the explorer – katherine rundell - renishaw primary€¦ · web view2021. 3. 12. · the jolly...

Renishaw Primary School

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Reading Curriculum

Reading Curriculum

2020-2021

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Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Topic This is Me Toys Through Time

Wonderful Weather

We Are Britain Journeys

Yea

r 1

Writing Genres

Acrostic poemStory

mappingNarrative

Acrostic poem

Labels and captions

Character description

Letter writing

Non-fiction fact file

Diary entry

Recount (postcard)

Instruction writing

Core TextsElmer story collection

DoggerLost at the

Toy Museum

Lost and Found

My Friend the Weather

Monster

Katie in London

Paddington

PoetryThe Lost Words -

Fern

Acrostic poetry –

remembrance

A Visit from St. Nicholas –

Clement Clarke Moore

(Archaic Language)

The Wind Christina Rosetti

Additional Texts

Where the Wild Things

Are

The Colour Monster

Where the Poppies Now

Grow

The Elves and the

Shoemaker

The Day the Crayons Quit (complexity

narrator)

The Twits Roald Dahl

Song Lyrics

Rockin Around the Christmas

Tree

We Wish You a Merry

Christmas (Makaton)

Drip Drop (Rain Is Falling Down)

The Sun Has Got His

Hat On

Film Clips Lost and Found Paddington

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Literacy Overview – Year 1


Topic The Great Fire of

London (7)

iMessage (6)

Coast to Coast

Near and Far Intrepid Explorers

Yea

r 2

Writing Genres

Diary entry, Instructions,

Poetry. Poster.

Letters, postcards, Non chron

report.

Descriptive writing. Poster.

Recount.Poetry

Narrative, Sound poetry.

Adventure story.

Description,

Core Text

Vlad and the Great Fire of

London.

The Day the crayons Quit. The Day the

Crayons came back.

Flotsam,The

Lighthouse Keepers Lunch.

Handa’s Surprise.

Meerkat Mail

Around the world in 80

Days

Jack and the Beanstalk.

Jim and the Beanstalk.

PoetryThe Lost Words Waiting for

the Tone – Kit Wright

Waves – Jackie Kay

Civil lies – Bejamin

Zephaniah ???

The Sound collector –

Roger McGough

The JumbliesJack and the Flum Flum

Tree

Additional Texts

The GFoL – A city in Flames.

Toby and the GFoL. .

Dear Miss

The Jolly Postman.

One world – Micheal

Foreman.

Five go down to the sea.

Somebody swallowed

Stanley

When the rains came.

How the Leopard got his spots

Fantastically Great Women who changed

the world/history.

The Explorer – Katherine

Rundell

Little People, Big Dreams

series.

Michael Recycle

Man on the Moon

Song Lyrics

London’s Burning

N/A

Sitting on the dock of the bay – Otis Redding

Hakuna Matata (Jambo Bwana)

Anywhere – Passenger

When I’m gone – Anna

Kendrick

Get back up again – Trolls

Chicago – Sufjan

Stephens

Film ClipsMagic

Grandpa

The Man on the Moon – John Lewis

Advert

N/ACatch It –

Literacy Shed +

Around the world in 80

Days planning.

Whistleless

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Topic Stone Age to Iron Age Angry Earth (Volcanoes and Earthquakes) Ancient Greece

Yea

r 3

Writing Genres

Setting descriptions

postcardPoetry

InstructionsRe-write

Persuasive advert

SpeechComicsRecount

The Rock Cycle leaflet

Play scriptsSetting

descriptionLetter writing

Non chron report on Japan’s

earthquake ad tsunamiPoetry

Core TextThe Boy with the

Bronze Axe

The Boy with the

Bronze Axe

Toto: The Wizard of

Oz

The Firework Maker’s

Daughter

Who Let The Gods

Out

Poetry

The Lost Words

CinquainSenses poetry

Christmas cinquain Walking with

my iguana Scissors

Additional Texts

Stone Age Boy

The Sheep Pig (Guided

Reading) FunnyBones

The Wolf’s Boy

Escape from Pompeii

(pages 1-2) Stone girl Bone Girl

The 3 Little Pigs

The True Story of the Three Little

Pigs

Hurricane

Icarus and DaedalusTheseus and the

MinotaurPandora’s

box

Song Lyrics

Film Clips

Rocks! A video by Mr

Bradley. Not a film

but used as a stimulus for writing

Vesuvius eruption Home Sweet

Home (lit shed)

