€¦ · web viewpupils begin to respond consistently to familiar people, events and objects....

EnglishKASS Progression Document

Updated 9 December 2015

English KASS Progression Document – Updated 9 December 2015

Contents

Page

P1i & P1ii 1P2i & P2ii 2P3i 3P3ii 4

Speaking and Expressive LanguageP4 & P5 5P6 6P7 7P8 8

Spoken LanguageP9 9

Listening & Receptive CommunicationP4 & P5 10P6 & P7 11P8 12

WritingP4 & P5 13P6 14P7 15P8 16

Writing

Handwriting/TranscriptionP9 16

Writing Composition/Vocabulary, Grammar & PunctuationP9 17

ReadingP4/P5/P6 18P7/P8 19P9 20

Spoken LanguageStage/Year 1-6 21-22KS3 22-24

ReadingWord & ComprehensionStage/Year 1 25-28Stage/Year 2 29-32Stage/Year 3 & 4 33-36Stage/Year 5 & 6 36-39KS3 39-41

Writing CompositionStage/Year 1 42Stage/Year 2 43-44Stage/Year 3 & 4 45-46Stage/Year 5 & 6 46-47KS3 48-49

Vocabulary, Grammar & PunctuationStage/Year 1 49-50

Stage/Year 2 50-51Stage/Year 3 & 4 51-52Stage/Year 5& 6 52-54

HandwritingStage/Year 1 55-56Stage/Year 2 56Stage/Year 3 & 4 56Stage/Year 5 & 6 56-57

Transcription – SpellingStage/Year 1 58-59Stage/Year 2 59-61Stage/Year 3 & 4 61Stage/Year 5 & 6 61-62

1

ENGLISH – PROGRESSION OF SKILLS DOCUMENT

P Levels 1 – 3 Generic Activities

It is important to remember that the same learning activities are likely to be appropriate at all of these P Levels, but with differentiation by outcome and support.

Non-Statutory Requirement Progression of Skills Learning Activities Recommended Texts(P1i)

Pupils encounter activities and experiences. They may be passive or resistant. They may show simple reflex responses, (for example, startling at sudden noises or movements). Any participation is fully prompted.

To respond and react fleetingly to stimuli

To show simple reflex responses, eg startling at a sudden noise

Pupils need prompting to participate

Teacher offers very obvious stimuliExperiences a range of vocal styles through:-

story

rhyme

instructions

discussion

Encounters puppets

Encounters pictures in the environment

Is assisted to participate in action rhymes

Is assisted to feel materials

Is assisted to use different actions for different purposes i.e. stroking, tapping, waving

Non-Statutory Requirement Progression of Skills Learning Activities Recommended Texts(P1ii)

Pupils show emerging awareness of activities and experiences. They may have periods when they appear alert and ready to focus their attention on certain people, events or parts of objects (for example, attending briefly to interactions with a familiar person). They may give intermittent reactions (for example, sometimes becoming excited in the midst of social activity).

Pupils show emerging awareness of activities and experiences.

Pupils may have periods when they appear alert and ready to focus their attention on certain people, events or parts of objects (for example, attending briefly to interactions with a familiar person).

Pupils may give intermittent reactions (for example,

Adult offers familiar, regular routines using range of stimulus such as objects of reference, sensory stimulus, Tac-Pac

2

sometimes becoming excited in the midst of social activity).


Pupils begin to respond consistently to familiar people, events and objects. They react to new activities and experiences (for example, withholding their attention). They begin to show interest in people, events and objects (for example, smiling at familiar people). They accept and engage in co-active exploration (for example, focussing their attention on sensory aspects of stories or rhymes when prompted).

Pupils begin to respond consistently to familiar people, events and objects.

Pupils react to new activities and experiences (for example, withholding their attention).

Pupils begin to show interest in people, events and objects (for example, smiling at familiar people).

Pupils accept and engage in co-active exploration (for example, focussing their attention on sensory aspects of stories or rhymes when prompted).

Adult to enable aided exploration of the environmentAdult offers a range of sound stimuliAdult offers a range of objects within the context of the activityAdult offers opportunities to make choices and show preferences


Pupils begin to be proactive in their interactions. They communicate consistent preferences and affective responses, for example, reaching out to a favourite person. They recognise familiar people, events and objects (for example, vocalising or gesturing in a particular way in response to a favourite visitor). They perform actions, often by trail and improvement, and they remember learned responses over short periods of time (for example, showing pleasure each time a particular puppet character appears in a poem, dramatized with sensory cues). They co-operate with shared exploration and supported participation (for example, taking turns in interactions with a familiar person, imitating

Pupils begin to be proactive in their interactions.

Pupils communicate consistent preferences and affective responses, for example, reaching out to a favourite person.

Pupils recognise familiar people, events and objects (for example, vocalising or gesturing in a particular way in response to a favourite visitor).

Pupils perform actions, often by trail and improvement, and they remember learned responses over short periods

Adult offers pupils opportunities to respond by:Fixating, stilling, moving body partsTeacher offers sensory stories and observes responses over a period of time

Intensive Interaction opportunities

Adults offer opportunities for co-active exploration of the environment using a range of stimuli

3

actions and facial expressions). of time (for example, showing pleasure each time a particular puppet character appears in a poem, dramatized with sensory cues).

Pupils co-operate with shared exploration and supported participation (for example, taking turns in interactions with a familiar person, imitating actions and facial expressions).

Pupils recognise familiar people, events and objects and show this through vocalising or gesturing to a familiar person


Pupils begin to communicate intentionally. They seek attention through eye contact, gesture or action. They request events or activities (for example, pointing to key objects or people). They participate in shared activities with less support. They sustain concentration for short periods. They explore materials in increasingly complex ways (for example, reaching out and feeling for objects as tactile cues to events). They observe the results of their own actions with interest (for example, listening to their own vocalisations). They remember learned responses over more extended periods (for example, following the sequence of a familiar, daily routine and responding appropriately).

Pupils begin to communicate intentionally.

Pupils seek attention through eye contact, gesture or action. They request events or activities (for example, pointing to key objects or people).

Pupils participate in shared activities with less support.

Pupils sustain concentration for short periods.

Pupils explore materials in increasingly complex ways (for example, reaching out and feeling for objects as tactile cues to events).

Pupils observe the results of their own actions with interest (for example, listening to their own vocalisations).

Pupils remember learned responses over more extended periods (for example, following the

Teacher offers opportunities for pupils to demonstrate sustained attention to the same stimuli.

Teacher offers opportunities for pupils to reach out and feel for objects as tactile cues to events.

Intensive Interaction – pupils listen to their own vocalisations

Pupils to respond to sequence of daily routine and respond appropriately.

4

sequence of a familiar, daily routine and responding appropriately).


Pupils use emerging conventional communication. They greet known people and may initiate interactions and activities (for example, prompting another person to join in with an interactive sequence). They can remember learned responses over increasing periods of time and may anticipate known events (for example, pre-empting sounds or actions in familiar poems). They may respond to options and choices with actions or gestures (for example, by nodding or shaking their heads). They actively explore objects and events for more extended periods ( for example, turning the pages in a book shared with another person). They apply potential solutions systematically to problems ( for example, bringing an object to an adult in order to request a new activity).

Pupils use emerging conventional communication.

Pupils greet known people and may initiate interactions and activities (for example, prompting another person to join in with an interactive sequence).

