2
Shoreditch Park Primary English Handbook 2017/ 18
Contents
Working at the Shoreditch Park expected standard: English p.3
POR curriculum map Year 1-6 p.5
Guidance for non-fiction writing genres p.8
Guidance for marking, feedback and presentation p.11
Exemplification for working walls (POR) p.19
Example of POR 3 week overview p.20
Example of SPAG MTP p.25
Hot and Cold Assessment Guidance p.26
Differentiated Success Criteria p.27
What is Read Write Inc. Phonics? p.30
Read Write Inc. Resources p.31
Handwriting Phrases for Helping Children p.32
Summary of Activity purpose p.33
Example of Read Write Inc. Word Time 1 Plan p.34
Example of Read Write Inc. Ditty Plan p.35
Example of Read Write Inc. Green, Purple, Pink, Orange book planning p.36
Example of Read Write Inc. Yellow, Blue, Grey book planning p.37
Introducing / reviewing a focus sound p.38
Exemplification for Read Write Inc. working walls p.39
Example layout and marking in Read Write Inc. books p.40
Marking Keys for Read Write Inc. P.41
Example of Destination Reader MTP p.42
Exemplification for Destination Reader working walls (Reading in KS2) p.43
Reading Albums- guidance for marking and presentation p.44
Class Book Corner expectations p.46
Home Reading expectations p.49
Handwriting and Pen licences p.50
3
English at the Shoreditch Park expected standard
Coverage
Medium Term Plans for SPaG and 3 weekly overviews are saved in T Drive: Power of Reading: Year group.
Year 2-6 follow the 3 weekly cycle. Where a book is taught for more than 3 weeks the cycle is repeated.
The 3-week cycle ensures SPaG and handwriting is taught in depth once weekly. It also ensures 3 long writing
lessons per 3 week cycle, one of which includes the opportunity to deconstruct a genre in greater depth and
to redraft.
The cycle in Year 1 ensures there is 1 long writing task completed every week.
Check it, Beat it, Prove it activities link clearly to end of year objectives and children complete 1 of each
activity every other week. This rotates on a cycle with grammar/ word games at the start of the lesson.
Productivity
The following is guidance and it is fair to take into account the size of children’s handwriting and the size of lines in
the books. Through a summer term long writing task we are aiming for most children to achieve:
Year 1 - 1 page
Year 2 - 1-2 pages and increasingly using paragraphing
KS2 - 1-2 pages using paragraphing
NB. Children identified in pupil progress reviews as making less than expected progress/ SEND may not reach these
expectations. However, there is the ambition that all children are working towards these.
Presentation, marking and feedback
All books should be marked daily against the success criteria.
Teachers use the generic marking key.
Teachers use differentiated feedback stickers (symbols) 2-3 times per week. The question is printed on to the
sticker.
Long writing tasks should use SOLO verbs to inform questioning through red pen personalised comments.
This may also be done through the use of feedback stickers, where appropriate. Year 1 and 2 are more likely
to use feedback stickers as it may not yet be appropriate to expect children to read and respond to
personalised comments.
Redrafting is marked either against the redrafting key or with personalised feedback linked to the success
criteria.
Reading Albums (KS2) are marked in line with guidance shared by KS2 reading leader. All ‘selfies’ are
acknowledged with a tick and through marking key. Where children’s selfies need further challenge,
M T W Th F
Wk1 SPaG and handwriting
POR approach (e.g. Book Talk, shared writing, drama etc.)
POR approach (e.g. Book Talk, shared writing, drama etc.)
Planning for writing (story-mapping, box up method etc.)
Writing (specify genre)
Wk2 SPaG and handwriting
POR approach (e.g. Book Talk, shared writing, drama etc.)
Introduction of genre for writing on day 10
Planning for writing (story-mapping, box up method etc.)
Writing
Wk 3 Redrafting SPaG and handwriting
POR approach (e.g. Book Talk, shared writing, drama etc.)
Planning for writing (story-mapping, box up method etc.)
Writing
4
teachers will add in green pen comments. Big Picture lessons are taught every two weeks and diagnostically marked with
red pen questions for children to respond to.
Teacher handwriting is in line with end of year expectations for their class.
Children awarded ‘pen licences’ join fluently and with the correct joins. All other children write in sharp pencil.
Books are covered in tacky back and have correct POR cover.
The date is underlined twice in green pen. Success criteria, worksheets and stickers are stuck in neatly on the lines.
Displays
Working Walls are clearly identifiable at the front of the classrooms and include support materials linking to spelling,
punctuation and grammar. These are added to on a weekly basis.
Working Walls include whole class shared ideas that reflect the journey through the Power of Reading text e.g. Book
Talk, collecting words and phrases, shared writing, images, prompts for language features linked to genre etc. These too
are added to on a weekly basis.
Reading Walls display the sentence stems linking to the focus reading strategy e.g. predication, clarifying etc. Displays
also include the focus stems for reading ‘learning behaviours’. The class text is also displayed alongside new vocabulary
from the book.
Grapheme charts are displayed at the front of every classroom and referred to when teaching spelling and modelling
shared writing.
5
A
utu
mn
1
Au
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2
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Po
etry
Sto
ries
fr
om
Oth
er
Cu
ltu
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Bis
cuit
Be
ar-
Min
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y Th
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ruff
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Do
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dso
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little
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on
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tram
The
Pu
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Fan
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Po
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Ju
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la a
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of
the
Rai
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id C
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on
Man
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Po
stm
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ther
Peo
ple
’s L
etter
s-
Jan
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n
Ah
lber
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O
ne
Nig
ht,
Far
Fro
m
her
e- J
ulie
Wau
ters
Ref
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text
: El
mer
an
d t
he
Hip
po
s-
Dav
id M
cKee
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e Lo
nel
y B
east
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hri
s Ju
dge
Wri
tin
g fo
cus
Inst
ructi
on
s (H
ow
to
m
ake
a b
iscu
it b
ear)
P
oet
ry
Re
cou
nt
(New
spap
er
arti
cle-
alie
n la
nd
ing)
N
arra
tive
Po
etr
y
No
n-c
hro
no
logi
cal r
ep
ort
(L
ife
in a
Ken
yan
vill
age)
Nar
rati
ve
P
ers
uas
ion
(A
dve
rt f
or
new
Tra
ctio
n M
an t
oy)
Re
cou
nt
(Ap
olo
gy
lett
er f
rom
Go
ldilo
cks)
Ex
pla
nati
on
(W
hy
som
e an
imal
s ar
e n
oct
urn
al)
Nar
rati
ve
Ye
ar 2
Po
etry
Sto
ries
fr
om
O
ther
C
ult
ure
s
Gra
ce a
nd
Fam
ily-
Mar
y H
off
man
1
0 T
hin
gs I
can
do
to
H
elp
my
Wo
rld
- M
elan
ie W
alsh
Cla
ud
e in
th
e C
ity-
Ale
x T
Smit
h
A
nn
a H
ibis
cus-
Ati
nu
ke
Po
ems
to p
erfo
rm-
Julia
D
on
ald
son
Th
e D
iary
of
a K
iller
Cat
- A
nn
e Fi
ne
A N
eckl
ace
of
Rai
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rop
s-
Joan
Aik
en
The
Dar
k- L
emo
ny
Snic
ket
The
Ho
dge
heg
- D
ick
Kin
g-Sm
ith
Th
e P
rin
cess
an
d t
he
Wh
ite
Bea
r K
ing-
Ta
nya
Ro
byn
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text
So
met
hin
g El
se-
Ch
ris
Rid
del
l
Th
e M
agic
Fin
ger-
Ro
ald
D
ahl
Wri
tin
g fo
cus
Re
cou
nt
(Lett
er f
rom
G
race
to
her
Ma)
D
iscu
ssio
n (
Sho
uld
yo
u
dri
ve t
o s
cho
ol?
)
Inst
ructi
on
s
Nar
rati
ve
Po
etr
y N
on
ch
ron
olo
gica
l re
po
rt
(Tak
ing
care
of
a p
et c
at)
Nar
rati
ve
Re
cou
nt
(dia
ry e
ntr
y)
Exp
lan
atio
n (
Ho
w t
o
attra
ct a
hed
geh
og
to
you
r ga
rden
) N
arra
tive
Pe
rsu
asio
n (
ban
nin
g th
e
hu
nti
ng
of
bir
ds
and
an
imal
s)
6
A
utu
mn
1
Au
tum
n 2
Sp
rin
g 1
Sp
rin
g 2
Su
mm
er 1
Su
mm
er 2
Ye
ar 3
Po
etry
Sto
ries
fr
om
O
ther
C
ult
ure
s
Ug
Bo
y G
en
ius
of
the
Sto
nea
ge-
Ray
mo
nd
B
rigg
s
T
he
Peb
ble
in m
y P
ock
et
Into
th
e Fo
rest
- A
nth
on
y B
row
ne
G
rego
ry C
oo
l- C
aro
line
Bin
ch
Ple
ase
Mrs
Bu
tler
- A
llan
A
hlb
erg
G
ori
lla-
An
tho
ny
Bro
wn
e
Ch
arlo
tte’
s W
eb
- E
B
Wh
ite
Ic
e P
alac
e- R
ob
ert
Swin
del
l
The
Iro
n M
an-
Ted
H
ugh
es
Ref
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eek
text
M
oo
n M
an-
Tom
i U
nge
rer
Je
mm
y B
utt
on
- Je
nn
ifer
Um
an
W
riti
ng
focu
s N
on
-ch
ron
olo
gica
l re
po
rt (
Life
in t
he
Sto
ne
Age
) Ex
pla
nati
on
(W
hy
a vo
lcan
o e
rup
ts)
Nar
rati
ve
R
eco
un
t (D
iary
en
try)
Po
etr
y D
iscu
ssio
n t
ext
- (S
ho
uld
w
ild a
nim
als
be
kep
t in
zo
os?
