67 books to read before leaving Taddington
At Taddington Primary School we have designed our English curriculum with the intent that all children, regardless of background, will become fluent, insightful readers and technically skilled, creative writers. Our children will engage with a range of genres and develop their understanding of fiction and non-fiction styles. Furthermore, we have developed a curriculum that will instil in all children a love of reading and writing that we hope will stay with them for life. We understand that a good grasp of English is the bedrock of the entire curriculum and that children who are confident and adept readers and writers will be empowered to succeed in all other areas. We understand, too, the vital role played by parents and carers in the development of reading and writing and in the nurturing of positive habits, particularly in attitudes towards reading. We welcome this and value their contribution.
We will deliver an English Curriculum that:
Develops in all children a love of reading, writing and the dramatic arts.
Nurtures in all children the ability to express themselves clearly – verbally and in writing; to develop their word choice when speaking and to encourage accurate grammar when speaking in order to aid self-expression.
Allows children to comprehend and critique what they read, and to write creatively and accurately regardless of genre or topic.
Encourages children to be reflective, motivated and resilient learners.
Offers a rich variety of experiences, inside and outside of the classroom.
We will, from Foundation to Y6, develop children’s vocabulary, allowing them to comprehend others and to express themselves clearly and poetically.
We will provide a curriculum that values the dramatic arts as a means of developing confidence and the ability to express oneself with confidence.
We will develop children’s grammar so that they have a good understanding of the mechanics of spoken and written English. Our aim is that this will allow them to write clearly and accurately regardless of genre.
Phonics will be taught progressively from Foundation to Y2 as an effective way of developing children’s reading and spelling skills. Sight-recognition of words will complement the teaching of phonics.
The teaching of spelling will be taught across the school in a progressive way allowing children to learn spelling rules, exceptions and irregular spellings.
The teaching of handwriting will be taught to develop legibility and to encourage all children to take pride in the presentation of their work, regardless of discipline.
Children will be given the opportunity to read and write a variety of genres: different fictional styles, poetry, non-fiction. They will learn to adopt the appropriate tone and ‘voice’ for each genre.
Children will be encouraged to reflect upon their writing, edit and improve.
When reading, children will be taught to read with fluency and feeling. The curriculum will develop their ability to comprehend and critique different texts.
The English Curriculum is led and overseen by the English Curriculum Lead, in conjunction with the Early Reading Lead. They will regularly monitor, evaluate, and review English teaching and learning, celebrating and sharing good practice. Formative assessments will be integrated into every day English teaching to ensure teachers have an in depth knowledge of the children’s learning and to inform their next steps. Low stakes testing of English will take place from Y2 upwards (phonics testing will take place in Y1). The National Curriculum 2014 and the Early Years Foundation Stage statuary framework 2017 will provide the basis of the English curriculum which is then tailored to meet the learning and developmental needs of the children in school.
All planning will be informed by two fundamental, complimentary tenets: 1) to develop technical proficiency and 2) to develop enjoyment of reading and creativity of writing. Teachers will plan English using the newly developed progression of skills document which will allow children to build upon prior knowledge and understanding, as well as the teaching sequence for writing. Teachers will develop their knowledge of children’s literature and ensure that children are exposed to a wide variety of different, high quality texts. Children will be exposed to classics as well as to lesser known works of literature from around the world, representing a diverse range of authors and writers. Drama and role play will encourage children to develop their oracy skills.
All children’s efforts will be celebrated. Work that reflects the efforts of all children will be displayed and named. Children will be presented with opportunities to share their work with the wider school community and with parents.
Our English Curriculum should ensure that:
Children leave Taddington with a love of reading. They are able to reference a wide range of different authors, from different literary traditions and genres.
Children leave Taddington with a love of writing. They should be able to express their opinions and their creativity in writing that is well structured, clear, technically accurate and interesting to read.
Children leave Taddington able to express their opinions verbally; to understand how to engage – and disagree – with others clearly and articulately.