Pupils can remember learned responses over increasing periods of time and may anticipate known events (for example, pre-empting sounds or actions in familiar poems).

Pupils may respond to options and choices with actions or gestures (for example, by nodding or shaking their heads).

Pupils actively explore objects and events for more extended periods (for example, turning the pages in a book shared with another person).

Pupils apply potential solutions systematically to problems (for example, bringing an object to an adult in order to request a new activity).

Teacher offers opportunities for pupils to:

Anticipate what is going to happen

Show an understanding of repeating events by demonstrating a consistent response

Remember simple actions or sounds to a familiar song

Actively explore materials for extended periods

5

Speaking and Expressive Language

Non-Statutory Requirement Progression of Skills Learning Activities Recommended Texts(P4)

Pupils repeat, copy and imitate between 10 and 50 single words, signs or phrases or use a repertoire of objects of reference or symbols.

They use single words, signs and symbols for familiar objects, e.g. cup, biscuit, and to communicate about events and feelings, e.g. likes and dislikes.

To communicate using objects, signs and symbols

To use sound/gestures to indicate needs to adults

To communicate emotions about a task, e.g. pleasure, support

To indicate likes/dislikes using yes/no in signs/words/symbols

To join in with rhymes/songs To use greetings and names in

group interactions To begin to take part in adult

led activities with a small group

Symbols and pictures of topic related vocab – PECSUse of AACsWeekly sharing of news Naming games – nounsWhat do I have? GameHello SessionRoutine songs/rhymesPicture cards posting gamesPhotos of family and friends or characters from a book.What’s missingKim’s gameTopic lotto gamesAttempt to use sounds/sign or symbol to imitate animal +other familiar soundsCopy facial expressionsTo using puppets/role play and props with visual/verbal prompts to participate such as during hello sessions or assemblySound games – to encourage making loud/quiet sounds using voice, body percussion and instruments

6


Pupils combine two key ideas or concepts.

They combine single words, signs or symbols to communicate meaning to a range of listeners, e.g. ‘Mummy gone’ or ‘more drink’.

They make attempts to repair misunderstandings without changing the words used, e.g. by repeating a word with a different intonation or facial expression.

To begin to develop and communicate a range of vocabulary

To use simple phrases to communicate meanings/needs/preferences

To join in with poems/songs/rhymes

To use own name and refer to them self as “me”

To be able to refer to other adults by name

To begin to ask questions To begin to express simple

opinions/beliefs To confidently take part in adult-

led activities with a small group

Describing play/activitiesSimple matching cards introducing – girl jumps – noun & verb / adjective &noun games.AACsRole PlayBabble gamesFun sounds encouraging expression such as ‘wow’ ‘Oh no! Attention gamesExplore pattern and rhythm of Nursery Rhymes and poemsCircle time games to encourage development of early questioning skills i.e. who am I? What’s in the bag?I spyUse of emotions boards, mirrors and songs to explore how we feel and why


Pupils initiate and maintain short conversations using their preferred medium of communication.

They ask simple questions to obtain information, e.g. ‘Where’s cat?’

They can use prepositions such as in or on, and pronouns, such as my or it, correctly.

To say their full name To know enough speech to join

in adult supported group activity, eg basic adjectives

To use prepositions such as “in,” “on,” “under”

To use pronouns such as “my,” “it,” “he,” “she,” “me” and “I”

To ask simple questions to obtain information

To recognise and use some expression in simple, two-way conversations

To demonstrate clearly likes and dislikes

Role playKnow your name - Self-registration, collecting own named itemsNews talk/first hand info talkHide and seek games with objects Make and design a quiz to role model asking questionsPECs to build sentences – “ I want, I need, I see” etc.Picture SurpriseExplore rhyme through songs and games; listen to the beat Rhyming soup games, rhyming bingo, rhyming story sacksOpportunities to use different

7

speaking styles in role-play such as argument, directing, anger, comforting and problem solving Develop understanding and use of prepositions and pronouns and action words through action games such as ‘Simon says’ Use of emotions boards, mirrors and songs to explore how we feel and whyOpportunities for group discussions and role-play where pupils can express their views and participate with increased levels of independence i.e. using different speaking styles

Non-Statutory Requirement Progression of Skills Learning Activities Recommended Texts(P7) To use phrases with up to three

key words/signs or symbols to communicate simple ideas,

Role playNews talk/first hand info talk

8

Pupils use phrases with up to three key words/signs or symbols to communicate simple ideas, events or stories to others for example ‘I want a big chocolate muffin’.

They use regular plurals correctly.

They communicate ideas about present, past and future ideas and past experiences using simple phrases and statements for example ‘we going cinema on Friday’.

They contribute appropriately one-to-one and in small group discussions and role-play. They use the conjunction and to link ideas or add new information beyond what is asked.

events or stories to others for example ‘I want a big chocolate muffin’.

To use regular plurals correctly sometimes

To apply knowledge of basic tenses, sometimes correctly

To communicate ideas about present, past and future events and experiences in simple phrases and statements, eg “we going cinema Friday.”

To use role play for expression and characterisation

To sustain and maintain conversation with an adult or peer.

To contribute in one-to-one or small group discussions/role play

To use the conjunction “and” to link ideas

To join in rhymes, stories, poems and songs

Make and design a quiz to role model asking questionsPECs to build three part sentences to comment – “ one big , red ball etc.Opportunities to use different speaking styles in role-play and in conversation with others.Develop understanding and use of plurals and tenses in language through word games, bingo, iPad Opportunities for group discussions and role-play where pupils can express their views and participate with increased levels of independence i.e. using wider range of devices – microphones, recording equipmentPromote conversation skills using ‘Talking Teddy’ in circle time such as turn taking, waiting your turn to speak, listening etc. Use of social stories to explain the rules of conversationOpportunities to perform new poetry, rhymes and stories using actions, props and costume.

Non-Statutory Requirement Progression of Skills Learning Activities Recommended Texts(P8) To use four key Role play – answering

9

They link up to four key words, signs or symbols in communicating about their own experiences or in telling familiar stories both in groups and one-to-one, for example, ‘The hairy giant shouted at Finn’. They use an extensive vocabulary to convey meaning to the listener. They can use possessives, for example, ‘Johnny’s coat’. They take part in role-play with confidence. They use conjunctions that suggest cause, for example ‘cause’ to link ideas.

words/signs/symbols to communicate about their own experiences

To retell a simple story Pupils use an extensive range

of vocabulary to convey meaning to the listener

Pupils can use possessives, eg “Johnny’s coat”

Pupils take part in role play with confidence, responding to peers with relevant responses

Pupils begin to use conjunctions to suggest cause, such as “because” to link ideas, eg “I can do it because I’m clever”

telephone, saying addressOpportunities for group discussions and role-play where pupils can say a simple phrase or line with othersDevelop character portrayals in group drama/research activities.PECs to build four key word sentences to tell a story Use of points of view boxes, school council, evaluating each other’s workDevelop understanding and use of plurals and tenses in language through word games, bingo, iPad

Non-Statutory Requirement Progression of Skills Learning Activities Recommended Texts(P9)SPOKEN LANGUAGE

Can name common sounds where the source cannot be seen.

