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English

English 2016 - 2017

Moving on in English Presentation

English in 2015 -2016

 

Scholastic Book Fair July 2016

 A massive THANK YOU to all of you who bought a book from the fair. We raised an amazing £840 to spend on books for the school. Well done to the pupils who won the competition too.

 

Film Week April 2016

 This week pupils have been completing English work about the film Inside Out. Pupils arrived back to school on Monday, after the break, to staff dressed up as the characters.  Pupils have had lots of fun learning about how to describe characters and develop adventure stories (about memories), as well as lots of other fun activities.

 

Pobble Launch March 2016

 This week we officially launched Pobble at Tang Hall. We were fortunate enough to have Jonny Davies from Pobble in school for the day to work with some classes and teachers at the end of the day. He was super impressed with the writing in Year 1 and 4, as were all of the staff. All of the work will be published on the site.

 

Magical World Book Day 2016

At Tang Hall Primary we all walked into town to redeem our World Book Day vouchers in Waterstones. We were also lucky enough to listen to a story in the shop. In school we dressed up, completed magical themed activities, took part in a Magical World Book Day Parade and held a book sale. The children had lots of fun, as did the adults.

 

No Pen Day January 2016

 Wednesday 13th January was officially No Pen Day at Tang Hall Primary School. We were officially allowed to put our pens, pencils and laptops away for the day and explored lots of exciting ways to learn, without writing or typing. Take a look at the photos above.

 

 

Pobble

Well done to all of the Pobble Published Authors that have had their writing uploaded to the Pobble website in the Autumn Term. You are amazing writers and I hope you have enjoyed receiving lovely comments about your writing.

 

Click here to view our writing on Pobble.

 

 

Pobble Published Authors

 

Autumn Term 2016

Wrens -

Robins -

Woodpeckers - Ryan

Swallows - Riley

Owls -

Nightingales -

Kingfishers- Grace

 

Summer Term 2016

Wrens - Nadia

Robins- Eva

Woodpeckers- Neve

Swallows-Jeremy

Owls- Poppy

Nightingales- Elliot and Bethany

Kingfishers- Kizzie

 

Spring Term 2016

Wrens - Olivia

Robins- Riley

Woodpeckers- Melody and Riley

Swallows- Marli and Mia

Owls- Teigan and Casey

Kingfishers- Phoebe

 

Autumn Term 2015

Wrens- Kai

Robins- Oliwia

Woodpeckers- Lucy

Swallows- Cameron

Owls- Reece

Kingfishers- Conall

Tang Hall Primary School

Subject map – English

 

Year 6

6

Autumn 1

Autumn 2

Spring

 1

Spring

2

Summer 1

Summer 2

Genre focus

Auto-biographies and biographies

 

(biography, autobiography, narrative, newspaper article)

Detective fiction

 

(report, description, letter, narrative)

Newspaper, description, advert, narrative, non-chronological report.

Newspaper, description, advert, narrative, non-chronological report.

Speech, letter, newspaper, description, narrative.

Non-chronological report, letter, newspaper, description, narrative.

Texts used

Boy tales of a childhood – Roald Dahl

Stormbreaker

Gangsta Granny

Street child

Treasure

Kensuke’s Kingdom

Grammar

Punctuation (capital letters, full stops, question marks, commas in list, comas to clarify meaning, commas after fronted adverbials, inverted commas, apostrophes, parenthesis, colons, semi-colons, dashes, hyphens, bullet points)

Verbs (past and present tense, verbs in perfect form, modal verbs, present and past progressive, subjunctive verb form, passive and active voice)

Phrases and clauses (relative clause, noun phrase, coordinating conjunctions, subordinating conjunctions, subordinate clauses)

Types of sentences (statement, exclamation, question, command)

 

 

Word classes (nouns, verbs, adjectives, conjunctions, pronouns, possessive pronouns, relative pronouns, adverbs, adverbials, prepositions, determiners, subject, object.)