)
Nar
rati
ve
Inst
ructi
on
s
Pe
rsu
asio
n
Nar
rati
ve
Ye
ar 4
Po
etry
Sto
ries
fr
om
O
ther
C
ult
ure
s
Wo
lves
- Em
ily G
rave
tt
Le
on
an
d t
he
Pla
ce
Bet
wee
n-
Gra
ham
e B
aker
-Sm
ith
Sto
rm-
Ke
vin
Cro
ssle
y H
olla
nd
Th
e M
ou
seh
ole
Cat
- A
nto
nia
Bar
ber
Ho
t Li
ke F
ire-
Val
erie
B
loo
m
M
ou
se, B
ird
, Sn
ake
, Wo
lf-
Dav
id A
lmo
nd
Var
jak
Paw
- S
F Sa
id
Oliv
er
and
th
e Se
awig
s-
Ph
ilip
Ree
ve
Th
e M
irac
ulo
us
Jou
rney
of
Edw
ard
Tu
lan
e-
Kat
e d
i Cam
illo
Ref
uge
e W
eek
text
A
zzi I
n B
etw
een
- Sa
rah
G
arla
nd
K
rin
dle
krax
- P
hili
p
Rid
ley
Wri
tin
g fo
cus
No
n-c
hro
no
logi
cal r
ep
ort
(w
olv
es)
N
arra
tive
(C
reati
ve W
riti
ng)
Nar
rati
ve
Exp
lan
atio
n
(Wh
at y
ou
do
as
a fi
sher
man
)
Po
etr
y P
ers
uas
ion
(I a
m t
he
gr
eate
st o
f al
l th
e G
od
s)
Nar
rati
ve
Re
cou
nt
(New
spap
er)
Re
cou
nt
(ne
wsp
ape
r re
po
rt/
dia
ry)
Dis
cuss
ion
Nar
rati
ve
7 A
utu
mn
1
Au
tum
n 2
Sp
rin
g 1
Sp
rin
g 2
Su
mm
er 1
Su
mm
er 2
Ye
ar 5
Po
etry
Sto
ries
fr
om
O
ther
C
ult
ure
s
Ther
e’s
a B
oy
in t
he
Gir
l’s B
ath
roo
m-
Lou
is
Sach
er
The
Vie
we
r- G
ary
Cre
w
and
Sh
aun
Tan
Co
smic
Dis
co-
Gra
ce
Nic
ho
ls
S
torm
bre
ake
r- A
nth
on
y H
oro
wit
z
Skel
lig-
Dav
id A
lmo
nd
The
Lon
do
n E
ye
Mys
tery
- Si
ob
han
D
ow
d
Ref
uge
e W
eek
text
Th
e Si
len
ce S
eeke
r-
Ben
Mo
rley
C
lock
wo
rk-
Ph
ilip
P
ullm
an
Wri
tin
g fo
cus
Nar
rati
ve
Rec
ou
nt
(Dia
ry e
ntr
y an
d le
tter
w
riti
ng)
Re
cou
nt
(New
spap
er R
epo
rt)
Nar
rati
ve
(Po
rth
ole
Sto
ry)
Po
etr
y In
stru
ctio
ns
(To
car
ry o
ut
a to
p s
ecre
t m
issi
on
)
Nar
rati
ve
Rec
ou
nt
(Eye
wit
nes
s R
epo
rt)
Re
cou
nt
(New
spap
er r
epo
rt)
Nar
rati
ve
Exp
lan
atio
n T
ext
(Ho
w d
oes
a c
lock
w
ork
)
Ye
ar 6
Po
etry
Sto
ries
fr
om
O
ther
C
ult
ure
s
Ro
se B
lan
che-
Ro
ber
to
Inn
oce
nti
Stay
wh
ere
you
are
an
d
then
leav
e- J
oh
n B
oyn
e-
WW
1
Shac
klet
on
’s J
ou
rney
- W
illia
m G
rill
Co
smic
- Fr
ank
Co
ttre
ll B
oyc
e
Mar
cus
Sed
gwic
k-
Flo
od
lan
d
Th
e A
dve
ntu
res
of
Od
ysse
us-
Hu
gh
Lup
ton
Ref
uge
e W
eek
text
Th
e A
rriv
al-
Shau
n T
an
Sh
ake
spea
re in
sch
oo
ls
pro
ject
Wri
tin
g fo
cus
Re
cou
nt
(Dia
ry E
ntr
y)
Dis
curs
ive
Nar
rati
ve
Inst
ructi
on
s (p
layi
ng
a w
ar ti
me
gam
e)
Exp
lan
atio
n
Nar
rati
ve
Re
cou
nt
(bio
grap
hy)
Nar
rati
ve
Po
etr
y
Re
cou
nt
(new
spap
er
rep
ort
) D
iscu
rsiv
e
No
n c
hro
no
logi
cal R
epo
rt
Exp
lan
atio
n
N
arra
tive
(m
yth
s an
d
lege
nd
s)
Pla
y sc
rip
ts
D
iscu
rsiv
e
8
No
n-fi
ctio
n
gen
re
Pu
rpo
se
Au
die
nce
Ty
pic
al S
tru
ctu
re
Lan
guag
e Fe
atu
res
Exam
ple
s o
f w
riti
ng
Inst
ructi
on
s In
stru
ctio
ns
aim
to
en
sure
so
met
hin
g is
d
on
e co
rrec
tly
and
a
succ
essf
ul
ou
tco
me
ach
ieve
d. I
f th
ere
is a
p
roce
ss t
hen
th
e in
stru
ctio
ns
are
give
n in
th
e o
rder
in
wh
ich
it n
eed
s to
be
un
der
take
n.
Som
eon
e w
ho
w
ants
to
kn
ow
h
ow
to
do
so
met
hin
g.
Op
enin
g th
at e
xpla
ins
wh
at t
he
inst
ructi
on
s ar
e fo
r an
d w
hy
they
mig
ht
be
nec
essa
ry.
List
of
wh
at is
nee
ded
in o
rder
of
use
. Li
st o
f st
ep
s to
be
take
n in
ch
ron
olo
gica
l ord
er.
Oft
en u
ses
dia
gram
s.
End
ing-
th
at a
dd
s in
an
y e
xtra
p
oin
ts, r
emin
der
s, w
arn
ing
or
enco
ura
gem
ent.
Tim
e co
nn
ecti
ves
e.g.
Fir
st, n
ext,
aft
er t
hat
, th
en fi
nal
ly.
Step
s to
be
take
n o
rgan
ised
by
nu
mb
ers,
le
tter
s o
f th
e al
ph
abet
or
bu
llet
po
ints
. Fa
irly
fo
rmal
as
the
read
er m
ay b
e u
nkn
ow
n.
Use
of
sho
rt s
ente
nce
s to
mak
e th
e w
riti
ng
clea
r.
Use
of
imp
erati
ve (
bo
ssy)
ver
bs
e.g.
Tu
rn,
pu
sh, ti
p, s
tir.
Su
bje
ct s
pec
ific
and
te
chn
ical
vo
cab
ula
ry.
Co
mm
as u
sed
wh
en w
riti
ng
a lis
t o
f in
gred
ien
ts o
r to
ols
. P
oss
ible
use
of
a co
lon
bef
ore
a li
st e
.g. W
hat
yo
u n
eed
: flo
ur,
su
nfl
ow
er o
il an
d w
ate
r.
Rec
ipes
. R
ule
s.
Dir
ecti
on
s.
Inst
ructi
on
s o
n
pac
kagi
ng.
Im
agin
ed
inst
ructi
on
s e.
g. H
ow
to
ta
me
a u
nic
orn
, ho
w
to d
efea
t a
Vik
ing.
No
n
Ch
ron
olo
gica
l R
ep
ort
No
n
chro
no
logi
cal
rep
ort
s in
form
th
e re
ader
ab
ou
t th
e to
pic
d
escr
ibin
g it
s ch
arac
teri
stics
in
an
en
gagi
ng
and
in
tere
stin
g w
ay.
Som
eon
e w
ho
kn
ow
s litt
le
abo
ut
a su
bje
ct
and
wo
uld
like
to
lear
n m
ore
.
Op
enin
g th
at in
tro
du
ces
the
read
er
to t
he
sub
ject
. C
hu
nks
of
info
rmati
on
, lo
gica
lly
org
anis
ed p
oss
ible
wit
h
sub
hea
din
gs, i
nfo
rmati
on
b
oxe
s, li
sts,
bu
llet
po
ints
, d
iagr
ams
and
imag
es.
Par
agra
ph
s u
sual
ly b
egin
wit
h t
op
ic
sen
ten
ce e
.g. A
rsen
al F
C w
as
fou
nd
ed…
, Th
e to
tal n
um
ber
of
tro
ph
ies
wo
n b
y th
e cl
ub
to
d
ate
is…
En
din
g- t
his
mak
es a
fin
al ‘a
maz
ing’
p
oin
t o
r re
late
s th
e su
bje
ct t
o
the
read
er.
Gen
eral
iser
s su
ch a
‘mo
st’,
‘man
y’, ‘
som
e’, ‘
a fe
w’.
Co
nn
ecti
ves
to a
dd
info
rmati
on
- ‘f
urt
her
mo
re’,
‘als
o’,
mo
reo
ver’
, ‘a
dd
itio
nal
ly’.
Sub
ject
sp
ecifi
c an
d t
ech
nic
al v
oca
bu
lary
. O
ften
in t
he
pre
sen
t te
nse
an
d t
hir
d p
erso
n
e.g.
‘Pro
fess
ion
al f
oo
tbal
lers
tra
in h
ard
’. U
sual
ly f
airl
y fo
rmal
, esp
ecia
lly if
wri
tten
fo
r an
un
kno
wn
rea
der
. D
etai
l an
d d
escr
ipti
on
, in
clu
din
g th
e la
ngu
age
of
com
par
iso
n a
nd
co
ntr
ast-
fo
r an
eff
ect,
no
t to
cre
ate
an
em
oti
on
.
Info
rmati
on
le
aflet
, m
agaz
ine
arti
cle,
to
uri
st g
uid
ebo
ok,
en
cycl
op
aed
ia
entr
y,
pag
e fr
om
a n
on
-fi
ctio
n b
oo
k.
9
Exp
lan
atio
n
text
s Ex
pla
nati
on
te
xts
hel
p
som
eon
e u
nd
erst
and
a
pro
cess
or
wh
y so
met
hin
g is
, o
r h
as
hap
pen
ed
Som
eon
e w
ho
w
ants
to
u
nd
erst
and
a
pro
cess
or
an
even
t.