Circle TimeChinese whispersDraw a picture from partner’s

10

Communicate about matters of interest in familiar settings.Link Statements and sticks to the main theme or intention.Understands and responds appropriately to straightforward comments or instructions directed at them.Conveys meanings including some relevant details to a range of listeners.Express themselves effectively, showing some awareness of listeners’ needs.

Listen and respond to adults and peers.

Respond to questions other than why.

Identify the main theme or intention simply.

Follow 3-4 unrelated instructions.

Convey messages to others with increasing accuracy.

Aware conversations can be extended.

Expect a response from a partner/peer.

Aware of volume of speaking voice.

descriptionFind out 5 things about someone in your classInterview each other, other adultsRole play famous person being interviewedDramatise a well-known storyHot seating

Listening and Receptive Communication

11


Pupils demonstrate an understanding of at least 50 words, including the names of familiar objects.

Pupils respond appropriately to simple requests, which contain one key word, sign or symbol in familiar situations, e.g. ‘Get your coat’ ‘Stand up’ or ‘Clap your hands’.

To understand and respond to adult requests

To use eye contact to follow speech

To recognise praise/correction in speech

To listen to adults talking To look/point at objects when

named To show when they do not

understand

What’s in the bag?Find me…Matching object to picturePosting picturesSimon SaysTeach boxSharing a story and looking for charactersClicker 6 – sounds aroundSound lotto, environmental sound gamesEducation citySwitch it technologyPuppet workJoining in action songs and rhymes – use of instruments

Non-Statutory Requirement Progression of Skills Learning Activities Recommended Texts(P5) Pupils respond appropriately to questions about familiar or immediate events or experiences, e.g. ‘Where is the ball?’ ‘What are you doing?’ ‘Is it yellow?’

They follow requests and instructions containing two key words, signs or symbols, e.g. ‘Put the spoon in the dish’ ‘Give the book to Johnny’.

To look at adults and peers when they are talking

To recognise changes in tone of voice

To find objects around the classroom

To recognise basic parts of the body

To communicate with peers and express pleasure

To follow one step, simple instructions and begin to answer questions

News activitiesListening games Take an active role in registration.Use of games [hats, masks] encourage face-to-face contact Social storiesFind me the. . . Hide and seekCommentating on play or activitiesCommenting on storiesTurn taking gamesAction songs – Heads/Shoulders, If you are happy and you know it etc.Partner talk and partner action gamesEmotion boards to support different tones in speech

12

Non-Statutory Requirement Progression of Skills Learning Activities Recommended Texts(P6) Pupils respond to others in group situations, e.g. taking turns appropriately in a game such as Pass the parcel.

They follow requests and instructions with three key words, signs or symbols, e.g. ‘Give me the little red book’.

To respond appropriately in group situations

To follow instructions with three key words, signs or symbols

To use a verb, adjective and noun

To contribute to adult-led group activities

Social skills games – ‘Find me’ gamesStorytelling – sound stories such as ‘Noisy Neighbour’ [Letters and Sounds activities]Follow instructions i.e. making activities using practical equipment such as Lego Classroom monitoring activities

Non-Statutory Requirement Progression of Skills Learning Activities Recommended Texts(P7) Pupils listen, attend to and follow stories for short stretches of time. They follow requests and instructions with four key words/signs or symbols, for example, ‘Get the big book from the library about dinosaurs’.

They attend to and respond to questions from adults and peers about experiences, events and stories, for example, where has the boy gone?

To follow instructions containing four key words

To follow instructions with two key ideas

To inform an adult or peer of their full name when asked

To listen and respond to questions from adults and peers about experiences, events and stories

To use a description to inform the contents of a drawing

Bee-bots – linked to story/themeSocial skills games – ‘Find me’ gamesStorytelling quizTreasure hint – linked to storySymbols/choice boardsShopping activities/listsMemory GamesFollow instructions i.e. making activities using practical equipment such as building bricksCooking activities Art & Craft/D & T activitiesClassroom monitoring activities

13

Non-Statutory Requirement Progression of Skills Learning Activities Recommended Texts(P8) Pupils take part in role play with confidence. Pupils listen attentively; they respond appropriately to questions about why or how, for example, “why does a bird make a nest?”

To listen appropriately to other staff and children

To listen attentively in a range of situations

To listen to stories and anticipate key events

To respond with relevant comments, questions or action having listened to a friend speaking, a story or to some information

To give attention to a speaker To take part in role play with

confidence To respond to others

appropriately in role play To respond appropriately to

questions about why or how

Requests and listens to favourite stories – visiting libraryEnvironmental WalksSounds LottoPECs to support pupil observationsSocial story to support what good listening isFollow instructions i.e. making activities using practical equipment such as Lego Cooking activities Art & Craft/D & T activitiesStory teller visits Interactive storiesOff-site educational visitsInformation fact finding tours

14

Writing

Non-Statutory Requirement Progression of Skills Learning Activities Recommended Texts[P4]Pupils show they understand that marks and symbols convey meaning, for example, placing photographs or symbols on a timetable or in a sequence. They make marks or symbols in their preferred mode of communication.

Handwriting To pick up a writing tool and

use dagger/pincer/tripod grip To make large, directional

strokes and circles Transcription

To begin to add marks/symbols to a picture

To recognise when an adult writes their name

Composition To explore making marks

Vocabulary, Grammar and Punctuation

To match symbols and words to real objects

Visual timetablesNow and next boardsDraw me a . . .Write DanceMessy Play such as foam, bubbles, gloop, sand, chalks etc.Topic related art activitiesClever HandsSticky fingersMagnetic boardsPhotographs/picture cards to match to real objectsPhonics: See and Learn First Word Picture ActivityPECs Phase 1 – 3 and associated materials

Non-Statutory Requirement Progression of Skills Learning Activities Recommended TextsP5]Pupils produce meaningful marks or symbols associated with their own name or familiar spoken words, actions, images or events, for example, contributing to records of their own achievements or to books about themselves, their families and interests. They trace, overwrite or copy shapes and straight line patterns.

Handwriting To begin to use tripod grip in

controlled manner using whole arm

To overwrite writing patterns using various colours

To copy a range of writing patterns and movements

To create patterns and draw pictures

Transcription To add own marks to a picture To dictate a name and caption for

a picture To choose to write in play and

attempt to add own nameComposition

To experience adult writing for various purposes

Vocabulary, Grammar and

Making individual books about themselves, their lives, their friends – use of recent photos advisable.Naming workWrite DanceMessy PlayTracing activitiesDrawing shape sessions, but with real objects e.g. circles – clock, ball, wheel etc.

15

Punctuation To attempt to copy a label written

by an adult

Non-Statutory Requirement Progression of Skills Learning Activities Recommended Texts[P6]Pupils produce or write their name in letters or symbols. They copy letter forms, for example, labels and/or captions for pictures or for displays.

Handwriting To demonstrate a preferred

hand if appropriate To trace letters To make some recognisable

marks to indicate name To begin to copy letters or words

from the classroom and environment

To attempt to write most letters correctly

Transcription To recognise and attempt to

write initial sound of name/word To copy some letters from

displayed words To write captions for pictures

with support To attempt to use writing in role

play and other situations To attempt to produce name

using IT

Composition To demonstrate clear patterns in

writing To write above or underneath a

picture To attempt to read own writing


To attempt to use some familiar words

Matching magnetic letters to their names/soundsCan find letters and then copy over with support.Labelling photos from a day out.Captions from amusing photographsWriting for different purposes – menu, list, recipePutting their names on letters and cards for events.News – with adult support

Develop hand strength and dexterity through puzzles, threading, cutting etc.

