English: Key Stage 2

Reading

  • Reading is our key priority and we expect all children to read at home everyday. This is monitored using reading records and class reading charts. We celebrate children who do this successfully each half term.

  • Reading is taught using group inference lessons at least three times a week. In these sessions children read independently, explore new vocabulary and discuss the texts they are reading. There is a focus on developing children’s understanding of what they have read and their comprehension skills. Children use a reading journal to record their work. 

  • Children use an online reading program, linked to their home school reading, in order to develop their comprehension and inference skills.

  • ‘Fast reading’ is used to give children increased fluency in their reading and the foundational skills they need to be able to read texts.

  • We also provide opportunities for shared reading both in English lessons and across the curriculum wherever possible.

  • Children use a reading success criteria so that they know how to be an effective reader when they read in all lessons.

  • All children have access to our school library and can take home a new book each week.

  • Each class has a class novel which is read to them each week. 

  • Reading is included as part of homework tasks when appropriate.

 

Writing

  • At Birchfields we use Talk 4 Writing to enable our children to write in a range of genres e.g. narrative, discussion, instructions and explanations. Cold tasks (unaided writing) are written to inform the planning of each unit.   

  • The approach has 3 distinct sections:

-IMITATE – the children learn and internalise the language patterns and genre features of a model text

-INNOVATE – the children then change elements of the model text and write their own version. This teacher supported writing links to the wider curriculum.

-INVENT – the children then analyse the structure of the text to create an independent piece of writing. This final hot task is then compared with the cold task to assess progress. The children talk about the progress that they have made and their own learning.

  • Writing is taught with a clear focus on outcomes using differentiated success criteria.    
     
  • Grammar and punctuation is taught through writing genres but also in standalone lessons when needed.
  • Spelling is taught in group sessions at least twice a week.
  • Each year group has a set of non-negotiable expectations related to the children’s grammar, punctuation and spelling.  All children have a writing target which is linked to these expectations which are reviewed regularly.
  • Each classroom has a working wall which supports children throughout each English unit of work recording the learning journey.
  • Children write in pen using legible, consistent and joined handwriting using the school’s agreed letter formations. Handwriting sessions are taught when needed.
  • To develop children’s vocabulary acquisition, each class has a ‘word of the day’. This new word is shared with the children and its meaning discussed. The children are then encouraged to use their new words.
     
  • Writing is included as part of homework tasks each week. 

 

Ready Steady Talk

 

  • To enable children to speak in grammatically correct English sentences they have Ready Steady Talk sessions twice a week. They learn language structures which they then apply in their speaking and in writing across the curriculum. These sentence stems can be used in everyday discussions, at school and at home and children are rewarded when they use them.

 

Spelling

LKS2

  • Children have Spelling lessons two 30 minutes each week.
  • Teachers follow the Oxford Owl Read Write Inc Spelling Scheme units however our Y3 and 4 Birchfields Spelling LTP allows 2 weeks per unit (as opposed to the suggested one) to fully embed the spelling of the words.
  • A spelling working wall is used for each unit to display the fortnightly words.
  • Weekly homework covers spelling vocabulary from the spelling program plus the 100 words on the Year 3 and 4 NC word list.
  • Assessment: weekly spelling assessment, half-termly assessment as part of a gaps test, 6 scheme assessments throughout the year.
  • Spelling words are applied throughout the curriculum to embed learning and to allow children to see the words used in a variety of contexts.
  • Weekly in depth marking assesses children’s application of words and incorrectly spelling words are corrected by children during response time. Children also peer and self assess work once a week identifying misspelled words.

UKS2

  • Children have two 30 minutes spelling lessons every week.
  • Teachers follow the Oxford Owl Read Write Inc Spelling Scheme units.
  • Upper Key Stage 2 key words displayed in classroom and children have access to these as word mats on their tables.
  • Weekly homework covers spelling vocabulary from the Year 5 and 6 NC word list.
  • Assessment: weekly spelling assessment, half-termly assessment as part of a gaps test, six end of unit assessments throughout the year.
  • Spelling words are applied throughout the curriculum to embed learning and to allow children to see the words used in a variety of contexts.
  • Weekly in depth marking assesses children’s application of words and incorrectly spelt words are corrected by children during response time.
  • Children peer and self assess work before publishing as part of the Talk For Writing structure.