Seri
es o
f lo
gica
l oft
en c
hro
no
logi
cal
- ex
pla
nat
ory
ste
ps.
P
arag
rap
hs
usu
ally
beg
in w
ith
a
top
ic s
ente
nce
. O
ften
illu
stra
ted
by
dia
gram
s to
aid
u
nd
erst
and
ing.
Form
al la
ngu
age.
P
rese
nt
ten
se.
Cas
ual
co
nn
ecti
ves
(W
hen
, so
, sin
ce, t
his
al
low
s, b
ecau
se.
Gen
eral
isati
on
. D
etai
l to
un
der
stan
d p
oin
ts-
oft
en in
th
e fo
rm o
f in
form
atio
n.
Tech
nic
al v
oca
bu
lary
.
par
ts o
f a
no
n
ficti
on
bo
ok
e.g.
ex
pla
inin
g w
hy
volc
ano
es
eru
pt.
q
ues
tio
n a
nd
an
swe
r le
aflet
, C
ross
cu
rric
lin
ks
e.g.
Exp
lain
wh
y C
hri
stian
s ce
leb
rate
C
hri
stm
as (
RE)
, h
ow
so
met
hin
g w
ork
s (T
ech
no
logy
, m
ath
s), w
hy
thin
gs h
app
en
(sci
ence
, ge
ogr
aph
y)
Re
cou
nt
To r
etel
l a
real
eve
nt
in
an
inte
resti
ng
and
en
gagi
ng
way
.
Som
eon
e w
ho
w
ants
to
kn
ow
w
hat
has
h
app
ened
. A
ud
ien
ce v
arie
s d
epen
din
g o
n
the
pu
rpo
se o
f th
e w
riti
ng.
A b
egin
nin
g, m
idd
le a
nd
en
d in
ch
ron
olo
gica
l ord
er.
Op
enin
g p
arag
rap
h t
o h
oo
k an
d
ori
enta
te t
he
read
er (
oft
en
incl
ud
es W
ho
? W
hat
? W
her
e?
Wh
y? W
hen
?).
Par
agra
ph
s o
ften
beg
in w
ith
a t
op
ic
sen
ten
ce.
Pas
t te
nse
. In
ch
ron
olo
gica
l ord
er, u
sin
g ti
me
con
nec
tive
s.
Spec
ific
and
des
crip
tive
, oft
en in
th
e st
yle
of
info
rmati
on
an
d e
xpla
nati
on
. D
irec
t sp
eech
.
Lett
ers
and
p
ost
card
s.
Wri
te u
p o
f a
trip
. N
ewsp
aper
rep
ort
. D
iary
, jo
urn
al o
r au
tob
iogr
aph
y.
Mag
azin
e ar
ticl
e.
Ret
ellin
g a
his
tori
cal
even
t.
10
Pe
rsu
asio
n
To p
rom
ote
a
par
ticu
lar
view
or
pro
du
ct in
o
rder
to
in
flu
ence
w
hat
peo
ple
th
ink
or
do
.
Som
eon
e yo
u
are
tryi
ng
to
infl
uen
ce.
Logi
cal o
rder
. A
ser
ies
of
po
ints
bu
ildin
g o
ne
view
po
int.
P
arag
rap
hs
wit
h t
op
ic s
ente
nce
in
tro
du
ctio
n.
Oft
en in
clu
des
imag
es t
o a
ttra
ct
atten
tio
n.
Wri
tten
in s
imp
le p
rese
nt
ten
se.
Mai
nly
logi
cal c
on
nec
tive
e.g
. Ho
wev
er,
bec
ause
, th
is s
ho
ws.
Em
oti
ve la
ngu
age,
str
on
g ad
jecti
ves:
d
evas
tati
ngl
y, s
urp
risi
ngl
y, d
ange
rou
s,
life-
chan
gin
g.
Use
of
lan
guag
e th
at s
ou
nd
s go
od
incl
ud
ing
slo
gan
s, a
llite
rati
on
, rh
yme
etc
.
Pro
du
ct p
ost
ers
. TV
ad
vert
s.
Pam
ph
let
fro
m
pre
ssu
re g
rou
p.
Mag
azin
e ar
ticl
e.
Bo
ok
blu
rb.
Trav
el w
ebsi
te
blu
rb.
Dis
cuss
ion
To
pre
sen
t a
reas
on
ed
and
bal
ance
d
ove
rvie
w o
f an
issu
e.
Usu
ally
so
meo
ne
wh
o is
in
tere
sted
in t
he
top
ic a
nd
wan
ts
to k
no
w b
oth
si
des
of
an
argu
men
t.
Op
enin
g p
arag
rap
h t
hat
intr
od
uce
s th
e re
ader
to
th
e is
sue
Follo
we
d b
y a
seri
es o
f p
arag
rap
hs
in a
logi
cal o
rder
eit
her
: A
ll th
e ar
gum
ents
‘fo
r’ f
ollo
wed
by
all t
he
argu
men
ts ‘a
gain
st’.
A s
erie
s o
f co
ntr
asti
ng
po
ints
en
din
g w
ith
a r
easo
ned
co
ncl
usi
on
.
Wri
tten
in s
imp
le p
rese
nt
ten
se
Co
nn
ecti
ves
and
sig
np
ost
s to
gu
ide
the
read
er t
hro
ugh
th
e ar
gum
ent:
Th
at h
elp
to
ad
d o
n a
nd
ord
er id
eas
and
vi
ews
e.g
. ‘Th
e fi
rst
reas
on
…’ ,
‘als
o’,
‘f
urt
her
mo
re’,
‘mo
reo
ver’
. Th
at h
elp
to
intr
od
uce
oth
er v
iew
po
ints
e.g
. ‘H
ow
ever
’, ‘o
n t
he
oth
er h
and
’, ‘m
any
peo
ple
bel
ieve
th
at’.
That
hel
p t
o c
on
clu
de
e.g
. ‘In
co
ncl
usi
on
’,
‘hav
ing
con
sid
ered
all
the
argu
men
ts’,
loo
kin
g at
th
is f
rom
bo
th s
ides
’.
Bal
ance
d le
aflet
. W
rite
-up
of
a d
ebat
e.
No
n-fi
ctio
n b
oo
k o
n
an is
sue
e.g
. gl
ob
al w
arm
ing.
11
Guidance for Assessment and Feedback in English
The aim of this guidance is to ensure consistency in assessment and feedback in English across the school.
Learning Objectives and Success Criteria All work must be dated and contextualised with a clear learning objective and success criteria. When children are working at self-regulatory level it may be appropriate for them to discuss and build the success criteria at the start of the lesson with the teacher. Marking against the success criteria is highlighted with a tick (met), PM (partly met) and left blank (not met). From Year 2 onwards the success criteria should contain two columns- one for teacher assessment and one for pupil self-assessment. Generic Marking Keys for RWI activities Generic success criteria for writing activities to be stuck in the front of each book. Teachers to mark activities using the KS1 marking code.
Generic Marking Keys for KS1 and 2 All teachers should follow these generic marking keys which are stuck into the front of books. This should also be enlarged and displayed at the front of classrooms.
I can write a list of ingredients in order
I can use time connectives
I can organise the steps with num-
I can write short, clear sentences
12
NB. Reception teachers should introduce the KS1 marking key for children working on Read Write Inc. green story books and above. For full guidance, please see page 42.
Marking Pens Teacher marks in red pen. All response work from pupils is written in green pen. Verbal Feedback During the lesson teacher feedback to pupils should focus primarily on relating to the learning objective and success criteria. Where verbal feedback is given and an edit is made by the pupil this should always be in green pen. It is therefore not necessary to write ‘VF’ in books.
13
What adjectives can you use to
describe spaghetti?
Marking Closed Tasks Wherever possible children should, led by the teacher, self-mark closed tasks. This should be done in green pen. This will include the marking of spellings, closed tasks in grammar (e.g. circle the adverbs in this sentence) and punctuation (e.g. correctly punctuate the sentence). Self-marking needs to be checked daily by the teacher.
Observations and Recording Much of children’s learning will take place through practical tasks and speaking and listening activities (e.g. drama and role-play). To capture and comment on this learning the teacher should take a photo and ask the children to reflect on the learning that has taken place in the picture. Children must demonstrate that they can engage with the learning through a follow up question which accompanies the photo.
End of the day marking expectations All books should be marked daily:
All books should be marked daily against the success criteria. Teachers use the generic marking key. Teachers use differentiated feedback stickers (symbols) 2-3 times per week. The question is printed on to the
sticker. Long writing tasks should use SOLO verbs to inform questioning through red pen personalised comments.
This may also be done through the use of feedback stickers, where appropriate. Year 1 and 2 are more likely to use feedback stickers as it may not yet be appropriate to expect children to read and respond to personalised comments.
14
This will determine the pitch and focus of the lesson for the following day. Once children’s work has been checked the teacher will decide which pupils will need focused intervention and teaching at the beginning of the next lesson (5 – 10 minutes). Year 1- For children in Key Stage 1 who are learning to read and write, the majority of feedback is given orally. In addition, teachers may write comments in their books explaining what they are saying as they write. Children will spend 5-10 minutes at the start of the lesson on a feedback challenge (see examples below). The class teacher will ‘catch and intervene’ with the focus group. In Year 1 there will just be two symbols; either a star to indicate working with the class teacher or a square to respond to a process level task. This means all children working independently at tables will be responding to the same question. Throughout the year this may increase to the three levels of feedback. Year 2, 3, 4, 5 and 6 Children will spend 5-10 minutes at the start of the lesson on a feedback challenge (see examples below). The class teacher will ‘catch and intervene’ with the focus group.
Marking Long Writing Marking against the success criteria is highlighted with a tick (met), PM (partly met) and left blank (not met). All pieces of long writing should be marked in-depth. Setting next steps:
If a child meets some (process level) of the success criteria the feedback should prompt learners either through an example, steps or a reminder.
If a child meets all (self-regulatory level) of the success criteria the feedback should give a challenge or self-assessment.
