English at Orchards
We have recently undertaken the Talk For Writing approach to English, produced by Pie Corbett.
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. Our grammar is linked in alongside this, providing the students with the toolkit they need to be successful in their writing.
Schools underpin their English work by establishing a core reading spine of quality fiction, poetry and non-fiction that all children experience and draw upon. Imaginative units of work are developed to create a whole-school plan that is refined over the years, is well-resourced and documented to release teachers from planning and preparation so that they can focus on adapting their teaching for children’s learning.
Guided Reading at Orchards
In Reception, we are currently focussing on securing our phonics knowledge for both phase 2 and phase 3 phonics sounds. You can find more about our approach to phonics on the 'Phonics' tab.
In Key Stage 1, Guided Reading lessons are everyday for 30minutes. In Key Stage 2, lessons are four days a week for 1 hour.
We have just started a new approach to Guided Reading- 'Reading Reconsidered'. Written by the Teach Like A Champion Team- Doug Lemov, Colleen Driggs and Erica Woolway- it seeks to answer the question:
How can we teach our students to read, read well, and read on their own?
It comprised of these elements:
Control The Game (CTG)- Children are picked to aloud a designated sentence or section of the text. It is fast paced so everyone needs to be following! The teacher also reads to the children modelling expression and intonation.
Accountable Independent Reading (AIR)- Children a given a certain amount of time to read a section of the text and then have to answer a question/find evidence on the part they have read. This generates a lot of discussion, which is a cornerstone, not just of Reading Reconsidered but the curriculum as a whole.
Close Reading- Children are taught to analyse a section of the text and dissect it for meaning, hidden meanings and vocabulary choices. This is a powerful tool in the arsenal of a teacher as it teaches children why specific vocabulary has been chosen.
Please stay tuned to this page as will be putting videos on of lessons and showing how the process is taught!