, children will read the
next chapter/set number of pages in preparation for the next guided reading session.
Modelled Writing arrangements
Teaching of phonics/analogy/onset and rime/digraphs and blends
Main class shall work on linguistic phonics, with SEN children focusing on easier
variations of sound interspersed with high frequency words from Hampshire grid. For
children who struggle with linguistic phonics, the alpha to omega program shall be
employed.
High frequency words – use of Hampshire high frequency words.
Running records
Running records shall be completed in the second week of term for children who were
not reading beyond Level 30 by the end of P4. Running records shall be completed at the
conclusion of each term, before new IEP targets are made.
Silent Reading and Reading to sessions.
Silent reading shall take place for 15mins in the morning and for the first 15mins after
lunch. Children shall be read to for the final 15mins of the school day.
Library Books and use thereof.
Library books shall be taken from class libraries. Reading records shall be signed nightly
by parents, with a note of pages read and any comments, eg difficult words/comments
on reading.
Use of Collins Interactive Resource
Attempting to intersperse Collins with additional planners lead by other resources.
Writing letters with ‘a flick’.
Pupils shall be taught to employ cursive handwriting where applicable.
Use of exercise books.
One literacy classwork book, one reading journal (home
use), one spelling test book.
73
Primary 5
Guided Reading
Primary 4 running records from June will be used to determine reading groups for
September of Primary 5 alongside results from NGRT and teacher judgement (which
may be a more accurate reflection of ability). Homework will begin week 2 of
September. Children with AEN will be allocated guided reading sessions with the
teacher so the reading book has been taught to send home week 3. Week 2 books for
AEN children will be unseen books for revision purposes. All children in primary 5 will be
reading since the range of books is such to enable this. It is anticipated that the
classroom assistant and teacher will alternate where possible in order to take reading
groups (in this way there will be an adult working with the remaining children at their
task). The ideal would be for children to be taught in guided reading sessions during the
literacy hour. To reinforce AEN children or to accommodate further groups, guided
reading may need to be done outside of the literacy hour (individual teachers will
organise their classroom routine to suit this). Children with AEN will, for the most part,
take home at least 2 books per week. One or two books will be at an appropriate level
based on running records. The other book will be at a level lower than instructional level.
Both books will be sent home on Monday and returned on Friday. A group record of
books read will be kept in class for use by the assistant and teacher. Main class and
extension will have at least one book per week home from the treetops, skyracers, bug
club, novelettes, novels range. They will have an additional book which is kept in class
for use in guided reading sessions. A record of books read will be kept in class. Primary
5 will write their homework in their homework diary each day or each Monday depending
on classroom routine. Children with AEN will be given a homework grid or will be
supported in writing their homework down. Homework will not be given during weeks
which are shorter than 4 days.
ERIC (Everybody reading in class) /Reading to
Children will enjoy silent reading time each day for a total of up to 25mins. Children will
read from 9.00-9.15 during roll call, dinner roll etc and for the 10mins directly after
lunch time. Pupils may make use of ipads for reading or reading related activities such
as Lexia Core5 (using Collins Big Cat and other ipad reading apps, Lexia Core5 etc. ) and
the class/school library or reading of child’s choice.
Children will be read a class novel for the final 15mins of the school day.
Library Books
The children will bring home a library book from the class library each week. The class
teacher will check that the book is suitable for the child.
74
Teaching of Phonics
Each literacy warm up on each day will include revision of target sound/sounds for the
week. This warm up will also include work on punctuation and grammar and word level
work from the literacy framework. Time will also be spent developing gross and fine
motor skills in preparation for writing. This work will be on-going throughout the year.
The phonics programme will be a merging of linguistic phonics, McMurray and Fleming
Programme (to be provided by Literacy co-ordinator), Alpha to Omega (Lit co to give the
order of blends to P5 teachers for SEN children) and onset and rime. The phonics
programme in St. Clare’s Abbey will be holistic and will endeavour to suit all types of
learners. AEN children may still require reinforcement through the use of high
frequency word work (reading and spelling).
Running Records. All running records will be done with all AEN children on a termly
basis – one before Christmas, one before, or just after, Easter and one in June. CASS
advice from Dolores Smyth suggests one per term. Where teachers feel that particular
children may be making faster progress than others then ‘one off’ running records will
be done throughout the term. With children who have progressed past level 30 then
teacher judgement will be used to determine reading books based on decoding and
comprehension ability. NGRT and PIE results will be used to determine progress year on
year.
High Frequency Words.
Children with AEN leaving primary 4 will be tested in June re: HFWs. This data will be
forwarded to the Primary 5 teacher in order to build on it.
Primary 5 children with AEN will continue to be taught from the Hampshire High
Frequency word groups where appropriate. These words will be displayed on a class word
wall or word mat for children to access and use at writing times in order to aid spelling
and to ensure children do not continually write HFWs incorrectly and become
entrenched in this misspelling.
Writing: In preparation for writing, all children in key stage 2 will take part in warm up
tasks for writing. This will last the whole year. Following on from Primary 4 the class will
write individual letters with a kick. Cursive script has not yet been decided and will be
reviewed in 2015/16 school year.
Homework: Learning homework guidance will be given to parents linking to the planners
alongside other homework. Primary 5 homework will begin in September week 2 based on
making links to reading/phonics/writing/numeracy/AliveO.
Writing Books – Creative writing/Literacy (fully lined), Spellings/Dictation Book (small
lined).
75
Literacy.
Mrs Cribbin. Mrs Donnelly. Mrs Monaghan
23/06/15 – updated with Primary 6 teachers.
