English
Miss Gibbens is the English Leader at Milton Park Primary School.
ENGLISH Toolkit.pptxPhonics at Milton Park Primary School
At Milton Park Primary School, we follow the Supersonic Phonic Friends Scheme. This is a fully validated systematic synthetic phonics (SSP) scheme approved by the Department for Education. Supersonic Phonic Friends aims to build children's speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills.
As children start school in Reception, they begin learning different sounds (phonemes) and how to blend them together to read simple words. New sounds continue to be taught throughout Year R and Year 1. Once in Year 1, children are also taught Phase 4 and Phase 5 sounds which includes alternative ways of representing the same sound (different grapheme for the same phoneme).
Supersonic Phonics Friends
Watch videos on SSPF You Tube Channel and learn the actions and phrases!
Click on the image of Len to find out more....
Reading at Milton Park Primary School
Daily Supported Reading
Daily supported reading (DSR) is a half an hour daily reading session for children in KS1. The session takes place in small groups of approximately 6-8 children. The programme consists of an intense weekly read of a book to ensure fluency, comprehension and enjoyment of reading. Small groups allow each child to be listened to twice weekly, and adults to make accurate assessments of the child’s reading progress. Levels run from 1 –30. From level 12 upwards children start to write answers to guided reading style questions. The books and questions become more challenging as children progress through the levels. DSR provides a systematic approach to the training and development of all staff who are delivering DSR to ensure that no child gets left behind. It is implemented in addition to Milton Park Primary School’s synthetic phonics programme.
The Destination Reader approach covers seven key skills identified within the national curriculum to support the reading and understanding of a wide range of texts. These are:
● Predicting
● Making connections
● Asking questions
● Evaluating
● Inferring
● Summarising
● Clarifying
Children are encouraged to use these skills while reading with their partner (Mondays and Tuesdays) or in their groups (Wednesdays and Thursdays). Participating children will focus on one key strategy a week, ensuring they deepen their understanding of the skill taught and the text. Once the children reach the Summer Term in Year 5, they will begin to combine their strategies, looking at a range of skills in one piece of text. On Fridays, children will focus on their written comprehension and apply their knowledge to a range of questions types. Teachers will model how to unpick the question and how to answer it. Children will then have the opportunity to practice these skills.
Destination Reader
Destination Reader is a new approach to teaching reading in KS2. It involves daily sessions incorporating whole class modelling prior to the children applying these skills through partner work and independent reading. Children deepen their understanding of the texts they read through the systematic use of a series of strategies and language stems.
The approach encompasses the key principles of effective reading provision and fully meets the requirements of the National Curriculum by creating deep understanding of texts, developing oracy around reading and increasing breadth of reading. Destination Reader also helps to build a culture of reading for pleasure and purpose.
Destination Reader allows children to access real books of a high quality that are engaging and exciting. As talk is made central, partner reading is continued and children are given many opportunities to discuss books with their partners or groups. Children are taught to use sentence stems to support them in actively listening and participating and discussing and explaining their ideas. Here is an example of the stems that the children use within the lesson.
Paired learning in Destination Reader.
Reading for Pleasure
At Milton Park, we celebrate reading throughout every phase in the school with ‘Time for Reading’ as well as implementing a book-led curriculum across all phases. In addition, throughout the school year the importance of reading is enhanced through;
● World Book Day
● Author visits
● The poetry competition
● Poetry units
● Book week
● Book Fairs
● Sponsored reading events.
● Quality age related texts.
● Destination reader / DSR.
Each week, we spend time enjoying reading for pleasure in our classrooms during a dedicated reading for pleasure time. When we read for pleasure, pupils are able to choose the books, newspapers or prokect books they wish to read and enjoy - on their own, with a peer or adult or the whole class.
Additionally, every day, pupils end the school day by sharing a story in their classrooms; adults read a class book aloud to the children to further promote a love for reading into every school day (Time 4 Reading).
Writing at Milton Park Primary School
Writing is usually planned using using a book or within a project to ensure that children have opportunity to deepen and apply their subject knowledge. They are provided with multiple opportunities to apply and master their skills.
Year Groups identify opportunities to apply writing to foundation subjects throughout the year considering possible genres and content coverage. The long term plan for the school is followed in order to ensure progression of skills within a range of contexts.
There is more to writing than picking up a pen or pencil! We support the pre-requistie skills for writing by developing oracy, and gross and fine motors skills.
Stimulus
Writing starts with an engaging hook or immersion into the project. This could be a book, image, film, clip, drama, current event or a project link. Enhanced opportunity to focus on the 'reading for pleasure' element of the curriculum takes place when a text is used as a stimulus. Each term, year groups 'Take one book' and choose from this, a variety of outcomes to be produced with links made to the curriculum where appropriate.
Links are made to reading, drama and grammar, punctuation and spelling as well as other curriculum areas.
Audience and Purpose
This is central to all writing and children are taught to identify this in both their reading and writing. Children need to ensure their language and composition meets the needs of the intended audience. There are four main purposes:
· To entertain
· To persuade
· To inform
· To discuss
Prompt sheets are provided for each key stage with examples for the children to refer to. Toolkits, linked to the purposes, are used at the start of the unit to assess the 'cold write' and throughout as an assessment tool for the children and teachers.
Progression
Non-fiction
Whole school coverage of six non-fiction genres/text types (Instruction, Explanation, Persuasion, Discussion, Report and Recount) is detailed in the long term plan. These are built on progressively. Units allow for the embedded teaching of the grammar statements for each year group.
Fiction
As the children progress through the school, narrative units vary their focus e.g from plot in years 1, 2 and 3 to other areas such as characterisation and creating atmosphere. In each year group, it has been planned for children to write complete narratives.
Poetry
Three aspects of poetry are addressed in each year group: vocabulary building, structure and poetry appreciation ('Take one poet'). Opportunities for performance and recital occur regularly throughout the year.
Handwriting
We follow the Supersonics Phonics progressive handwriting scehme.
Children are taught non-cursive letter formation in EYFS & Year 1 before progressing to cursive handwriting as they move into Year 2 and KS2.
Portsmouth Documents to support English
Portsmouth's Commitment to Early Language Development.pdfPortsmouth_Approach_to_Reading_Sept2021.pdf