School Visits for Y3, Y4 and Y5 classes will take place over the next 2 weeks, see: Parents- Letters Home, for details. Please join our special assembly Love For All, by clicking on Children - Video Resource Centre. Zoom meetings with class teachers are scheduled to continue this week. Details were emailed to parents last week. Weekly remote learning tasks for Y3, Y4 and Y5 will be published on the class pages each Monday morning. The school app and school website will continue to be used to communicate with families during this closure. Please stay safe and follow the government guidelines as tightly and carefully as you are able!
At Our Lady of Grace Junior school we aim to help children become confident users of all aspects of the English language. Language is at the heart of each individual’s humanity and we respect the many languages that our pupils bring to school.
We recognise that English is a core subject within the National Curriculum and a pre-requisite for educational and social progress. Language empowers children to communicate creatively and imaginatively, as well as allowing them interaction with the world at large.
AIMS
At Our Lady of Grace Junior school we expect pupils to be able to:
· read, write and speak with confidence, fluency and understanding
· use a full and appropriate range of strategies; phonic, graphic, grammatical, contextual, to deal with reading and writing challenges independently
· understand the connections between the spoken and the written work, and develop a growing vocabulary
· discuss their reading and writing, expressing opinions, explaining techniques and justifying preferences, about a wide range of fiction and non-fiction texts, using suitable technical vocabulary
· develop their imagination, inventiveness and critical awareness in order to write in a variety of styles and forms appropriate to the situation
· enjoy books, accessing them, as they require.
THE CURRICULUM
In Our Lady of Grace Junior school we follow the Primary Framework for Literacy, which covers:
· ‘focused' learning of reading, writing, speaking and listening, in periods specifically allocated to this work
· learning, which goes on throughout the school day and throughout all curriculum areas
· ‘Excellence and Enjoyment’, as we seek to promote high literacy skills across the whole curriculum.
Equal importance is given to each of these areas of learning.
READING
Reading Home Resource Sheet
(please see link at the end of this page)
The aim of the reading resource, used in partnership at home and at school, is to bring success in reading for all students.
During many parent/teacher consultations we have been asked reading advice and we hope this new resource enriches your child’s reading experience with you. We ask that you:
- Read with your child for at least 15 minutes 5 times per week, the more regularly you read the
quicker your child will make progress.
- Listen to them read out loud so you can check for expression and fluency (i.e. not
monotone and robotic sounding).
- Use the questions provided to help you to further develop your child’s understanding of
what they are reading.
- Encourage your child to read a range of text types: fiction, non-fiction and poetry.
- Model reading. If they see you as a reader, your child will be more likely to become a
reader too.
Please keep this resource in your child’s book bag with their reading book so it can also be used at school.
Reading Records
(Please see link at the end of this page)
Each child is expected to make a reading record entry at least 5 times each week. They should write a response to the 15 minutes of reading they have completed that evening. Their entries should be varied and ideas can be found on the inside cover of their reading record, for example:
Ideas for things I can write about:
- Explain what has happened in the part I have read.
- Write a character description using evidence from the book.
- Discuss what I think about a character’s actions using evidence from the book.
- Predict what I think will happen next using evidence from the story.
See below link for more ideas for entries.
READING CHALLENGE
Many students are actively completing the Reading Challenge! At the beginning of term those children who complete the challenge are presented with a certificate and badge.
The children are encouraged to wear their badge with pride to school daily. There are four different badges to collect throughout their four years at OLOG.
The Reading Challenge was officially launched in the Autumn term. Each child is expected to read ten books from the Reading Challenge box in their class over the year. They will be introduced to exciting authors and genres. If your child is unable to independently read a book they have chosen, we ask you to share this book with them. Please support your child in completing their challenge.
EXPECTATIONS FOR YEAR GROUPS
YEAR 3
To be able to spell and read all high frequency words.
To read within Level 3.
To be able to use full stops and capital letters consistently and independently.
YEAR 4
To form all letters correctly and of unifrom size to enable joined writing.
To use a range of connectives and punucation independently in all pieces of writing.
(and so but because meanwhile despite first after etc.)
(, ? ! " " ...)
To use a range of openers in sentences.
Year 5
To recognise, annotate and write a variety of text types
To develop a range of formal vocabulary
To be able to form a number of complex sentences using different sentence structures
Year 6
To be secure in a range of text types
To use a range of punctuation (-;:
LEARNING ZONE
Learning Vocabulary can be fun
Word searches, crosswords, hangman, matching games and quizzes to develop children’s reading skills.
Children focus on a range of different text types to enable to plan and write.
Non fiction:
Report writing
Write a non-chronological report using headings, paragraphs, technical language and present tense.
Writing Instructions
Will produce instructions orally and in writing using powerful verbs, adverbs and time connectives.
Fiction:
Stories in a familiar setting
Read a range of books with familiar settings.
Explore the authors use of punctuation and language. Write a setting description using a variety of adjectives, sentence openers andpunctuation.
Myths and Legends
Analyse a range of quest myths, identifying the text structure and language features.
Write a myth with settings & character descriptions.
Poetry:
Poetry to perform
Identify distinctive features such as repetition, rhyme, rhythm, alliteration in poems.
YEAR 4
Children focus on a range of different text types through the term. They learn to recognise the features of each type and go on to plan and write them.
Non-fiction:
Recounts: newspapers/magazines
Children plan, draft and write a newspaper article that contains both factual and opinion-based content..
Fiction:
Children will also explore and write stories set in imaginary worlds. They focus on powerful verbs, connectives and writing in paragraphs.
Poetry:
Children will explore and create similes.
YEAR 5
Reading Unit: Street Child
Through the exploration of the novel, children examine the central character’s personal journey in
search of a home, They infer from the text and make strong judgments on his plight. They focus on
the discussion and report text types.
Non-Fiction
Children focus on the writing of instructions and use of present tense and imperative verbs.
Fiction:
Children look at an author’s style and, from careful observation and study, work on producing a similar
tale.
Poetry
Children explore the use of language and style of prominent poets, such as Valerie Bloom and Pie
Corbett.
YEAR 6
Children focus on a range of different text types through the term. They learn to recognise the features of the text types and plan and write them independently.
The text types include:
narrative writing
explanation texts
discussion texts
report writing
poetry
media and plays
Spring Term Coverage
Year 3
Year 3 use George's Marvellous Medicine and The Magic Finger by Roald Dahl to write a selection of text types eg instruction texts and play scripts. They will also cover a variety of grammar concepts including connectives, verbs and adverbs.
Year 4
Year 4 use Journey to the River Sea by Eva Ibbotson to cover a selection of text types including persuasive writing and narratives which focus on settings. They will also focus on grammar and punctuation based activities including different sentence types and the difference between plural and possessive.
Year 5
Year 5 use the Highway Man by Alfred Noyes to write narratives using suspense and mystery and non-fiction texts including instructions and persuasion. They will also focus on grammar and punctuation based activities including semi-colons and the use of commas to clarify meaning or avoid ambiguity.
Year 6
In the Spring term Year 6 will read the novel Toby Alone by Timothee de Fombelee. They will use this as a stimulus to produce different text types and to cover a variety of grammar and punctuation based activities including use of passive voice, expanded noun phrases and parenthesis.
