1. READING & WRITING AT BUSH HILL PARK
SUCCESS FOR ALL (SFA)
READING & WRITING AT BUSH HILL PARK

2. A NEW WAY OF TEACHING READING & WRITING
In September we launched SFA to Years 3, 4, 5,6
SFA is used by schools across the U.K. and has been very successful at raising achievement in Reading and Writing.
It started in the U.S. in the 1970s and came to the UK in the 1990s.
It has been fully adapted for the UK.

3. COLLABORATIVE LEARNING
SFA involves Collaborative Learning
Children work in teams to achieve team points through answering questions and working together
It encourages a set of learning styles and encourages independence and problems solving.

4. SFA LEARNING STANDARDS

5. SFA LEARNING STANDARDS - TEAMS
Children are put into groups of 4 or 5 and awarded points based on how successfully the meet the learning standards
Children select their own team names and team cheer!

6. SFA LEARNING STANDARDS – LIFE-LONG SKILLS
These are skills they can use in other subjects and encourages:
Resilience – the ability to solve problems and keep trying
Independence – the ability to work on their own having first worked in teams/pairs
Teamwork – the ability to work together to achieve a common goal
It also gives children strategies to overcome any difficulties they may face either with the work or their group.

7. SFA Groups
Children are grouped by their reading age (based on the end of year tests from July 2015)
For most children this means they are with their year group – but not necessarily their class
For some children this means they are taught with children from either below or above their year group.
All the groups are called Wings:
WINGS 2 – Reading age of 7.5 years to 8 years
WINGS 3 – Reading age of 8 years to 8.11 years
WINGS 4 – Reading age 9 years
WINGS 5 – Reading age years

8. SFA TEXTS
SFA covers reading and writing. It is taught from to everyday (90 minutes!).
Children read a broad range of texts (both fiction, poetry, plays and information texts) aimed at their reading age
Some of the units take 1 week others take 2 or 3 weeks.

9. PROMOTING READING
Children spend 3 days reading (usually Monday, Tuesday, Wednesday)
They are taught to discuss their ideas with their team or partner through think-pair-share
Teachers model reading (including strategies for working out the meaning or pronunciation of words)
The children read the book in pairs (shared reading)
They answer questions in pairs and then independently
Their answers are recorded in their books.

10. READING ACTIVITIES
Children are taught to identify the different types of questions:
Those that you need to check in the book
Those that you need to read between the lines (infer)
Those that you need to give an opinion for
These are designed to look like test papers.
Children are given marks so they know how well they have done.

11. DEVELOPING WRITING SKILLS
Children spend 2 days planning, writing and editing a piece of work
On Thursday they will plan a piece of writing based on the text and on Thursday/Friday they will write (draft) their work and edit it.
Children are taught to self-evaluate their work and ensure they have met the success criteria for a model piece of work.
The writing is independent work but they share their work with their team when they have finished to help them edit (improve it)

12. WRITING: PLANNING, WRITING (DRAFTING), EDITING
Children have clear Steps to Success to follow as they write:
They plan their work

13. MODELLED WRITING
Before they start writing the teacher will model writing for them:

14. GRAMMAR, PUNCTUATION AND SPELLING (GPS)
Every week children are also taught specific grammar, punctuation and spelling (related to the book they are reading).
These take place on writing days.
Every week children are set and taught spellings.
They are tested each week

15. EXTENDING VOCABULARY
Each week children have a different set of vocabulary to work with.
They are given the pronunciation, meaning and a sentence using the work.
They complete work based on the vocabulary.