YEAR 1

   Reading

Word

Pupils should be taught to:- 

  • apply phonic knowledge and skills as the route to decode words
  • respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
  • read accurately by blending sounds in unfamiliar words containing GPC’s that have been taught
  • read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
  • read words containing taught GPC’s and –s, -es, -ing, -ed, -er and –est endings
  • read other words of more than one syllable that contain taught GPS’s
  • read words with contractions, e.g. I’m, I’ll, we’ll, and understand that the apostrophe represents the omitted letter(s).
  • read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
  • re-read these books to build up their fluency and confidence in word reading
Comprehension

Pupils should be taught to:- 

  • develop pleasure in reading, motivation to read, and understanding by:-
    • listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
    • being encouraged to link what they read or hear read to their own experiences
    • becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics.
    • recognizing and joining in with predictable phrases
    • learning to appreciate rhymes and poems, and to recite some by heart
  • understand both the books they can already read accurately and fluently and those they listen to by:-
    • drawing on what they already know or on background information and vocabulary provided by the teacher
    • checking that the text makes sense to them as they read and correcting inaccurate reading
    • discussing the significance of the title and events
    • predicting what might happen on the basis of what has been read so far
  • participate in discussion about what is read to them, taking turns and listening to what others say
  • explain clearly their understanding of what is said to them
Writing
Transcription

Pupils should be taught to:- 

  • Spell
    • words containing each of the 40+ phonemes already taught
    • common exception words
    • the days of the week
    • name the letters of the alphabet
  • add prefixes and suffixes
    • using the spelling rule for adding –s or –es as the plural markers for nouns and the third person singular marker for verbs
    • using the prefix un-
    • using –ing, -ed, -er and –est where no change is needed in the spelling of root words (e.g. helping, helped, helper, eating, quicker, quickest)
  • apply simple spelling rules and guidelines
  • write from memory simple sentences dictated by by teacher that include words taught so far
Handwriting

Pupils should be taught to:- 

  • sit correctly at a table, holding a pencil comfortably and correctly
  • begin to form lower–case letters in the correct direction, starting and finishing in the correct place
  • form capital letters
  • form digits 0 – 9
  • understand which letters belong to which handwriting ’families’ (i.e. letters that are formed in similar ways) and to practice these.
Composition

Pupils should be taught to:- 

  • write sentences by:-
    • saying out loud what they are going to write about
    • composing a sentence orally before writing it
    • sequencing sentences to form short narratives
    • re-reading what they have written to check that it makes sense
  • discuss what they have written with the teacher or other pupils
  • read aloud their writing clearly enough to be heard by their peers and the teacher

Grammar and

Punctuation

Pupils should be taught to:- 

  •    develop their understanding of concepts such as
    • leaving spaces between words
    • joining words and joining sentences using and
    • beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
    • using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’
    • learning the grammar of word structure
    • use grammatical terminology in discussing their writing

       Year 2

Reading
Word

Pupils should be taught to:- 

  • continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent.
  • read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes.
  • read accurately words of two or more syllables that contain the same GPCs as above.
  • read words containing common suffixes.
  • read further common exception words, noting unusual correspondence between spelling and sound and where these occur in the word.
  • read most words quickly and accurately when they have been frequently encountered without overt sounding and blending.
  • read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately automatically and without due hesitation.
  • reread these books to build up their fluency and confidence in word reading.
Comprehension

Pupils should be taught to:- 

  • Develop pleasure in reading, motivation to read and understanding by:
  • Listening to ,discussing and expressing views about a wide range of poetry (including contemporary and classic),stories and non-fiction at a level beyond that at which they can read independently.
  • Discussing the sequence of events in books, fairy stories and traditional tales.
  • Being introduced to non- fiction books that are structured in different ways.
  • Recognizing simple recurring literary language in stories and poetry.
  • Discussing their favourite words and phrases.
  • Continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear.
  • Understand both the books they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher.
  • Checking that the text makes sense to them as they read and correcting inaccurate reading.
  • Making inferences on the basis of what is being said and done.
  • Answering questions and asking questions.
  • Predicting what might happen on the basis of what has been read before.
  • participate in discussions about books poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say.
  • Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.
Writing

Transcription

Spelling

Pupils should be taught to :- 

 spell by:

  • Segmenting words into phonemes and representing these graphemes, spelling them correctly.
  • Learning new ways of spelling phonemes for which one or more spellings are already known and learn some words with each spelling , including a few common homophones.
  • Learning to spell common exception words.
  • Learning to spell more words with contracted forms.
  • Distinguishing between homophones and near homophones.
  • Add suffixes to spell longer words eg. –ment, -ness, -ful and –less.
  • Apply spelling rules and guidelines.              
  • Write from memory simple sentences dictated by the teacher that include words and punctuation taught so far.
Handwriting

Pupils should be taught to: 

  • Form lowercase letters of the correct size relative to one another.
  • Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to each other, are left unjoined.
  • Write capital letters and digits of the correct size, orientation and relationship to one another and two lower case letters.
  • Using spacing between words that reflect the size of the letters.
Composition

Pupils should be taught to:

Develop positive attitudes towards and stamina for writing by: 

  • writing narratives about personal experiences and those of others (real and fictional)
  • writing about real events
  • writing poetry
  • writing for different purposes   

Consider what they are going to write before beginning by: 

  • planning or saying aloud what they are going to write about
  • writing down ideas and/or key words, including new vocabulary
  • encapsulating what they want to say, sentence by sentence        

Make simple additions, revisions and corrections to their own writing by:

  • evaluating their writing with the teacher and other pupils
  • rereading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
  • proof-reading to check for errors in spelling, grammar and punctuation (e.g. ends of sentences punctuated correctly)
  • read aloud what they have written with appropriate intonation to make the meaning clear.

Grammar and

Punctuation

Pupils should be taught to: 

  Develop their understanding of the concepts mentioned by:

  •  learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms 

  learning how to use:

    • sentences with different forms: statement, question marks, commas for lists and apostrophes for contracted forms  

   learning how to use

    • sentences with different forms: statement, question, exclamation, command
    • expanded noun phrases to describe and specify , e.g. the blue butterfly
    • subordination (using when, if, that, or because) and coordination (using or, and or but)
    • learning the grammar of word structure
    • using some features of written Standard English
    • use and understand the grammatical terminology when discussing their writing.