Revision of all grammar elements

Revision of all grammar elements

Revision of all grammar elements

Spelling

Vocabulary

(prefixes, suffixes)

Verbs

(past and present)

 

 

Vocabulary

 (synonyms, antonyms, word families, homophones)

Words ending with:

/ʒə/ or /tʃə/

/ʒən/

–tion, –sion, –ssion, –cian

cious or –tious

ant, –ance, –ancy, –ent, –ence, –ency

able and –ible

ably and –ibly

Words ending with:

/ʒə/ or /tʃə/

/ʒən/

–tion, –sion, –ssion, –cian

cious or –tious

ant, –ance, –ancy, –ent, –ence, –ency

able and –ible

ably and –ibly

Recap of all spelling rules

Recap of all spelling rules

 

 

Year 5

5

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Genre focus

Explanation, Recount, Information, Persuasion, Instruction and procedural

Explanation, Recount, Discussion, Persuasion, Non-chronological report

Narrative,

Information,

Non-chronological

Poetry, Recount, Narrative, Explanation

Information, Instructional and procedural

Explanation, Recount, Persuasion, Non-chronological report, Poetry, Information, Narrative

Text used

1. Georges Marvellous Medicine

2. Mr Stink

1. Mr Stink

2. The crayons that quit

 

The lion the witch and the wardrobe

The lion the witch and the wardrobe

There’s a boy in the girls bathroom or Holes!

Goodnight Mr Tom

Grammar

Using commas to clarify meaning and avoid ambiguity

Colons for a list

Bullet point punctuation

 

Using hyphens to avoid ambiguity

Using brackets, dashes or commas to indicate parenthesis.

Relative clauses beginning with who, which, where, when, whose, that or with an implied relative pronoun.

Speech

Modal verbs

Perfect forms of verbs

Speech

 

Semi-colons, colons or dashes to mark boundaries.

Passive verbs

Using commas to clarify meaning and avoid ambiguity

Colons for a list

Bullet point punctuation

 

Spelling

Rules for:

Cious and tious

Ant, ance, ancy, ation, ent, ence, ency

Rules for:

Using a Hyphen

Adding suffixes vowel letters to words ending in fer.

Rules for:

Word endings – able, ably, ible, ibly, ant, ance, ancy, able, ation

Ei after c rule

Homophones and other words that are confused.

Silent letters.

Homophones and other words that are confused.

 

 

Year 4

4

Autumn 1

Autumn 2

Spring

 1

Spring

2

Summer 1

Summer 2

Genre focus

Narrative, description, poetry, letter.

Narrative, description, letter, explanation.

Narrative, description, non-chronological report, letter, explanation.

Narrative, description, letter, explanation.

Narrative, description, non-chronological report letter, explanation.

Narrative, description, non-chronological report, letter, speech, explanation.

Texts used

Tin forest

Fire bird

Peter and the wolf

Wolves in the walls

Iron man

Firework makers daughter

The boy who could do what he liked

Grammar

extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

 

 

indicating possession by using the possessive apostrophe with plural nouns

 

using and punctuating direct speech

 

using fronted adverbials

 

using commas after fronted adverbials

 

using the present perfect form of verbs in contrast to the past tense

 

using conjunctions, adverbs and prepositions to express time and cause

 

choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition

 

Spelling

To distinguish between the spelling and meaning of homophones

To investigate, collect and classify spelling patterns related to the formation of plurals

To investigate and learn to spell words with common letter strings

To understand how suffixes change the function of words

To understand the use of the apostrophe in contracted forms of words

To revise and investigate links between meaning and spelling when using affixes

 

 

Year 3

3

Autumn 1

Autumn 2

Spring

 1

Spring

2

Summer 1

Summer 2

Genre focus

Narratives (familiar settings)

Instructions

Poetry

Reports

Myths and Legends

Poems

Info texts

 

Narrative (adventure)

Letters (Authors)

Plays

Texts used

Dear Olly (in brief)

Hodgeheg

Horrid Henry

Stone Age Boy

 

 

Theseus and the Minotaur

Pandora

Places to go e book

My Naughty Little Sister

Flood

Zathura

My Naughty Little Sister

 

Grammar

Apostrophes for possession

a/an

was/were

Dictionary skills-alpha order

 

 

Synonyms

Conjunctions cause and effect

Complex sentences

 

Past tense

Main and sub clauses

Speech

Present tense

Fronted adverbials

 

Prepositions

 

Spelling

Ing

Ed

Er

tion

tion

Ly

Un Dis Mis

In Il Ir

 

Long vowels

Sure Ture Tch

 

Irregular tenses

Homophones and near homophones

Recap

 

 

Year 2 

2

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Genre focus

Story

Description (of Dogger)

Letter (write to Shirley Hughes?)