Children leave Taddington having made the best possible progress as a result of consistent, Quality First Teaching and (where appropriate) additional interventions.
Children leave Taddington confident to try new things, experiment with their writing, take risks, and continue to expand their experience of reading.
Children leave Taddington feeling that their efforts were valued and their opinions heard. That they have had a chance to find their ‘voice’ and were encouraged to use it.
Placing a Literature-led Approach at the Core of English Teaching
The English national curriculum (2014) states that:
‘The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment.’
We believe the exposure of children’s literature within the primary school setting is vital as a rich context for learning; not only within English as a subject but to support building a reading culture throughout the school.
We aim to use high quality books that offer opportunities for empathy and can aid philosophical enquiry, where children see their cultures, families and relationships reflected, as a means of developing the spoken language requirements through debate, drama and discussion using the issues raised through, and within, the text.
By placing books at the core, we are allowing teachers to use the text as the context for the requirements of the national curriculum. The national curriculum states that:‘‘This guidance is not intended to constrain or restrict teachers’ creativity, simply to provide the structure on which they can construct exciting lessons.’This would suggest that a context for learning is vital – and this is where our chosen approach can support teachers with ensuring that objectives for reading and writing, including those for grammar can have purpose.We will always aim for our writing opportunities to be meaningful and to feel authentic. Whether these are short or long and that the audience is clear. Books offer this opportunity: our aim would be that that children have real reasons to write, whether to explain, persuade, inform or instruct and that where possible, this can be embedded within text or linked to a curriculum area. Writing in role using a range of genres is key to our approach and we would always model the tone and level of formality. This sits comfortably alongside the following statement from the English national curriculum:‘The national curriculum for English aims to ensure that all pupils write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences.
Coverage and Depth
Through use of The Literary Curriculum we have mapped the coverage of the entire English Programme of Study for KS1 and KS2 for Writing and Reading Comprehension, as well as meeting the needs of the statutory 2021 Early Years Framework. In many cases objectives are covered more than once and children have opportunities to apply these several times over the course of a year, as well as to consolidate prior knowledge from previous years. This approach supports children to think deeply and develop skills with depth. Where needed, planning sequences should be adapted, personalised and differentiated by the school to ensure all access arrangements can be made to support children with the requirements.
Reading and phonics within the infant phase
So, what exactly is phonics?
Words are made up from small units of sound called phonemes. Phonics teaches children to be able to listen carefully and identify the phonemes that make up each word. This helps children to learn to read words and to spell words
In phonics lessons children are taught three main things:
They are taught GPCs. This stands for grapheme phoneme correspondences. This simply means that they are taught all the phonemes in the English language and ways of writing them down. These sounds are taught in a particular order. The first sounds to be taught are s, a, t, p.
Children are taught to be able to blend. This is when children say the sounds that make up a word and are able to merge the sounds together until they can hear what the word is. This skill is vital in learning to read.
Children are also taught to segment. This is the opposite of blending. Children are able to say a word and then break it up into the phonemes that make it up. This skill is vital in being able to spell words.
What makes phonics tricky?
In some languages learning phonics is easy because each phoneme has just one grapheme to represent it. The English language is a bit more complicated than this. This is largely because England has been invaded so many times throughout its history. Each set of invaders brought new words and new sounds with them. As a result, English only has around 44 phonemes but there are around 120 graphemes or ways of writing down those 44 phonemes. Obviously we only have 26 letters in the alphabet so some graphemes are made up from more than one letter.
ch th oo ay (these are all digraphs - graphemes with two letters)
There are other graphemes that are trigraphs (made up of 3 letters) and even a few made from 4 letters.
Another slightly sticky problem is that some graphemes can represent more than one phoneme. For example ch makes very different sounds in these three words: chip, school, chef.
So why bother learning phonics?
In the past people argued that because the English language is so tricky, there was no point teaching children phonics. Now, most people agree that these tricky bits mean that it is even more important that we teach phonics and children learn it clearly and systematically. A written language is basically a kind of a code. Teaching phonics is just teaching children to crack that code. Children learn the simple bits first and then easily progress to get the hang of the trickier bits.