Child acknowledges their next step in green pen. Red pen comments and green pen response questions should be introduced in Year 2 when a child can read
at age expected level. For most children this will be at some point in Year 2. Children’s green pen responses should be acknowledged and responded to by the teacher. Ensure feedback given is targeted and don’t make too many corrections on a single piece of work. Too many
corrections will be demotivating and confusing (e.g. marking numerous spelling mistakes in a long writing task. This should be noted by the teacher and inform the planning and teaching cycle).
15
Examples of Feedback
Feedback tasks are written up on the board alongside the marking symbol. Teacher uses a sentence stem (where appropriate) to help children structure their responses in green pen in their books.
Task level (Improve- go back and
re-teach)
Process level (Consolidate- reminder/ steps /another example)
Self-regulatory level (Extend- apply, challenge,
reason or self-assess)
LO: I am learning to punctuate sentences with capital letters and full stops. SC: I can use capital letters at the start of my sentences. I can use full stops at the end of my sentences.
Pupil omits capital letters or full stops or puts them in the wrong place. Teacher will ‘catch and intervene’ on the carpet. Feedback task: Go and work with your teacher.
Pupil uses a capital letter at the start of the sentence but omits full stops at the end. Feedback task: Complete these sentences by putting the full stops in, to separate one sentence from another.
Pupil’s work demonstrates they have a high degree of proficiency in the task. Feedback task: Explain why we need to use full stops in our writing.
LO: I am learning to write poems with a pattern (theme- a train ride). SC: I can use rhyme. I can use words that start with the same letter (alliteration). I can use words that sound like their meaning (onomatopoeia). I can correctly punctuate my poem.
Pupil may have failed to use any alliteration or onomatopoeia. Teacher will ‘catch and intervene’ within the focus group and re-teach. Feedback task: Go and work with your teacher.
Pupil’s work demonstrates some understanding of the task. In this case they may have used correct punctuation throughout and used an example of alliteration, but not yet used onomatopoeia. Feedback task: Onomatopoeia is words which sound like their meaning. Look back at our examples on the working wall. Write down all the onomatopoeia examples you can think of for the noise of a train.
Pupil’s work demonstrates they have a high degree of proficiency in the task. Feedback task: Look back at your poem. List any examples of alliteration and onomatopoeia.
LO: I am learning to write instructions (for making a bird feeder). SC: I can use sequencing vocabulary correctly. I can put the instructions in the correct order. I can use correct punctuation when I write my instructions.
Pupil has not used capital letters or descriptive vocabulary. Teacher will ‘catch and intervene’ with the focus group and re-teach. Feedback task: Go and work with your teacher.
Pupil’s work demonstrates some understanding of the task. In this case they have used sequencing vocabulary and ordered the process correctly. They are not punctuating their sentences with capital letters and full stops. Feedback task: Every new sentence needs to start with a capital letter. Go back and check this is done.
Pupil’s work demonstrates they have a high degree of proficiency in the task. Feedback task: Explain what would happen if you didn’t use sequencing vocabulary in your instructions.
16
LO: I am learning to write a narrative (character profile for a wolf). SC: I can describe my character’s appearance. I can describe my character’s characteristics. I can use full stops and capital letters accurately. I can write sentences that make sense.
Pupil’s work demonstrates some understanding of the task. In this case they have described their character’s characteristics and used full stops and capital letters correctly but some of the sentences don’t make sense. Teacher will ‘catch and intervene’ on the carpet. Feedback task: Teacher uses a couple of sentences from the pupil’s writing and models how they would redraft it to make it make sense.
Pupil’s work demonstrates they have a high degree of proficiency in the task. Feedback task: Summarise below the important features of a writing a character profile.
Example of ppt slide:
Check it, Beat it, Prove it To develop and evidence mastery across the curriculum teachers will use the evidence in pupil’s books, as well as Check it, Beat it and Prove it activities. Each activity will be clearly linked to an end of year objective. Children should complete 1 of each activity every other week.
17
Check it Check it is a process level question designed to check if pupils can recall knowledge from previous lessons.
Beat it Beat it is a timed challenge, used to access a pupil’s rapid and accurate recall.
Prove it Prove it is a self-evaluation task designed to assess a pupil's recall and explanation of previous teaching.
Redrafting Redrafting takes place once every 3 weeks within the POR 3 week cycle.
18
To make the task purposeful and manageable you may: Select just one paragraph for redrafting as opposed to the whole piece of writing. In year 1 or 2, choose one focus for the redrafting e.g. ‘to ensure you have used appropriate time connectives’
and to ‘improve handwriting’. All pupil books from Y1- Y6 will ensure each redraft has an appropriate redrafting success criteria. Teachers model to the children how they would take a piece of writing that has been marked using the redrafting code and improve it. They then give time for the children to redraft the marked parts of their writing.
To then mark a redraft teachers are expected to: Give a red pen comment stating how successful they have been with their re-drafting Give red pen feedback linked to LO and SC either:
Example Steps Reminder Challenge
Teacher will finally respond to the GPR with an acknowledgement.
Handwriting Feedback Marking should be timely and relevant. Teaching staff should give immediate feedback during handwriting lessons, modelling correct formation and joins in pupil’s books before giving an opportunity for the pupil to practise. Teacher handwriting in pupil’s books is expected to follow the Penpals Sassoon font at the end of year expectations for their year group. We expect all staff to work towards using the school font as consistently as possible (see Handwriting Policy).
Presentation Guidance for English All sheets of paper to be stuck in on the lines. Learning feedback ‘star, square or circle’ to be printed on a sticker and stuck into book (see below). Materials chosen for drawings or paintings must be of a high quality e.g. charcoal, chalks, watercolours,
drawing pencils. No felt tips. Paper for drawing/ painting on should be of high quality.
Example of page layout:
I can redraft my writing to…
Make edits linked to the success criteria (specify- e.g. use direct speech)
Edit my spelling errors
Proof read to check it makes sense
Improve my handwriting
20
Day
Fo
cus
of
less
on
Ch
eck
it, b
eat
it, p
rove
it/
gram
mar
ga
me
s
Po
we
r o
f R
ead
ing
- A
ctivi
ties
R
eco
rdin
g/
Re
sou
rces
Day
1
Bo
ok
talk
Ch
eck
it:
Co
mm
as t
o
emb
ed
clau
ses
Re
adin
g, b
oo
k ta
lk
Lear
nin
g O
bje
ctive
s:
I am
lear
nin
g to
infe
r a
char
acte
r's
feel
ings
, acti
on
s an
d m
oti
ves.
(Lo
nd
on
Eye
Mys
teri
es)
S.C
. I k
no
w w
hat
infe
ren
ce m
ean
s I c
an m
ake
infe
ren
ces
abo
ut
a ch
arac
ter
I can
wri
te n
ote
s ab
ou
t a
char
acte
r (f
eelin
g, a
ctio
n)
I can
exp
lain
wh
y a
char
acte
r fe
els
th
is w
ay
Rea
d c
hap
ter
12
An
oth
er F
ine
Mes
s. H
ave
the
top
hal
f o
f p
. 92
en
larg
ed f
or
the
clas
s to
see
. In
sm
all
gro
up
s, c
hild
ren
ro
lep
lay
the
emo
tio
ns
des
crib
ed, t
hen
ch
oo
se a
n e
xpre
ssio
n f
or
oth
ers
to g
ues
s. C
hild
ren
co
nti
nu
e th
is c
od
e w
riti
ng
des
crip
tio
ns
on
po
st-i
ts f
or
the
WW
. R
ead
ch
apte
r 1
3 T
he
Eye
of
the
Hu
rric
ane.
H
ow
is A
un
t G
lori
a fe
elin
g?
Ch
ildre
n w
alk
aro
un
d t
he
clas
sro
om
as
Au
nt
Glo
ria
loo
kin
g fo
r Sa
lim. T
each
er s
pea
ks. F
reez
e fr
ames
. C
hild
ren
des
crib
e th
eir
emo
tio
ns.
Te
ach
er s
crib
es.
Shar
e vo
cab
ula
ry id
eas
fro
m t
hes
e a
ctivi
ties
an
d d
emo
nst
rate
ho
w t
o s
elec
t an
d e
nh
ance
des
crip
tio
ns
for
pre
cisi
on
an
d e
ffec
t.
Ch
ildre
n c
reat
e th
eir
ow
n W
ord
Ban
ks o
f p
ow
erf
ul v
oca
bu
lary
des
crib
ing
ho
w A
un
t G
lori
a fe
els
, to
be
use
d
ove
r th
e w
eek
aro
un
d a
pic
ture
.
Wh
ole
cla
ss b
oo
k ta
lk.
Rec
ord
on
WW
. P
ho
tog
rap
h t
he
WW
an
d a
dd
to
b
oo
ks.
Ch
ildre
n's
wo
rd
ba
nks
in t
hei
r b
oo
ks.
Day
2
Shar
ed
wri
tin
g G
ram
mar
G
ame
: 2
min
ute
ga
me
to
rh
yme
wo
rds
Re
adin
g, b
oo
k ta
lk, s
har
ed
wri
tin
g Le
arn
ing
Ob
jecti
ves:
I a
m le
arn
ing
to u
np
ick
the
feat
ure
s o
f a
po
em
S.C
. I u
nd
erst
and
th
e m
ean
ing
of
rhym
e
I can
ch
oo
se r
hym
ing
wo
rds
I can
un
der
line
feat
ure
s o
f p
oe
m
Giv
e c
hild
ren
a p
oem
wit
h a
n u
nu
sual
str
uct
ure
– e
.g. P
anto
um
– h
ow
do
es it
wo
rk?
Ch
ildre
n t
o a
nn
ota
te
rhym
e an
d r
epea
tin
g lin
es.
Pu
t u
p s
ever
al c
hild
ren
's w
ord
ban
ks o
n t
he
WB
(at
diff
ere
nt
leve
ls)
and
mo
del
mag
pie
-in
g vo
cab
ula
ry a
nd
p
hra
ses.
Ch
ildre
n a
dd
to
th
eir
Wo
rd B
anks
. U
sin
g al
l ch
ildre
n's
Wo
rd B
anks
th
rou
gh m
od
elle
d a
nd
sh
ared
ap
pro
ach
es, c
om
po
se a
cla
ss p
oem
, se
lecti
ng
and
seq
uen
cin
g w
ord
s an
d p
hra
ses,
fro
m t
he
per
spec
tive
of
Glo
ria,
dra
win
g o
n h
er e
mo
tio
ns
of
loss
an
d s
adn
ess
at S
alim
’s d
isap
pea
ran
ce.
