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Writing

writing

Phonics

In school some of our children are working at an early stage of writing and may need additional support to help them encode words and write sentences using phonics. We now follow the 'Little Wandle Letters and Sounds Revised' Programme when teaching phonics because it is a systematic, synthetic approach, which is recommended as the most effective way for children to learn to read and write. Phonics learning is revisited on a regular basis throughout the week, and within each session, children will have the opportunity to share, discuss and create sentences using the focus words being taught.
Little Wandle have made a range of resources available which support parents with supporting phonics at home. Please visit their website to access these www.littlewandlelettersandsounds.org.uk/resources/for-parents/. 
 

Readispeller

Alongside reading, writing is another important subject area in school and we have a range of different activities planned throughout the day to ensure that our pupils become confident and skilled writers.

Power of Read

Over the course of the year, each year group focuses much of their learning in English around carefully selected texts which are engaging and age-appropriate. These are taken from a range of authors, cultures and genres to ensure pupils are exposed to full range of texts which provide important structures and models of writing, which our children either replicate or use as inspiration. Our writing focused lessons are planned using the KS2 National Curriculum and key text types are targeted based on those which we know children should be able to produce by the end of KS2.

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Readiwriter

Readiwriter is an interactive spelling and vocabulary programme which is used in school to support writing. Each child is allocated personalised tasks and games which link to the areas of learning they need support with. Pupils can complete these tasks at home and in school – all they need is their personal log in. Please ask your child’s class teacher if you are not sure 

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