Letter formations – computer software, roll ‘n’ write, sandpaper letters/numbers, paints

16

Non-Statutory Requirement Progression of Skills Learning Activities Recommended Texts[P7]Pupils group letters and leave spaces between them as if they are writing separate wordsThey are aware of the sequence of letters, symbols and words, for example, selecting and linking symbols together, writing their names and one or two other simple words correctly from memory.

Handwriting To continue to use a tri-pod grip

in preferred hand. To use school preferred

handwriting style (i.e. cursive, semi-cursive).

To form some letters and numbers in the correct orientation and formation.

Transcription To write first name

independently. To group letters To leave spaces between groups

of letters, symbols, shapes ; imitating separate words

To write letters from own name To write one or two words from

memoryComposition

To write a caption for a picture using signs, symbols and letter shapes, mediated by an adult

To dictate narrative for different purposes, e.g. lines, lists, poems, menus, invitations etc.


To use some familiar words using some letters correctly

Labelling photos from a day out.Captions from amusing photographsPutting their names on letters and cards for events.News – with adult supportDictate a caption for a paintingWrite a postcardMake a card for a family memberTalk about things they can write aboutUse pictures, photographs or symbols as an aid to start writing

17

Non-Statutory Requirement Progression of Skills Learning Activities Recommended Texts[P8]Pupils show awareness that writing can have a range of purposes, for example, in relation to letters, lists or stories. They show an understanding of how text is arranged on the page, for example, by writing or producing letter sequences going from left to right. They write or use their preferred mode of communication to set down their names with appropriate use of upper and lower case letters or appropriate symbols.

Handwriting To hold a pencil or writing tool

correctly To position paper correctly To confidently copywrite To understand how text is

arranged on a page, i.e. left to right

Transcription To write all letters of their own

name in the correct sequence To suggest correct initial letter

of a word To put ideas on paper or screen

using groups of letters to represent words

Composition To suggest appropriate words in

shared writing To dictate short, relevant

phrases for pictures To begin to write for a variety of

purposes, e.g. lists, captions etc.Vocabulary, Grammar and Punctuation

To use lower/upper case correctly in own name

To leave spaces between words To consistently “read” their own

written work

Use a range of text to talk about layout or suggest what they might like to include when making lists.To evaluate their own writing and the work of others i.e. say what they like about it, enjoy listening to work being read and recognise their own work on displays.

Labelling own work with nameUsing captions and drawings to communicate their understandings

18

Non-Statutory Requirement Progression of Skills Learning Activities Recommended Texts(P9)WRITINGHandwriting

Produce recognisable letters and words or symbols to convey meaning.Developing size and orientation of letters.

Begins some letters in the correct direction.

Writes some lower case letters correctly.

Writes some upper case letters correctly.

Begins writing on the left side of the page.

Handwriting patternsSpeed writing/careful, “best” handwriting activitiesExperiment with light/heavy pencil gripFine motor skills development activities

(P9)WRITINGTranscription

Consistently use correct initial letter of word.

Increase accuracy of letter sound knowledge in writing.

Some recognisable cvc, ccvc and cvcc words in writing.

Create lists in play situationsCreate a menu

(P9)WRITINGCompositionBegin to use own ideas for writing.May still need to mediate some writing to be understood.Start to use simple sentences/phases with some recognisable words.Start writing to left of page and know to move right.To write for a variety of purposes.

Contribute own ideas to brainstorming.

Add own ideas to group story writing activities.

Choose an appropriate layout depending on purpose.

State the different uses for writing.

Use appropriate vocabulary when dictating text for a picture or diagram.

Write a list for a purpose. Key words used appropriately

to label a simple diagram. Contribute ideas to group letter

writing. Sound out and write unfamiliar

words.

Begin to write phrases independently using Russian ScaffoldingGroup writing activitiesGuided writing

(P9)WRITINGVocabulary, Grammar and Punctuation

Occasionally use a capital letter for first name and surname.

Sometimes use a full stop in own writing.

Begin to recognise a question mark.

Begin to recognise an exclamation mark.

Recognise capital ‘I ‘ for personal pronoun.

Opportunities to write own name and other proper nouns using initial capital letter.Kung fu punctuation

19

Understands capital letter use for places.

Understands capital letter use for days of the week.

Reading

Non-Statutory Requirement Progression of Skills Learning Activities Recommended Texts[P4]Pupils listen and respond to familiar rhymes and stories. They show some understanding of how books work, for example, turning pages and holding the book the right way up.

To look at a book independently To show preferences for certain

books To understand the basic

conventions of reading, e.g. holding a book the correct way up

Word reading: To join in repeated refrains To make a noise in response to a

pictureComprehension:

To share a book with an adult

Library visitsStory time – incl. sensory storiesShared reading Fill in the refrain – repetitive phrasesName the characterRelate images and books to computer programmes and videos.Opportunities to make choices about which story is read.

Non-Statutory Requirement Progression of Skills Learning Activities Recommended Texts[P5]Pupils select a few words, symbols or pictures with which they are particularly familiar and derive some meaning from text, symbols or pictures presented in a way familiar to them. They match objects to pictures and symbols, for example, choosing between two symbols to select a drink or seeing a photograph of a child and eye-pointing at the child. They show curiosity about content at a simple level, for example, they may answer basic two key-word questions about a story.

To independently look at a book for sustained periods

To turn a book the correct way up

Word reading: To be aware of the meaning of

text in the environment To select pictures to match

objects, sounds and IT, including symbols to objects

Comprehension: To begin to answer basic

questions regarding text

Picture matchObject to symbol match Photo to people matchSharing stories and commenting on picture based texts.

20

Non-Statutory Requirement Progression of Skills Learning Activities Recommended Texts[P6]Pupils select and recognise or read a small number of words or symbols linked to a familiar vocabulary, for example, name, people, objects or actions. They match letters and short words.

To share a book with an adult or child

To request specific storiesWord reading:

To begin to recognise and read a small number of words with familiar meaning, eg name, mum

To match letters and short words To share books independently

with adults or children To request specific stories for

pleasureComprehension:

To make predictions in familiar stories

To point to named objects in books

To discuss events and pictures with support

To imitate an adult reading by pretending to read a story

Matching cvc words to pictures e.g. dog, cat, hat etc.Picking a letter out of a hat and namingSounds write/Letters & sounds activities/Jolly phonics/Read, Write Inc. etc.

Non-Statutory Requirement Progression of Skills Learning Activities Recommended Texts[P7]Pupils show an interest in the activity of reading. They predict elements of a narrative, for example, when the adult stops reading, pupils fill in the missing word. They distinguish between print or symbols and pictures in texts. They understand the conventions of reading, for example, following text left to right, top to bottom and page following page. They know that their name is made up of letters.

To show an interest in books To respond to familiar stories

and join in with repetitive passages

To understand the conventions of reading

To choose to look at books To be able to distinguish

between print or symbols and pictures in text

To make predictions in a narrative text

Word reading: To recognise letters in own full

name


21

To demonstrate knowledge of some of the alphabet

To recognise some text in the environment

Comprehension: To track correctly when reading To begin to make simple

predictions To answer simple questions

about a story To be able to sequence a

familiar story

Non-Statutory Requirement Progression of Skills Learning Activities Recommended Texts[P8]Pupils understand that words, symbols and pictures convey meaning. They recognise or read a growing repertoire of familiar words or symbols, including their own names. They recognise at least half the letters of the alphabet by shape, name or sound. They associate sounds with patterns in rhymes, with syllables, and with words or symbols.

