Writing at St. Joseph’s

At St Joseph’s we have taken on the ‘Talk 4 Writing’ approach to further deepen, embed and develop a love for writing in all our children.

The methods of Talk 4 Writing create a supportive learning context for children to explore, carefully chosen texts, know them well, be able to talk about them confidently and change the story in order to create their own.

The succinct learning approach to Talk 4 Writing will give children the autonomy to be able to externalise and share their thinking and ideas informing their own individual writing process. This will ultimately enhance children’s ability to internalise and individualise their independent writing.

Long term plans for Talk 4 Writing are available for each year group here.

Reading

At St. Joseph’s we aim for our children to be fluent readers and have a love of reading.

There are lots of ways that you can help your child at home:

  • Do make sure, for example, that you read frequently with your child,
  • Support them with the current learning that’s taking place in school.
All classes have a reading area for children to enjoy reading a chosen book and time is built in for children to listen to stories.

In Foundation Stage and Key Stage 1 we have a wide range of fiction and non-fiction reading books. Children choose a reading book from a range of books within a colour book band appropriate to their level of reading. We use Ruth Miskin reading materials, to support phonic teaching. In addition to this children are further challenged in their guided reading sessions. Our reading links with Upper Norwood public library enhance the choices of books for the children. All classes have a reading area for children to enjoy reading a chosen book and time is built in for children to listen to stories.

In Key Stage 2 we have just updated our reading resources to ensure a wide range of fiction and non-fiction books which children regularly choose from. In addition to this children are further challenged in their guided reading sessions. Time is built in for children to enjoy listening to stories. We use the Ruth Miskin reading materials to support children with gaps in their knowledge.

Phonics

We follow the Ruth Miskin synthetic phonics scheme. Read, Write Inc.

