Reading and Writing - the ACE Approach
Read Write Inc. Phonics programme is for:
- Pupils in Year R to Year 2 who are learning to read and write
- Any pupils in Years 2, 3 and 4 who need to catch up rapidly
- Struggling readers in Years 5 and 6 receive intervention using Read Write Inc. resources and structure
- Decode letter-sound correspondences quickly and effortlessly, using their phonic knowledge and skills
- Read common exception words on sight
- Understand what they read
- Read aloud with fluency and expression
- Write confidently, with a strong focus on vocabulary and grammar
- Spell quickly and easily by segmenting the sounds in words
- Acquire good handwriting.
Continued teaching of reading
In Key Stage 2 we deliver focused reading lessons where reading, decoding and comprehension skills are developed and assessed using a range of high quality texts.
- Key Stage 1 children who have progressed beyond RWI
- Children in Years 3,4,5 and 6
- Read books that are carefully selected for their reading level
- Aim to read with 90% accuracy
- Read daily for at least 20 minutes at school
- Be encouraged to read daily at home
- Quiz within 24 hours of finishing a book
- Read a range of books and genres
The STAR reader test provides the Zone of Proximal Development (ZPD) that is used for Accelerated Reader. Children use their ZPD to choose books from the library. Once they finish their book they are then able to take a quiz about the book, encouraging them to read for understanding. Accelerated Reader gives teachers a clear overview of the children’s reading and areas they need to work on, enabling them to monitor effectively.
Talk for Writing @ ACE
At Arundel CE Primary School, we use the Talk for Writing approach in the teaching of writing. Talk for Writing, developed by Pie Corbett, is powerful because it is based on the principles of how people learn. The movement from imitation to innovation to independent application can be adapted to suit the needs of learners of any stage.
The Talk for Writing approach enables children to read and write independently for a variety of audiences and purposes within different subjects. A key feature is that children internalise the language structures needed to write through ‘talking the text’, as well as close reading. The approach moves from dependence towards independence, with the teacher using shared and guided teaching to develop the ability in children to write creatively and powerfully.
We underpin our English work by establishing a core reading spine of quality fiction, poetry and non-fiction that all children experience and draw upon.
The key phases of the Talk for Writing process enable children to imitate orally the language they need for a particular topic, before reading and analysing it, and then writing their own version.
To conclude -
- Through Reading and Writing our children think analytically, take responsibility and see beyond their own horizon.
- Through Reading and Writing our children know more, remember more and do more.
- Through Reading and Writing our children have the opportunity to grow spiritually, to be resilient and challenge themselves and each other in order to succeed together.