Literacy Expectations

There is an consistent  approach to teaching literacy across Mile End School.  See Reading, Writing and Spelling for specific expectations.  See below Third Level for the resources used to support pupils requiring a more individualised programme.

Pre Early

At Pre-Early Level children with complex additional support needs often require adaptions to the curriculum and a more nuanced understanding of how they learn in order to track their progression in a meaningful way.  Many children with complex additional needs are likely to make expected progress within Early Level onwards.  However, for a number of these learners, the curriculum will be built using pre-early and foundation level milestones.

Early Level 

On entry to Primary One, all pupils are assessed to establish their readiness to read. They will work to increase their phonological awareness and knowledge of sounds using the Read Write Inc Phonics progression.  Throughout the year, children are regularly assessed.  Literacy skills are reinforced through various methods - letter formation, diacritical marking, elkonin boxes and speed sounds/flashcards.

To compliment work in class, reading books will be sent home  to pupils when they are ready. These will be from a range of Big Cat, Rigby and RWI schemes which will be ordered according to the Read Write Inc Phonics progression. Pupils will also receive a "sight word" book, when appropriate after all their initial sounds are covered. 

Comprehension will be taught throughout the year orally using whole class discussion and activities based on Talk Through Stories. This can be supplemented by additional Big Cat and Rigby reading resources if needed. 

Foundations of Writing should be used with all children.  At the start of P1 before introducing written letter formation, children will complete a set of black lined drawings to tell a story.  This will be modelled by the teacher to encourage the children to add as much detail as possible to their picture.  A set of 8 suggested stories are available but this can be extended by asking the children to create their own drawing and describe what is happening in their picture.  The teacher then scribes this underneath for them. Next step is for the child to copy the teacher's scribed writing underneath.  Beyond this, children then form their own sentences.

Colourful semantics will also be used as a teaching tool to enhance and support learning to construct a sentence.

First Level 

At First Level pupils should be completing Read Write Inc Phonics SET 2 and 3 before moving onto Read Write Inc Spelling as the primary spelling scheme.  

PM Writing is used to structure extended writing across the school.  Nelson Grammar resources support a consistent approach to Grammar alongside Mile End Grammar Progression.  Nelson Handwriting is used to structure teaching of joined script from P3 to P7.

Reading should be taught at least twice times a week with guided reading sent home.  In school Reading Comprehension will focus on the Mile End Reading Strategies terminology. The Strategies are taught explicitly through Teaching Comprehension Resource and  Nelson Comprehension.  Guided Reading Big Cat resources are used to support differentiated group readers, book detectives can also be used.  

In P3+4 there are various set class novels at each stage and resources to use for whole class teaching.  A class novel should be taught at least once over the session.

Second Level 

At Second Level pupils should be continuing with Read Write Inc Spelling as the primary spelling scheme.  Once complete pupils will focus on subject specific vocabulary to support transition to secondary.

PM Writing is used to structure extended writing across the school.  From P4-P7 there are set lessons to use to develop the understanding of Clauses.  Nelson Grammar resources support a consistent approach to Grammar alongside Mile End Grammar Progression.   Nelson Handwriting is used to structure teaching of joined script from P3 to P7.

Reading should be taught 2-4 times a week with guided reading sent home.  In school Reading Comprehension will focus on the Mile End Reading Strategies terminology.  The Strategies are taught explicitly through Teaching Comprehension Resource and  Nelson Comprehension.  Guided Reading Big Cat resources are used to support differentiated group readers.  Close Reading 9-12 is taught explicitly using the resources available to develop skills of Reading, Understanding, Analysing and Evaluating.  At the end of Second Level Close Reading non-fiction and fiction 11-14 resources support development from second to third level.  PEEL paragraphs should be introduced at second level - point, evidence, explain, link back.

There are various set class novels at each stage and resources to use for whole class teaching.  A class novel should be taught at least once over the session.

Third Level 

At Third Level pupils should be using subject specific vocabulary to support transition to secondary.

PM Writing is used to structure extended writing across the school.  Nelson Grammar resources support a consistent approach to Grammar alongside Mile End Grammar Progression.  Read, Write, Perform offers additional extended writing material to supplement and extend pupils into third level.   Nelson Handwriting is used to structure teaching of joined script from P3 to P7.

Reading should be completed 2-4 times a week with independent reading diaries kept.  In school Reading Comprehension will focus on the critical analysis of text with a heavy focus on developing a concrete understanding of PEEL paragraphs to justify opinion.  SQA Level 3 and 4 RUAE is used to develop these skills.  

There are various set class novels at each stage and resources to use for whole class teaching.  A class novel should be taught at least once over the session.

Requiring Support

For pupils who require more consolidation than the core resources allow, we have Oxford Reading Tree and Wellington Square For pupils in P4 upwards, where appropriate, Read Write Inc Fresh Start should be utilised along with intervention schemes, Rapid Readers scheme and Oxford Big Cat double banded books.  The double banded books show the interest level and the reading ability on the spine.  For pupils in the supported classes planning through Literacy is done through the detailed breakdown of benchmarks into a number of steps to show progress.