| 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.
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| 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.
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| Writing |
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Transcription
Spelling
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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.
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| 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.
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| 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.
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Grammar and
Punctuation
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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.
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