A Hallow writer is someone who chooses to write for a variety of purposes and to share experiences, thoughts and passions.
A Hallow writer’s writing stays with the reader for a while, making them want to read more.
A Hallow writer’s writing is considerate and adapts to the specific needs of the audience.
A Hallow writer takes risks with vocabulary and is always keen to try out new words that they have discovered.
Most importantly, a Hallow writer loves to write; the writing skills they develop in their time at school stay with them for life.
Writing
Our core aim when teaching English is to engage and inspire children in both reading and writing. Hallow’s English curriculum is text-led with a focus on vocabulary, grammar and a wide-ranging diet of books. This means that we do not follow schemes which instead enables us to create quality, personal English lessons that develop children’s understanding of the subject. Teachers then use the Writing Checklists that are based on the National Curriculum requirements for each year group. Teachers also follow a specified model of lesson design where their lessons take the following layout listed. First lesson focuses on the children immersing themselves within the new text and getting them enthused with possible themes and characters, etc. Following this, children are introduced to the WAGOLL (what a good one looks like) and given a chance to investigate the genre of writing that is being covered within this sequence. The next lessons focus on teaching SPaG and genre focuses before the class taking part in the shared write, where children can work with the teacher to create a similar style of writing. Children then get the chance to plan before writing in the following session. Finally, the children are given a chance to respond to marking and can edit their work to ensure that it is the best it can be.
Reading
In Reception and Key Stage 1 daily phonics supports the development of early reading skills. Additionally, to this the children learn to read using a fully phonetically decodable reading scheme to ensure they can put their phonetical skills to use to read for understanding. In Years 3 – 6 daily reading sessions provide the children with opportunities to develop word reading and comprehension skills, incorporating all strands of reading comprehension using the VIPERSS questioning model. Whole class guided reading is used to encourage high level vocabulary, inference techniques, prediction skills, explain their thinking around a text, learn how to retrieve information and sequence and summarise information they have read. One lesson a week then focuses on these skills in greater detail. In addition to the discrete daily reading, a diverse range of reading opportunities are embedded across the curriculum. Quality texts are used as a lead into many writing opportunities where new vocabulary can be learnt and applied; whole class texts are shared with the children to allow time to listen to and enjoy stories.
We are determined that every child will learn to read, regardless of background, needs or abilities. We want Hallow children to be fluent, confident readers. They will be exposed to a wealth of stories, poems, rhymes and non-fiction to develop their vocabulary, language comprehension and engender a genuine love of reading and a keen interest in a range of texts. We work to inspire them to become life-long readers who enjoy books and have a desire to read for pleasure.
Typical Reading Week:
- Monday – VIPERSS on class text
- Tuesday – VIPERSS on class text
- Wednesday – Reading Skill in Depth
- Thursday – DEAR Time
- Friday – Unseen Text VIPERSS
Reading is celebrated at Hallow Primary School and there are many opportunities for the children to develop and enhance their love of reading across the school year. We have a quality library that is ran by our brilliant Year 6 Librarians who organise, support younger readers and even run competitions across the school.
Additionally, a love of reading is embedded via half termly class and individual competitions where children can win special whole class prizes for their DEAR time and a book for themselves.
Every day the teachers read aloud the class book to the children. These texts are chosen carefully so there is a range of high quality, diverse texts to engage the children and appeal to a range of children. When reading aloud, they do not stop unnecessarily to ask clarification/comprehension questions. Instead, they allow the story to weave its own magic, only pausing occasionally where necessary to define any important vocabulary.
Home Reading
In KS1 and KS2, children take home a book which is appropriate to their level of ability. Children are expected to progress to a ‘free reader’ status so they are able to read any book from their classroom or school library. Each child has a book bag and a home school reading record that teachers and parents can use to share information about a child’s reading. Parents are encouraged to read with their child daily. Information is given on how to support their child in reading on the school website, curriculum letters, parent information evenings and parents’ evenings