English Curriculum Page
Any questions? - Speak to Mrs Matthews who is our English Leader
We have the power to enable all our children to become fluent, confident readers and writers.
We have the power to enable all of our children to listen to and have access to a variety of texts for enjoyment and knowledge.
We have the power to enable all of our children opportunities to write for different purposes and audiences.
We have the power to offer all of our children authentic reading and writing opportunities, recognising that each class is different, with different abilities, interests and areas of weakness.
We have the power to enable all of our children to listen to and have access to a variety of texts for enjoyment and knowledge.
We have the power to enable all of our children opportunities to write for different purposes and audiences.
We have the power to offer all of our children authentic reading and writing opportunities, recognising that each class is different, with different abilities, interests and areas of weakness.
Reading at TSM
Our Reading Ethos
At Trimley St. Martin Primary School, we try to keep the balance between the teaching of specific reading skills, such as phonics and comprehension, whilst encouraging children to develop a love of reading. This is addressed by timetabling Guided Reading and shared reading sessions, where skills are taught and developed; as well as providing opportunities for children to read aloud, undertake paired and independent reading sessions where quality texts can be enjoyed. The teachers at Trimley St. Martin Primary School are committed to enhancing reading in our school.
We also encourage adult support from home, by allowing children to take home different types of books, including; levelled reading scheme books, paper phonic linked books and own choice books.
At Trimley St. Martin Primary School, we try to keep the balance between the teaching of specific reading skills, such as phonics and comprehension, whilst encouraging children to develop a love of reading. This is addressed by timetabling Guided Reading and shared reading sessions, where skills are taught and developed; as well as providing opportunities for children to read aloud, undertake paired and independent reading sessions where quality texts can be enjoyed. The teachers at Trimley St. Martin Primary School are committed to enhancing reading in our school.
We also encourage adult support from home, by allowing children to take home different types of books, including; levelled reading scheme books, paper phonic linked books and own choice books.
Reading in the Early Years and Year One
Reading in the Early Years and Key Stage One consists not only of banded reading scheme books, but online reading books and reading from the paper printed phonics books linked to the current phonics focus.
Book Talk Sessions
Within the Early Years and Year One setting there are many opportunities for the children to listen to stories, role play stories and share a range of different poetry, non-fiction and story books. Currently all children read one to one with an adult at least once a week and the whole class engages in ‘story-time’ every day in which a different book is read to the class by the class teacher or an EYFS practitioner/TA and general ‘book talk’ is carried out. This is where the reader’s aim is to engage the children in the story as well as deepening their understanding and appreciation through discussion, in which children talk their way towards deeper comprehension. Questions may be asked that encourage the children to predict what may happen in the story, to think about how a character may have felt about different scenarios, or even to share similar experiences they may have had, which happen in the story. Explicit links will be made to the visual icons used throughout the rest of the school.
Guided Reading in Year One
During these daily ‘story time’ sessions (see above) the class teacher/TA will pull a different group (based on ability) to share a group text and teach reading and comprehension. The guided reading session is intended to help the children understand and interpret the text, more than just de-coding the words. The books they read are used to enhance reading skills, and will therefore be a little more challenging than the banded reading books brought home by the children. Children will take part in a guided reading session once per week in groups of 4-6 children.
Transition
In the Summer Term the aim is for Year One will move over to the whole school style Guided Reading approach.
Reading in the Early Years and Key Stage One consists not only of banded reading scheme books, but online reading books and reading from the paper printed phonics books linked to the current phonics focus.
Book Talk Sessions
Within the Early Years and Year One setting there are many opportunities for the children to listen to stories, role play stories and share a range of different poetry, non-fiction and story books. Currently all children read one to one with an adult at least once a week and the whole class engages in ‘story-time’ every day in which a different book is read to the class by the class teacher or an EYFS practitioner/TA and general ‘book talk’ is carried out. This is where the reader’s aim is to engage the children in the story as well as deepening their understanding and appreciation through discussion, in which children talk their way towards deeper comprehension. Questions may be asked that encourage the children to predict what may happen in the story, to think about how a character may have felt about different scenarios, or even to share similar experiences they may have had, which happen in the story. Explicit links will be made to the visual icons used throughout the rest of the school.
Guided Reading in Year One
During these daily ‘story time’ sessions (see above) the class teacher/TA will pull a different group (based on ability) to share a group text and teach reading and comprehension. The guided reading session is intended to help the children understand and interpret the text, more than just de-coding the words. The books they read are used to enhance reading skills, and will therefore be a little more challenging than the banded reading books brought home by the children. Children will take part in a guided reading session once per week in groups of 4-6 children.
Transition
In the Summer Term the aim is for Year One will move over to the whole school style Guided Reading approach.
Whole Class Guided Reading
Each day in the Y2-Y6 classes across the school a specific reading time is allocated, where the whole class are involved in reading and analyzing the same high-quality text over the course of a term.
Each day in the Y2-Y6 classes across the school a specific reading time is allocated, where the whole class are involved in reading and analyzing the same high-quality text over the course of a term.
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3. Retrieve Activities
Reading activities to help develop the children’s ability to retrieve information from the text. 7. Viewpoint Activities
Reading activities to help develop the children’s ability to identify themes across texts and justify their views. |
4. Interpret Activities
Reading activities to help develop the children’s ability to interpret information from the text. 8. Perform Activities
Reading activities to help develop the children’s ability to read aloud and perform poetry by heart. |
Writing AT TSM
Writing for the Reader
Here at Trimley St Martin we offer a bespoke writing curriculum based on each classes' needs, abilities and interests; providing cross curricular links and authentic writing opportunities for a clear purpose.
Here at Trimley St Martin we offer a bespoke writing curriculum based on each classes' needs, abilities and interests; providing cross curricular links and authentic writing opportunities for a clear purpose.
Writing for the Reader - Teaching Sequence
Our teaching sequences are closely linked to our Expectations for Writing Skills where our coverage of word, sentence, text, punctuation and grammar terminology is clearly laid out for each year group - including Write Like a Ninja links.
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Spelling AT TSM
Year 1 and 2 Common Exception Words
The 2014 national curriculum lists the following 'common exception words' for children to learn. It is important that children can read and spell these words with confidence, by the end of the year in which they are being taught.
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Year 3/4 Word List
The 2014 national curriculum provides a list of words which children should be able to spell by the end of Year 4.
Year 5/6 Word List |
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The National Curriculum also provides a list of words which children should be able to spell by the end of Year 6.
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