The Clara Grant
Primary School
English Handbook
SPEAKING AND LISTENING
Children need to be able to:
 Communicate effectively, speaking with increasing confidence, clarity and fluency
 Participate in discussions and debate in a variety of contexts
 Listen to the views, opinions and ideas of others with increasing interest
 Articulate ideas and thoughts clearly with appropriate expression and vocabulary according to
the audience
 Respond to questions and opinions appropriately
 Retell stories and poems which are known by heart
 Ask questions with increasing relevance and insight
Entitlement
Pupils should have access to a wide range of speaking and listening opportunities that include:
 Talking about their own experiences, recounting events
 Participating in discussion and debate
 Talk for writing
 Retelling stories and poems
 Expressing opinions and justifying ideas
 Listening to stories read aloud
 Presenting ideas to different audiences
 Taking part in school performances
 Responding to different kinds of texts
 Talking to visitors in school
 Listening to ideas and opinions of adults and peers
 Role-play and other drama activities across the curriculum.
Teaching and Learning
Teachers provide a wide range of contexts for speaking and listening throughout the school day.
Teachers’ model speaking clearly. This includes clear diction, reasoned argument, using imaginative
and challenging language and use of Standard English. Listening is modelled as is the appropriate use of
non-verbal communication, respecting the views of others. Teachers are also sensitive in encouraging
the participation of retiring or reticent children. Speaking and listening outcomes are planned for in all
areas of the curriculum and speaking and listening objectives are identified in planning. Roles are
shared with pupils: sometimes a pupil will be the questioner, presenter, etc.
Learning takes place in a variety of situations and group settings. For example these could include
reading aloud as an individual, working collaboratively on an investigation, reporting findings as a
newscaster, interviewing people as part of a research project, acting as a guide for a visitor to school,
and responding to a text in shared or guided reading.
In Key Stage 2 speaking and listening targets are displayed in the classroom.
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READING
To enable children to:
 develop positive attitudes towards reading so that it is a pleasurable and meaningful activity;
 use reading skills as an integral part of learning throughout the curriculum;
 read and respond to a variety of texts whilst gaining increased level of fluency, accuracy,
independence and understanding
 develop different strategies for approaching reading and be able to orchestrate the full range of
strategies
Entitlement
Pupils have access to a wide range of reading opportunities that include:
 shared reading
 guided reading
 regular independent reading
 home/school reading
 hearing books read aloud on a regular basis
 selecting own choice of texts including ICT texts
 reading whole texts
 reading in other subjects including ICT texts
The National Literacy Strategy provides a detailed basis for implementing the statutory requirements
for reading. Much of the Programme of Study will be taught in Literacy lessons, particularly during
shared and guided reading sessions. Additional time is provided on a regular basis for reading at other
times. There is time set aside for independent reading, using the library, listening to whole class stories
and research linked to other subjects.
Teaching and Learning
Teachers promote and value reading as an enjoyable activity and also as a life skill. The searchlights
model provides the foundation of teaching of reading. Teachers plan for a range of comprehension
strategies which allow pupils to engage with text in a variety of ways to suit different learning styles.
In shared reading the teacher models the reading process to the whole class as an expert reader
providing a high level of support. Teaching objectives are pre-planned and sessions are characterised
by explicit teaching of specific reading strategies, oral response and collaboration. Texts are rich and
challenging, beyond the current reading ability of the majority of the class.
In guided reading texts are chosen to match the ability of the group but still provide an element of
challenge. Guided reading provides a forum for pupils to demonstrate what they have learned about
reading; the focus for the reading is concerned with extending strategies/objectives taught in shared
reading. Teachers follow the five part structure when planning guided reading sessions.
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Teachers plan for independent reading activities during sessions of Literacy teaching. Texts are
selected so that pupils can access them without support. The focus for the reading is to provide
practice and develop personal response to text.
Many other opportunities are provided for pupils to practise and extend reading in other subjects.
Pupils select texts under the guidance of the teacher for independent and home/school reading.
Teachers monitor independent reading and discuss progress with individual pupils on a regular basis.
Reading at home is regarded as an important part of reading development.
The Searchlight model
Phonic knowledge (sounds and spelling)
Knowledge of context
TEXT
Grammatical knowledge
Word recognition and graphic knowledge
Understanding the Assessment Focuses in Reading
OHT LR 7.1
AF1: use a range of strategies, including accurate decoding of text, to read for meaning
Blend and segment cvc words including consonant digraphs and vowel digraphs.
Read simple words by sounding out and blending the phonemes all through the word from L to R
Read one grapheme for each of the 44 phonemes.
Track visually additional lines of print without difficulty.
Solve new words using print detail while attending to meaning & syntax.
Read automatically some of the words in the list of 100 HF words
AF2 - understand, describe, select or retrieve information, events or ideas from texts and use
quotation and reference to text
Identify a word from paragraph 2 which shows that…
What was happening at the beginning of the story?
What is ‘animation’?
True/False based on text
How many…
Give one example…
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Match answers from text evidence
Which character
Fill in the gaps in the table
Choose the best word to fill the gap…
AF3 – deduce, infer or interpret information, events or ideas from texts
What does this quotation suggest about…?
Explain the use of the word…
What impression do you get of the feelings of this character from the text?
Why did…?
Fill in the thought bubble: what might this character have been thinking?