David Attenborough’s Perfect Planet

for GR

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Yea

r 4

Topic Roman Britain Natural Resources

Area of Europe Study -

Italy

Crime and Punishment

Writing Genres

Instructional writing

Roman army

Application letter

Diary Writing

Setting description

Wanted Poster

Limericks (Christmas)

Narrative

Explanation (water cycle)

Persuasive Holiday

Brochure

Core TextThe

Leopard in the Golden

Cage

The Leopard in the Golden

Cage

Charlotte’s Web

(archaic text)

Float

Holes

Poetry

The Lost Words -

Dandelion

Over de moon –

Benjamin Zephaniah

Wilfred Owen- Dulce et

decorum est (Archaic Text)

(Remembrance)

The Romans in Britain by Judith

Nicholls

Once upon a raindrop

The Highwayman

The Spider and the

Fly(science)

Additional Texts

Romulus and Remus

- Myth

Newspaper Extracts

Guardians of the environmentA drop in my drink

The Rhythm of

the rain

The highway rat

The true story of the three little

pigs

Film Clips Veni Vidi Vici

Planet EarthBBC – Saving energy

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Topic Anglo Saxons to Vikings Rivers and Mountains Ancient Egypt

Yea

r 5

Writing Genres Kennings

Narrative

Newspaper article

HaikuTanka

Cinquain

Core Text BewoulfWind in the

WillowsSecrets of a

Sun King

PoetryThe Lost Words

Kennings

The River by Valarie

Bloom Ozymandias

Additional Texts

Odd and the Frost Giant

Liking for a Viking Celia

Warren

Floodland

Song Lyrics

Film Clips The Ridge

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Topic Victorians North America Mayans

Yea

r 6

Writing Genres

PoetryDiary EntryNarrative

Description

BiographyBalanced Argument

Character DescriptionNarrative

Core Text Street Child

Street Child + Far From

Home extracts

Little House on the Prairie

The Arrival Middleworld Cloudbusting

Poetry

The Lost Words

The Railway CarriageRobert Louis

Stevenson

The Dreadful Menace

Scissors (performance only) and

Colin

The New Colossus

Additional Texts

On the Origin of Species

The Promise

News Article Easter Island Statue Dr John SnowMoth

News article The day

Niagara Falls ran dry

Queen of the Falls

Windrush Child

Twist of Gold

The Man Who

Walked Between The Two Towers

The Rain Player

The Hero Twins

Sinkholes text

Song Lyrics

Food Glorious Food

Big Yellow Taxi 99

Red Balloons

Film Clips The Dreadful Menace

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Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Familiarity with Texts

Fairy Stories

The Elves and the

Shoemaker

Jack and the Beanstalk.?

Jim and the Beanstalk?

The Three Little Pigs.

The true Story of

The Three Little Pigs

Hansel and Gretel

Familiarity with TextsTraditional

Tales

Me and You

The Hare and the Tortoise

How the leopard got his spots.

Jolly Christmas Postman

Familiarity with TextsMyths or Legends

Greeks : Icarus and Daedalus

Romans : Romulus

and Remus

Vikings : Beowulf

Maya :The Hero Twins

Classic Poetry and

Performance

Remembrance William Bedford

The Wind by Christina Rosetti

Remembrance poem

The Jumblies Edward Lear?

London’s Burning.

In Flanders Fields John

Macrae

The Owl and the

PussycatEdward

Lear

My Shadow Robert Louis

Stevenson (Science)

Dulce et decorum

est Wilfred Owen

The Spider and the Fly Mary Howitt(Science)

The Charge of the Light

BrigadeTennyson

Ozymandias Shelley

For the Fallen

Laurence Binyon

The Night Before

Christmas Clement Clarke Moore

The Railway CarriageRobert Louis

Stevenson

The New Colossus

Emma Lazarus

Contemporary Poetry and

Performance

Lost Words Please Mrs Butler Allan

Ahlberg?

Jack and the Flum Flum

Trees?

