English (including READING)
Please find details below of two literacy schemes we follow at The Highway:
READ WRITE INC.
We use Read Write Inc. as the basis for our literacy programme.
Read Write Inc. is a proven synthetic phonic approach.
Why it works......
Read Write Inc. combines 5 clear steps to ensure real success in literacy:
- A systematic and dynamic whole-school approach
- High quality literacy teaching
- Inspiring whole-school literacy training
- Effective assessment and grouping
- Keeps parents fully supportive
TALK 4 WRITING
T4W, developed by Pie Corbett, is based on the principles of how children learn. It enables children to imitate the key language they need orally before reading and analysing it.
Through fun activities and oral rehearsal, children internalise the text structures and language patterns before putting pen to paper. T4W has 3 stages: Imitation, Innovation and Invention with the aim of the whole process being to create independent, enthusiastic authors.
A typical T4W unit would be to begin with a creative context, for example, a unit on Spiderwick Chronicles could begin with children going on a goblin hunt around the school grounds and investigating ways to trap them! Children then learn a model text, supported visually by a text map and physical movements. Children hear the text, say it for themselves before seeing it written down. Once the children know the text well they read it as a reader. This involves in depth discussions around the text, focusing heavily on vocabulary and oral comprehension. They are encouraged to express opinions on their likes and dislikes regarding the text, in order to improve their own writing. Reading comprehension strategies such as: summarising, imaging, predicting and making connections are taught explicitly. Further models are also shared with the children so they broaden their frame of reference through investigating how other writers tackle this type of writing.
The next stage is to read as a writer which involves identifying the underlying patterns of both of both the overall organisation as well as how the writer creates different effects. The text is 'boxed up' so that the structure becomes obvious and can be used as a basic planner. Writing toolkits are also created and these contain transferrable strategies and techniques.. During this stage children are not just bathed in language but specifically notice, rehearse and learn language patterns needed to write powerfully.
Once the children have internalised the text they are ready to start innovating. Younger children and less confident writers alter their text maps and orally rehearse what they want to say. More confident writers use the boxing up planning tool, then turn their plan into writing. At this stage the teaching is focused on generating and crafting composition. This process enables children to write their own versions of the exemplar text and develop their ability to generate good words and phrases, using their inner judge, where they start to decide whether one word or phrase is best. Washing lines are used to collect and display models, words and phrases to support independent writing.
Children can innovate the model text in a variety of ways including: substituting characters and settings, writing prequels and sequels, introducing flashbacks and writing from a different characters' perspective. During this time children are expected to use their 'purple pens' to edit their work, carefully considering their teachers' feedback and the effect their word choice has on the reader. All teachers marking should lead to action.
Finally the children move into 'Invention' where they write the text type independently and apply what they have learnt across the curriculum. This is then edited for publishing.
The unit ends with a 'hot task' that is assessed by the teacher.
Throughout the process children work on daily spelling, vocabulary building and sentence work in relation to the initial assessments of their writing as well as the demands of the text type.
This has introduced as a whole school system that everybody is part of. All teachers adhere to the T4W principles and practices whilst being able to continually tweak and develop what they do in relation to the children's needs.
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