Read all about our latest Literacy Events

 

Literacy in St Ann’s is about enabling children to communicate, express themselves and learn about the world around them and themselves. We recognise that Literacy is the key to learning and allows children to access the whole curriculum.  Literacy is taught every day and is reinforced in other subjects.

 

Our aims in teaching Literacy include:

 

Speaking and Listening

We hope that our children will:

  1. be able to speak confidently to different audiences using appropriate language.
  2. listen attentively to others and respond appropriately.
  3. use spoken language to explore own experiences and imaginary worlds.

Reading

We hope that our children will:

  1. become enthusiastic about books and develop a love of reading.
  2. read confidently and independently a wide range of texts.
  3. read with understanding and enjoyment
  4. be able to analyse meanings and share their opinions of various texts.

Writing

We hope that our children will:

  1. enjoy writing and see the value of it.
  2. be able to communicate meaning, thoughts and feelings through written work.
  3. be able to write for different purposes and audiences.
  4. be able to reflect, criticise and amend own written work.

 

 

 

Curriculum overview


 

Year Group

Topic 1

Topic 2

Topic 3

EYFS

Phonics *

 

The Three Little Pigs, Magic Porridge Pot (Narratives, repeated language, Traditional tales, recounts, lists)

 

Weather

(reports, posters, clothing descriptions, captions, labels)

 

Stories from the Bible**

(narratives, recounts, thank you letters, prayers)

 

Phonics

 

Shakespeare Week

A Midsummer Night’s Dream

(Drama, recounts / narratives)

 

School Trip to the zoo

(recounts, animal descriptions, information booklets, positional language and maps)

 

World Book Day –

Whole school text and writing project

 

Phonics

 

Seaside

(labels, vocabulary enhancements, narratives)

 

 

Poetry

Performance poetry, exploration of rhyme

 

Year 1

Phonics

 

Goldilocks (Traditional tales, narratives, character descriptions, lists)

 

Owl Babies

(narratives, setting descriptions)

Phonics

 

Shakespeare Week

A Midsummer Night’s Dream

 

 

World Book Day –

Whole school text and writing project

 

 

Phonics

 

Poetry Week

Performance poetry, classic and modern poetry

 

 

Year 2

 

 

Phonics

 

The Jolly Christmas Postman (labels, letters, postcards)

 

George’s Marvellous Medicine (lists, instructional writing, spells, narratives, character descriptions)

 

 

 

Phonics

 

Shakespeare Week

A Midsummer Night’s Dream

 

World Book Day –

Whole school text and writing project

 

The Worst Witch

(poetry, extended writing, letters, description)

 

 

 

 

Phonics

 

Poetry Week

Performance poetry

 

 

The Great Kapok Tree

(narrative, setting and character description)

 

Gangsta Granny

(newspaper report, extended writing)

Year 3

The Diary of a Killer Cat, Anne Fine

(Wanted posters, character description, narratives, diary, letters)

 

Stone Age Boy,

(Instructions, narrative, tourist leaflets)

 

 

 

Shakespeare Week

Anthony and Cleopatra (Playscripts, dialogue, biography)

 

 

Toro! Toro!  Michael Morpurgo

(biography, recounts, narratives with alternative endings, persuasive debate, traditional tales from another country – Ferdinand

 

World Book Day –

Whole school text and writing project

 

Egyptian Cinderella

(narrative)

There’s a Pharoah in my Bath, Jeremy Strong. (Guided Reading)

 

Crime / Newspaper reports based on the discovery of Tutankhamen’s tomb.

 

Mountain Rescue

(Recounts, narratives, Adventure Stories, non-chronological reports)

 

Poetry Week

Performance poetry.

 

 

Year 4

The Creakers (setting description, narratives, dialogue)

 

Aladdin and the Enchanted Lamp (tale from another culture, extended writing, setting description)

 

Adolphus Tips

(biography, narratives, character description)

Shakespeare Week

Twelfth Night

(Playscripts)

 

World Book Day –

Whole school text and writing project

 

Iron Man, Ted Hughes

(character description, narratives

 

Who lets the Gods Out?

 

 

Poetry Week

Performance poetry.

 

 

Rainforests

Non – fiction texts (non chronological reports, wildlife factfiles)

 

The Explorer

(narratives, setting description)

 

 

Year 5

Kensuke’s Kingdom

(biography, narrative, descriptive writing)

 

The Highway Man

(poetry, newspaper articles, character analysis and description)

 

 

 

 

Shakespeare Week

Romeo and Juliet

(Playscripts)

 

World Book Day –

Whole school text and writing project

 

Mill Girl (diaries, letters, narratives, biographies and factfiles)

 

 

Poetry Week

Performance poetry.

