As users of one of the richest languages on the planet, we are privileged to have access to a vast vocabulary, rich literary heritage and vibrant ongoing developments. The language curriculum at St Michael’s school sets out to enable all learners to be able to learn, access and utilise language effectively. To attain this, a strong foundation of phonics, early reading, oracy, and writing is taught, alongside a text rich environment where storytelling and fact finding through books are embedded in each and every day.
As learners progress, they learn to use a wider range of vocabulary and grammar devices, to read, understand, verbally articulate and produce increasingly complex texts. This enables learners at St Michael’s to embrace a love of reading and communicating. To be able to access materials to widen their horizons and knowledge, to develop empathy and understanding of the world, and to express themselves effectively both verbally and in writing.
Reading
At St Michael’s CE Primary, we believe reading is a crucial life skill and have a strong focus on language development for our learners. Our intention is that all our learners become fluent readers. We teach early reading and phonics using Little Wandle, which is a systematic and synthetic phonics programme, and Destination Reader in Key Stage 2. By the time learners leave us, we want them to read confidently for meaning and enjoy reading for pleasure. Through our structured approach, we ensure our readers are equipped with the tools to tackle unfamiliar vocabulary and see themselves as readers for both pleasure and purpose.
Reading at home
Although your child will be taught to read at school, you can have a huge impact on their reading journey by continuing this practice at home. There are two types of reading book that your child may bring home:
- A reading practice book. This will be at the correct phonic and reading level for your child. They should be able to read this fluently and independently.
- A sharing book. Your child may not be able to read this on their own. This book is for you both to read and enjoy together.
Reading practice book
This book has been carefully matched to your child’s current reading level. If your child is reading it with little help, please don’t worry that it’s too easy – your child needs to develop fluency and confidence in reading.
Listen to them read the book and afterwards talk about the book together. Remember to give them lots of praise – celebrate their success!
Sharing book
In order to encourage your child to become a lifelong reader, it is important that they learn to read for pleasure. The sharing book is a book they have chosen for you to enjoy together.
Please remember that you shouldn’t expect your child to read this alone. Read it to or with them. Discuss the pictures, enjoy the story, predict what might happen next, use different voices for the characters, explore the facts in a non-fiction book. The main thing is that you have fun!
Phonics and early reading
Please see the Little Wandle website and the Everybody Read Leaflet below for more support and advice.
Little Wandle Resources for Parents
Support Materials
Please take a look at the documents below for some useful information
Phase 2 pronunciation guide Year R
Phase 2 pronunciation guide Year R-2
Policy and Phonics Progression
Reading in Key Stage 2
How we teach reading
We promote enjoyment through the creative use of high-quality texts and a range of engaging activities linked to these that allow the learners to apply skills and knowledge. Teachers aim to be reading role models in the way that they discuss and promote books as well as modelling reading for pleasure. They make careful selections both in the texts that they choose to use in the teaching of English and in those that they read aloud to pupils. Learners are read to daily in a variety of contexts. Learners are given opportunities to expand their vocabulary and are encouraged to apply this across the curriculum. Texts are central to the curriculum at St Michael’s and we base our Learning Journeys around these. Links are then made to other areas of the curriculum to further embed knowledge from the foundation subject curriculum within reading lessons.
Reading Skills
Once learners are able to read fluently, they are taught reading through Destination Reader. During Destination Reader, learners are taught a range of reading skills including: predicting, making connections, asking questions, evaluating, inferring, summarising and clarifying. During these lessons reading fluency and skills are modelled by the teacher and the learners are then encouraged to apply these skills to a class focus text themselves. Learners are encouraged to engage in rich discussions about their class texts with their peers and verbalise their ideas about texts. Learners then focus on reading their class text in pairs while also practising their focused skill for the session. Once completed, the learners complete a short-written tasks applying the skill taught during the lesson. All learners take part during the lesson and access the teaching of the skill. Focus texts are then often used during English lessons to base writing texts around to further apply knowledge and skills.
We continue to use a banded book programme for our Key Stage 2 learners which ensures that each child is adequately supported and challenged at their appropriate level and allows them access to a wide range of genres and themes of books exposing them to various authors and writing styles reflecting our drive to broaden their horizons, experiences and aspirations. All learners have opportunities for differentiated shared reading and independent reading throughout the school day alongside working together in guided groups or as a whole class on detailed explorations of whole books during Destination Reader.
Writing
Writing is a crucial part of our curriculum at St Michael’s. By the end of Year Six we intend our learners to have developed a love of writing and to be able to express their thoughts and ideas clearly and creatively through the written word. We also intend to create writers who can re-read, edit and improve their own writing, and enable learners to be able to confidently use the essential skills of grammar, punctuation and spelling. At St Michael’s, we set high expectations for all our learners to take pride in their work and have a fluent, cursive handwriting style alongside allowing their imaginations to flourish.
We aim for all of our learners to be able to write independently in a variety of genres and for a range of purposes with fluency, accuracy and enjoyment drawing on examples from the quality texts that they are exposed to during English and reading lessons. We aim for our learners to become confident, accomplished writers. The teaching of writing includes opportunities to enable learners to discuss ideas and enact scenarios through drama and debate, as oral rehearsal plays an important step in our understanding of the written word. Teachers also ensure learners understand the structure and process of writing through effective teacher modelling of the writing process. Both of these aspects form an integral part of our teaching of writing implemented across the whole school. In this approach, learners listen to and retell a variety of genres; learning some off by heart using actions. This helps them to internalise language patterns and learn new vocabulary giving them the confidence and tools to write themselves. Learners first imitate, then innovate and finally invent their own version of a text. From early on in their learning journey, learners explore a range of genres, see adults writing and experiment themselves through mark marking, symbols and conventional script. Though oral rehearsal, learners develop the skills to communicate meaning in narrative and non-fiction texts and spell and punctuate correctly.
As they move through the school, learners develop an understanding that writing is essential to thinking and learning but also enjoyable in its own right. They learn the main rules and conventions of written English and start to explore how the English language can be used to express meaning in different ways. Powerful teaching techniques such as shared and guided writing mean learners are exposed to high quality demonstration, exploration and discussion of the choices writers make. Learners use the planning, drafting and editing process to improve their work and alongside effective feedback and marking, are encouraged to become reflective, resilient writers.
We believe learners require a secure understanding of spelling, punctuation and grammar to develop a true understanding of English and to be successful, so these concepts are taught within English lessons in engaging ways through our spelling and grammar scheme. Through careful planning, teachers introduce new concepts in relation to the genre that learners are currently studying.
We also feel that learners should be able to write with ease, speed and legibility so follow a consistent approach across the school to the teaching of handwriting to achieve this.