Enco
ura
ge c
hild
ren
to
wo
rk w
ith
yo
u t
o im
pro
ve la
ngu
age
cho
ices
an
d e
nh
ance
des
crip
tio
ns.
An
d t
o t
ell
teac
her
ho
w t
he
po
em s
ho
uld
be
stru
ctu
red
fro
m t
hei
r an
no
tati
on
s.
Mo
del
led
-sh
are
d
po
em f
or
wo
rkin
g
wa
ll a
nd
stu
ck in
b
oo
ks.
An
no
tate
d p
oem
.
21
Day
3
Wri
tin
g
(pre
sen
tin
g)
Be
at it
: Sp
elli
ng
of
cio
us,
su
ffix
wo
rds
Ind
ep
en
den
t w
riti
ng
Lear
nin
g O
bje
ctive
s:
I am
lear
nin
g to
wri
te a
po
em (
Lon
do
n E
ye M
yste
ry)
S.C
. I
can
ch
oo
se a
ccu
rate
vo
cab
ula
ry
I can
ap
ply
my
ban
k o
f rh
ymin
g w
ord
s I c
an r
e-re
ad m
y p
oem
to
ch
eck
for
chan
ges
I can
mak
e n
ece
ssar
y ch
ange
s C
hild
ren
wo
rk in
gu
ided
gro
up
s o
r in
dep
end
entl
y to
wri
te t
hei
r o
wn
po
ems
bas
ed o
n t
he
wh
ole
cla
ss e
xam
ple
. En
cou
rage
ch
ildre
n t
o e
dit
an
d
exte
nd
th
eir
wri
tin
g.
Shar
e p
oem
s at
th
e en
d o
f th
e le
sso
n.
Day
4
Gra
mm
ar/S
PA
G
Exp
and
ed
N
ou
n
Ph
rase
s
SPA
G
Lear
nin
g O
bje
ctive
I a
m le
arn
ing
to u
se e
xpan
ded
no
un
ph
rase
s to
de
scri
be
S.C
. I c
an c
ho
ose
acc
ura
te v
oca
bu
lary
Day
5
Bo
ok
talk
-
dis
cuss
ion
P
rove
it:
Spe
ech
P
un
ctu
atio
n
Bo
ok
Talk
Le
arn
ing
Ob
jecti
ves:
I a
m le
arn
ing
to p
arti
cip
ate
in d
iscu
ssio
ns
abo
ut
ficti
on
al e
ven
ts.
S.C
. I c
an f
orm
op
inio
ns
abo
ut
an e
ven
t I c
an u
se in
fere
nce
s to
su
pp
ort
my
op
inio
n
I can
use
th
e t
ext
to
justi
fy m
y vi
ew
s R
ead
ch
apte
r 1
4 -
Eig
ht
Theo
ries
up
to
p. 1
05
'Sal
im e
mer
ged
fro
m t
he
po
d h
idin
g b
enea
th s
om
ebo
dy
else
’s c
loth
es.'
Ask
ch
ildre
n t
o w
ork
in
pai
rs t
o d
iscu
ss e
ach
of
the
eigh
t th
eori
es a
nd
ord
er t
hem
fro
m m
ost
to
leas
t lik
ely
. Jo
in p
airs
to
geth
er a
nd
ask
eac
h n
ew g
rou
p o
f fo
ur
child
ren
to
rev
isit
th
e th
eori
es
and
agr
ee t
he
top
th
ree
theo
ries
. Exp
ect
each
gro
up
to
arti
cula
te r
easo
ns
for
thei
r ch
oic
es.
You
may
wan
t to
m
od
el t
his
be
fore
giv
ing
the
child
ren
tim
e to
rec
ord
th
eir
cho
ices
an
d r
easo
ns
in t
hei
r re
adin
g jo
urn
als.
As
a cl
ass,
vo
te f
or
the
mo
st
con
vin
cin
g th
eori
es a
nd
exp
ect
child
ren
to
giv
e re
aso
ns
for
thei
r vo
tin
g ch
oic
es.
Fin
ish
rea
din
g th
is c
hap
ter
to fi
nd
ou
t w
ha
t K
at t
hin
ks.
Bef
ore
th
e n
ext
sess
ion
rea
d c
hap
ters
15
- In
fin
ity,
16
- C
lou
d C
ove
r an
d 1
7 -
Lig
hte
nin
g St
rike
s.
Day
6
and
7
Bo
ok
talk
– s
tory
m
app
ing
Gra
mm
ar
Gam
e:
Alli
tera
te
This
!
Sto
ry M
ap
pin
g:
Lear
nin
g O
bje
ctive
: I a
m le
arn
ing
to u
se s
tory
ma
pp
ing
to e
mb
ed
a s
tory
(Lo
nd
on
Eye
Mys
tery
) S.
C.
I un
de
rsta
nd
th
e k
ey
eve
nts
I c
an o
rde
r th
e k
ey
eve
nts
ch
ron
olo
gica
lly
I can
mak
e n
ote
s ag
ain
st t
he
ke
y e
ven
ts
In p
airs
ask
th
e ch
ildre
n t
o id
enti
fy t
he
key
even
ts s
o f
ar. F
or
exam
ple
: lett
er f
rom
Glo
ria,
Glo
ria
and
Sal
im a
rriv
e, v
isit
to
Lo
nd
on
Eye
an
d
dis
app
eara
nce
, in
spec
tor
visi
t, fi
nd
ing
Salim
’s c
amer
a, e
tc..
Set
a c
hal
len
ge: f
or
the
child
ren
to
pri
ori
tise
five
key
eve
nts
an
d ju
stify
th
eir
cho
ices
an
d
allo
w c
hild
ren
tim
e to
wo
rk t
oge
ther
to
pri
ori
tise
th
e m
ost
imp
ort
ant
even
ts. E
nco
ura
ge c
hild
ren
to
exp
lain
an
d g
ive
reas
on
s fo
r th
eir
ann
ota
tio
ns
and
op
inio
ns
usi
ng
the
text
to
su
pp
ort
th
em. M
od
el h
ow
to
cre
ate
a st
ory
map
of
thes
e ev
ents
. N
ote
th
e s
tory
ma
p s
caff
old
or
form
at
use
d h
ere
ne
ed
s to
be
su
ita
ble
fo
r ch
ildre
n t
o r
e-u
se it
wh
en t
hey
wri
te t
hei
r o
wn
sto
ries
i.e
. it
wo
uld
be
bett
er if
it c
on
tain
ed a
ll th
e el
em
ents
we
wan
t th
em t
o r
epro
du
ce (
som
eth
ing
like:
setti
ng
-ch
arac
ters
> n
ew s
itu
atio
n o
ccu
rs >
mys
tery
hap
pen
s >
char
acte
rs m
ust
wo
rk t
o s
olv
e m
yste
ry >
res
olu
tio
n)
Cla
ss s
tory
map
pin
g o
n d
ay o
ne
ind
ivid
ual
day
tw
o.
22
Day
8
SPA
G
Figu
rati
ve
Lan
guag
e
Lear
nin
g O
bje
ctive
: I a
m le
arn
ing
to u
se fi
gura
tive
lan
guag
e t
o d
esc
rib
e (
sim
ile a
nd
me
tap
ho
r)
S.C
. I k
no
w w
hat
a s
imile
is
I kn
ow
wh
at a
me
tap
ho
r is
I k
no
w t
he
diff
ere
nce
be
twe
en
a s
imile
an
d m
eta
ph
or
I can
use
a s
imile
I c
an u
se a
me
tap
ho
r
Rec
ord
ed in
bo
oks
.
Day
9
Bo
ok
talk
–
pla
nn
ing
char
acte
r d
esc
rip
tio
n
Gra
mm
ar
Gam
e
De
scri
be
th
is!
Ch
arac
ter
De
scri
pti
on
Pla
nn
ing
Lear
nin
g O
bje
ctive
s:
I am
lear
nin
g to
pla
n a
de
taile
d c
har
acte
r d
esc
rip
tio
n
S.C
. I c
an u
se b
ulle
t p
oin
ts t
o p
lan
I c
an m
ake
no
tes
abo
ut
the
char
acte
r’s
acti
on
s I c
an m
ake
no
tes
abo
ut
the
char
acte
r’s
fee
lings
I c
an li
st d
esc
rip
tive
vo
cab
ula
ry
Rea
d u
p t
o p
age
17
6. S
top
just
bef
ore
yo
u r
each
th
e co
de.
A
sk t
he
child
ren
to
wo
rk w
ith
a p
artn
er t
o d
iscu
ss a
nd
mak
e a
no
te o
f p
oss
ible
wo
rds
wh
ich
co
uld
hav
e b
een
on
th
e ja
cket
. R
ead
to
en
d o
f ch
apte
r 2
4. D
iscu
ss w
hat
Ted
mig
ht
do
nex
t: w
ill h
e b
e b
rave
en
ou
gh t
o fi
nd
th
is m
an o
n h
is o
wn
if it
in
volv
es ly
ing?
Exp
ect
child
ren
to
arti
cula
te t
hei
r re
spo
nse
s, ju
stify
ing
thei
r an
swer
s u
sin
g th
e te
xt.
Rea
d c
hap
ter
25
Th
e TV
Cre
w a
nd
dis
cuss
th
e q
ue
stio
ns
on
p. 2
04
: o
Was
th
is t
he
righ
t th
ing
to d
o?
o W
hat
if m
um
fo
un
d t
he
no
te a
nd
did
n’t
bel
ieve
it?
o W
hat
if I
did
n’t
fin
d K
at in
Ear
l’s C
ou
rt E
xhib
itio
n C
entr
e?
o W
hat
if I
did
n’t
fin
d E
arl’s
Co
urt
at
all?
o
Wh
at if
I d
idn
’t e
ven
mak
e it
to
ou
r lo
cal u
nd
ergr
ou
nd
sta
tio
n?
