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Holy Family And St Michael's Catholic Primary School

Literacy

 

Reading:

Learning to read is the most important thing your child will learn at our school. Everything else depends on it, so we put as much energy as we possibly can into making sure that every single child learns to read as quickly as possible.

We want your child to love reading – and to want to read for themselves. This is why we put our efforts into making sure they develop a love of books as well as simply learning to read.

 

We follow the Floppy's Phonics Programme to support all our children in becoming successful, confident, independent and enthusiastic young readers.

 

How long will it take my child to learn to read?

By the end of Year 2, your child should be able to read aloud books that are at the right level for his or her age. In Year 3 we concentrate more on helping children to understand what they are reading, although this work begins very early on. This happens when the teacher reads to the children and also when the children read their own story book.

 

How do I know teaching will be good?

All the staff in Early Years and Key Stage 1 have been trained in Early Reading and the delivery of Floppy's Phonics. We believe that it is very important that all the teachers and teaching assistants work in the same way. Senior teachers watch other teachers and teaching assistants teaching to make sure that the children are learning how we want them to learn.

If you are worried about the teaching or you have any questions, please come to school and talk to us.

What can I do to help?

Your child will bring different sorts of books home from school. It helps if you know whether this is a book that your child can read on their own or whether this is a book that you should read to them. The teacher will have explained which is which. Please trust your child’s teacher to choose the book(s) that will help your child the most.

Help your child to sound out the letters in words and then to ‘push’ the sounds together to make a whole word. Try not to refer to the letters by their names. Help your child to focus on the sounds.

Sometimes your child might bring home a picture book that they know well. Please don’t say, ‘This is too easy.’ Instead, encourage your child to tell you the story out loud; ask them questions about things that happen or what they think about some of the characters in the story.

We know parents and carers are very busy people. But if you can find time to read to your child as much as possible, it helps him or her to learn about books and stories. They also learn new words and what they mean. Show that you are interested in reading yourself and talk about reading as a family.

 

Does it matter if my child misses a lesson or two?

It matters a lot if your child misses school. The way we teach children to read is very well organised, so even one missed lesson means that your child has not learnt something that they need to know to be a good reader.

 

What if he or she finds it difficult to learn to read?

We want children to learn to read, however long it takes us to teach them. We will find out very quickly if your child is finding reading difficult. If they struggle, we give them extra time with an adult, on their own or in a small group. These adults are specially trained to support these children. Your child will still be in the same group with the other children and won’t miss out on any of the class lessons.

If we have any serious worries about your child’s reading, we will talk to you about this.

Some children take a bit longer to learn to put sounds together to read a word, e.g. c-a-t to make the word ‘cat’.

 

What if my child turns out to be dyslexic?

The way we teach reading is especially helpful for children who might be dyslexic. This is because we use a very well-organised programme that has a strong focus on phonics. This is very important for children who find learning to read difficult. If you are worried about your child, please come and talk to us.

 

My child has difficulty pronouncing some sounds. Will this stop him learning to read through phonics? 

This isn’t a problem for learning to read as long as we know what sound the child is trying to say. This is not something to worry about. Many children have a few sounds that they can hear clearly but find it difficult to say, particularly the l-sound, r-sound, w-sound, th-sound, s-sound, sh-sound and j-sound. Often they say a t-sound for the c-sound; “tttssh” for the s-sound; “w” for the r-sound and “r” for the l-sound. You can help your child by encouraging him or her to look at your mouth when you say the sound. Whatever you do, do not make your child feel a failure. They can easily learn to read, even if they find one or two sounds difficult to say.

Don’t hesitate to contact us if you have any concerns. We are here to help.

 

How will my child be taught to read?

We start by teaching phonics to the children in the Reception class. This means that they learn how to ‘read’ the sounds in words and how those sounds can be written down. This is essential for reading, but it also helps children learn to spell well. We teach the children simple ways of remembering these sounds and letters. Ask them to show you what these are.

