Literacy

We provide solid learning opportunities for all children to develop and extend their literacy skills in line with Department for Education’s English Programme’s of Study.  This includes addressing the needs of children individually so that they are able to speak, read and write fluently, expressing their ideas across the range of different subjects taught.

Our literacy programme also ensures that children are introduced to and gain an enjoyment from key literature texts.  Key texts are used within the teaching of literacy, and reading for pleasure is encouraged throughout the school.

Children examine and make inferences based on different texts within guided reading sessions, in which small groups work directly with their class teacher on a weekly basis.  These sessions allow children to develop their reading skills and enhance their enjoyment of reading for pleasure as well as finding information from texts, whilst discussing themes within a range of texts to demonstrate their understanding.  Opportunities are also provided for children to show their understanding of different types of writing through the use of comprehension.

Children are also provided with a daily lesson focusing on Grammar, Punctuation and Spelling (GPS).  This session allows children to be introduced to and incorporate a wide range of vocabulary, whilst ensuring that they are familiar with and applying different punctuation into their work.  Spellings are provided on a weekly basis, with children being taught conventions and rules.

Writing opportunities are provided on a daily basis, meaning that the children have 5 hours of literacy based classes per week.  The school follows the Scholastic framework for writing.  Literacy lessons culminate in the children being given the opportunity to independently demonstrate their skills in a writing task, to which feedback is given by the teacher allowing the children to up-level their work.

By the end of key stage 1, children will be expected to:

  • read accurately most words of two or more syllables, including words with common suffixes, and most common exception words;
  • read words accurately and fluently, and sound out most unfamiliar words;
  • check that their reading of a familiar book makes sense, whilst being able to answer questions and make some inferences based on what is being said or done;
  • demarcate most sentences with a capital letters, and full stops (with some use of question marks and exclamation marks);
  • use different types of sentences such as statements, questions exclamations and commands;
  • write in past and present tense mostly correctly;
  • use some expanded noun phrases;
  • use connectives for co-ordination(or, and, but) and some connectives for subordination (when, if, that, because);
  • segmenting spoken words into phonemes and representing these by graphemes correctly;
  • spelling many common exception words, some words with contracted form, and adding suffixes to spell some words correctly;
  • using the diagonal and horizontal strokes needed to join letters in some of their writing, writing capital letters and digits to the correct size, orientation and relationship to one another and to lower case letters;
  • using the correct spacing between words.

By the end of key stage 2, children will be expected to:

  • read age-appropriate books with confidence and fluency, whilst working out the meaning of words based on the context that it appears within a sentence;
  • explain, discuss their understanding, draw inferences and make predictions based on what they have read;
  • retrieve information, summarise main ideas, identify key details and use quotation from non-fiction;
  • evaluate the use of author’s language, including figurative language, and state the impact that it has on the reader;
  • create atmosphere, and integrate dialogue to portray characters and advance action;
  • select vocabulary and grammatical structures (including adverbials within and across sentences);
  • using passive and modal verbs mostly appropriately;
  • using different sentence types including different clause structures;
  • using adverbs, prepositional phrases and expanded noun phrases effectively to add detail;
  • use inverted commas, commas for clarity, and punctuation for parenthesis mostly correctly, whilst making some correct usage of colons, semi-colons, dashes and hyphens.
  • spelling most words correctly.
  • maintaining legible joined handwriting with fluency and speed, choosing whether or not to join certain letters.

 

 

Contact the School

Abbott Community Primary School

Livesey St,
Manchester
M40 7PR

Main Contact: Zarina Aliouche - School Business Manager

Tel: 0161 834 9529
Fax: 0161 839 4355
admin@abbott.manchester.sch.uk

House Points

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3828
4518
3104

School awards