Click here to hear how to pronounce sounds correctly.
Children will also use pictures for each sound to help recognise the sound and then form the shape of the sound.
The children are then taught Set 2 Sounds - the long vowels. When they are very confident with all of set 1 and 2 they are taught Set 3 Sounds.
Long vowel sound
Set 2 Speed Sound card
Nonsense words (Alien words)
As well as learning to read and blend real words children will have plenty of opportunities to apply their sound recognition skills on reading ‘Nonsense words’. These words will also feature heavily in the Year One Phonics Screening check in the summer term. Click here for further information on the Screening check.
Children will be introduced to ‘Ditty books’ when they successfully begin to read single words. The short vowels should be kept short and sharp:
Children use sound-blending (Fred Talk) to read short ditties. They will bring these home once they have read and discussed the book in class. Children will then be challenged to use their developing phonic knowledge to write short sentences.
Within all the books children will have red and green words to learn to help them to become speedy readers.Red words are words that are not easily decodable and challenge words to extend children’s vocabulary.Green words are linked to the sounds they have been learning and are easily decodable.
Dots and dashes represent the sound each letter makes.
Once your child has been introduced and taught these words in school we will send them home for you to continue practising with your child.
During the RWI session children will read the book three times and at each new reading they will have plenty of opportunities to practise using their developing comprehension skills. You may have heard your child talking about ‘hold, edit or build a sentence’.
Hold a sentence is an activity that encourages children to remember a whole sentence while focusing on spelling and punctuation.
Build a sentence is to give children the opportunity to create their own sentence to that shows the meaning of a word and edit a sentence allows the children to critique a sentence using their knowledge of spelling punctuation and grammar. Children complete a longer piece of independent writing, which gives them the opportunity to show off their creativity and to practice their spelling, grammar and punctuation.
A spelling quiz will be held each week (This will only start in Reception when children are ready to write and form their letters). Children will use first use ‘Fred fingers’ to first sound out a word before they write it down. Children learn how to spell rather than just get tested. Furthermore, this way of teaching spellings allows children to use Fred fingers whenever they get stuck with spelling a word. Children pinch each sound on fingers before writing the word.
Order of Story books: Children will hopefully follow the order listed below. The expectation is that all children will leave Year One as confident speedy readers, ready to take on the challenges of Year Two. However, some children may need extra support and your teacher will talk to you about this.
Year Group Expectations
Green Words in Books
Red Ditty 1-10
To help at home:
Your child will start to bring books home when they are confident readers. Please help them to read and give lots of praise!
If you have any other questions about RWI, please see your class teacher or see Mrs Chapman.
Phonics Screening Check Year One
What is the Year 1 phonics screening check?
The Year 1 phonics screening check is a short, light-touch assessment to confirm whether individual pupils have learnt phonic decoding to an appropriate standard.
It will identify the children who need extra help so they are given support by their school to improve their reading skills. They will then be able to retake the check so that schools can track pupils until they are able to decode.
Further information can be found here.
Useful websites for Parents
Please find a list of websites that you may find useful in helping you and your child learn about phonics. Games and fun activity websites are also included.
http://jollylearning.co.uk/ - Games and information for parents
http://www.phonicsplay.co.uk/ - many games to play
http://www.bbc.co.uk/bitesize/ks1/literacy/phonics/play/ - fun games for the children to play
http://www.ictgames.com/literacy.html - fun games for the children to play
http://www.kenttrustweb.org.uk/kentict/kentict_home.cfm - fun games for the children to play and information for parents
http://www.ngfl-cymru.org.uk/ - fun games for the children to play
http://www.starfall.com/ - fun games for the children to play
http://www.firstschoolyears.com/ - fun games for the children to play
Sparklebox - lots of resources to print off and help you support your child at home
BBC Bitesize - many games to play covering all areas of the curriculum