The children also practise reading (and spelling) what we call ‘tricky words’, such as ‘once,’ ‘have,’ ‘said’ and ‘where’.

The children practise their reading with books that match the phonics and the ‘tricky words’ they know. They start thinking that they can read and this does wonders for their confidence.

The teachers read to the children, too, so the children get to know all sorts of stories, poetry and information books. They learn many more words this way and it also helps their writing.

 

How will I know how well my child is doing?

We will always let you know how well your child is doing.

We use various ways to find out how the children are getting on in reading. We use the information to decide what reading group they should be in. Your child will work with children who are at the same reading level as him or her. Children will move to a different group if they are making faster progress than the others. Your child will have one-to-one support if we think he or she needs some extra help to keep up.

We also use a reading test so that we can make sure that all our children are at the level that they should be for their age compared to all the children across the country.

In the summer term, the government asks us to do a phonics check of all the Year 1 children. That gives us extra information about their progress. We will talk to you about how well your child has done, and especially if we have any worries at all.

 

Read and Respond

This is our guided reading programme that is also linked to our writing outcomes across school. It offers ways in which to share best loved children's books with the class. As a school we use Read and Respond to develop opportunities to talk about the books and its themes, to develop shared reading and to support guided reading. It supports us in promoting a love of reading for all.

 

Are children limited to the Read and Respond texts?

Absolutely not. These are our key focus texts within class, however we have 20 minutes of reading for enjoyment at the end of the school day. This can be any variety of text from the school library, our class library or it may be the whole school text.

 

Please click here for the reading assessment framework from Y1- Y5.

 

 

 Writing:

Linking our guided reading programme to our writing  outcomes, allows a child to go into depth with a quality year group text. Our Read and Respond Programme supports year group spelling, punctuation and grammar, activities related to plot, character and setting and ideas for extended writing projects for each core text.

 

Please see the texts covered below:

Year 1

Jasper's Beanstalk, Owl  Babies, We're Going on a Bear Hunt, Zog, Handa's Surprise and Superworm.

Year 2

Oliver's Vegetables, Stick Man, Aliens Love Underpants, Room on the Broom, The Lighthouse Keeper's Lunch and Winnie the Witch.

Year 3

Bill's New Frock, The Owl Who Was Afraid of the Dark, The Twits, The Iron Man, Diary of A Wimpy Kid and Danny the Champion of the World.

Year 4

George's Marvellous Medicine, Why the Whales Came, Stig of the Dump, Hetty Feather, Millions and How to Train You Dragon.

Year 5

Kensuke's Kingdom, Charlie and the Chocolate Factory, Varjak Paw, Holes, The Amazing Maurice and His Educated Rodents and War Horse.

Year 6

Charlottes Web, One Dog and His Boy, Carrie's War, The Boy in the Striped Pyjamas, Goodnight Mister Tom and Percy Jackson and the Lightening Thief.

 

How can I support my child in their writing?

You can talk to your child about their current class text and ask them questions to develop their level of understanding, comprehension and to build vocabulary. You can also ensure you give time daily to support them with their spellings. Your teachers should provide you with a list of words that your child is expected to be able to spell for their year group. This builds on  spellings learnt in previous year groups. Regular practise both at home and in school will support your child greatly.

If you have any questions, please come and speak with us at school.

Year 1 Spelling List

Year 2 Spelling List

Years 3 and 4 Spelling List

Years 5 and 6 Spelling List

How can I support my child with their handwriting?

You can have high expectations of the written work they produce at home. You can also complete any extra support provided by the teacher together with your child. Model first how to form the letters and support and encourage your child to have a go, talking through it with them as you go along. Take note of where the letter should start, how it sits on the line and where the letter finishes. In Key Stage 2 your child will be learning the cursive formation.

If you have any questions, please don't hesitate to come and speak with us at school.

 

 

Please click here  for the writing assessment framework from Y1 -Y6.

 

Our class reading leaders have passed their training from the library service- well done!

Year 1 performed a poem at the end of the school day.