Story

Letter (to the Giant from Jack)

Instructions (growing a beanstalk)

Poetry (briefly- Xmas)

Instructions

Recount (my day on the moon)

Description (moon aliens)

Story

Description

Recount

Letter

Instructions

Story

Description

Poetry

Recount

Letter

Instructions

Poetry

Recount

Story

Letter/Instructions

Texts used

Shirley Hughes stories

 

The Twits

Jack and the Beanstalk

 

Maximus and the Beanstalk

Man on the Moon

 

Aliens Love Underpants

Orang-utans

Horrid Henry Stories

Mungo and the Picture Book Pirates

Grammar

subordination (using when, if, that, or because) and co-ordination (using or, and, or but)

C .

Past tense

statement, question, command sentences

C . ? .

the present and past tenses correctly and consistently including the progressive form

expanded noun phrases to describe and specify

 

exclamation sentence

 

C . ? . !

 

Refresh all sentence types- statement, question, command, exclamation

 

, in list

 

‘s possession

Review all previous

Review all previous

Spelling

Long vowel sounds

 

Wk2 igh

Wk3 oa

Wk4 ue

Wk5 ee

Wk6 ai

Wk7 Review

Wk1 –el at the end of words (camel, tunnel, squirrel, travel, towel, tinsel)

 

Wk2 –al at the end of words (metal, pedal, capital, hospital, animal)

 

Wk3 –il (pencil, fossil, nostril)

 

Wk4 –y at the end of words (cry, fly, dry, try, reply, July)

 

Wk5 Adding –es to nouns and verbs ending in –y (flies, tries, replies, copies, babies, carries)

 

Wk6 Adding –ed, –ing, –er and –est to a root word ending in –y with a consonant before it copied, (copier, happier, happiest, cried, replied …but copying, crying, replying)

 

Wk7 Adding the endings – ing, –ed, –er, –est and –y to words ending in –e with a consonant before it (hiking, hiked, hiker, nicer, nicest, shiny)

Wk1 Adding –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letter (patting, patted, humming, hummed, dropping, dropped, sadder, saddest, fatter, fattest, runner, runny)

 

Wk2 The suffixes -ment, –ness, –ful , –less and –ly

 

Wk3 The suffixes -ment, –ness, –ful , –less and –ly

Wk4 The suffixes -ment, –ness, –ful , –less and –ly

 

Wk5 The suffixes -ment, –ness, –ful , –less and –ly

 

Wk6 Wk3 The suffixes -ment, –ness, –ful , –less and –ly

 

Wk7 Review suffixes (enjoyment, sadness, careful, playful, hopeless, plainness (plain + ness), badly

Exceptions where words end with y: merriment, happiness, plentiful, penniless, happily)

 

Wk1 Contractions one letter omission (isn’t, I’m)

 

Wk2 Contractions more than one letter omission (can’t, I’ll)

 

Wk3 Possessive apostrophe (Megan’s, Ravi’s, the girl’s, the child’s, the man’s)

 

Wk4 Words ending in –tion (station, fiction, motion, national, section)

 

Wk5

Wk6 Review apostrophes

 

Wk1 The /ɔ:/ sound spelt a before l and ll (all, ball, call, walk, talk, always)

 

Wk2 Review suffixes

Wk3 Review contractions

Wk4 Review possessive apostrophe

Wk5

 

Review previous as appropriate.

