Belong, Believe, Achieve
Holiday Story Writing Challenge
Half Term Holiday Story Writing Challenge October 2019
Do you like a bed time story?
Our holiday challenge this half term is to write a bedtime story.
The topic of the story is feelings.
Our assembly story Perfectly Norman by Tom Percival was a story about a little boy who experiences many feelings, surprise, excitement, embarrassment and joy. Did inspire you to write a story too?
Your story will need to be over 200 words and can be in any style but remember, the theme is feelings so what will happen to your character and how will they feel? What will change and how will their feelings change as a result?
If you use the following link, it will take you to the Book People website where you can find out more information and some helpful ideas and inspirations.
Our school competition will be open to all classes. Bring in your stories and give them to your teachers in the first week back. We will have an in school competition with winners from each class receiving a prize and have a chance to have their stories read out in a special assembly.
One winning story from each class will then be entered into the Book People competition with a chance to win big prizes for themselves and our school and also be in with a chance to have their book illustrated and published.
Happy Half Term Holidays,
English at School of the Resurrection.
Please see https://www.resurrection.manchester.sch.uk/about-our-school/school-curriculum for information regarding the English Curriculum.
Developing our children’s Writing Skills:
We believe that writing can be developed in all areas of the curriculum and therefore we have created a cross-curricular approach to our English based learning. Within this, we look at a genre linked with another area of the curriculum, gather texts to support this genre and subject area, and then follow a sequence of session which allow children to explore texts, subjects and also develop their personal writing skills within this. For example, children who have an art focus on LS Lowry can research, read non-fiction texts about this artist, which will then lead onto the children writing a biography about this artist.
In order to develop this children complete two pieces of writing for moderation per half term. One piece of work will be based around the specific genre covered that half term and the other one will be from a specified area of the curriculum, for example, a report for Science or a biography from a key person from history. We hold Moderation Working Party meetings with local schools. This enables us to monitor our children's development skills within writing, tracking progress against local and national standards.
Developing our children’s Reading Skills:
Our reading curriculum is developed in three ways:
Phonics is taught daily in Early Years Foundation Stage and in Key Stage 1.
Phonics is taught through Letters and Sounds scheme of work, which is supported by the online resources from Phonics Play. Children work in small groups with teaching staff in order for them to access the learning necessary for them to make progress. These groupings are based around assessments made at the end of each half term which enables us to match our teaching to the children's level of understanding. For those who need to continue to develop their skills in KS2 intervention programs are put in place with support of our Accelerated Reader and Lexia on line programs.
Reading: All children are given a reading book and encouraged to read daily at home and have this recorded in their reading records.
In KS1 Our reading scheme contains books from Oxford Reading Tree, Pearson’s Rigby Bug Club and Rising Stars Reading Planet and Galaxy
1 to 1 Reading: All children are given a leveled reading book and encouraged to read daily at home and have this recorded in their reading records. Our reading scheme contains books from Oxford Reading Tree and Pearson’s Rigby. In school children will read 1 to 1 twice a week. During these sessions children’s understanding is developed through specific questioning recommended by the DFE. To encourage this at home children made Reader Helper key rings with question types and prompts.
Guided Reading: Based on their reading levels children are put into Guided Reading groups. Weekly small group sessions of Guided Reading develop the children’s reading skills and understanding. Materials are chosen by the teacher from a variety of sources and cover all statutory genres, both fiction and non-fiction. The purpose behind our Guided reading sessions is to engage the children in a wide range of text types, styles and authors from a wide range of cultures and eras.
At School of the Resurrection we are dedicated to the enrichment of the children’s reading experience and aim to foster a love of reading in all our children. In order to do this we hold half termly reading challenges and hold assemblies to reward children’s participation in independent and self-directed reading
We very much value the efforts of our parents who continue the hard work at home and hold regular Parent Reader Assemblies were children have the opportunity to see their helpers rewarded with certificates and celebratory balloons.
In Key Stage 2 children also have access our school library and take home books of their choosing along-side their levelled reading books.
Children’s reading is assessed as they progress through our reading scheme by PM Bench Marking to accurately track and assess their reading progress. When children have progressed through our reading scheme they begin our Accelerated Reader and Lexia Reading programs. Children read their leveled books and then take online quizzes and tests. Children enjoy these online activities which they can work through independently and result in a very specific assessment of their progress and areas where additional support is needed.
Reading, Grammar and Spelling are assessed every half term through Rising Stars. This enables us to monitor progress set new targets for progression and mastery and to develop specific interventions and support programs to ensure that all our children can make steady effective progress. We are constantly monitoring progress of our children and make further assessments based around teacher judgement on day to day learning patterns, motivation and effort. These are tracked termly on Target Tracker, here we are able to see the children's progress from their own starting levels and track steps of development over the year.