World Book Day 2020
Share a million stories
World Book Day was a fantastic success this year. We started with a book swap in the hall which proved popular. Some of our activities throughout the day included a World Book Day quiz, 'Blind Date with a Book', Drop Everything and Read and the chance to share a story with some of our family and friends. The children's costumes were spectacular and there was a real reading buzz around school. Take a look at some of our photos below.
Thank you to all of the parents who attended the reading comprehension session with Miss Beverley.
The powerpoint slides and the supporting information can be found below.
Drop Everything and Read
This week we have started D.E.A.R throughout school. We hope to increase every child’s opportunity to read for pleasure in school.
Please read the letter below for more information.
VIPERS Whole Class Reading
P - Prediction
E - Explain
R - Retrieve
S - Sequence/Summarise
Vipers cover the key comprehension skills in line with the 'new' content domains.
The main differences being in the S - sequence in KS1 and Summarise in KS2 also in the Explain section.
In KS1 'Explain' is not one of the content domains, rather it asks children to explain why they have come to a certain conclusion or to explain their preferences, thoughts and opinions about a text.
In KS2 the Explain section covers the additional content domains of 2F, 2G and 2H which are not present in KS1.
Our reading lessons across school from years 1-6 follow the VIPERS strategy. Each class teacher shares the term 'VIPERS' with the children and VIPERS is displayed in every KS1 and KS2 classroom. Reading lessons are taught three/four times a week and the children work in their reading journals to record the lesson. Each lesson will focus on one strand of VIPERS e.g. LO: To make inferences about characters.
Children will have one vocabulary lesson a week where they will explore the vocabulary in the text/extract. In KS2, children will learn 5 new words a week. In KS1, children will learn up to three new words a week and in reception, children will be focusing on one word a week.
Below are some useful documents to help structure your questioning when reading to your child.
Proofreading, editing and redrafting morning February 2019
We had an excellent morning! The parents attended the presentation with Miss Beverley and then went to look around the classes to see editing in practice.
Take a look at some of our photographs.
If you missed the meeting, the presentation slides are below.
Year 6 redrafts
To achieve 'greater depth' by the end of Year 2, children must 'use the diagonal and horizontal strokes needed to join some letters'.
To achieve 'expected' by year 6, children must 'maintain legibility in joined handwriting when writing at speed'.
For these reasons, as a school, we teach cursive writing from years 1 to 6. We feel it is important that children are secure with their cursive handwriting by the time they get to Year 6.
The link below is a handwriting intervention named 'Fit for Handwriting'.
Throughout Key Stage 2, this intervention is used for small groups of people and for whole classes. The aim is to enable pupils to secure their understanding of the different joins.
If your child is struggling with their cursive handwriting, please use this document to support them at home.
If you have any other queries regarding your child's handwriting, please see Miss Beverley or your child's class teacher.
Reading Comprehension Homework
After discussions with parents at the reading comprehension morning, as a school we have provided every child from years 1-6 with a CGP reading comprehension workbook. The aim of these is to develop children’s confidence with reading comprehensions. These workbooks will be used in class and will be sent home as homework alternate Fridays (this may vary depending on the class which your child is in). Your child will have a week to complete this comprehension and return the workbook to class the following Friday. Your child’s teacher will check to make sure the homework has been completed.
Useful website for inference with pictures
You can find examples for the KS1 and KS2 2017 SATs at...
Copy and paste the link in a browser.
At Adel we encourage proof-reading and editing a piece of work before showing a teacher.
We have introduced COGS and ARMS as proof-reading and editing strategies.
COGS is for proof-reading. It stands for:
Capital letters/Full stops
Children check against these 4 areas after a piece of work.
ARMS is for editing. It stands for:
Children are encouraged to use these prompts to edit their writing.
Once children have proof-read and edited their writing, the teacher will finally mark it.
Take a look at some of our fantastic writing across school
Resources to help your children at home:
A particular emphasis on reading in school is comprehension skills. Children develop their ability to read and decode words in their phonics sessions. These reading/phonics sessions take place from Nursery to Year 1/2. The children then need to be able to understand the book they are reading, ask questions about it, make inferences and make predictions. Here at Adel, we teach reading comprehension through VIPERS lessons.
In every year group/key stage there are a list of common exception words/statutory word lists that children in those year groups must be able to read and spell. The word lists are attached below.
In school, we follow the no nonsense spelling scheme (years 2-6). The lessons take part daily in year 2 and twice weekly in years 3-6.
Below are some strategies taken from the scheme that you can use with your child to help them learn their spellings.
Writing is one of Adel Primary School's key focus' this year. We have a writing display/working wall in every classroom and a huge 'Writing Wall of Fame' in the entrance to showcase some of our fantastic writing across school. Take a look at some of the displays and the writing rich environments in our school.
At Adel we are trying to encourage reading for pleasure. In every classroom we have a reading corner. Children can read in the corner and enjoy a range of fiction and non-fiction books. We have found that these reading corners are encouraging children to read and children are engaging in different books and thoroughly enjoying them.