Waiting for the tone – Kit

Wright

Waves – Jackie Kay

Lost words

Scissors by Allan

Ahlberg

Walking with my Iguana

The British and Over de Moon Benjamin

Zephaniah

Excuses by Allan Ahlberg

Liking for a Viking Celia

Warren

Colin by Allan

Ahlberg

The Dreadful Menace

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Breadth of Reading Progression

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Different Forms of Poetry

introduced

Acrostic Narrative Cinquain Limericks Kenning, Haiku, Tanka

Narrative

Play Scripts

Roald Dahl the Three Little Pigs

Pirates of the Currybean / Ali Baba and the Bongo

Bandits

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Doug Lemov in “Reading Reconsidered” identifies that there are five types (he calls them plagues) of text that children should have access to in order to successfully navigate reading with confidence. By starting this exposure at an early age he believes children will become more confident and adept at understanding the complexities of different texts that are complex in a way that is different to lexical level. In planning our curriculum, we have ensured coverage and progression in these five types of text.

Archaic Language The vocabulary, usage, syntax and context for cultural reference of texts over 50 or 100 years old are vastly different and typically more complex than texts written today. Students need to be exposed to and develop proficiency with antiquated forms of expression to be able to hope to read James Madison, Frederick Douglass and Edmund Spenser when they get to college. Non-Linear Time Sequences In passages written exclusively for students—or more specifically for student assessments— time tends to unfold with consistency. A story is narrated in a given style with a given cadence and that cadence endures and remains consistent, but in the best books, books where every aspect of the narration is nuanced to create an exact image, time moves in fits and start. It doubles back. The only way to master such books is to have read them time and again and to be carefully introduced to them by a thoughtful teacher or parent. Narratively ComplexBooks are sometimes narrated by an unreliable narrator- Scout, for example, who doesn’t understand and misperceives some of what happened to her. Or the narrator in Edgar Allan Poe’s “The Tell-Tale Heart” who is a madman out of touch with reality. Other books have multiple narrators such as Faulkner’s As I Lay Dying. Others have non-human narrators such as the horse that tells the story in Black Beauty. Some books have multiple intertwined and apparently (for a time) unrelated plot lines. These are far harder to read than books with a single plot line and students need to experience these as well. Figurative/Symbolic Text Texts These happen on an allegorical or symbolic level. Not reflected in Lexiles; critical forms of text complexity that students must experience. Resistant Texts Texts written to deliberately resist easy meaning-making by readers. Perhaps half of the poems ever written fall into this category. You have to assemble meaning around nuances, hints, uncertainties and clues.

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Developing the Reader

Developing the Reader at RenishawYear 1 Year 2 Year 3 Year 4 Year 5 Year 6

Archaic Language


Are

Paddington

The Night Before

Christmas

Five go down to the

sea.

Lighthouse keepers

lunch

Very Hungry Caterpillar

The Sheep Pig

Charlotte’s Web

Dulce et decorum est

Wilfred Owen

The spider and the Fly Mary Howitt(Science)

The Charge of the Light

BrigadeTennyson

Ozymandias Shelley

Wind in the Willows


For the Fallen

The Night Before

Christmas

Non-Linear Time

Sequences

The Twits

Dogger

Ellmer

When the rains come

The Firework Maker’s daughter

Holes Cosmic Middleworld

Narratively Complex


Are

The Day the crayons

quit/came back.

Vlad and the Great Fire of

London.

Dear Miss

Monkey Puzzle

True Story of the Three Little Pigs

Toto: The Wizard of

Oz

Clockwork

Complexity of the Plot

Figurative / Symbolic Text


Are

Lost words

Somebody swallowed

Stanley

Mum and Dad glue

Who Let the Gods Out?

Scissors by Allan

Ahlberg

Iron Man?

The British Benjamin

Zephaniah

In Flanders Fields

The Arrival

Windrush Child

Resistant Text

Lost and Found

The Weather Monster

The Color Monster

Lost at the Toy Museum

Tadpole’s PromiseFlotsam

Wolves? Harris Burdick?