The meeting discussed arrangements relating to Literacy 2015/2016. The upcoming
planning sessions will be used to plan literacy for September but will also be an excellent
opportunity to discuss the implementation arrangements relating to:
Guided reading (how many sessions will each group have with teacher/assistant each
week? How many books will children bring home each week? Are they taught or unseen?
Modelled Writing arrangements
Teaching of phonics/analogy/onset and rime/digraphs and blends
High frequency words – use of Hampshire high frequency words for AEN pupils
Running records- frequency and analysis (how often?)
Silent Reading and Reading to sessions.
Library Books and use thereof.
Use of Collins Interactive Resource (attempting to intersperse Collins with additional
planners lead by other resources).
Writing letters with ‘a flick’.
Use of exercise books – how many?
Grammar- Primary 6 children will participate in 10 minute warm up activities at the
beginning of literacy lesson e.g. whiteboards, matching, up and moving activities in class.
The class teacher will use Key Grammar book 3 for Grammar homework.
Primary 6
Guided Reading
Primary 5 teachers will complete running records in June with AEN children and this will
be used to determine reading groups for September of Primary 6 alongside Progress
Test English and Group Reading Test. Teachers will use appropriate reading materials
which are suited to the child’s reading level, e.g. PM books, novelettes etc.
76
Primary 6 will begin reading homework in week 2 in preparation for guided reading
sessions with the teacher.
The ideal would be for children to participate in two guided reading sessions during the
literacy hour each week in order to aid comprehension. Guided reading however may need
to be done outside of the literacy hour (individual teachers will organise their classroom
routine to suit this). Primary 6 will incorporate independent guided reading tasks for
use by pupils within guided reading time. Pupils with AEN will read with the
teacher/classroom assistant each day. AEN children will have one/two reading books per
week at an appropriate level based on running records.
The Primary 6 children will have a group guided reading book, the children will grouped
according to reading age, standardised score or teacher judgement from the previous
year. The children will have reading homework each night based on their guided reading
book, for example, reading a chapter/ section from the book, summarizing a
chapter/section or completing an independent reading task.
Silent Reading:
Silent Reading will take place in Primary 6 for 15 minutes each day (individual teachers
will organise their classroom routine to suit this). This will take the format of ipads for
reading or reading related activities such as Lexia Core5 (using Ipad reading apps e.g.
Lexia Core5, Key Stage 2 English etc.), familiar books which have been previously taught
in guided reading sessions) and the class/school library.
Primary 6 children will enjoy being read to by the teacher for 15 mins each day using
texts which fit in with literacy/world around us/class novel.
Library Books
The children will bring home one/two library books each week to read independently.
Teaching of Phonics
Primary 6 will begin phonics work with the main bulk of the class working from section
4b of the Linguistic phonics booklet. Individual teachers will use appropriate sections
for pupils with AEN.
Children in Primary 6 will be taught specific strategies for use when learning their
spellings. Strategies such as look/ say/cover/ write & check, chunking, SUS (Study the
word, underline the word, say the word), speed writing (writing the word as many times
as you can in a minute etc.), Mnemonics (making up a story to help spell a word- was –was
auntie sad), look for small words inside the word, Shapes of words etc. (See Spelling
Handbook- Saved in St. Clare’s Abbey plans & each year group folder)
Running Records. All running records will be administered with AEN children who are
not reading beyond level 30 on a termly basis – one before Christmas, one before, or
77
just after, Easter and one in June. CASS advice from Dolores Smyth suggests one per
term.
High Frequency Words.
Children with AEN leaving primary 5 will be tested in June re: the reading and spelling of
HFWs. This data will be forwarded to the Primary 6 teacher in order to build on it.
Writing: In preparation for writing, teachers will take advice from Mrs Toner re: Daily
activities based on OT advice- brain gym, smart moves, top ups re: warm up tasks for
writing. This will last the whole year. Read, Write Gold 11 will be available in September
to support AEN pupils with writing.
Homework: Learning homework guidance will be given to parents linking to the planners
alongside other homework. Primary 6 homework will begin in September week 2 based on
making links with Literacy and Numeracy.
Handwriting: The class teacher will model handwriting with a flick, as this will be new to
the pupils from the Abbey site.
Writing Books – Literacy book (lined) Spellings and Dictation Book (spelling tests).
Literacy.
Mrs Cribbin. Mrs Donnelly. Mrs Monaghan
23/04/15 – updated with Primary 7 teachers.
The meeting discussed arrangements relating to Literacy 2015/2016. The upcoming
planning sessions will be used to plan literacy for September but will also be an excellent
opportunity to discuss the implementation arrangements relating to:
Guided reading (how many sessions will each group have with teacher/assistant each
week? How many books will children bring home each week? Are they taught or unseen?
Modelled Writing arrangements
Teaching of phonics/analogy/onset and rime/digraphs and blends
High frequency words – use of Hampshire high frequency words for AEN pupils
Running records- frequency and analysis (how often?)
78
Silent Reading and Reading to sessions.
Library Books and use thereof.
Use of Collins Interactive Resource (attempting to intersperse Collins with additional
planners lead by other resources).
Writing letters with ‘a flick’.
Use of exercise books – how many?
Grammar- Primary 7 children will participate in 10 minute warm up activities at the
beginning of literacy lesson e.g. whiteboards, matching, up and moving activities in class.
The class teacher will use Key Grammar book 4 for Grammar homework.
Primary 7
Guided Reading
Primary 6 teachers will complete running records in June with AEN children and this will
be used to determine reading groups for September of Primary 7alongside Progress
Test English and Group Reading Test. Teachers will use appropriate reading materials
which are suited to the child’s reading level, e.g. PM books, novelettes etc.
Primary 7 will begin reading homework in week 1 in preparation for guided reading
sessions with the teacher.
The ideal would be for children to participate in two guided reading sessions during the