Reading at St. Joseph’s

  • I can read a story with my teacher picking out key aspects
  • I can identify and discuss the title and key events
  • I can show I understand what has been read to me
  • I can draw on what I already know
  • I can draw on information given by my teacher
  • I can make inferences
  • I can predict what might happen
  • I know what lists, labels and captions are
  • I can identify instructions
  • I can use a dictionary
  • I can use reading skills to find the information I need
  • I can read information texts and find the answers to questions
  • I can identify fiction and non fiction books
  • I can read a poem
  • I can read a poem and identify where the writer talks about the senses
  • I can read or listen to poems finding out what they are about and joining in with repeated phrases
  • I can read a story with my teacher picking out key aspects
  • I know all my phonemes
  • I can blend the sounds to read new words
  • I can learn to read common words (see the word list)
  • I can read aloud books, tackling new words well
  • I can re-read these books remembering the new words.
  • I can draw on what I already know
  • I can draw on information given by my teacher
  • I can read or listen to a story and show I understand
  • I understand how authors develop stories and characters
  • I can make inferences
  • I can see how events link together and predict what might happen
  • I can identify key features of instructions
  • I can understand a flow chart or diagram that explains a process
  • I can find the answers to questions and ask questions
  • I can read for information
  • I can identify different types of non fiction texts
  • I can read poems and find patterns and repeated language
  • I can read or listen to poems thinking about what the writer is saying
  • I can read or listen to poems talking about why I like them
  • I can read fluently because I know all my phonemes and recognise words quickly
  • I can read accurately by blending the sounds in words
  • I can read accurately words of two or more syllables
  • I can learn to read common words (see the word list)
  • I can read aloud books, tackling new words well
  • I can re-read these books fluently remembering the new words and confidence in word reading.
  • I can write from memory simple sentences, dictated by the teacher
  • I can use the first letter of a word to check spelling or meaning in a dictionary
  • I can identify key features of legends
  • I understand what I am reading and can explain words in context
  • I can predict what will happen next
  • I can compare examples of work by the same author
  • I can identify the key features of letters
  • I can read plays and dialogue and compare with prose
  • I can read a range of stories including fairy stories, myths and legends and reflect on the similarities and differences
  • I can use a dictionary
  • I can retrieve information from non fiction books
  • I can identify how language and structure contribute to meaning in non fiction books
  • I can identify how language and structure contribute to meaning in instructions
  • I can identify how language and structure contribute to meaning in persuasive writing
  • I can find books in the library using the classification system
  • I can evaluate narrative poems
  • I recognise the features of shape poems and other poems
  • I can find phrases that capture my interest and imagination in poems
  • I can dentify root words and prefixes and suffixes in reading and spelling
  • I can understand that the spelling of some words needs to be learnt specifically, (see the word list)
  • I can use dictionaries to check the spelling and meaning of words
  • I can use the first two or three letters of a word to check spelling, meaning or both of these in a dictionary
  • I can read and understand stories
  • I understand how paragraphs or chapters are used to collect, order and build-up ideas
  • I can identify effective language to describe a setting
  • I can predict what will happen next
  • I can find features of a story that raise an issue or a dilemma
  • I can identify features authors use in fantasy and science fiction stories
  • I can identify the differences between narrative and play-scripts
  • I can identify features of myths
  • I can draw inferences
  • I can identify the features of a newspaper report
  • I know the difference between fact and opinion
  • I understand how information can be organised effectively
  • I can scan texts in print or on screen to locate the information I want
  • I can prepare for factual research
  • I can identify the features of an explanation
  • I can identify the features of persuasive texts
  • I can tell the difference between types of non fiction texts
  • I can locate and sequence words in alphabetical order
  • I can identify ways in which authors use similes and create imagery in a poem
  • I can recognise and evaluate simple forms of poetry including free verse
  • I can identify root words and prefixes and suffixes in reading and spelling
  • I can understand that the spelling of some words needs to be learnt specifically, (see the word list)
  • I can use dictionaries to check the spelling and meaning of words
  • I can use the first two or three letters of a word to check spelling, meaning or both of these in a dictionary
  • I understand what I am reading and can explain words in context
  • I can express my opinion on stories by the same author
  • I can identify features of legends
  • I can read examples of stories from other cultures and traditions and compare them
  • I can use a dictionary to define unfamiliar words that originate from other languages / cultures
  • I can identify features of books from our literary heritage
  • I can form opinions based on visual and textual evidence from a film
  • I can predict what will happen next from details stated and implied
  • I can retrieve information from non fiction texts
  • I can identify different types of instructions
  • I can retrieve information from a text in print or on screen efficiently
  • I can identify the features of recounted texts
  • I can identify persuasive features of texts
  • I can identify evidence for a writer’s point of view
  • I can identify what is distinctive about a poet’s work
  • I can identify the features of a narrative poem
  • I can identify features of a poem written to be performed
  • I can use knowledge of morphology and etymology in reading and spelling to identify root words and add prefixes and suffixes
  • I can understand that the spelling of some words needs to be learnt specifically, (see the word list)
  • I can use dictionaries to check the spelling and meaning of words
  • I can use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
  • I can use a thesaurus
  • I can evaluate an author’s use of language and the impact on the reader
  • I can identify and evaluate the features of different genres
  • I can explain my reading preferences in terms of different genres
  • I can identify the features and structures of complex narrative
  • I can identify where there is a flashback in a story
  • I can use inferential evidence
  • I can summarise main ideas identifying key details
  • I can distinguish between fact and opinion
  • I can identify the features of biography or autobiography
  • I can identify the features of news reporting
  • I can recognise the structure and language features of both a persuasive argument and of a balanced discussion
  • I can identify how language and structure contribute to meaning in non fiction books and writing
  • I can discuss and evaluate the use of figurative language and imagery in a poem
  • I can identify the use of wordplay and powerful language in a poem about an important issue
  • I can use knowledge of morphology and etymology in reading and spelling to identify root words and add prefixes and suffixes
  • I can understand that the spelling of some words needs to be learnt specifically, (see the word list)
  • I can use dictionaries to check the spelling and meaning of words
  • I can use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
  • I can use a thesaurus

Talk 4 Writing – Long Term Overview


Year 2 Curriculum Evening 2014-2015

To view a PDF of the schedule of the evening, click the button below.