 

 

 

Year 1

1

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Genre focus

Story

Description

List

Letter

Story

Description

List

Letter

Recount

Instructions

Non-Fiction

(Non-Chron)

Poetry

Information Text

Story

List

Description

Recount

Instructions

Letter

Story

List

Recount

Description

Letter

Poetry

Texts used

Whatever Next – Jill Murphy

 

Aliens Love Underpants – Claire Freedman and Ben Cort

Owl Babies - Martin Waddell

 

Aliens Love Panta Claus – Claire Freedman and Ben Cort

 

Meerkat Mail – Emily Gravett

 

Jasper’s Beanstalk – Nick Butterworth and Mick Inkpen

 

 

Handa’s Surprise – Eileen Browne

 

We Share The Air – Kevin McCann

Traditional Tales – undecided in which ones as yet

Traditional Tales Cont.

 

Class 2 at the Zoo – Jill Jarman

Grammar

Leaving space between words

Knowing where a sentence starts and ends

Capital letters and full stops.

Using present tense

 

 

What is an adjective?

Description using adjectives

Full stops and capital letters

What is a noun?

Plural noun suffixes (dog; dogs, wish; wishes) Capital letters for names

Knowing where a sentence starts and ends

Capital letters and full stops.

What is a verb?

Suffixes added to verbs where root doesn’t need changing (help, helping, helped, helper)

Description using adjectives

How the prefix un changes meaning (unhelpful, unsuccessful)

Full stops, capital letters and finger spaces

Joining clauses using and

 

Recap on suffixes, prefixes

 

Recap on verb, adjective, noun etc

 

Full stops

Capital letters

Finger spaces

Sentence structure

Paragraphs

Repeat any learning that is required.

Spelling

Phonics Phase 4 re-teach Moving onto Phase 5

Phonics Phase 5

Phonics Phase 5

Phonics Phase 5

Phonics Screening

Phonics Phase 6 introduction

Reading

We want our children to develop a love of reading that means reading will be a lifelong pleasure for them.  In order to ensure that our children become fluent and confident in this crucial life skill, we make reading a key focus from the moment our children join us.

Our main aims are:

  • To ensure that children can read with fluency, accuracy and confidence.
  • To develop an understanding and appreciation of all kinds of texts from fiction to non-fiction to plays and poetry.

 

The Reading Curriculum

Teachers plan discrete reading lessons, where texts or extracts are studied and a progression of reading skills are taught. Children also benefit from guided reading sessions, where the teacher and adults supporting reading sessions teach specific skills to differentiated groups of children. In these sessions the skills of understanding, inference and deduction are taught.

 

As well as reading as part of a group children are read to individually in school. We have reading volunteers who come into school to read with the children including local parents, students from the education department at York St John university and governors.

 

Reading for pleasure

Every teacher shares a novel with their class; this has three main aims:

  • It allows teachers to model fluent reading.
  • It allows some children to access a higher level of story than they could access themselves.
  • It supports our reading for pleasure ethos.

 

Every class has an author of the half term. This is chosen by the teacher and children, it focuses on current popular authors and reflects the interests of the class. Class libraries, along with the main library in school, have a good selection of books written by these authors and class work is often linked.

 

Reading Schemes

Tang Hall School has a variety of reading schemes to support children to develop their reading skills. Developing readers in school use the Bug Club and Phonics Bug scheme, which is also accessible at home. More able readers use a mixture of Rigby Star Guided reading books and class sets of ‘real’ books. Children are given books appropriate to their reading ability.

Once children have progressed on to 'free readers' there is a large selection of books for children to choose from and they are encouraged to read a variety of text types and books by different authors.

 

Our home reading books are selected from a variety of book schemes. There is a wide range of genres and topics covered by the schemes allowing children to select books that they will enjoy reading.

 

The Environment

The School Library is available to classes throughout the week. We ask that all children read with an adult for at least 15 minutes every night, this includes weekends and school holidays.

Regular practice allows children to develop their reading skills as well as enjoying a wide variety of texts and discovering the pleasure and excitement of reading.

 

Additional support

For those children who join us without the requisite reading skills for their age we have a range of strategies to use to help them to improve. These include:

  • Regular discrete, interactive phonics sessions
  • 1:1 work with class reading volunteers
  • Focused 1:1 or small group intervention work

 

We also provide opportunities throughout the year for children and parents to buy books at Tang Hall School.