Ozymandias Arrival

Cloud busting

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Year Term Writing to entertain

Writing to inform Writing to persuade

Writing to discuss

Poetry

1

1 NarrativePoetry

Contemporary

2 RecountPoetry

Classic

3 Diary entry (Character

perspective)

Non-fiction fact-file

Contemporary

4 Character description

Setting description

InstructionsLetters

(postcard)

56

2

1 Contemporary2 Classic3 Contemporary456

3

1 PoetrySetting

descriptionRewrite

Instructions Contemporary

2 Speech comicPoetrySetting

description

Non Chron report on Rock

Cycle

Classic

3 Playscript Letters Contemporary

4 Setting description

Fact file on Japan’s

earthquake and tsunami

Persuasive advert for

Pompeii pre Vesuvius eruption?

5 Character description of

God?

Biography of God?

6

4

1 PoetryDiary write

Instructions Job application letter

Contemporary

2 Setting description Narrative

Wanted poster Classic

3 Narrative story

Explanation text?

Contemporary

4 Travel Brochure56

5

1 Diary entry Letter Contemporary2 Procedural text Classic3 Description Narrative Contemporary4 Non-

chronological Report

5 Balanced Argument

6

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Overview of Writing Outcomes

6

1 LetterBiography

Contemporary

2 Character Description

Non-chronological

Report

Balanced Argument

Classic

3 Character Description

Narrative

Non-chronological

Report

Travel Brochure Contemporary

456

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Where possible a text will be used for different subjects and topics being taught. This will be used to further the learning in that subject / topic and to help children to apply their learning to the real world. It is not expected that a book will be used for every subject, for every half term for every year group.

Year 1 Cross-Curricular Reading


Maths

Year

1

ScienceThe Lost Words A Seed in

Need

History / Geography

Where the Poppies

Now Grow

Lost and Found

PaddingtonKatie in London

REThe Good Samaritan The Easter

Story

Art / DTThe Colour

Monster

PHSE The Colour

MonsterElmer

Dogger

My Friend the Weather

MonsterThe Twits

Have you Filled a Bucket today?

A Huge Bag of Worries

Computing

Music

MFL

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Cross Curricular Reading



Maths The Great Pet Sale

Year

2

Science Bertie the Bursting Bin

Tadpole’s promise

Egg to Bee.

Monkey Puzzle

Florence was no ordinary

Fairy.

Animal architects

Creature features

We’re going on a leaf

hunt.

Insect Detective.

Why do Flowers like bees?

From seed to sunflower

History / Geography

The Great Fire of London

Anniversary Edition

RE

Art / DT

PHSE

Jack and Jill

Miss Polly had a dolly

Very Hungry

Caterpillar

Mum and Dad glue.

Mr Seahorse

Counting Kisses

Once there were

Giants.

Spend it!

Those shoes.

The Children’s Book of Keeping

Safe.

Computing

Music

MFL

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Maths

Year

3

Science The Lost Words

Pebble in my pocket Funnybones

The Forgotten

garden

History / Geography

The Boy with the

Bronze Axe Stone Age Boy

The Firework Maker’s

Daughter

Hurricane

RE The Promise

Art / DT

PHSE Pebble: A story of

belonging

Computing

Music

MFL

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Maths

Year

4

Science

The Spider and the fly – Mary Howitt

Actual Size

Drop in my drink

Once upon a raindrop

History / Geography

Roman Diary –

Journal of Iliona

Guardians of our

environment

RE The Good Samaritan

Art / DT

PHSE Georges

Marvellous Medicine

The growing story

Computing

Music

MFL

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Maths

Year

5

Science Clockwork

A Butterfly is Patient

Life Cycles – DK & Sam Falconer

Disappearing Acts

Cosmic

Moon Juice

Ada Twist, Scientist

If All the World

Were...

History / Geography

BeowulfOdd and the Frost Giants

The Wind in the Willows

A RiverMarc Martin

Everest: The

Remarkable Story of Edmund

Hillary and Tenzing Norgay

Secrets of a Sun King

RE

Art / DT

PHSE

Computing

Music

MFL

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MathsPercentages – If the World

Were a Village

Year

6

ScienceEvolution -

On the Origin of Species

Moth

History / Geography

Street Child Far From Home


Queen of The Falls

Twist of Gold

The Man Who

Walked Between the Two Towers

Rain Player

RE

How to Live Forever

The Promise

The Island

Art / DT Bridges

PHSE The Island

ComputingGoldilocks- a fairytale

for the digital age

Music

MFLLet’s Visit a

French Town

Let’s go Shopping

This is France All In a Day

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Renishaw uses the Scarborough Reading Rope to help us to understand how a child learns to read and to help our children to become skilled readers. Where a child is struggling to learn to read we use this to consider which strand(s) may be causing a barrier to learning or progressing and what action can be taken to support that child.