Word reading: To recognise at least half the

letters of the alphabet by shape To recognise at least half of the

alphabet by sound or name To red or recognise a number of

familiar words/symbols To read their own name

confidently To apply phonic knowledge to

decode regular wordsComprehension:

To join in a discussion about what they have read

To retell stories in their own words

To demonstrate an understanding of what they have read

To show an awareness of word meanings

To have a basic knowledge of book features, eg page, word, title

To confidently identify the beginning and end of a story


Non-Statutory Requirement Progression of Skills Learning Activities Recommended Texts[P9]ReadingWordIdentify initial sounds in unfamiliar words.

Word Know the name and sound of all

letters of the alphabet. Know the shape of all the letters

Listening to storiesTalk about charactersMake simple predictions about the story

22

Recognise familiar words, signs or symbols in simple texts.Identify initial and final sounds in unfamiliar words with support.

ComprehensionWhen prompted establish meaning when reading aloud simple sentences.Identify likes and dislikes about a text.Apply knowledge of letters and sounds to establish meanings of words.Respond to events and ideas in poems, stories and non-fiction.

of the alphabet. Give correct sound to grapheme

for all phonemes learnt. Give alternative sound for

grapheme. Point to words beginning with

specific sounds. Awareness of same sound

words.

Comprehension Awareness of simple rhyming

cvc words. Points to simple rhyming cvc

words. Can give an example of a cvc

rhyming word. Can rhyme two simple cvc

rhyming words. Give appropriate words to

complete sentences. Re-tell a story in own words to a

small audience. Expand own story by giving

more than one detail. Give a simple reason for liking a

story. Give a simple reason for

disliking a story. Identify the main characteristic

of a key character. Identify the main subject of a

non-fiction text.

Look at a range of fiction and non-fiction textsGuided Reading

Stage/Year 1-6 SPOKEN/LANGUAGEStatutory Guidance/Progression of SkillsPupils should be taught to: listen and respond appropriately to

adults and their peers ask relevant questions to extend

their understanding and knowledge use relevant strategies to build their

vocabulary articulate and justify answers,

Learning Activities

PRIMARY & SECONDARY(Stage/Year 1 NC)

Independence activities for daily routine for snack time – getting a cup, plate, biscuit etc.

Carry out simple tasks round school.

Learning Activities

KS3 SECONDARY CONT.(Stage/Year 2 NC)

Text based activity e.g. predictions.

Drama – hot-seating. Improvisation. Discussion of given scenarios. Use of Easi-Speak microphones

for student self-analysis.

Suggested Texts

PRIMARY

Revolting Rhymes, Roald Dahl

KS3 SECONDARY (NC Stage/Year 1)

Dragons’ DenMartin Luther King

23

arguments and opinions give well-structured descriptions,

explanations and narratives for different purposes, including for expressing feelings

maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

speak audibly and fluently with an increasing command of Standard English

participate in discussions, presentations, performances, role play, improvisations and debates

gain, maintain and monitor the interest of the listener(s)

consider and evaluate different viewpoints, attending to and building on the contributions of others

select and use appropriate registers for effective communication.

Take on a character, speaking roles from books studied.

KS3 SECONDARY(Stage/Year 1 NC)Question and answer time.Presentations regarding hobbies etc.Word walls/matWord gamesHot seatingBody languageFreeze framesCaption gamesConsequence alleyRhyming gamesRaps/dance

KS3 SECONDARY (Stage/Year 2 NC)

Text based discussions Interviews – guests or outside

speakers Role plays and hot-seating Answering open and closed

questions

20 questions type activity Ask students to compose

questions before you begin a topic – what might they find out?

Show video clips of effective questioners and not so effective – discuss.

Use of thesaurus and synonym activities

New vocabulary put up on a working wall until its definition is known

Keywords for topic displayed Teaching students vocabulary

learning strategies Use of songs and poems etc. to

aid learning of new words and concepts

Explicit teaching of Standard English using video or audio clips.

Phone call activities (real or role play) using non-Standard – phone call to friend and Standard English – phone call to business.

Text based activities – discussion, performance, role play, improvisation.

Silly debates e.g. Barbie Dolls are better than teddy bears.

Use of video clips to look at effective speakers and techniques used.

Video self-analysis.

Use of video clips to look at how effective speakers use techniques.

Videoing of students for self-analysis.

Watch/listen to an argument and ask students to discuss the viewpoints being expressed.

Students paired in discussion, build on each other’s points.

Use of video clips showing use of different registers and when they are appropriate/ inappropriate.

Role play scenarios using different registers. Other students watch and discuss if the register was appropriate for the situation.

KS3 SECONDARY(Stage/Year 3&4 NC)

Class discussion – groups Group discussion in groups of 3-

5

Room 101 style debate

GuidanceThese statements apply to all Stage/Years. The content should be taught at a level appropriate to the age of the pupils. Pupils should build on the oral language skills that have been taught in preceding Stage/Years. Pupils should be taught to develop their competence in spoken language and listening to enhance the effectiveness with which they are able to communicate across a range of contexts and to a range of audiences. They should therefore have opportunities to work in groups of different sizes – in pairs, small groups, large groups and as a whole class.

24

Pupils should understand how to take turns and when and how to participate constructively in conversations and debates. Attention should also be paid to increasing pupils’ vocabulary, ranging from describing their immediate world and feelings to developing a broader, deeper and richer vocabulary to discuss abstract concepts and a wider range of topics, and to enhancing their knowledge about language as a whole.Pupils should receive constructive feedback on their spoken language and listening, not only to improve their knowledge and skills but also to establish secure foundations for effective spoken language in their studies at primary school, helping them to achieve in secondary education and beyond.

Jeremy Kyle show type show mock ups – interview fictional characters

Mock phone calls Mock trials Debates Discussions around

stories/poems etc. asking for personal opinions and why do you think … etc.

Thought tracking in drama: stop the action and ask a character how do you feel, why, what has just happened etc.

Provide prompt cards or symbols to support structure in talk e.g. first.

Video students’ 1st attempt at talk – analyse, is there enough detail/structure. Give opportunity for 2nd attempt.

Just a Minute type activity – student has to talk for a set period without deviation etc. Other students listen and stop the student if the rules are broken.

Students asked to summarise what another student has just said.

Some students act as observers during a discussion. They can stop the action and ask another student what has been said etc.