literacy hour each week in order to aid comprehension. Guided reading however may need
to be done outside of the literacy hour (individual teachers will organise their classroom
routine to suit this). Primary 7 will incorporate independent guided reading tasks for
use by pupils within guided reading time. Pupils with AEN will read with the
teacher/classroom assistant each day. AEN children will have one reading book per week
at an appropriate level based on running records.
The Primary 7 children will have a group guided reading book, the children will grouped
according to reading age, standardised score or teacher judgement from the previous
year. The children will have reading homework each night based on their guided reading
book, for example, reading a chapter/ section from the book, summarizing a
chapter/section or completing an independent reading task.
79
Silent Reading:
Silent Reading will take place in Primary 7 for 15 minutes each day (individual teachers
will organise their classroom routine to suit this).
Children will enjoy reading time each morning from 8.45-9.15am. This will take the
format of ipads for reading or reading related activities such as Lexia Core5 (using Ipad
reading apps e.g. Lexia Core5, Key Stage 2 English etc.), familiar books which have been
previously taught in guided reading sessions) and the class/school library.
Primary 7 children will enjoy being read to by the teacher for 15 mins each day using
texts which fit in with literacy/world around us/class novel.
Library Books
The children will bring home one library book each week to read independently.
Teaching of Phonics
Primary 7 will begin phonics work with the main bulk of the class working from section 4c
of the Linguistic phonics booklet. Individual teachers will use appropriate sections for
pupils with AEN.
Children in Primary 7 will be taught specific strategies for use when learning their
spellings. Strategies such as look/ say/cover/ write & check, chunking, SUS (Study the
word, underline the word, say the word), speed writing (writing the word as many times
as you can in a minute etc.), Mnemonics (making up a story to help spell a word- was –was
auntie sad), look for small words inside the word, Shapes of words etc. (See Spelling
Handbook- Saved in St. Clare’s Abbey plans & each year group folder)
Running Records. All running records will be administered with AEN children who are
not reading beyond level 30 on a termly basis – one before Christmas, one before, or
just after, Easter and one in June. CASS advice from Dolores Smyth suggests one per
term.
High Frequency Words.
Children with AEN leaving primary 6 will be tested in June re: the reading and spelling of
HFWs. This data will be forwarded to the Primary 7 teacher in order to build on it.
Writing: In preparation for writing, teachers will take advice from Mrs Toner re: Daily
activities based on OT advice- brain gym, smart moves, top ups re: warm up tasks for
writing. This will last the whole year. Read, Write Gold 11 will be available in September
to support AEN pupils with writing.
80
Homework: Learning homework guidance will be given to parents linking to the planners
alongside other homework. Primary 7 homework will begin in September week 1 based on
making links with Literacy and Numeracy.
Handwriting: The class teacher will model handwriting with a flick, as this will be new to
the pupils from the Abbey site.
Writing Books – Literacy book (lined) Spellings and Dictation Book (spelling tests).
81
Appendix 7
Primary 6.
This Week’s Learning
Literacy Focus
Preposition
A word which shows the relationship between a noun, or pronoun, and
another word in a sentence is called a preposition.
This week the pupils will know and understand the term ‘preposition’.
They will identify a range of prepositions: back, up, down, across,
though, on, etc.; experiment with substituting different prepositions
and their effect on meaning
They will understand the role of preposition in the construction of
phrases, e.g. in the morning; behind the shed; under the floorboards,
etc.
JER pg 68-70
Can you find prepositions in your reading book? What words do they
connect?
Try to use some interesting prepositions when writing your spelling
sentences this week.
Mental Maths
Strategy
Convert from one metric unit of length/ weight/ capacity to another.
1000ml = 1 litre etc. See conversion chart attached.
Look for these units of measurement at home or while out shopping.
Attempt to convert them e.g. 1200g is the same 1kg 200g and 1.2kg
Learn these words this week. Ensure you can contextualise them within a sentence. Use
some strategies to help you to learn to spell them e.g. find the tricky part for you, write
it in marker/bubble writing/pen. Write the words over and over saying the letter name.
Chunk the word into smaller units. Find the root word if appropriate. Use look, say,
cover, write, check.
marvellous
infamous
furious
hilarious
fabulous
glorious
humorous
ridiculous
curious
enormous
dangerous
precious
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Appendix 8
St. Clare’s Abbey Primary School
Primary 1 Newsletter
September 2015
Welcome to the first edition of our Primary 1 newsletter.
This week sees the Primary 1 children staying in school until 2.25pm, most of the
children are settled now into their new class. We hope they will enjoy the new
challenges and approaches to learning that Primary 1 has to offer!
Topics:
Our class topics for this month are Nursery Rhymes and All about Me. We will be
learning the following rhymes in school this month. We would encourage you to
chat about and sing these together at home.
On Friday, one child will bring home our class bear and a diary for the weekend.
They will be asked to take the teddy on their adventures over the weekend and
record what they do in the diary. If your child is not yet able to do this, it is
perfectly acceptable for you to write in the diary what your child says. Please
return the bear to school on Monday so your child can show and share their
weekend news with the class.
We are pleased that the boys are enjoying their fruit snack in the mornings.
• Snack money for each child is £8 per month. We would appreciate if this
could be paid at the beginning of each month.
• School dinner cost is £2.50 per month. It is very helpful if dinner money
could be paid at the beginning of the week in a labelled envelope with your
child’s name and the amount on the front.
•
•
Continue at home to practise putting on and taking off coats.
Ask your child to tell you about one of the stories they have listened to
this week in class.
83
Appendix 9.
Ideas for helping your child learn high frequency words (these are
the words that appear most often in reading and often cannot be
sounded out) Cut out the words and use these to play snap. Be sure to say each
word as the game is played.