A
dd
an
y n
ew in
sigh
ts in
to T
ed’s
ch
arac
ter
to t
he
role
on
wal
l. Fo
r ex
amp
le: d
eve
lop
men
ts in
his
ch
arac
ter;
his
in
crea
sed
bra
very
an
d c
on
fid
ence
in h
is d
rive
to
fin
d h
is c
ou
sin
; his
ab
ility
to
kn
ow
wh
en t
o t
ell a
wh
ite
lie. A
dd
th
ese
tho
ugh
ts t
o W
W.
Dis
cuss
pla
n f
or
the
char
acte
r d
escr
ipti
on
of
Ted
. M
od
el d
oin
g th
is a
s a
clas
s.
Ch
ildre
n t
o c
reat
e o
wn
pla
ns.
WW
refl
ecti
on
s.
Pla
nn
ing
Sh
eet
to b
e co
mp
lete
d a
nd
a
dd
ed t
o b
oo
ks
23
Day
1
0 W
riti
ng
a ch
arac
ter
des
crip
tio
n
Fro
nte
d
Ad
verb
ials
Sh
are
d w
riti
ng
and
ind
epen
den
t w
riti
ng:
Le
arn
ing
Ob
jecti
ves:
I c
an w
rite
a d
etai
led
ch
arac
ter
de
scri
pti
on
(Te
d L
on
do
n E
ye M
yste
ry)
S.C
. I c
an u
se a
pp
rop
riat
e v
oca
bu
lary
to
des
crib
e a
ch
arac
ter
I can
des
crib
e th
e ch
arac
ter’
s ac
tio
ns
I can
use
co
nn
ecti
ves
to e
xte
nd
my
sen
ten
ces
I can
use
a r
ange
of
diff
ere
nt
op
en
ers
(fr
on
ted
ad
verb
ials
) Th
rou
gh s
har
ed a
pp
roac
hes
, su
pp
ort
th
e ch
ildre
n in
wri
tin
g a
char
acte
r st
ud
y o
f Te
d. U
sin
g th
e kn
ow
led
ge
they
hav
e d
raw
n f
rom
re
adin
g an
d in
tera
ctin
g w
ith
th
e te
xt, d
evis
e a
suit
able
str
uct
ure
fo
r th
e st
ud
y. F
or
exam
ple
: gen
eral
info
rmati
on
, per
son
alit
y, li
kes
and
dis
like
s, h
op
es a
nd
fe
ars.
Th
rou
gh m
od
elle
d a
nd
sh
ared
wri
tin
g, d
raft
a c
har
acte
r st
ud
y, f
ocu
sin
g o
n o
ur
kno
wle
dge
of
Ted
fro
m t
he
text
. Dem
on
stra
te h
ow
to
use
a r
ange
of
dev
ices
to
bu
ild c
oh
esio
n w
ith
in a
nd
acr
oss
par
agra
ph
s, s
ele
ctin
g an
d u
sin
g ap
pro
pri
ate
gr
amm
ar a
nd
vo
cab
ula
ry a
nd
usi
ng
a ra
nge
of
sen
ten
ce t
ypes
to
mak
e m
ean
ing
clea
r. S
up
po
rt c
hild
ren
to
p
roo
f-re
ad c
har
acte
r st
ud
ies
and
mak
e ch
ange
s w
her
e ap
pro
pri
ate.
Su
pp
ort
th
em t
o c
hec
k th
eir
wo
rk a
nd
sh
are
wit
h r
esp
on
se p
artn
ers
to e
dit
an
d im
pro
ve t
hei
r w
ork
aga
inst
su
cces
s cr
ite
ria.
B
efo
re t
he
nex
t se
ssio
n, r
ead
ch
apte
rs 2
6-2
8, t
o t
he
po
int
wh
ere
the
child
ren
hav
e sp
oke
n t
o t
he
secu
rity
m
an b
ut
wh
at h
e sa
id d
oes
n’t
ad
d u
p. K
at a
nd
Te
d f
orm
a t
eam
to
fin
d t
he
tru
th.
Day
1
1 P
lan
nin
g O
rder
ing
even
t ga
me
Sto
ry P
lan
nin
g:
I am
lear
nin
g to
pla
n a
nar
rati
ve (
Lon
do
n E
ye M
yste
ry)
S.C
. I c
an u
se b
ulle
t p
oin
ts t
o a
dd
no
tes
I can
seq
uen
ce e
ven
t lo
gica
lly
I can
incl
ud
e ke
y ev
ents
I c
an in
clu
de
key
ph
rase
s C
hild
ren
to
cre
ate
a s
har
ed p
lan
of
the
sto
ry b
ox
by
bo
x, t
his
to
be
add
ed t
o W
.W. t
o s
up
po
rt m
od
elle
d
wri
tin
g d
uri
ng
the
wee
k.
Ch
ildre
n t
o in
dep
end
entl
y p
lan
th
eir
ow
n v
ersi
on
s o
f th
e L
on
do
n E
ye M
yste
ry S
tory
.
Day
1
3 W
riti
ng
N/A
W
riti
ng
a n
arra
tive
/ Sh
are
d W
riti
ng
LO: I
am
to
wri
te a
nar
rati
ve (
Lon
do
n E
ye M
yste
rie
s)
S.C
. I c
an s
equ
ence
eve
nts
logi
cally
I c
an u
se a
ran
ge o
f o
pen
ers
(tim
e co
nn
ecti
ves)
I c
an u
se a
ran
ge o
f co
nju
ncti
on
s to
ext
end
my
sen
ten
ces
I can
use
par
agra
ph
s ac
cura
tely
I c
an b
rin
g e
ven
ts t
o a
su
itab
le c
lose
I c
an u
se m
y n
arra
tive
ch
eckl
ist
Lon
g W
rite
in
Engl
ish
Bo
oks
24
Day
1
4 Ed
itin
g
Lear
nin
g O
bje
ctive
: I a
m le
arn
ing
to e
dit
a n
arra
tive
(P
eer
Ass
ess
me
nt)
S.
C.
I kn
ow
th
e au
tho
r h
old
s th
e p
en
I can
off
er c
han
ges
to a
par
tne
r I c
an m
ake
chan
ges
agai
nst
th
e S
.C.
I can
imp
rove
my
wri
tin
g I c
an c
hec
k sp
ellin
g w
ith
a d
icti
on
ary
Au
tho
r h
old
s th
e P
en.
On
e b
oo
k at
a ti
me.
A
uth
or
wri
tes
a p
osi
tive
red
pen
co
mm
ent
agai
nst
LO
an
d S
C.
Exte
nsi
on
qu
esti
on
wri
tten
usi
ng
SOLO
ver
bs
fro
m c
lass
ro
om
wal
l.
Gre
en P
en
ed
itin
g in
bo
oks
Day
1
5 R
ed
raft
ing
LO
: I a
m le
arn
ing
to r
edra
ft a
nar
rati
ve
Edit
an
d p
ub
lish
.
I can
re
dra
ft m
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26
Guidance for ‘Hot’ and ‘Cold’ Tasks
‘Hot’ and ‘Cold’ tasks are being implemented to support the assessment and target setting process, within English for teachers
at Shoreditch Park Primary School. This idea is being adapted from ‘Talk 4 Writing’ and will allow children real clarity over see-
ing progression with their own writing over a 3 week PoR approach. This process will take place once each half term.
What changes will there be to planning and marking?
Planning:
A day for ‘cold’ task at the beginning of a three week cycle will need to be added and two days for ‘hot’ task planning and
writing. These will both need to be included on the normal PoR cycle overview.
Marking:
Cold (light blue paper) – The cold task does not need to be marked, however teachers should read each piece of writing to set
individual and class English targets to be met, ideally during the next three week cycle. These targets will be taken from the
Target Tracker document in the front of the children’s books.
Hot (light orange) - The hot task will be stuck in books with the child’s name and date written clearly, with Assessment written
at the top of the paper. This will be marked diagnostically by the teacher as this will be in books.
How will it work?
Cold
Everyone’s next cycle will focus upon Narrative. Therefore, this will be the focus genre for the cold task. However, the write
must be in the context of the book you’re focussing on during the next cycle.
For Example: Year 6 focus is upon a 3rd Person Narrative, set in the context of War. Therefore this would be the context of the
write.
Minimal input should be given to the children as it is ‘cold’ (the idea being that potentially you could assess from a cold task
later in the Year as children recall the different areas of the genre after they have revisited them a few times.)
So, the first 15 minutes of the lesson would involve a discussion around the genre explaining that they will be writing a narra-
tive – in the 3rd person – set in the context of War.
Ask children to think about everything they know a narrative should include. Explain to them you would love them to show off
with their writing. Reminding them of any current targets they may have within that area.
Give the children then 45 minutes to write ‘Cold’
Hot
The hot task will focus on the same genre. You will have worked up towards this within your 3 week PoR cycle, children will
have even written a narrative based upon the book that you have been reading.
This will therefore, be the third time they have written a full narrative within a three week cycle.
However this ‘hot’ task is an assessment and should be different to the Narrative written in class.
E.g.
Narrative in Class: 3rd Person Narrative, about a young boy growing up in WW1.
Hot Task Narrative: 3rd Person Narrative, about a soldier fighting in WW1.
So, the genre is the same the context is slightly different.
Planning:
15 Minute Whole Class
45 Minutes Independent
Write:
1 hour
27
Differentiated S.C. and Guidance
Clear 4 Way differentiated S.C.
Further Ways to show differentiated approaches to S.C.