If you made a movie of this, what type of music would you use for it, and why?
How are the experiences of these two characters similar?
Why did he feel…?
How did the character feel before… and after…?
How did the characters feelings change?
What would you buy / do / see / ask? Base your answer on evidence from the text
What evidence is there that…?
What is this characters attitude towards…?
AF4 – identify and comment on the structure and organisation of texts, including grammatical and
presentational features at text level
How does the first sentence help to guide the reader?
How does this paragraph link back to the opening paragraph?
How does the writer link the conclusion to the introduction?
How does the writer build up to the conclusion?
Sequence these events from the text
Label these parts of the text
How does the timeline / image / diagram / layout make it easier to understand?
Why is this element in bold / underlined / in italics?
What would be a suitable caption for this image?
What would be a suitable heading for this text?
Give two features that tell you it is written as a formal letter / diary / scripts
AF5 – explain and comment on writers’ use of language, including grammatical and literary features
at word and sentence level
Explain how the use of language in this sentence shows…
Why does the writer use the word…
Why is the description of … a good metaphor to use?
Underline the word / noun / verb / phrase which shows that…
What does the choice of language suggest…
How does the choice of language create the impression that…
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Why is this style of formal / informal language used in this text?
What words help the reader to imagine…
Which phrase best describes…
Explain two ways in which this sentence makes the reader…
Why is the word … in inverted commas?
Choose a word to describe this character. Why?
What is the effect of…?
In what way is … like … ?
Which parts of the text tell you..
AF6 – identify and comment on writers’ purposes and viewpoints, and the overall effect of the text
on the reader
What do you think the writer thinks about this topic? Why?
How does the writer show his positive / negative attitude towards…?
How does this article create the impression that…?
Which elements of this text are persuasive?
Why does this section begin with a question?
What is the main purpose of this text?
Which of these texts would inspire you to…?
How does the author make you feel…?
Why has the author included…?
How can you recognise the attitude of this character?
SPELLING
Spelling is an integral part of the writing process. Whilst it is important to remember that it is not the
most important aspect of writing, confidence in spelling often has a profound effect on the writer’s self
image.
Foundation Stage
The emphasis at this stage is multi-sensory, linking the teaching and practising of letter shapes and
patterns with the development of pupils’ ability to listen to, and discriminate between, the constituent
sounds which make up a word. Much of this occurs through games and activities which encourage
focused listening in music, dance and physical education, as well as literacy activities where there is a
focus on rhyme, rhythm and alliteration. Pupils learn at an early stage how to discriminate and make
connections between letter sounds used in reading.
Developmental writing is encouraged to give pupils confidence; it is crucial that pupils at this stage in
their development as writers do not become over-concerned with spelling accuracy. Support is given to
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spelling by providing writers with aids such as letter charts, simple word banks and picture dictionaries
to stimulate interest in, and enthusiasm for, words.
Key Stage 1
There is a strong and systematic emphasis on the teaching of phonics using Read Write Inc Programme.
Children are taught to:
 discriminate between the separate sounds of letters in words;
 learn the letters and letter combinations most commonly used;
 read words by sounding out and blending their separate parts;
 write words by combining spelling patterns of their sounds.
For spelling purposes, the emphasis is on the pupils’ ability to segment words into phonemes and then
match the most likely letter or letters to each sound by accessing the alphabetic code. In addition, the
pupils learn how to spell a number of sight words, high frequency words and common irregular words
as listed in the National Literacy Strategy Framework to enable them to write fluently. They investigate
and learn to use common spelling patterns, and frequently used prefixes and inflectional endings in
their own writing.
Key Stage 2
At Key Stage 2 there is an emphasis on the recognition of letter strings, visual patterns and analogies,
the application of spelling conventions, the use of a range of word resources and the morphology of
words. Nevertheless, it is recognised that some pupils will need to consolidate the phonic knowledge
and skills from Key Stage 1.
An investigative approach is taken to the teaching of spelling, which is supported by the activities
contained in the Spelling Bank (DfEE 1999) and the Support for Spelling (2009) document. The National
Literacy Strategy details the National Curriculum programme of teaching, but teachers will use their
professional judgement in order to pitch the teaching at the appropriate developmental level.
Building on the approaches introduced in Key Stage 1, there is an emphasis on developing confidence
and independence. It is expected that pupils assume increased responsibility by identifying their own
spelling errors, making reasoned choices about likely alternatives and using a range of resources
(including spellcheckers and a variety of dictionaries and word banks) for making corrections.
Five sessions of spelling are taught within a fortnight and the spelling focus is displayed in the
classroom.
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WRITING
Children should learn to:
 write in different contexts and for different purposes and audiences;
 form letters correctly, leading to a fluent joined and legible handwriting style, giving increasing
regard to presentation;
 be increasingly aware of the conventions of writing, including grammar, punctuation and
spelling;
 plan, draft and edit their writing to suit the purpose;
 use ICT as a literacy medium for presenting work and manipulating text.
Entitlement
Pupils have access to a wide range of writing opportunities that include:
 shared writing
 guided writing
 independent writing
 writing different text types and narrative styles
 writing in different curriculum areas
 handwriting practice
 collaborative writing
 writing related to own experiences and enjoyment
 writing from a variety of stimuli
