Reading into Writing 2021 - 2022

“After nourishment, shelter and companionship, stories are the thing we need most in the world.” – Phillip Pullman

At Boundary, we call English ‘Reading into Writing’ as we firmly believe that reading is the key focal point of good writing – it encourages curious writers who use a range ambitious vocabulary and written techniques to create purposeful final pieces. Each genre is taught through a journey approach, where the very first piece of writing children complete is a pre-assessment (cold write) and the last piece of writing in the journey is the ‘hot write’ – a piece of writing that has been researched, modelled, planned, drafted and edited. Throughout the journey, children explore the genre by reading lots of different examples, look at grammar and punctuation and spelling linked to the writing and learn to plan, draft and edit their work. Our aim is to provide a range of cross-curricular writing opportunities that allow the children to have a purpose for their writing and to develop not only their written skills but to strengthen their knowledge and understanding of key learning concepts in other subjects.


Spelling

This follows on from our Phonics work. The children are taught to read and spell age appropriate words from the National Curriculum and are tested on these each week. These structured spelling sessions include handwriting, revision of previous spelling patterns and the spelling and understanding of new words. We use Spelling Shed across the school with each child having their own log-in. Here, the children can practise the spelling focus for the week as well as play games to strengthen their spelling and understand rules and patterns. Children are encouraged to log in at home but are also given the opportunity to use school iPads to access their accounts.


Phonics

The teaching of phonics is crucial to children’s early reading development.  As a school we follow Little Wandle Letters and Sounds revised as a scheme of work. The programme focuses on securing word recognition skills, which are essential for children to decode and encode word accurately.

At Boundary we follow the programme from phase one to phase five. Phase one focuses on promoting speaking and listening, phonological awareness and oral segmenting and blending. Phase two to phase five focus on high quality phonic work to help children develop fluent word reading and spelling skills.

Phonics sessions are taught in a highly structured programme of daily lessons from Nursery to Year One. It is taught in differentiated groups according to the children’s phonological awareness and development. These sessions follow the teaching sequences of ‘ revisit, teach, plan, apply’ where teachers use a variety of interactive teaching methods to support the children’s learning. These include use of the interactive whiteboard, songs, letter rhymes, flash cards, small groups activities, games and whiteboard work.

The children’s progress of phonics knowledge, reading and spelling of words is formally assessed every half term, as well as ia baseline at the beginning of each academic year. Daily assessments during phonics sessions enable our phonics groups to be fluid.  These assessments ensure that teachers have a clear understanding of any gaps in knowledge, which can then be addressed within other teaching sessions. 

To support the children in the application of phonic knowledge children are provided with home reading books that focus on the sounds they have been working on in school. This provides the children with an opportunity to apply the skills they have learnt at school and be successful in reading at home.


Celebrating Writing at Boundary

At Boundary we value writing and aim for all our children to become enthusiastic writers who can write for lots of different purposes and for a variety of audiences. As well as daily Reading into Writing sessions we try to provide the children with other writing activities throughout the year:

  • Our local author, Dan Worsley, regularly visits our school to provide writing workshops. This year he will be working with Year 3 through to Year 6 to engage children with their writing and to give them opportunities to produce high quality pieces of fiction. In Years 5 and 6, Dan exposed the children to one of his own suspense story openers and discussed with the children his vocabulary choices and why he thought they made the writing effective. The children were then given the time to write their own suspense openers using what they had learned.

 

Reading into Writing Overview

  Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Nursery

Engage in conversations about stories

Understands print has meaning

Count or clap syllables in a word

Understands print has meaning

Count or clap syllables in a word

Look at the different ways print is used e.g. posters / signs

Understand that text is read from top to bottom & left to right

Begin to understand rhyme by spotting rhymes & suggesting rhymes

Develop early writing e.g. by writing shopping lists.

Look at the different ways print is used e.g. posters / signs

Understand that text is read from top to bottom & left to right

Begin to understand rhyme by spotting rhymes & suggesting rhymes

Develop early writing e.g. by writing shopping lists.

Name the different parts of a book

Recognise words with the same initial sound.

Write some or all of their name.

Name the different parts of a book

Recognise words with the same initial sound.

Write some or all of their name.
Reception

Beginning to hear, say and write the initial sound in simple words.

Learning to segment and blend simple words.

Use some of their print and letter knowledge to write letters and sounds in meaningful contexts e.g p for pizza

Labelling pictures with simple words and beginning to write captions Attempt to write captions and short sentences in meaningful contexts, making phonetically plausible attempts.

Write short sentences in a range of meaningful contexts. Write some common exception words correctly.

Write a range of sentences which can be read back by themselves and others. Write a range of sentences which can be read back by themselves and others.
Year 1

Traditional Tales

Captions and Labels

Letters

Non-Chronological Text

Recount

Letters

Instructions

Letters

Stories based upon a Julia Donaldson Text.

Poetry

Instructions

Diary Entries

Traditional rhymes

Instructions
Year 2

Stories in familiar settings

Recounts

Explanation texts

Story as a theme

Animal Adventure Stories

Stories by the same author

Non-chronological Reports

Fairy tales/traditional tales with a twist

Recounts- letters

Instructions

Poems on a theme

Poems with a structure- riddles

Persuasive Advert

Classic Poetry

Year 3

Fairy Tales

Explanation Text

Mystery Stories

Poems with a structure – shapes, calligrams

Play Scripts

Persuasive letter

Recount

Fables

Diary

Poems on a theme

Story as a theme - character

Discussion

Non-chronological report

Classic poetry for

performance
Year 4

Fantasy

Persuasion – sales pitch/article

Classic poetry

Poems on a theme

Explanation text

Film and play script

Issues and dilemmas

Discussion – Debate/Report

Myths

Newspaper

Kennings, cinquain

Folk tales

Non – Chronological text

Story as a theme

Information booklet

Year 5

Story as a theme

Information booklet

Poem with figurative language

Stories from other cultures

Flashbacks

Persuasion

Magazine

LGBT Theme – Musicians

Formal Letter Application Takeover Day

Older Literature

Film and play scripts

Shakespeare

Legends

Poems with a structure

 

 

Classic narrative poetry

Debate

Year 6

News Article

Autobiography

Crime Story

Diary Extract

Poetry - Metaphor and personification

Science Fiction Story

Non-chronological report

Monologues

Quest Story

Explanatory Text

Persuasive speech

Rock, Paper, Scissors

Balanced Argument 

Play scripts

Letters

 

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