1:1 conversations e.g. telephone calls

Role play Questions and answer Reciprocal teaching – asking

questions, summarising, predicting, clarifying

Hot seating Presentations Slogans, jingles and adverts Action poems Call and response Drama and performance Break into chunks – step 1, 2, 3

etc. Visually tick off on checklist Mix learning styles (p) (s) CSI – crime scene investigating Mini plenaries Presentation – end of

Stage/Year production Audience and evaluation skills

taught prior to event modelled activity

Key Stage 3Statutory Requirements/Progressionof Skills

SPOKEN LANGUAGE

Statutory RequirementsKey Stage 3

25

Pupils should be taught to:

speak confidently and effectively, including through:

o using standard English confidently in a range of formal and informal contexts, including classroom discussion

o giving short speeches and presentations, expressing their own ideas and keeping to the point

o participating in formal debates and structured discussions, summarising and/or building on what has been said

o improvising, rehearsing and performing play scripts and poetry in order to generate languages and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact

GuidanceThese statements apply to all Stage/Years. The content should be taught at a level appropriate to the age of the pupils. Pupils should build on the oral language skills that have been taught in preceding Stage/Years. Pupils should be taught to develop their competence in spoken language and listening to enhance the effectiveness with which they are able to communicate across a range of

26

contexts and to a range of audiences. They should therefore have opportunities to work in groups of different sizes – in pairs, small groups, large groups and as a whole class. Pupils should understand how to take turns and when and how to participate constructively in conversations and debates. Attention should also be paid to increasing pupils’ vocabulary, ranging from describing

27

Reading – Word & Comprehension

STAGE/YEAR 1 – READING WORDStatutory Requirements 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 GPCs 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 GPCs and –s, –es, –ing, –ed, –er and –est endings

read other words of more than one syllable that contain taught GPCs

read words with contractions [for example, 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.

GuidancePupils should revise and consolidate the

Progression of Skills

Word Reading Skills to read cvc, ccvc and cvcc

words. Has skills to blend some sounds

and read unknown words. Reads irregular hfw from phonic

phases. Phonic skills give access to a

variety of reading books without tracking.

Begins to recognise full stops.Comprehension

Wishes to choose a book both at and above suggested book level.

Can talk about a book and a personal experience.

Able to inform adult/peer of a familiar story.

Can say a favourite poem from memory.

Recognises a book title and the significance.

Able to make simple predictions.

Learning Activities

Follow simple instructions – recipes, DT instructions etc.

Scavenger hunt – collecting a variety of items or words.

Bingo, domino type games. Class/group reader chosen

according to interest of the group – students read together aloud.

In groups read play scripts, repetitive poems.

Phonic games on-line e.g. phonic play, ict games.

Clap syllables when reading poetry.

Word pairs games TRUGS (word codes).

Question another child reading

the same book.

Accelerated Reader.

Comprehension Library visits to access wide

range of non-fiction books. Share books within groups. Class reading book. Story tapes. Repetitive poems.

Suggested Texts

Phonic Texts

PRIMARY

PoemsNon-Fiction and Fiction textsTopics and GenresSimple NewspapersSongsNursery Rhymes

Reading CornerReading Rewards

Phonic Quiz i.e. spell ‘cat’ – what is a cat? What colour could it be

Reading linked to daily experience.Label all elements of the classroom.

SECONDARY

Continue classroom labelsBuild sentences; change words in sentence, demonstrate through role play.Word comprehension quiz.Dictionary skills.

28

GPCs and the common exception words taught in Reception. As soon as they can read words comprising the Stage/Year 1 GPCs accurately and speedily, they should move on to the Stage/Year 2 programme of study for word reading. The number, order and choice of exception words taught will vary according to the phonics programme being used. Ensuring that pupils are aware of the GPCs they contain, however unusual these are, supports spelling later. Young readers encounter words that they have not seen before much more frequently than experienced readers do, and they may not know the meaning of some of these. Practice at reading such words by sounding and blending can provide opportunities not only for pupils to develop confidence in their decoding skills, but also for teachers to explain the meaning and thus develop pupils’ vocabulary.Pupils should be taught how to read words with suffixes by being helped to build on the root words that they can read already. Pupils’ reading and re-reading of books that are closely matched to their developing phonic knowledge and knowledge of common exception words supports their fluency, as well as increasing their confidence in their reading skills. Fluent word reading greatly assists comprehension, especially when pupils come to read longer books.

STAGE/YEAR 1 –READING COMPREHENSIONPupils should be taught to:

Use of books within other subjects e.g. history, geography (Horrible Histories).

Amusing texts that make plays on words e.g. Revolting rhymes.

Teen fiction including texts about vampires etc. as well as real situations.

Accelerated Reader programme where available.

Choose key stories with movie e.g. Romeo and Juliet.

Or explore fairy tales on different levels e.g. original story, Revolting Rhymes, modern version stories, reading play scripts in groups.

Repetitive poems and limericks- writing simple poems or filling in gaps to personalise them, writing limericks about themselves/ situations.

Research linked to other subjects/ library visits – story tapes.

Game – choose if sentences are real or nonsense.

Label characters Use of dictionaries to build

Word Banks. Look at impact of words. Change endings Not suitable/suitable Learn rhymes Record their reading and listen

to identify next step

PRIMARY Role play small elements of

story Link to senses Make predictions by guessing Cut up compound words one

pattern at a time using Appendix – pupil matches them (Primary & Secondary)

NewspaperPlays2 x Shakespeare

Pre-1914 prose/novelOliver Twist/Treasure IslandContemporary Prose/Novel

PoetryAlice in Wonderland(Poetry from text)

Pre 1914

Holes, Louis SacharMidsummer Night’s DreamWilliam ShakespeareAdventures of Tom SawyerMark TwainWar Horse, Michael MorpgoThe Tempest ,William ShakespeareParvana, Deborah EllisSideways Stories from Waysie School, Louis SacharHamlet, William ShakespeareSugar Cane, Grace Nichols (poem)

29

develop pleasure in reading, motivation to read, vocabulary 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 re-telling them and considering their particular characteristics

Recognising and joining in with predictable phrases

Learning to appreciate rhymes and poems, and to recite some by heart

Discussing word meanings, linking new meanings to those already known.

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

Making inferences on the basis of what is being said and done

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 read to them.

Then write them on a wipeboard (differentiate using cvc words if needed.

(P & S)

Games and reading schemes (e.g. Dockside) homonyms (P & S)

Guided ReadingBasic elements:

Is the main character male/female?

Does the story happen at day or night?

How old is the character?

PRIMARY & SECONDARY

Have non-fiction texts to hand which relates to the stories.

Have a reading rotation schedule:Monday – Read storyTuesday – Non-fiction related to storyWednesday – Role playThursday – Creative collage, illustrateFriday – Re-read story with comprehension check.

Daily ‘story time’ reading aloud. Reference to key words and

vocabulary – posted in class. Guided questions on

characters, setting, themes, events

Learning walls featuring characters, locations etc.

Matching images with characters

Exploring non-fiction sources to relate to fiction

Use of songs and music Muliti-sensory dramatization Keep a diary of their lives:

30

written, video, recorded, drawn (depending on ability)

Write letters to characters or to real people who might be linked to characters (pilots, actors, archaeologists)

Invite guest speakers Role play events in the stories Students ‘interview’

neighbours, parents etc Invite parents to reading

sessions Explore ‘hero’s journey’ Show key phrases to class,

combine with phonics Introduce high frequency

vocabulary where it arises in passages

Explore select passages from the text (from words to sentences to paragraphas).

SECONDARY Give text a rating (smiley faces,

stars, 1-5 etc) Illustrate text on display board

(characters, theme, settings etc)

Novel in a day – full day of novel study (could be a story)

Predict the ending before the story is read (will it be happy or sad?)

Read the last chapter first and then start – ask the students what links they can guess.

Book club lesson. Add a character to the story,

how will they fit in? Change the end of a story Write a short sequel

(paragraph). Read to students every day.

