Literacy and Phonics
- Literacy Intent, Implementation and Impact
- Literacy Curriclum Overview
- 5 Day Reading Plan
- Writing Sequence
- Spelling, Grammar and Punctuation
- Common and Statutory Word Lists
At Oasis Academy Henderson Avenue, we believe that a quality Literacy curriculum should develop children’s love of reading, writing and discussion. This gives them a secure basis in literacy skills which is crucial to a high quality education, equipping our children with the tools they need to participate fully as a successful member of society.
At OAHA, we teach our children the skills to read fluently, the ability to fully comprehend what they read and instil a love of reading.
We want our children to be able to access and enjoy all areas of the curriculum, without reading being a barrier.
We want our children to write coherently and accurately, adapting their style and vocabulary for a range of contexts, purposes and audiences. We want pupils to acquire a wide vocabulary, a solid understanding of grammar and be able to spell new words by effectively applying the spelling patterns and rules they learn throughout their time in primary school.
We aim to develop children’s ability to produce well-structured, detailed writing in which the meaning is made clear and which engages the interest of the audience / reader. Particular attention is paid throughout the school to the formal structures of English: grammatical detail, punctuation and spelling. Across the academy the teaching of writing follows a clear sequence. At the start of the sequence children are fully immersed in the text and genre which they are covering. Learning then moves on to analysing the vocabulary, features and characteristics of the text/genre followed by explicit teaching of the grammatical skills in order to be able to apply this in their main writing. Through the use of WAGOLL’s and discussion children are shown what their end piece of writing should look like and why. Children are then given the opportunity to plan their writing and use this planning to develop and write over a number of sessions. When appropriate teachers clearly model writing skills at each stage of the sequence. Guided writing sessions are used to target specific needs of both groups and individuals. Children have opportunities to write at length, in independent writing sessions at the end of a unit of work – applying their taught skills to a piece of writing. Spelling is taught using the Rising Stars Spelling. This introduces children to spelling patterns and rules, gives time for explicit teaching as well as opportunity over the course of the sessions for children to practise, apply and review the rules, patterns and words they have been introduced to.
Reading lessons are structured to give our children the skills to read fluently and the ability to fully comprehend what they have read.
Reading is taught initially through the RWI scheme from F1 through to Y2. Within phonics lessons children are taught initial phonemes leading onto more complex sounds and the skill of blending these sounds together, reading texts matched to their phonics ability and answering simple questions about what they have read. Once children have been taught all the phonemes and are in a yellow RWI group they are then taught how to answer simple retrieval and inference questions in a written response. In order for children to develop their phonics and fluency in reading they take home a reading book which is linked closely to their phonics ability.
Once children have finished the RWI scheme they then move onto a five day sequence of taught reading skills. Our reading sequence explicitly teaches the strategies and skills children need in order to be able to fully engage with text, to both learn from and enjoy books. During the sequence children use one text, the same text, for 5 days with explicit teaching and modelling of discrete skills. At the beginning of the sequence the focus is on background knowledge and the vocabulary within the text they will be reading. Ensuring children understand the vocabulary, putting it into context, sharing what they already know as well as learning how to read the words by identifying root words and word families, moving on to then defining the vocabulary as well as looking at synonyms and antonyms linked to the words. Read aloud, think aloud sessions allow both teachers and children time to discuss the text, what it means to them and what words mean to the reader. These sessions allow children the opportunity to verbalise their thoughts, justify and make predictions.
Retrieval and inference lessons allow teachers to explicitly teach these skills as well as giving children the opportunity to practise these taught skills, as well as allowing children time to practise responding to both retrieval and inference questions. In KS2 the sequence ends with the application of all the taught and practised skills from the week by allowing children to combine their vocabulary, retrieval and inference understanding, applying their understanding and create something new as well as demonstrating their understanding and giving teachers opportunity to apply AfL for ongoing planning.
Our approach to reading aims to develop our children’s excellent phonic knowledge and skills right from the beginning of their primary schooling, their fluency and accuracy in reading across a wide range of contexts throughout the curriculum, their knowledge of an extensive and rich vocabulary and an excellent comprehension of texts. The motivation to read for both study and for pleasure and extensive knowledge gained through having read a rich and varied range of texts will support our children’s learning across all curriculum areas and equip them for a successful transition to the next stage of their learning.
Teachers create a positive attitude to literacy learning within their classrooms and reinforce an expectation that all children are capable of achieving high standards in both reading and writing.
Our aim is that children leave at the end of Key Stage 2 as fluent readers who can confidently articulate what they have read both orally and within written responses. They will be be enthusiastic writers who are able to produce written work in all areas of the curriculum to a high standard and be confident to write for a range of different purposes, with a wide vocabulary that they use in their writing. Our pupils will leave primary school being able to effectively apply spelling rules and patterns they have been taught and pupils of all abilities will be able to succeed in Literacy because work has been appropriately scaffolded.