 planning, drafting, editing and presenting
 using ICT
Teaching and Learning
Teachers promote writing and look for ways to inspire and motivate pupils so that they see themselves
as ‘writers’. Teachers establish the purpose and audience for writing and make teaching objectives
explicit to pupils so they know why they are studying a particular text type, the kind of writing activities
they need to undertake and what the expected outcome will be. Usually, though not always, the
teaching sequence for reading and writing will be used as a framework:
Reading and responding
Analysing
Planning and writing
Introduction to reading; enjoyment;
teach reading strategies; response
Analysis of texts for structural and
language features; teacher
demonstration of usage of sentence and
word level features; further
consolidation of key features
Talk for writing; planning, drafting,
revising, editing
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Subject-specific texts that link to work being undertaken in other areas may also be used in literacy
lessons to support the wider curriculum. Teachers use shared writing to model the writing process.
Shared reading and writing provide a context for discussion and demonstration of grammatical
features at word level, sentence level and text level. Activities are differentiated through the use of
writing frames, spelling banks, collaborative work and peer or adult support. Teachers encourage ‘talk
for writing’ as an integral part of the process.
Teachers provide opportunities to practise and improve handwriting and encourage pupils to develop a
fluent legible style. Teachers model the agreed style consistently across the school. A mixture of whole
class, small group and individual teaching is planned.
HANDWRITING
Handwriting is concerned with individual expression and the conveying of meaning through fluent
composition. The principal aim is that handwriting becomes an automatic process which frees pupils to
focus on the content of the writing. In order for this to occur, handwriting is taught in ways that
enhance fluency, legibility, purposefulness and the opportunity for creative expression.
At Clara Grant, the Cambridge Penpals for Handwriting scheme will be used throughout the school.
Teaching and Learning
Handwriting is a skill which needs to be taught explicitly. Since handwriting is essentially a movement
skill, correct modelling of the agreed style by the teacher is very important; it is not sufficient to
require pupils to copy models from a published scheme or worksheet. Consistency in the attitudes
displayed, the methods employed and the models provided is the key to effective learning. A mixture
of whole class, small group and individual teaching is planned.
The role of the teacher is to:
• follow the school policy to help each child develop legible and fluent handwriting;
• provide direct teaching and accurate modelling including when marking work and on displays;
 identify left handed pupils and ensure that they have sufficient space in which to work;
• provide resources and an environment which promotes good handwriting;
• observe pupils, monitor progress and determine targets for development.
Pupils are taught to:
 take pride in their work;
 be consistent with the size and shape of letters and the spacing of letters and words;
 know which letters join to others and which do not;
 enhance speed and fluency in order to develop a legible individual style;;
 demonstrate correct letter formation and joins learnt in all handwriting across the curriculum;
 have the correct posture and position when writing.
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Continuity and Progression
Foundation Stage
In the pre-communicative stage, pupils first need to develop gross and fine motor control, recognise
patterns language and talk about shape and movement. Pupils play with writing/ mark making and
these experiments are recognised and praised as an important stage in the child’s understanding that
marks on paper convey meaning. Pupils are given the opportunity to experiment with a range of
writing materials and implements; a multi-sensory approach is used to help pupils feel the movement
in the hand.
The emphasis at this stage is with movement rather than neatness. Letter formation (starting at the
right entry point and then moving in the right direction) learned at this early stage becomes automatic
and has a profound influence on later fluency and legibility. To aid movement, close attention is given
to pencil grip, correct posture, the positioning of the paper and the organisation of the writing space.
Teachers are vigilant to ensure that bad habits do not become ingrained and that the specific needs of
left-handed pupils (for example, additional tracking and tracing of letters at the pre-writing stage) and
those with special educational needs are met.
Key Stage 1
Building on the Foundation Stage, pupils at Key Stage 1 develop a legible style. This is achieved in Year
1 by developing a comfortable and efficient pencil grip and by practising handwriting in conjunction
with spelling and independent writing. Correct letter orientation, formation and proportion are taught
in line with the school’s agreed handwriting style. Joins may be introduced at this stage to those pupils
who are showing signs of readiness. This continues in Year 2 and the four basic handwriting joins
(diagonal and horizontal joins to letters with and without ascenders) are practised.
Key Stage 2
During this stage the pupils will continue to have direct teaching and regular practice of handwriting.
We aim for pupils to develop a clear and fluent style by the end of Key Stage 2 and that they are able to
adapt their handwriting for the different purposes.
Years 3 and 4
In Year 3 the pupils consolidate their use of the four basic handwriting joins, ensuring consistency in
size, proportion and spacing of letters. Handwriting speed, fluency and legibility are built up through
practice. By Year 4 joined handwriting is used at all times unless other specific forms are required, e.g.
printing on a map, a fast script for notes.
Years 5 and 6
Years 5 and 6 are used to consolidate learning for those pupils who have not yet achieved a fluent and
legible joined script. Those who have will develop an individual style based on the principles of good
handwriting taught in previous years. Experimentation with different styles and writing implements is
encouraged with the aim of increasing speed whilst maintaining legibility. Pens are introduced at this
stage (when the child is ready) and may be used to display quality writing.
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Provision for left handed pupils
All teachers are to be aware of left handed pupils in their classrooms and make appropriate provision.
These provisions include:

