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Jesus Christ, Son of Mary, Son of God, is the centre of

the Rosary Community where we live, love and learn together

Literacy

At The Rosary Catholic Primary we feel that Reading is extremely important and we want to encourage you to read a wide range of quality texts. We think it is valuable that you enjoy reading and that you read to someone at home as often as possible.

 

Home Reading Records

 

You will be given a Home Reading Record. Every week we ask you to record a minimum of 3 comments about what you are reading - noting the title and author of the book, the pages you read and your comment. A comment can be written by you or by the person who listened to you read but reading records should be signed by a parent or guardian. Try not to be brief when making comments in your book by saying things like 'This is a good book' or 'I didn't like this book', instead they should pick out the most exciting words you can find and list them. This would include vocabulary such as phrases, similes, verbs, adjectives or nouns which you think are powerful and exciting and that you could magpie for your own writing. It could also be words or phrases that you didn't know the meaning of and you have looked it up in a dictionary and then recorded it in your reading record. Your reading record and reading book must be in school everyday.

 

Guided Reading

 

Guided Reading happens in all classes everyday. Activities happen on a carousel of groups - one day a week children will read in a small group with the teacher, studying a text and focusing on using their reading skills to answer comprehension questions. The other days they will be involved in a range of reading activities, including spelling and grammar activities, comprehension games and activities and in KS1 you will be practising your joineed handwriting. Most children love the reading for pleasure session, as you get to read your favourite books in a comfortable spot.

 

Reading Comprehension

 

We focus on developing a range of reading skills – This may include decoding, comprehending, being reading detectives, becoming a language lover, responding, evaluating etc. Each involves analysing a text in a different way, for example looking at the language an author chooses to use (language lover) or the clues they give about character (reading detective). The questions we ask about a text are always linked to these reading skills.

 

Visiting the Library

 

Once a week every class will visit the school library with their teacher. This is a time for you to change your books and take out new books. It is also a great opportunity to ask your teacher or the librarian about books they might recommend. We strongly encourage you to visit the library in your own time too, at breakfast club or lunchtimes, because we know you will be reading such a lot that you will want to change your books often!

 

If you are also lucky enough to be able to visit a library near to where you live, we would really recommend it. Ms Curry keeps a great collection of books in our school library but you will be able to get lots of different and exciting titles by going to another library as well. 

 

 

Phonics at the Rosary

 

At the Rosary Catholic school we teacher phonics through the Letters and Sounds Programme.

 

Letters and Sounds aims to improve children's speaking and listening skills as well as preparing children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven.

 

What Are Phonics Phases?

The Letters and Sounds Programme is broken down to teach sounds in a certain order, these are called phases.

Although, there are some words that cannot be broken down easily-we call “tricky words”. These are taught separately to the children.

 

Phase One

(Nursery/Reception)
In this phase, activities are separated into seven areas, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting.

Phase Two

(Reception) up to 6 weeks
In phase two children learn 19 letters of the alphabet and one sound for each. The =y begin blending sounds together to make words. They are also encouraged to segmenting words into their separate sounds. At this stage they should begin reading simple captions.

Phase Three (Reception) up to 12 weeks
Phase three focuses on the remaining 7 letters of the alphabet, one sound for each. Graphemes such as ch, oo, th representing the remaining phonemes not covered by single letters. In this phase children practise reading captions, sentences and questions. Once they have completed this phase, children will have learned the "simple code", i.e. one grapheme for each phoneme in the English language.

Phase Four

(Reception) 4 to 6 weeks
In phase four, correspondences are taught and no new grapheme-phonemes are added. Children learn to blend and segment longer words with adjacent consonants, e.g. swim, clap, jump.

Phase Five

(Throughout Year 1)
During this phase children move on to the "complex code". Children learn more graphemes for the phonemes which they already know, in addition to different ways of pronouncing the graphemes they already know.

Phase Six

(Throughout Year 2 and beyond)
In year 2 and up children work on spelling, including prefixes and suffixes, doubling and dropping letters etc.

What are “Tricky words”?

Tricky words are words that cannot be ‘sounded-out’ but need to be learned by heart. They do not contain the usual spelling patterns. In order to read simple sentences, it is necessary for children to know some words that have unusual or untaught spellings. When teaching these words, it is important to always start with sounds already known in the word, then focus on the 'tricky' part.

 

What are High Frequency words?

High frequency (common) are words that recur frequently in much of the written material young children read and that they need when they write.

 

What do the Phonics terms mean?

Phoneme: The smallest unit of sound in a word, e.g. c/a/t, sh/o/p, t/ea/ch/er.

Grapheme: A letter or group of letter representing one sound, e.g. sh, igh, t.

Clip Phonemes: when teaching sounds ,always clip them short ‘mmmm’ not ‘muh’

Digraph: Two letters which together make one sound, e.g. sh, ch, ee, ph, oa.

Split digraph: Two letters, which work as a pair, split, to represent one sound, e.g. a-e as in cake, or i-e as in kite.

Trigraph: three letters which together make one sound but cannot be separated into smaller phonemes, e.g. igh as in light, ear as in heard, tch as in watch.

Segmentation: means hearing the individual phonemes within a word – for instance the word ‘crash’ consists of four phonemes: ‘c – r – a – sh’. In order to spell this word, a child must segment it into its component phonemes and choose a grapheme to represent each phoneme.