GuidancePupils should have extensive experience of listening to, sharing and discussing a wide range of high-quality books with the teacher, other adults and each other to engender a love of reading at the same time as they are reading independently. Pupils’ vocabulary should be developed when they listen to books read aloud and when they discuss what they have heard. Such vocabulary can also feed into their writing. Knowing the meaning of more words increases pupils’ chances of understanding when they read by themselves. The meaning of some new words should be introduced to pupils before they start to read on their own, so that these unknown words do not hold up their comprehension. However, once pupils have already decoded words successfully, the meaning of those that are new to them can be discussed with them, so contributing to developing their early skills of inference. By listening frequently to stories, poems and non-fiction that they cannot yet read for themselves, pupils begin to understand how written language can be structured in order, for example, to build surprise in narratives or to present facts in non-fiction. Listening to and discussing information books and other non-fiction establishes the foundations for their learning in other subjects. Pupils should be shown some of the processes for finding out information. Through listening, pupils also start to learn how language sounds and increase their vocabulary and awareness of grammatical structures. In due course, they will be able to draw on such grammar in their own writing. Rules for effective discussions should be agreed with and demonstrated for

31

pupils. They should help to develop and evaluate them, with the expectation that everyone takes part. Pupils should be helped to consider the opinions of others.Role-play can help pupils to identify with and explore characters and to try out the language they have listened to.

Stage/Year 2 – READING WORDStatutory GuidancePupils 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 graphemes as above

read words containing common suffixes

read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word

read most words quickly and accurately, without overt sounding


Word Reading: Continues to use phonic

knowledge to access unfamiliar words with increasing accuracy.

Sight vocabulary increasing to enable reading at a consistent rate.

Blending of words becomes more fluent.

High frequency words are embedded.

Beginning to recognise and think about punctuation.

COMPREHENSION Discuss simply a story and give

an opinion. Can recall events correctly in a

story. Can discuss the differences

between fiction and non-fiction books.

Gives a simple opinion about a character and recognise simple characteristics i.e. good, bad etc.

Begin to discuss a character in more detail.

Able to use information to make predictions.

Learning ActivitiesKS3 – SECONDARY (Stage/Year 2 NC)

Following age appropriate synthetic phonics reading scheme e.g. Moon Dog, Dockside, Talisman, Totem.

Following age appropriate synthetic phonics based reading scheme (see above).

Use of mnemonics or visuals to help students to recognise unusual words.

Use of of TRUGs (Teaching Reading Using Games) activities.

- Following age appropriate synthetic phonics based reading scheme (see above).

- Reading 1:1 with adult or skilled reading partner.

Guided reading in groups.

- Following age appropriate synthetic phonics based reading scheme (see above).

Teacher carries out analysis of a piece of text including miscues, time etc. This task can be repeated after a period of time using the same text to look for

Suggested Texts

32

and blending, when they have been frequently encountered

read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation

re-read these books to build up their fluency and confidence in word reading.

Able to answer simple questions relating to text.

improved fluency, accuracy and confidence.

KS3 SECONDARY

- Teacher reading to the class.- Use of story/poetry CDs- Discussion of what has been heard.Use of multi-sensory books and story bags/images/props to help student engagement with text.

- Use of storyboarding activities.- Sentence or picture ordering

activities to order events from the story.

- Write captions for pictures.Use of Mind Maps to link information.

- Listening to/watching stories from different sources e.g. Jackanory website, teacher reading, use of CDs.

- Role play activities after reading e.g. one student narrates the story and others act out parts.

Students order images from the story and re-tell it to each other.

- Giving students different types of non-fiction and discussing format e.g. dictionary, facts book etc.

- ‘Finding quizzes’ using glossary or index to find information.

Dictionary based work.

Make wall or bank of literary language – ask students to identify this language in their reading and listening.

- Brainstorm or Mind Map activities around new words and their different meanings.

- Call my Bluff type game – students listen to different definitions and choose the right one.

GuidancePupils should revise and consolidate the GPCs and the common exception words taught in Stage/Year 1. The exception words taught will vary slightly, depending on the phonics programme being used. As soon as pupils can read words comprising the Stage/Year 2 GPCs accurately and speedily, they should move on to the Stage/Years 3 and 4 programme of study for word reading. When pupils are taught how to read longer words, they should be shown syllable boundaries and how to read each syllable separately before they combine them to read the word. Pupils should be taught how to read suffixes by building on the root words that they have already learnt. The whole suffix should be taught as well as the letters that make it up. Pupils who are still at the early stages of learning to read should have ample practice in reading books that are closely matched to their developing phonic knowledge and knowledge of common exception words. As soon as the decoding of most regular words and common exception words is embedded fully, the range of books that pupils can read independently will expand rapidly. Pupils should have opportunities to exercise choice in selecting books and

33

be taught how to do so.

STAGE/YEAR 2 – READING COMPREHENSIONStatutory Requirements Pupils should be taught to: develop pleasure in reading,

motivation to read, vocabulary and understanding by:

listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently

discussing the sequence of events in books and how items of information are related

becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales

being introduced to non-fiction books that are structured in different ways

recognising simple recurring literary language in stories and poetry

discussing and clarifying the meanings of words, linking new meanings to known vocabulary

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 that they can already read

Use of dictionary in lessons.

- Create favourite words/phrase wall display with pictures and definitions of words.

Have a word of the week activity where students and staff nominate an interesting word for that week.

Teach lines from poem as a starter activity building up the lines over the week. Add signs or symbols to make the poem more dynamic, memorable and to include non-verbal students.

Give each student one or two new vocabulary words for the topic. That student is to become the expert in that word and will need to know the meaning. When the word comes up in the text, the student alerts the teacher and tells the class the meaning of this word.

Record student reading using Easi Mikes or audio/video. Play back recording to allow student to listen for accuracy in their reading.

Explicit teaching of how to use skills of inference. Possibly using method: It says (what information do I get from the text?), I say (what do I know about this information?) and so … (combine what the text says with what you know to come up with an answer). At the end, students then examine the quality of their thinking and see if they need to update or change their thinking.

- Give students each a card containing a single question word e.g.who, where. The student has to come up with a relevant question from the text that has been covered beginning with their question word. Another student

34

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 one

answering and asking questions

predicting what might happen on the basis of what has been read so far

participate in discussion 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.

GuidancePupils should be encouraged to read all the words in a sentence and to do this accurately, so that their understanding of what they read is not hindered by imprecise decoding (for example, by reading ‘place’ instead of ‘palace’).Pupils should monitor what they read, checking that the word they have decoded fits in with what else they have read and makes sense in the context of what they already know about the topic.

answers the question.Hot-seating activity – asking questions to a student in role as a character from the text.

- Asking ‘what do you think will happen next’ and ‘why do you think that?’.

Students fill in a reading journal asking them to make predictions at certain points. These can then be looked at when the story has moved on. Did anybody get it right etc.

Describe/discuss with students the idea of a book club and how this works. Set up a book club type discussion with students, possibly in a more informal setting e.g. student common room, staff could also join in the discussion with their thoughts and feelings if this will help to promote discussion.

Use of a reading journal which poses questions for students to answer about different aspects of the text that they have covered.