Being positioned so that they can place their book/ paper to the left side and not be competing for
space with right handed pupils:

Pencils should not be held too close to the point as this can interrupt their line of vision;

Extra practice with left to right exercises may well be necessary before pupils write left to right
automatically.
Teachers are alert to the fact that it is very difficult for left handed pupils to follow handwriting
movements when they are modelled by a right handed teacher. In would be better in some cases for
teachers to demonstrate to left handers on an individual or group basis, even if the resulting writing is
not neat.
General points on teaching and learning of handwriting
Handwriting should be taught for 15 minutes on Monday and practice daily with a little and often
approach. This initial session will have a clear focus and the pupils will watch the teacher modelling and
then practice.
When all the skills have been taught encourage pupils to check that:

all the letters are the same size;

all the down strokes are parallel;

the height and length of ascenders and descenders are regular;

the presentation is the best that it could be.
Fluent writers should be encouraged to evaluate their own and others’ writing and attempt to write
faster while retaining fluency and legibility (setting time challenges).
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Symbols To Be Used In The Marking Of Work
Symbol
Meaning
Use
KS 1 write the missing word above the symbol
Omission of word
^
Sp
KS 2 as KS 1 and leave for the child to
complete
Put the symbol in the margin and underline
the error
Incorrect spelling
KS1 correct the word
KS 2 child correct the word
Incorrect or missing punctuation
P
Put the symbol in the margin and circle the
error
KS 2 child to put in the correct punctuation
C
Capital letter needed
Put the symbol in the margin
KS 1 correct the error
KS 2 child finds the error to correct
(
Word/s need to be missed out
Put symbol around the word/s that need to be
left out
New line or paragraph needed
Put symbol at the end of the sentence
Word/s is in the wrong place
Use the arrows to indicate where the word/s
is and subsequently where it should be
Finger space needed
KS 1 use to remind/ tell the child to remember
to leave spaces between words
Meaning is unclear
Put the symbol above the section that is
unclear
Not a sentence
Put a line half way under the sentence and the
code in the margin
Grammatical error
Years 5 & 6
Put the symbol in the margin.
)
//
↔
??
NAS
G
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Clara Grant Primary School Weekly Planning Proforma
Name:
Year group:
Date:
Term:
Texts/ Resources:
Curricular target:
Unit:
Cross curricular links:
End of week outcome:
Shared learning and teaching
Word/Sentence
level skill
Shared reading
and Writing
Independent and guided learning
High
w/t-L2a+
Secure
w/t-L2b
Success
criteria
Plenary
Low
w/t- L2c
Key steps to
success
.
Friday
Thursday
Wednesday
Tuesday
Monday
Day
Key Learning Objectives:
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The Clara Grant End of Year Assessment Prediction Table 2014
N
Rec
Yr1
Y2
Y3
Y4
Y5
Y6
22-36
months
26-50
months
ELG
1
2c
2a
3c
3a
Below average
26-50
months
Within
40-60
months
1c
2c
2b
3c
3b
4c
Average
40-60
months
ELG’s
met
1b
2b
2a/3c
3b/3a
4c
4b/4a
Above average
ELG’s
met
1c
1a
2a
3b
4c
4b
5c
1c
1b
2c
3c
3a
4b
4a
5b
1b+
2c+
2b+
3b+
4c+
4a+
5c+
6c+
Very below average
Well above average
More Able
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