English Reading Intent                                                                                                          

We aim to instil a love of reading in all of our students with the intent they become lifelong readers. By the time they leave Linden Road Academy, we strive for all pupils to read fluently, confidently and understand a wide range of texts, which will prepare them for Key Stage Three.

Throughout their journey through school, pupils are exposed to a carefully selected range of culturally diverse and highly engaging texts. Our selected texts accompany our termly topic theme, which encourages pupils to draw together their learning, vocabulary and knowledge of the world.

Our immersive classroom reading corners shelve high quality, age appropriate and topic related texts for children to enjoy and freely engage with. 

In addition to our in-class reading corners, our Learning Zone is a vital resource for pupils to visit and explore. Here, pupils select books to read in class or at home with the support and guidance from their teacher. We encourage teachers and pupils to recommend books to each other, which further promotes a culture of enjoyment and reading for pleasure.

Learning to read at Linden Road begins in our Early Years Foundation Stage. Here, pupils begin their phonics programme of study by using the Jolly Phonics’ actions and songs as well as the explicit teaching of a carefully structured phonics programme. Pupils are taught phonics in targeted intervention groups, where pupils are streamed and taught at their phase. Phonics in EYFS lays the foundation to ensure that all pupils are given the tools to begin their reading development. Pupils continue with the phonics programme in Key Stage One, where they continue to progress up the phonics phases in targeted intervention groups.  

Alongside phonics, reading sessions are taught in a variety of ways to ensure pupils develop deeper understanding including: specific vocabulary development, drama activities, creative responses and ‘book talk’ which take a deeper look at the author’s intent.

Vocabulary development is fundamental to our teaching practice. We ensure that vocabulary sessions are taught explicitly to enhance their understanding and to broaden their retained language which can then be applied verbally and in their writing.

We teach verbal and written comprehension skills through VIPERS questioning (Vocabulary, Inference, Prediction, Explain, Retrieve and Summarise). By using VIPERS, pupils become familiar with the question types and are encouraged to respond thoughtfully and thoroughly. From KS1, we also begin to deepen answers by using APE (Answer it Prove it Explain in) and PEE (Point Evidence Explain)

Throughout the year we also host additional reading events such as:

  • World Book Day
  • Poetry week
  • Traditional tales Assembly
  • Summer Reading Challenge
  • National Share a Story Week
  • Book Exchanges  
  • Library visits
  • Parental engagement reading sessions
  • Author visits

 

You can follow our Reading learning by searching on Twitter #LindenEnglish or #LindenReading

 



Linden English Writing Intent

When our children leave Year 6, we strive to have pupils who are passionate about writing and see it as a way to express themselves. We wish to inspire children and set their imaginations free, whilst being able to set their pens (or pencils!) to a wide range of genres. Throughout school, we engage pupils with exciting stimuli - whether it be through trips, objects, mysterious events occurring or transporting them all over the world using our Immersive Classroom. High quality, topic related reading text underpin the writing opportunities for our pupils and this is essential in order to achieve depth, flair and stylisation of writing.  

Teachers model writing through shared writing and text interrogations. The teaching of grammar and vocabulary that is genre specific and allows pupils to understand how authors manipulate punctuation, tense, sentence structure and language for impact. Pupils also have regular opportunities to collaborate with peers which supports them to apply their new learning. Following this, both teacher and peer feedback form an integral part of our writing process. After receiving specific feedback, pupils edit and improve their writing independently.