Have your child draw a picture beside the word to help him or her
to remember the word.

Remove one word from the pile, can your child figure out which
word does not have a matching word.

Display these on a door or the fridge at home and say them
frequently. Remove each word when your child knows it. Allow
him/ her to rip it up and put it in the bin.

Say the words in a whispering voice, a shouting voice, a grizzly bear
voice etc.

As the adult you should say the word your child is learning in a
sentence for your child to hear then ask him/ her to do the same.
This helps your child to understand the meaning of the word.

Stick the words on the wall and see if your child can hit each word
with a ball or jump up to reach these. Be sure to say the word as it
is hit.

Stick these on a wall and when it is dark shine a torch on the wall
to find the word.

When you are reading to your child before bedtime ask if he/she
can find the new word in the book.
You can be as creative as you like when helping your child to learn to read
high frequency words. Do whatever suits you and your child and
remember to have fun. Active learning is what helps children to learn.
Please let the teacher know when you think your child knows all words
in the group he/she is learning. This can be done by writing a note in
the homework book.
Primary 2 Team.
84
Dear Parents,
Following recent assessments in school I have included suggested activities to
help________________ ___________ develop the skill of blending.
What is blending?
Blending is a skill used to read an unfamiliar word. Blending is the process of
saying the individual sounds in a word, then sliding them together to make the
word. In order to blend your child must be confident in knowing the sounds
letters make.

Use the alphabet arc and picture cards to revise the sounds the
letters make, matching the correct picture to the initial letter sound.
For example: cat ----- c

YouTube, search “jolly phonics letter sounds” and watch this video by
“jolly learning” to become more familiar with the appropriate sounds
for each letter.

When recently tested your child had difficulty with the following
sounds so please pay extra attention to these:
----------------------------------------------------
Using blending:
1. Look at the letters in a word,
2. Say the sounds these letters make, gradually “sliding” these
sounds together.
3. Hear the word.
85