Blending: means merging the individual phonemes together to pronounce a word. In order to read an unfamiliar word, a child must recognise (‘sound out’) each grapheme, not each letter (e.g. ‘th-i-n’ not ‘t-h-i-n’), and then mergethe phonemes together to make the word.

Mnemonics: a device for memorising and recalling something, such as a hand action of a drill to remember the phoneme /d/.

Adjacent consonants: two or three letters with discrete sounds, which are blended together e.g. str, cr, tr, gr. (previously consonant clusters).

Comprehension: understanding of language whether it is spoken or written.

 

For more information go to the following website:

https://www.gov.uk/government/publications/letters-and-sounds 

Writing Expectations:

 

Year 1

I can say what I am going to write about.

I can say a sentence out loud before writing it.

I can use sentences to write a story.

My sentences make sense.

I can use capital letters and full stops.

I am beginning to use exclamation and question marks. 

I can spell tricky words.

I can spell year 1 words.

I form most letters correctly and I am using cursive letters. 

Some of my letters are the correct size.

I use spacing between words.

 

Year 2

I can write a story.

I can plan my writing.

I can say my sentences out loud before I write them.

I can check that my sentences make sense.

Most of my sentences have capital letters and full stops.

I sometimes use question marks.

I sometimes use exclamation marks.

I can write a statement.

I can write questions.

I can use exclamations. (!)

I can use commands.

I can use expanded noun phrases. (ENP)

I can use past and present tenses.

I can use conjunctions. (C)

I can use subordination conjunctions. (SC)

I can spell many year 1 and 2 words.

I can use contractions (don’t/can’t).

I can join most letters when writing.

My letters are the correct size.

My spaces are the correct size.

 

Year 3

I can talk about my ideas.

I can plan my writing.

I can check my work. My work makes sense.

I can correct and improve my work. (red pen).

Most of my sentences have capital letters and full stops.

I can use question marks.

I can use exclamation marks.

I can use commas in a list. (CL)

I can use apostrophes.

I can use statements.

I can use questions.

I can use exclamations.

I can use commands.

I can use expanded noun phrases. (ENP)

I can use present and past tense mostly correctly.

I can use paragraphs.

I can organise my writing. (Headings/subheadings)

I can use conjunctions. (C)

I can use subordinating conjunctions. (SC)

I can spell most year 2 and 3 words.

I can use apostrophes for possession.

I can join my letters.

My letters are the correct shape and size.

 

Year 4

I can plan my ideas.

I can correct and edit my writing. (red pen)

I know how to improve my writing.  (purple pen)

I can give my peers targets for their writing. (purple pen)

I can use capital letters and full stops in most sentences.

I can use question marks.

I can use exclamation marks.

I can use commas in a list. (CL)

I can use apostrophes.

I am beginning to use inverted commas.

I can use statements in my writing.

I can use questions in my writing.

I can use exclamations in my writing.

I can use commands in my writing.

I can use dialogue in my writing.

I can use expanded noun phrases. (ENP)

I can use paragraphs to organise my writing.

I can use organisational devices e.g headings, subheadings, bullet points used in non-fiction.

I can use conjunctions. (C)

I can use  subordinating conjunctions (SC)

I can spell most common exception words. (Y3/4)

I can spell most words with contracted form.

I can join letters correctly and I know which letters are best left unjoined. My letters are the correct size. 

 

Year 5

I can identify audience and purpose of writing.

I can plan my writing.

I have read books/texts to gather ideas to inform my writing.

I can asses my writing.

I can asses others’ writing. (Purple pen)

I can demarcate most sentences with capital letters and full stops.

I can use question marks.

I can use exclamation marks.

I can use commas to separate items in a list. (CL)

I can use commas to clarify ideas. (CC)

I can use apostrophes to mark singular possession in nouns.

I can use inverted commas.

I can use statements in my writing.

I can use questions in my writing.

I can use exclamations in my writing.

I can use some punctuation for parenthesis.

I can use commands in my writing.

I can use dialogue in my writing.

I can use paragraphs to organise ideas.

I can use describe settings and characters.

I can use some cohesive devices within and across sentences and paragraphs.

I can use different verb forms mostly accurately.

I can use conjunctions. (C)

I can use subordinating conjunctions. (SC)

I can spell most common exception words. (Y3/4)

I can spell some common exception words. (Y5/6)

I can spell most words with contracted form.

I have legible joined handwriting.

 

Year 6

Write for a range of purposes and audiences

Identify audience and purpose of writing and plan appropriately

Develop ideas drawing on research and reading to support

Assess effectiveness of own and others’ writing

Create atmosphere and integrate dialogue to convey character and advance the action

Use vocabulary reflecting formality and purpose.

Use grammatical structures reflecting formality and purpose

Use range of cohesive devices including adverbials, within and across sentences and paragraphs.

Passive and modal verbs used appropriately

Use a range of clause structures, varying position within a sentence

Use adverbs, preposition phrases and expanded noun phrases to add detail, qualification and precision

Use  inverted commas

Use commas for clarity

Use punctuation for parenthesis

Some use of semi colons

Some use of dashes.

Some use of colons

Some use of hyphens

Use paragraphs to organise ideas

Spelling some common exception words (Y5/6)

Spelling most  words with contracted form

Maintaining legibility, fluency and speed in handwriting choosing whether or not to join specific letters

Jesus Christ, Son of Mary, Son of God, is the centre of

the Rosary Community where we live, love and learn together

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