 

Tang Hall Primary School Book Colours

 

Children progress through the colour bands. When they are able to decode and comprehend what they are reading, they move book bands. As an approximate guide, the colours correspond with stages below.

 

Pink

Towards stage 1

Red

Stage 1

Yellow

 

Blue

 

Green

 

Orange

 

Turquoise

 

Purple

Stage 2

Gold

 

White

 

Lime

Stage 3

Brown

 

Grey

 

 

 

 

 

 

Phonics

At Tang Hall Primary School we use Letters and Sounds to teach phonics, supported by Phonics Bug, which can be accessed at home using a child's unique login information.

 

By the end of Year 1 it is expected that pupils will have achieved Phase 5 of the phonics programme. There is a national phonics screening check which all pupils in Year 1 are required to complete in June. Children who do not pass will be given additional support and be rescreened in Year 2.

 

In Early Years and Year 1 teachers plan discrete, daily phonics sessions. From Year 2 onwards teachers focus on the spelling rules, and cover phonics objectives where necessary.

 

Additional support

For children who join us without the age related skills, additional support is given through focused 1:1 sessions or small group intervention work.

 

Helping at home

Practise reading and writing words and sentences which contain the sounds your child is learning.

Reading at home with your child helps to develop thier decoding and reading ability significantly.

 

Phases 2

Phase 2 skills that are taught to children in Reception. They will learn the sounds:

s,a,t,p,i,n,m,d,g,o,c,k,ck,e,u,r,h,b,f,ff,l,ll,ss

They will also start to segment, blend and read CVC words (for example "tap", "pat" and "pin".)

To read tricky words: I, no, go, to, into, the.

 

Phase 3

Phase 3 skills that are taught to children in Reception. They will learn the sounds:

j, w, v, x, z, y, zz, qu, ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er 

To blend and segment all Phase 2 and 3 sounds for reading and spelling words (for example“chip”, “moon”, “night” and “thunder”.)

The letter names (including singing the alphabet song)

To read tricky words: he, she, we, me, be, was, my, you, they, all, are

       

Phase 4

Phase 4 skills that are taught to children in Year 1. They will learn:

Blend and segment words with adjacent consonants, for example, went, frog, stand,

To read tricky words: said, so, have, like, some, come, were, there, little, one, do, when, out, what.

 

 Phase 5

Phase 4 skills that are taught to children in Year 1. They will learn:

Alternate graphemes for the ones taught in Phases 2-3. for example, ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, a-e, e-e, i-e, o-e, u-e

To read tricky words: oh, their, people, mr, mrs, looked, called, asked, water, where, who, again, though, through, work, mouse, many, laughed, because, different, any, eyes, friends, once, please

 

What are tricky words?

These are high frequency words which cannot be sounded out using the sounds taught. They are exceptions to the rules.

 

Writing

We want our pupils to become confident and successful writers across a range of genres.  In order to ensure that our children become confident, writing is a key focus at Tang Hall. Our main aims are:

  • To ensure that children write legible, grammatically accurate text, that is imaginative and well structured.
  • To develop an understanding and appreciation of a range of authors, including Great British authors.

 

The Writing Curriculum

Teachers plan thier writing lessons around a boook. Texts or excerpts from texts are studied and a variety of writing skills are taught based on the book the children are reading. This allows children to write for a purpose and be inspired by the authors they are studying. Children also benefit from writing across the whole curriculum, where children can write about the many different learning challenges that they learn about.

Children have their writing assessed on a regular basis. This enables teachers to identify any areas that that need teaching.

 

Discrete Handwriting and Spelling sessions are also part of our curriculum.

 

Handwriting Scheme

At Tang Hall, all adults use cursive writing. From Reception to Year 1 pre-cursive writing is taught ready for children to join their handwriting in a fluent and legible manner.

 

Additional support

For those children who join us without the required writing skills for their age we have a range of strategies to use to help them to improve. These include:

  • Regular discrete, writing sessions
  • Focused 1:1 or small group intervention work

 

Celebrating Writing

Writing is celebrated in each classroom and across the school. Classes choose a star writer as appropriate and as a school we choose Pobble Authors who are chosen to get their writing published online. Writing themed days and events are planned to enthuse and inspire.