Writing
At Delves Lane we use Pie Corbett’s Talk 4 Writing approach to teach writing. The Talk for Writing approach enables children to read and write independently for a variety of audiences and purposes within different subjects. The approach moves from dependence towards independence, with the teacher using shared and guided teaching to develop the ability in children to write creatively and powerfully.
Intent
We aim to enable our children to:
- Enjoy quality experiences that will enhance their knowledge, skills and understanding
- Be enthusiastic and critical readers of stories, poetry and drama as well as non-fiction
- Become lifelong learners as readers and writers through Talk for Writing
- Explore global issues through writing (for example, persuasive writing and spoken language)
- Write with confidence, fluency and understanding, orchestrating a range of independent strategies to self-monitor and correct
- Write a range of text types (fiction and non-fiction) and in a range of genres and be able to write in a variety of styles and form appropriate to the situation
- Increase their ability to use planning and drafting to improve their work
- Use a variety of mediums to express their written ideas, e.g. Computing and Drama
Implementation
The Talk 4 Writing process is split into three different phases.
Part 1 Imitation
The teaching begins with some sort of creative “hook” which engages the pupils and gives them a sense of purpose and audience. After reading the text a model text is written by the teacher. This model text is pitched well above the level of the class and has built into it the underlying, transferable structures, language patterns, grammar and vocabulary that children will need when they are writing. This is presented to children as a story map or text map. Children learn the text “off by heart” and actions are used to help pupils internalise the text.
Part 2 Innovation Phase
Once students are familiar with the model text, then the teacher leads them into creating their own versions. A new subject is presented and the teacher leads students through planning. With younger pupils, this is based on changing the basic map and retelling new versions. Older students use boxed-up planners and the teacher demonstrates how to create simple plans and orally develop ideas prior to writing. Ideas may need to be generated and organised or information researched and added to a planner. Shared and guided writing is then used to stage writing over a number of days so that students are writing texts bit by bit, concentrating on bringing all the elements together, writing effectively and accurately. Feedback is given during the lessons and success criteria is used so that students can be taught.
Talk 4 Writing (Overview of Planning)
Reading
Article 6
Every child has the right to life. Governments must do all they can to make sure that children survive and develop to their full potential.
Rationale
At Delves Lane Primary we believe that being able to read and write is an essential life skill that enables us to express ourselves and one which opens the door to the rest of the curriculum and future life opportunities. We want our children to leave our school with a firm grounding, armed with not only the technical skills of reading and writing but also with a lifelong love of literature.
Intent
- Ensure all children reach their full potential to become confident, fluent readers
- Develop fluent, confident and independent readers through a highly structured phonics programme.
- Encourage children to become enthusiastic and reflective readers by teaching them to understand and respond to a variety of texts.
- Give children the confidence to read aloud with expression and clarity.
- Develop and extend the children’s vocabulary through shared and guided reading.
- Help children to enjoy reading and recognise its value.
At Delves Lane Primary School we make sure all aspects of reading identified in the national curriculum are taught. We have mapped out a progression document that marries National Curriculum objectives with assessment focuses (see appendix A)
Implementation
Phonics
Our early teaching of reading and writing within the school is based around the Sounds Write Programme. This begins early in Reception and continues until a child is a competent and confident reader and speller.
- The Sounds Write Programme starts in the third week of the Autumn term in Reception year.
- Children take part in daily lessons where specific blending, segmenting and spelling skills are taught.
- Children take home a reading book at least once a week which marries with sounds that have been previously taught.
- Children are encouraged to read books until they are fluent to instil confidence.
- All teachers have received excellent training to enable them to teach the programme effectively.
- Children who fall behind are quickly identified and receive intervention from a Sounds Write trained member of staff.
- Teachers and other members of staff hear children read at least twice a week.
Guided Reading
Once a child has transitioned into a reader they take part in daily guided reading sessions. We use a scheme called Reading Explorers to facilitate Guided Reading. Our sessions focus on developing specific reading skills such as retrieval, inference and deduction and vocabulary. During these sessions’ children may work on a story, newspaper article, poem or any other text relevant to their learning.
- All children take part in a daily, timetabled Guided Reading session
- All staff have received excellent training from John Murray and understand the principles of the scheme
- Guided Reading lessons focus on developing specific skills e.g., retrieval, inference and deduction
- One reading lesson per week focuses specifically on Vocabulary linked to the text being used
- Children work in smaller groups during this session to ensure the text matches children’s ability
- Each group moves round all the staff members of the year group to ensure children all receive the same quality of teaching
- Children are assessed every three weeks on the skills they have been taught
- Children who fall behind receive extra one to one reading sessions delivered by the teacher and other staff members.
Accelerated Reader/One to one reading/DEAR sessions
As well as a guided reading session, children take part in a daily Accelerated Reader session. These sessions allow children to access a wide variety of texts and allow teachers to manage, monitor and assess children’s independent reading skills.
- All children take part in an Accelerated Reader session from Year 3 onwards
- During this independent session the teacher is able to hear readers on a one to one basis, focussing on the child’s area of need.
- Sessions are designed to foster a love of reading. Throughout the session, children are encouraged to recommend books to each other and to challenge themselves
- Everyday teachers read to their class. They read a book that has been voted for by the class. This allows children to be exposed to excellent reading and it improves their information processing skills, vocabulary and comprehension.
Reading for Pleasure
At Delves Lane we recognise, Reading for Pleasure is the single most important indicator of a child’s future success (OECD 2002). This year we are working with St Michael’s Hub and the Open University to develop our offer of Reading for Pleasure. We are determined that our children will not only develop the skill to read but they have the will to read a wide range of literature. Click on the link to see our action plan.
Impact
- Phonics – children are assessed termly in Reception, Year 1 and Year 2 on blending and segmenting. Analysis determines whether a child needs intervention
- Guided Reading – children are assessed every three weeks on skills that have previously been taught. This is used to inform planning
- One to one reading – Teacher’s use the Simple View of Reading to track where children need support and work on this area during one to one reading time
- Comprehension – during assessment periods the school uses NFER test papers to track how children are progressing to ARE (Age Related Expectations)
