English at Foxhills
On this page you will find:
Information about the English curriculum at Foxhills, including:
- The English Curriculum Statement
- Sequencing of the Reading Curriculum (knowledge, skills and vocabulary)
- Characteristics of a Reader
- Sequencing of the Writing Curriculum (knowledge, skills and vocabulary)
- Characteristics of a Writer
- Sequencing of the Spoken Language Curriculum (knowledge, skills and vocabulary)
- Characteristics of a Speaker
- Text and Vocabulary Mapping
- A Glossary of English Terminology
Resources to support Early Reading, including:
- Reading comprehension guide
- Example videos to support 1:1 reading at home
- For further resources to support early reading at home, please see the phonics page, also found within the curriculum tab
Resources to support Writing, including:
- The Writing non-negotiables for each year group
- Colour-Coded Grammar posters
- Handwriting learning videos
- Handwriting letter line
Wordless Lilac Books
Whilst learning their initial set 1 sounds, before the children have learned to blend, our teachers give children wordless books so that they can begin to develop other aspects of early reading. The children are taught to discuss characters, build upon their vocabulary and develop confidence when retelling stories.
RWI Ditty Sheets
Once children can blend accurately to read simple words containing single letter set 1 sounds they begin learning to read ditties. In this video one of our teachers is modelling how to use the ditty sheets to support children at this stage of reading development. This child is using one of the later ditty sheets, because she already has an understanding of some of the set 1 special friends.
RWI Red Book
Once the children know every set 1 sound (including special friends) and are growing in confidence with blending to read simple words and ditties, they move to Red Read, Write Inc. (RWI) group. In this video one of our teachers is modelling how to support a child who is reading Red RWI books. This child has now learned how to read some red words 'of' and 'put'. 'Red' words (sometimes called common exception words) are words that are difficult to decode using the GPCs (grapheme-phoneme correspondence) the child has learned so far. We say, "It's hard to F-r-e-d a red!"
RWI Green Book
As children progress to green and purple Read, Write Inc. (RWI) groups they begin to learn to recognise the set 2 sounds, while practising reading stories containing the set 1 sounds they already know. At this stage, the children are encouraged to use F-r-e-d in their head. They also learn further 'red' words. In this video one of our teachers is modelling how to support a child who is reading green RWI books.
Yellow Book Band
Once a child has started learning to read words containing set 3 sounds, teachers use PM Benchmarking, in addition to RWI to assess their reading progress. Children begin reading and re-reading book band books to continue to practise blending to read words containing the GPCs they have learned, in addition to developing other reading skills in line with our school’s reading curriculum mapping and reading skills progression. In this video one of our teachers is modelling how to support a child who is reading yellow book band books. This child is currently working on retelling what has been read so far.
Year Two Free Reader
During this video one of our Year Two children is reading a book of his choice. The teacher is asking the child questions to prompt him in making links. Children at this stage of reading development are taught to make links between the book they are currently reading and other books they have read in the past.
Some of our children enjoying exploring linked texts in the book corner.
Examples of text-based learning walls.