At Canonbury Primary School we use a variety of teaching and learning styles in Literacy lessons, as recommended by the Primary Literacy Framework.  Our principal aim is to develop children’s knowledge, skills and understanding in Literacy.  We do this in Years 1-6 through a daily lesson that has a proportion of whole class and group teaching. During Literacy lessons children experience a whole class shared reading or writing activity, a whole class focused word or sentence activity, a guided group or independent activity and a whole class plenary to review progress and learning. All children have the opportunity to experience a wide range of texts, in a variety of genre, and use a range of resources including I.C.T.  We plan a range of cross curricular experiences in Literacy so that children become immersed in the Literacy aspect of  a range of topics.

In Nursery and Reception we follow the Early Years Foundation Stage, all the children have the opportunity to talk and communicate in a widening range of situations, to respond to adults and to each other, to listen carefully, and to practise and exchange their range of vocabulary and communication skills. They have the opportunity to explore, enjoy, learn about and use words and text in a range of situations. For video guidance on the approach to phonics we use at Canonbury, please click on the link here.

We are committed to providing challenging learning opportunities for all children by matching the challenge of the task to the needs of the child. We achieve this through a range of strategies. In lessons this is through differentiated whole class and group work, and in some lessons we ask children to work from the same starting point before moving on to develop their own ideas. In guided reading groups there is clear differentiation, with reading books and activities suited to the needs of the group.

Our whole school writing target is to develop children’s composition and effect- the ability to write imaginative, interesting and thoughtful texts. Here we develop children’s ability to write stories- do they include a convincing plot? Does the story engage and keep the reader’s interest throughout?

All children in Years 1-6 have a Writing target based on Composition and Effect, why not ask you child today about their writing target?

Katie Hanley

KS1 Senior Teacher/ Language and Literacy Leader

Canonbury Primary School

Email: katie.hanley@canonbury.islington.sch.uk

Reading Mentors

The Canonbury children love giving up their spare time to help and support other children in the school.

We have introduced for the second year ‘Reading Mentors’. These children spend one lunchtime a week supporting younger children in the school. The impact has been so significant that Katie, the Literacy Co-ordinator has asked me to organise a second team.

The role of the Reading Mentor is to support children in Year 2 and Reception. The role includes listening to the children read, encouraging the children with pronunciation and expression, and to ask key questions in reference to the text, further enhancing the children’s vocabulary and reading comprehension.

The Reading Mentors have volunteered to support the children during their lunch time on Tuesday afternoon at 1pm; the session will last approximately 30minutes and include a literacy game to end the session.

(Existing Team)

Naomi

Luella

Rosie

Sophie

Olivia

Polly

Karima

(Newly Appointed Team)

Eve, Jada, Ruth, Daisy, Ruby

Rudy, Eva, Jehan, Tiana, Nadia, Jacob

Hi there every one my name is Luella ( Year 6, Tutu Class) and I have been a Reading Mentor since the start of Year 6 and I really enjoy the job. I read with Star, every Tuesday in the ICT suite. She reads to me and I sign her reading record. I also give her stickers for trying hard. I really enjoy encouraging her to read we have a really nice friendship and she always comes over to me in the playground to say Hi.