30
SET 1 SET 2 SET 3 Sound Rhyme Sound Rhyme Sound Rhyme
m Maisie, mountain, mountain ay May I Play? ea Cup of tea a Round the apple, down the leaf ee What can you see? oi Spoil the boy s Slither down the snake igh Fly high a-e Make a cake
d Round his bottom, up his tall neck and down to his feet ow Blow the snow i-e Nice smile
t Down the tower, across the tower oo Poo at the zoo o-e Phone home i Down the body, dot for the head oo Look at a book u-e Huge brute n Down Nobby, over his net ar Start the car aw Yawn at dawn p Down the plait and over the pirate's face or Shut the door are Care and Share
g Round her face, down her hair and give her a curl air That's not fair ur Nurse with a purse o All around the orange ir Whirl and Twirl er A better letter c Curl around the caterpillar ou Shout it out ow Brown cow k Down the kangaroo's body, tail and leg oy Toy for a boy ai Snail in the rain
u Down and under, up to the top and draw the puddle oa Goat in a boat
b Down the laces, to the heel, round the toe ew Chew and stew
f Down the stem and draw the leaves ire Fire fire
e Lift off the top and scoop out the egg ear Hear with your ear l Down the long leg ure Sure it's pure h Down the head to the hooves and over his back
sh Slither down the snake, then down the horse's head to the hooves and over his back
r Down his back and then curl over his arm
j Down his body, curl and dot v Down a wing, up a wing
y Down a horn, up a horn and under his head
w Down, up, down, up
th Down the tower, across the tower, then down the horse's head to the hooves and over his back
z Zig-zag-zig
ch Curl around the caterpillar, then down the horse's head to the hooves and over his back
q Round her head, past her earrings and down her hair
x Down the arm and leg and repeat the other side ng A thing on a string
nk I think I stink
Read Write Inc. Phonics
34
Read Write Inc. - Word Time 1 Plan
Monday
Teaching blending/
reading with white
cards
(15 mins)
1. Teacher: Fred says word is
Children: ‘‘p-i-g’ pig
Teacher: The word is ‘pig’
Children: “pig”
2. Teacher: So I will need; ‘p-i-g’ Pulls down white cards.
3. Teacher: ‘‘p-i-g’ pig Pointing to the cards.
Children: ‘‘p-i-g’ pig Teacher points to the cards.
4. Teacher models pushing sound tiles ‘d-o-g’ to the top of the magnetic
board and shows children. Children repeat on their own boards.
Mat, mad, dad,(2 x d’s) sad Sam
Reviewing sounds
(10mins)
Spend 10-15 minutes reviewing speed sound ‘k’ and reviewing reading previously taught
sounds.
Speedwriting
(5 mins- at tables)
Revise the handwriting for 3/ 4 previous taught sounds. ‘r’, ‘y’
Oral Fred Talk Game Fred says game
Tuesday
Blending
(10 mins)
Parents Reading
1. Teacher: Fred says word is
Children: ‘‘p-i-g’ pig
Teacher: The word is ‘pig’
Children: “pig”
2. Teacher: So I will need; ‘p-i-g’ Pulls down white cards.
3. Teacher: ‘‘p-i-g’ pig Pointing to the cards
Children: ‘‘p-i-g’ pig Teacher points to the cards
4. Teacher models pushing sound tiles ‘d-o-g’ to the top of the magnetic
board and shows children. Children repeat on their own boards.
TEACH NEW SET 1
SOUND (10 mins)
Spend 10-15 minutes reviewing ‘s’ and reviewing reading previously taught sounds.
Speedwriting
(5 mins- at tables)
Revise the handwriting for ‘v’ ‘e’
Oral Fred Talk Game Fred says
Wednesday
Spelling
on fingers
(10 mins)
Parents- Handwriting
Review sounds
1. Teacher: We are going to spell words on our fingers. Show me your
Stamping finger. Show me 3 Fred Fingers (sounds).
Children hold up stamping finger and 3 Fred Fingers.
2. Teacher: The word we are going to spell is ‘pan’
Children: ’pan’ Repeat in MTYT
3. Teacher: Look at your fingers and stamp on the sounds.
Children stamp on sounds.
WT1 3 x words mat, sad dad
Speedwriting
(5 mins- at tables)
Revise the handwriting for
‘f’, ‘l’
Oral Fred Talk Fred says game
DAY Thursday
Spelling (10 mins)
Spelling words Dad, Mad, sat
TEACH NEW SET 1
SOUND
(10- 15minuntes)
Spend 10-15 minutes teaching ‘ch’
Friday Spelling/
blending
(10 mins)
Mat, mad
Speedwriting
(5 mins- at tables)
Revise the handwriting for ‘sh’ ‘z’
35
Read Write Inc. - Ditty Plan
2 days- Ditty 2 Bad Dog
Speed
Sounds
lesson
(15 mins)
Focus Set 1 sounds U, th, qu
WT 6/7 words Chat, grin, from, black
WT 1-5 Review words
Dig, top, in, sad,
Reading
lesson
(approx.
20-25
mins)
Green words from
Ditty
(on cards)
Dog, bad, yap, rip, dig, can
Red words from Ditty
(on cards/ wall)
N/A
New vocabulary and
story introduction
(Resources, props,
questions, linked texts)
Story about a dog who is very cheeky, he doesn’t listen to his owner and
does not behave in the right way. Because of this his owner calls him a ‘bad
dog’. Talk to the children about what he might be doing for his owner to call
him this using TTYP. Make sure children are using full sentences.
Yap- high pitched bark
Rip- tearing something- tearing paper model this
Props- dog, spade, paper
Read 1- Focus on
decoding accurately
Model how to point underneath the words as the other partner reads.
When partner reading re-teach whole group any tricky words.
Remind chn to swap over at the end of the line.
Remind children if they are speedy at reading when they get to the end they
need to whizz back to the beginning and start again.
Read 2
Jump in, explain a page
and questions to talk
about
What is the last thing that bad dog does?
How do you think the dog’s owner is feeling?
What is the first thing bad dog does?
Do you think the dog is bad?
Read 3
Read with expression,
read like a storyteller
Pretend you are the owner of the dog.
What voice might you use?
Speed Words N/A
Writing
Lesson
(approx.
10 mins)
Oral Build a Sentence The angry/ strong dog ripped the newspaper in half/ into pieces.
Hold a sentence: Bad dog can yap.
36
Teacher: Miss Walters Book: Too Much
Start Date: 9.06.17 Finish Date: 14.06.17
Read Write Inc. Green, Purple, Pink, Orange
Phonics – First Part of lesson
Reading Activities storybook – Second part of lesson Writing – Final
part
Day 1
Mon
Speed sound lesson – igh – i-e ie, y Read and write words containing focus sound. High tries cries cry fry
Speed Sounds – focus sounds identified in storybooks and any other sounds your group may find tricky (oo)
Green/ Syllable/root words/ suffixes (print from Oxford Owl) and red words (written on red paper). Mix of about 10 words.
Partner practise at tables
Story introduction – (print from Oxford Owl) The vocabulary check is done through story introduction. Use props to support.
Read 1- Decode - Children read at tables – teacher to assess decoding skills
Teacher reads story to children. Purpose is reading for pleasure (no
jump in).
No writing
Day 2
Tues
Speed sound lesson – teach or revise a sound ow o-e oa
Read and write words containing focus sound
Boat spoke smoke moat
Speedy green words (view on Oxford Owl website) and red words (written on red paper) Partner practise at tables (speed words at back of book)
Teacher reads with a jump in – model appropriate reading pace
Read 2- Speed - Children read at tables – teacher to assess reading pace
No writing
Day 3
Wed
Speed sound lesson – teach or revise a sound air are
Read and write words con-taining focus sound (Written at back of books – chn self-assess in green pen) Share fair nightmare com-pare
Think about the story – (script for this is in the RWI handbook) Teacher reads
story to the class. TOL to support children with inference and understanding the way tricky vocabulary has been used. This is an essential activity in setting up success for children in the comprehension questions. Use MTYT/ TOL / TTYP / Freeze Frame in order for children to comprehend the story. P8 - Freeze frame the girl’s expression at the start of the story. TTYP – how is she feeling? For example grumpy/tired/irritable. P9 - 12 TOL about things which are not right P13 TOL about what is just right MTYT with feeling – too this and too that – but my mum is just right. Freeze frame the girl’s expression. How is she feeling now? TTYP
Read 3 – Comprehension - Children read at tables teacher to assess fluency
Questions to talk about (back of book) Children go back and partner
read. When children have completed partner reading, teacher asks QTTA (questions to talk about on the last page of RWI book). Children must answer
these questions through partner talk, then feed back to the teacher. Allow children extra time to ‘prove’ answers during prove it questions. (I know this because, I think this because)
No writing
Day 4
Thurs
No speed sounds
Writing day – always complete written comprehension.
Alternate between hold, build and proofread.
Writing day
37
Teacher: Ms Ketchell Book: Looking after a hamster
Start Date: 04.05.17 Finish Date: 10.05.17
Read Write Inc. Yellow, Blue, Grey
Phonics – First Part of lesson
Reading Activities storybook – Second part of lesson Writing – Final
part
Day 1
Mon
Speed sound lesson – teach sound i-e igh y
Smile while flight Read and write words containing focus sound - on whiteboards
Speed Sounds – focus sounds identified in storybooks and any other sounds your group may find tricky ir ur er
Green/ Syllable/root words/ suffixes (print from Oxford Owl) and red words (written on red paper). Mix of about 10 words. Climbers pouches scamper discovering whiskers tube stale
Partner practise at tables
Story introduction – (print from Oxford Owl) The vocabulary check is done through story introduction. Use props to support.
Read 1- Decode - Children read at tables – teacher to assess decoding skills
Teacher reads story to children. Purpose is reading for pleasure (no jump in).
No writing
Day 2
Tues
Speed sound lesson – teach sound oa ow o-e
Read and write words contain-ing focus sound Phone moan snowing
Speedy green words (view on Oxford Owl website) and red words (written on red paper)
Partner practise at tables (speed words at back of book)
Teacher reads with a jump in – model appropriate reading pace
Read 2- Speed -Children read at tables – teacher to assess reading pace
No writing
Day 3
Wed
Read and write words containing focus sound are air (Written at back of books – chn self-assess in green pen) Share fair nightmare compare
Think about the story – Teacher reads story to the class. TOL to support children with
inference and understanding the way tricky vocabulary has been used. This is an essential activity in setting up success for children in the comprehension questions. Use MTYT/ TOL / TTYP / Freeze Frame in order for children to comprehend the story
Read 3 – Comprehension -Children read at tables teacher to assess fluency
Questions to talk about (back of book) Children go back and partner read. When
children have completed partner reading, teacher asks QTTA (questions to talk about on the last page of RWI book). Children must answer these questions through partner talk, then feed
back to the teacher. Allow children extra time to ‘prove’ answers during prove it questions. (I know this because, I think this because)
No writing
Day 4
Thurs
Writing day
Writing day – always complete written comprehension.
Alternate between hold, build, grammar and proofread.