 

 

Goodnight Mr Tom

(letters, non-chronological reports, narrative)

 

Private Peaceful

(extended writing, biography, letters and diaries, WW1 poetry, comparison with texts from the same author)

 

 

 

Year 6

 

Warhorse

(biograph, letters, diaries, narrative)

Alongside Archie’s Scrapbook,

Walter Tull

(non –fiction, factfiles, guided reading) and A Christmas Truce

(poetry)

 

Room 13

(Descriptive writing with a horror theme)

 

 

Shakespeare Week

Macbeth

(Playscripts, spell writing)

 

Short story collections

 

 

 

 

 

Poetry Week

Performance poetry.

 

Skellig / Hugo

(descriptive writing- character / setting)

 

The Man Who Walked Between the Towers

(non-fiction, newspaper reports, biography, tourist leaflets)

 

 

 

 

 

 

 

       

 

 

Texts used by NURSERY

Texts used by RECEPTION

Texts used by YEAR 1

Texts used by YEAR 2

Texts used by YEAR 3

Texts used by YEAR 4

Texts used by YEAR 5

Texts used by YEAR 6

 

Reading across the school

 

Oxford Reading Tree is the main reading scheme throughout the school.  It is supplemented by Get Reading Right, Floppy Phonics, Longman, Rigby Star, Ginn Reading 360 and Badger Books.

In Guided Reading sessions in EYFS and Key Stage One Phonics Bug books from Pearson are used to reinforce the Letters and Sounds scheme used to teach Phonics.  In addition to this real books are also explored.

In Guided Reading sessions in Key Stage Two we use a mixture of Oxford Reading Tree, real books and articles and extracts of texts.

 

 

Reading at home

Image result for readers are made on the laps of their parents

As parents, you are your child’s first and most influential teacher, with the most important part to play in helping your child learn to read.

Here at St. Ann’s, our aim is to equip our children with essential reading skills and to develop a love of reading in each child.

Here are some tips to help your child at home to make learning to read and reading at home a positive and enjoyable experience…

  • Play ‘I Spy’ with your child. This is a fantastic game to help your child understand that each word begins with a letter sound.
  • Encourage your child to point out and read signs, notices or labels they notice in their everyday environment.
  • Regularly visit the local library in order to encourage a love of books.
  • Set aside a quiet time with no distractions each day, around 10-15 minutes.
  • Make reading as enjoyable as possible. Sit with your child and make it part of your daily routine. If your child loses interest then take some time out to do something else and come back to the reading later.
  • Talk about the book covers and read book titles before rushing into a book.
  • Before reading a new book, ask questions such as ‘What do you think this book will be about?’
  • Encourage your child to make up stories with their friends or siblings. This is an excellent way to develop both their linguistic and their imagination skills.
  • Use magnetic letters on the fridge to spell tricky words and key words – ask your child to find them or spell them themselves.
  • Allow your child to re-read their favourite books. This helps to encourage a love of books and helps to develop children’s confidence.
  • Concentrate on enjoying the meaning of books as well as the accuracy of the reading.
  • Check that your child is really following what they are reading by asking them to re-tell the story in their own words or make up a new ending.
  • Encourage good phrasing and intonation by modelling how some of the story should sound.
  • If your child mispronounces a word, do not interrupt them immediately. Instead, allow them the opportunity for self-correction.
  • When your child is ‘sounding out’ words, encourage them to use the letter sounds rather than the alphabet names.
  • Remember that children need to experience a variety of reading materials e.g. picture books, comics, magazines, poems and information books.
  • If your child is really struggling, take over the reading and let their teacher know, a child should never feel like they are failing.
  • Keep reading time relaxed and fun, it should be a quiet time with no other distractions and ensure the television is switched off.
  • Parents who are anxious or enthusiastic for their child to learn to read can sometimes mistakenly give a child a book that may be too difficult. This can have the opposite effect to the one they are wanting. Until your child has built up their confidence, it is best to stick to easier books. Struggling with a book with many unknown words is pointless. The child’s reading flow gets lost, the text cannot be understood and children can easily end up becoming reluctant readers.
  • Remember, there is much more to being a good reader than just being able to read the words accurately. It is just as important to be able to understand what has been read. Always talk to your child about what has been read. Discuss the pictures, the characters, the settings.
  • Try and have conversations with your child about how they think the story will end or what their favourite part of the story was. You will then be able to see how well they have understood what they have read and help them to develop their comprehension skills.
  • Your child will have a reading record (yellow diary) from school.  Please sign the diary with positive comments or any concerns each time you read with your child.  You should aim to read at for at least 10 minutes every day. 
  • Don’t forget, the most important way you can help your child to read is to praise them for all of their hard work to develop their confidence and instil a love of reading.

If you have any questions or concerns about your child’s reading, please speak to your child’s teacher.

 

 

Spelling

 

Please click here for information on spelling.

 

Children take home weekly spellings, which they learn and then use in a dictation the following week. They are encouraged to use these words in their writing.

In addition to this there are statutory words which the children need to know how to spell. 

 

 

Year 1 Common Exceptions

Year 2 Common Exceptions 

Year 3 & 4 Common Exceptions

Year 5 & 6 Common Exceptions