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Learning to Read

Word recognition is taught through the activities in the following table below. Included is a teaching and intervention timescale. In 2020 this is transitional and is likely to remain so in 2021 due to school closures caused by the pandemic. This is aspirational for where the school aims to be once we return to a “teaching as normal” mode following catch ups to compensate for school closures.

Reading Speeds are checked and monitored half termly with parents sent their child’s reading speed. It is critical that reading speed is at a pace that encourages fluency. It should still include use of punctuation, expression

and allow the child to have time to understand what they are reading. These are used to monitor where children may need additional support with their reading speed or fluency. The same text is used throughout a year group using a text at age related expectations. The text is not used at any other time. The number of errors is recorded

and 5 basic questions asked to check a child’s understanding of the text. Children are allowed to read the text silently first.

The age-related expectations by the end of each year group are set out below. Each is with no more than 5 errors.

Words per Minute (No more than 5 errors per 100 words)

Year 1 20Year 2 70Year 3 100Year 4 110Year 5 120Year 6 140

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Word Recognition

Teaching Word Recognition

Colour Key

On track taught to the class

Catch up needed – interventions

Serious concerns – raise with SENCO

Nursery Reception

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Phase 1 Phonics

Phase 2 to Phase 3 phonics

Phase 4 to Phase 5 phonics

High Frequency

Words Read First

100

High Frequency

Words Read Next

100

High Frequency

Words Read First 200-300

Project X Code

intervention

Individual Readers

Fluency Phrase

Lists

Fluency xxx

Fluency xxx

Fluency xxx

Fluency intervention

Nessy

Vocabulary

Individual reading

timeClass

Reading book

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Comprehension builds upon fluency and uses a number of different skills. These are taught to children through an “Active Reader Tool Kit”. We look to build a web of learning where connections are made between different

concepts and experiences. These skills include

Making connections with the text. Children consider:o text to text connections made with between the text being used and other texts that the

children have read or watched (visual texts)o text to self connections made between the text and the child’s own experienceso text to world connections made between the text and what the child knows about the world

Make predictions and ask questions based on what they have read in the text Visualising what they have read. Children are taught to create a picture in their mind of what they have

read and that this picture is adjusted and changed as you read further and find new information Active readers notice when they do not understand something that they have read. They know that they

have had a “reader breakdown” and that they need to do something about it to fix their understanding. Active readers have a range of strategies to fix reader breakdowns. Dictionaries may be used after other

strategies have been tried first. Active readers look out for VIP key words and phrases that help to unlock the meaning of a text Children are taught to pull these different elements together to think again about their understanding of

the text. They are taught to think like a detective Children are taught to summarise and provide a gist of what they have read – to use only the key points

and to be succinct.

Children are taught these skills through modelling and through careful selections of texts. Skills are taught individually at first and verbally and build up to written responses and to covering all skills in a single session. These are taught alongside decoding skills and start in Reception and continue to be built on and refined through to year 6 where children are expected to apply them independently.

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Comprehension

Teaching Comprehension

Colour Key

On track taught to the class

Catch up needed – interventions

Serious concerns – raise

with SENCO

To be reviewed!

Nursery Reception

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Make connection

to a textVerbally Taught explicitly with written

responsesApply independently

Make predictions

and ask questions

VerballyTaught explicitly with written

responses Apply independently

Visualise and change visualisatio

ns

VerballyTaught explicitly with written

responses Apply independently

Spot reader breakdown

s

Verbally Taught explicitly with written responses

Apply independently

Fix reader breakdown

s

Verbally Taught explicitly with written responses

Apply independently

Spot VIP words and phrases

Taught explicitly with written responses

Apply independently

Use detective skills to

understand

Taught explicitly with written responses

Apply independently

Give a gist Verbally Taught explicitly with written responses

Apply independently

Inference intervention

Project X Code

intervention

Nessy

Vocabulary Taught explicitly and through pre-reading and reading

Individual reading

timeClass

Reading book

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the explorer – katherine rundell - renishaw primary€¦ · web view2021. 3. 12. · the jolly...

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