Writing day
39
Example Read Write Inc. Working Walls
Blue pocket charts contain green, red and
challenge words linked to the book. Teacher also
adds any other words they have identified for
teaching to their group.
Tables and teaching area set up to include:
Grapheme charts at the front of the
classroom (post-it notes added for ‘new’
sounds).
Props and resources linked to storybook.
Linked books.
Green words cards (for review).
Red words cards (for review).
Alien words.
Fred the Frog.
Grapheme chart is at the front of the
teaching space.
‘New’ sounds are identified and added to
the grapheme chart with a post-it note or
in marker pen.
Red Words are added to the ‘Red Word
Wall’ as these are taught.
40
Example layout and marking in Read Write Inc. in books
Evidence of progression through increased expectations e.g. multiple choice comprehension questions
and answering in full sentences.
All books are marked in line with KS1 marking key.
High expectations for presentation from Reception onwards.
Opportunities for children to revisit errors and correct in green pen.
41
Marking Keys for RWI
Initial sounds and word time
Hold a Sentence
LO – I am learning to hold a sentence in my head before writing it with correct spelling and punctuation.
Success Criteria
I will know I have been successful when…
I can say a sentence with the words in the correct order
I can spell words correctly
I can use the correct punctuation
Proofread
LO – I am learning to identify and correct spelling and punctuation errors.
Success Criteria
I will know I have been successful when…
I can read the text and identify errors
I can identify spelling errors and correct them
I can identify punctuation errors and correct them
Build a Sentence
LO – I am learning to build a sentence out loud before writing it down.
Success Criteria
I will know I have been successful when…
I can discuss the text
I can build my own sentence about the text
I can say my sentence before wiring it
I can use phonetically-plausible spellings
Comprehension
LO – I am learning to comprehend a text
Success Criteria
I will know I have been successful when…
I can talk about the text
I can find answers in the text
I can infer information
Purpose of activities displayed at the front of RWI books.
Marking Key for EYFS Green storybooks and beyond
42
EXAMPLE OF Destination Reader Medium Term Plan
Wk. Focus Lesson Objectives (foci) Assessment (Fundamentals)
Green – comprehension
Orange/Red – Being a reader
Blue – Word reading
Recording and
assessment
1 Learning behaviours/ Reading preferences
To support and actively listen to others. To discuss and explain our ideas. To take responsibility for our own and our group’s learning.
Participates in discussion about books taking turns and listening to others’ views. Reads a range of texts including poems and play-scripts
Introduce reading albums to children. Complete reading preferences.
2 Prediction – introduce core text
To predict using the book cover. To predict what might happen based on details stated and implied.
2x Selfie 1X iSpy obs (diagnostic comments linked to the ‘indicators’)
To predict (character) from illustrations.
To predict what might happen based on details stated and implied.
To predict what might happen based on wider experiences.
3 Prediction – introduce core text
To predict using the book cover. To predict what might happen based on details stated and implied.
1x Selfie 1x iSpy obs 1x Big Picture (see sample q’s in guidance booklet)
To predict (character) from illustrations. To predict what might happen based on details stated and implied. To predict what might happen based on wider experiences.
4 Asking Questions
To ask retrieval questions. *Asks questions to clarify. *Checks the text makes sense by discussing their understanding.
2x Selfie 1X iSpy obs
To know what ‘open questions’ are. (Sorting stems) To ask ‘open questions’ to explore the meaning of the text. To answer questions using Point, Evidence and Explain.
5 Asking Questions
To ask retrieval questions. *Asks questions to clarify. *Checks the text makes sense by discussing their understanding.
1x Selfie 1x iSpy obs 1x Big Picture
To know what ‘open questions’ are. (Sorting stems) To ask ‘open questions’ to explore the meaning of the text. To answer questions using Point, Evidence and Explain.
6 Clarifying Use core text
To read unknown words and phrases using a variety of strategies. (Create toolkit)
*Checks the text makes sense by discussing their understanding. *To ask questions to clarify. *Word-reading objectives including decoding, applying knowledge of prefixes and suffixes, using dictionaries and explaining new vocabulary. *Reads for different purposes, engaging with books structured in different ways.
2x Selfie 1X iSpy obs
To check the text makes sense by discussing their understanding. To explain the meaning of words in context. (Vocabulary wall) To use dictionaries to check the meaning of unfamiliar words.
7 Clarifying Use non-fiction relating to topic
To read unknown words and phrases using a variety of strategies. (Create toolkit)
*Checks the text makes sense by discussing their understanding. *To ask questions to clarify. *Word-reading objectives including decoding, applying knowledge of prefixes and suffixes, using dictionaries and explaining new vocabulary. *Reads for different purposes, engaging with books structured in different ways.
1x Selfie 1x iSpy obs 1x Big Picture
43
Example of Reading (Destination Reader) Working Walls
Display the focus reading strategy and the sentence
stems at the front of the Reading Wall. Refer to the
stems and use them when you model during the
whole class teaching input.
Display all the reading strategies at the front of the
Reading Wall. Refer to these as you model the
strategy in the whole class teaching input and when
children apply these in their reading throughout the
lesson.
Display the Destination Reader text at the front of
your Reading Wall. Next to this, write up any new
vocabulary and definitions.
44
Reading Albums- Guidance for Marking and Presentation
Selfie
iSpy
4-5 children per week. To be tracked on iSpy tracking street. This way the whole class should have an iSpy every
half term.
Teachers/TA’s to take iSpy’s in all other lessons to be added to reading albums. E.g. in Lit when they make a
prediction or inference or in Topic when they use learning behaviours.
These will be done on a post it note with the date, iSpy logo and skill being learnt.
Big Picture
Template saved on T:drive – to be used for each Big Picture lesson to ensure consistency in presentation.
Week 1 Selfie iSpy Selfie
Week 2 Selfie iSpy Big Picture
3.6.16 Inferring
I think the character Clare is kind and accepting as
she does not laugh at Tom when he tells the class
about the lion but instead tries to help by showing
him pictures of different lions.
45
Marking
All work acknowledged using KS2 marking key – to be stuck at front of book.
All selfies acknowledged with a tick and through marking key. Where children’s selfies need further challenge
teachers will add in green pen and children respond in red pen.
Big Picture diagnostically marked with red pen questions for children to respond to. Teacher to edit big pictures to
link to types of questions used in summative assessment to prepare children for them and make them common
place.
Response time: at the start of Big Picture and iSpy lessons.
46
Class Book Corner Expectations
FS Book Corner Checklist
Is the area clearly signed as Book Corner? Does it look inviting?
Is there a celebration of your class author? E.g. Julia Donaldson
Are there photos of authors linked to Core Texts? Eric Carle Trish Cooke Julia Donaldson Etc.
Is there art work by the children linked to the Core Texts?
Are there photos of the children using the Book Corner with accompanying prompts?
Are books clearly labelled? Are all book boxes clearly labelled in an appropriate font and with a matching image/ photo? Core Texts Fairy Tales Non-fiction books Animal Stories Stories from other cultures Read Write Inc. Books
Are there props linked to the Core Texts for current week and/or previous familiar Core Texts? Opportunities for re-telling stories with puppets/ costumes/ masks/ props/ story-maps and sequencing/ interactive resources
Are there soft toys for children to share stories with?
Is the area clearly signed as Book Corner? Does it look inviting?
Are there photos of authors linked to Core Texts?
Are there books published by the children in the book corner? Literacy work bound together Topic work
Are books clearly labelled? Are all book boxes clearly labelled? Core Texts Fiction books Non-fiction books Poetry Picture books Chapter books
Is there an opportunity to recommend books and do book reviews? Recommend books to each other or teacher
Is there a class author display?
Is it clear who the class librarians are who monitor keeping it neat and tidy?
Is there a clear system in place for borrowing or returning books (one each for free readers/ levelled readers) Name: Date: Book title/ level: Returned:
KS1/2 Book Corner Checklist
47
Examples of Class Book Corners
Books are well ordered and
include:
Picture books
Novels
Poetry
Newspapers/ magazines
Fiction and non-fiction
Levelled home reader
books (organised in line
with progressions steps
for reading)
Book Corners are vibrant, attractive and well
organised.
48
Collection of levelled home reading books
ordered in their box in their colour bands
Collection of books linked to class author
Collection of books linked to ASPIRE
Opportunities for
children to
interact with the
environment and
with their peers.
Books/ work from
the children added
to the Book
Corner.
Class librarians
identified and
displayed.
System in place for
recording, the
borrowing and
returning of books- one
for free readers and
one for levelled
readers.
49
Home Reading expectations
Children should have the opportunity to change their reading books at least once per week:
Blast off into reading
Blast off into Reading blurb As a way of promoting reading in KS1/2 and to ensure we are following up on children reading at home for 20 minutes a night, Blast off into Reading is a classroom display to track progress and ensure this is happening. Each child is a rocket. They want to zoom through space and reach all the planets. Every week’s worth of reading at home (with evidence) they get to move to a new planet.
Teachers check reading records once a week. (Thursday is preferable) Once a teacher has evidence of a child having read for a whole week – they get to move to the next planet.
(see dates and see if you can see a whole week) Teachers will check this every Thursday morning ready for names to be given for assembly prizes by Thursday
pm. Teachers to keep track on who has received prizes. Once they get through all planets – they can turn into astronauts and do the cycle again.
Free Reader Levelled Reader
Nursery From class book corner Encourage parents to buy phonics sound cards set 1
Reception From class book corner Encourage parents to buy phonics sound cards set 2 and 3 Ditties and RWI Books
KS1 From class book corner RWI Book and colour banded home reading book
KS2 From class book corner Colour banded home reading book
50
Handwriting and Pen licenses
Use of pencils and pens
Children across the whole school write in pencil from Reception onwards. When a child demonstrates they can join
consistently and accurately in pencil (in line with the Penpals scheme of work) they are awarded a pen license. Pen
licenses are awarded in Friday assemblies and children are given a certificate and a handwriting pen. Names of
children who hold a pen license should be displayed on the class working wall.
Penpals Sassoon Font
The official Penpals handwriting font is on all school computers. It can be found in Microsoft Word under ‘Sassoon
penpals font’- see screenshot below. This resource (for displays and ppts) is a useful model to pupils of the correct
letter formation expected in their year group.