35

The meaning of new words should be explained to pupils within the context of what they are reading, and they should be encouraged to use morphology (such as prefixes) to work out unknown words. Pupils should learn about cause and effect in both narrative and non-fiction (for example, what has prompted a character’s behaviour in a story; why certain dates are commemorated annually). ‘Thinking aloud’ when reading to pupils may help them to understand what skilled readers do. Deliberate steps should be taken to increase pupils’ vocabulary and their awareness of grammar so that they continue to understand the differences between spoken and written language. Discussion should be demonstrated to pupils. They should be guided to participate in it and they should be helped to consider the opinions of others. They should receive feedback on their discussions. Role-play and other drama techniques can help pupils to identify with and explore characters. In these ways, they extend their understanding of what they read and have opportunities to try out the language they have listened to.

STAGE/YEAR 3 - 4 READING WORDStatutory Requirements

Pupils should be taught to: apply their growing knowledge of root

words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet

read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.


WORD Knowledge of root words,

prefixes and suffixes continues to increase.

Confidently attempts new words using increasing skills and understanding.

COMPREHENSION Willing to try different

pronunciations for longer words.

Begin to alter voice pitch when

Learning Activities

Class discussion: Question and Answer sessions Paired experts – more to share

knowledge with group then whole class

Give pupils pieces of a jigsaw re tasks – jigsaw planning

Word banks Create your own interest led – Functional vocabulary

Suggested Texts

Skellig, David Almond

36

reading. Able to participate in group

discussions and give opinions on a wider variety of text and explain their thinking.

Recognise the variety of genres.

Begin to use inference. Understand humour. Complete a comprehensive

book review.

Word banks E.g. related to work experience

- SecondaryTo outings – primary

Hot seating characters

Termly topic e.g. Shakespeare or cross curricular theme.

Create book review book, I like display to model this.

GuidanceAt this stage, teaching comprehension should be taking precedence over teaching word reading directly. Any focus on word reading should support the development of vocabulary.When pupils are taught to read longer words, they should be supported to test out different pronunciations. They will attempt to match what they decode to words they may have already heard but may not have seen in print [for example, in reading ‘technical’, the pronunciation /tɛtʃnɪkəl/ (‘tetchnical’) might not sound familiar, but /tɛknɪkəl/ (‘teknical’) should].

STAGE/YEAR 3-4 COMPREHENSIONStatutory Requirements

Pupils should be taught to: develop positive attitudes to reading

and understanding of what they read by:

listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

reading books that are structured in different ways and reading for a range of purposes

using dictionaries to check the meaning of words that they have read

increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally

identifying themes and conventions in a wide range of books preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action

37

discussing words and phrases that capture the reader’s interest and imagination

recognising some different forms of poetry [for example, free verse, narrative poetry]

understand what they read, in books they can read independently, by:

checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context

asking questions to improve their understanding of a text

drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

predicting what might happen from details stated and implied

identifying main ideas drawn from more than one paragraph and summarising these

identifying how language, structure, and presentation contribute to meaning

retrieve and record information from non-fiction

participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.

GuidanceThe focus should continue to be on pupils’ comprehension as a primary element in reading. The knowledge and skills that pupils need in order to comprehend are very similar at different ages. This is why the programmes of study for comprehension in Stage/Years 3 and 4 and Stage/Years 5 and 6 are similar: the complexity of the writing increases

38

the level of challenge. Pupils should be taught to recognise themes in what they read, such as the triumph of good over evil or the use of magical devices in fairy stories and folk tales. They should also learn the conventions of different types of writing (for example, the greeting in letters, a diary written in the first person or the use of presentational devices such as numbering and headings in instructions). Pupils should be taught to use the skills they have learnt earlier and continue to apply these skills to read for different reasons, including for pleasure, or to find out information and the meaning of new words.Pupils should continue to have opportunities to listen frequently to stories, poems, non-fiction and other writing, including whole books and not just extracts, so that they build on what was taught previously. In this way, they also meet books and authors that they might not choose themselves. Pupils should also have opportunities to exercise choice in selecting books and be taught how to do so, with teachers making use of any library services and expertise to support this. Reading, re-reading, and rehearsing poems and plays for presentation and performance give pupils opportunities to discuss language, including vocabulary, extending their interest in the meaning and origin of words. Pupils should be encouraged to use drama approaches to understand how to perform plays and poems to support their understanding of the meaning. These activities also provide them with an incentive to find out what expression is required, so feeding into comprehension.

39

In using non-fiction, pupils should know what information they need to look for before they begin and be clear about the task. They should be shown how to use contents pages and indexes to locate information. Pupils should have guidance about the kinds of explanations and questions that are expected from them. They should help to develop, agree on, and evaluate rules for effective discussion. The expectation should be that all pupils take part.

STAGE/YEAR 5 and 6 WORDStatutory Requirements - Pupils should be taught to:

apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.


WORD: Apply growing knowledge of

suffixes and prefixes when reading.

Unknown words are attempted more quickly and confidently.

Uses voice more frequently to create interest.

Able to read for longer periods of time.

COMPREHENSION Continuing with a positive

attitude towards reading. Continuing to read a wide

variety of text. Willing to discuss in groups

their understanding and explore the meaning in context.

Become increasingly skilled with the use of inference.

Retrieve, record and present information.

Show understanding of what they have read.

.

Learning Activities

You – tube animations Link to cross- curricular theme

e.g. Harvest, India Cat in the hat (film)

Cross- curricular links – RE, history, geography.

Cross – curricular link – local visits – local history

Theme based texts – WW1/2 – RE/ CC

Write own play based on theme/ experience

Through guided reading Whole class text Choose focus – photocopy page

– highlight focus Photocopy page – stick an A3

sheet and analyse in different colours – different aspects

In pairs/ small groups identify given focus and report back to main group

Consider feelings and actions

Suggested Texts

Highwayman – A.Noyes B. Zephaniah poems Blake’s poems of innocence

and experience TS Eliot – cats Dr Seuss Shakespeare Heroes – Pearson

Odyssey/ Iliad

Beowulf – Greek myths The Dream – Time (Aboriginal) Creation myths Michal Murpurgo Anthony Horowitz Charles Dickens RL Stevenson Mary Shelley Black Beauty – Anne Sewell Charlotte Bronte Emily Bronte The Diary of Anne Frank The Boy in the stripped

pyjamas Edward Lear Oliver Twist Rose Brown (picture book)

GuidanceAt this stage, there should be no need for further direct teaching of word reading skills for almost all pupils. If pupils are struggling or failing in this, the reasons for this should be investigated. It is imperative that pupils are taught to read during their last two Stage/Years at primary school if they enter Stage/Year 5 not being able to do so. Pupils should be encouraged to work out any unfamiliar word. They should focus on all the letters in a word so that they do not, for example, read ‘invitation’ for ‘imitation’ simply because they might be more familiar with the first word. Accurate reading of individual words, which might be key to the meaning of a sentence or paragraph, improves comprehension.

40

When teachers are reading with or to pupils, attention should be paid to new vocabulary – both a word’s meaning(s) and its correct pronunciation.

STAGE/YEAR 5 and 6 COMPREHENSIONStatutory Requirements

Pupils should be taught to: maintain positive attitudes to reading

and understanding of what they read by:

continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

reading books that are structured in different ways and reading for a range of purposes

increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions recommending books that they have read to their peers, giving reasons for their choices

identifying and discussing themes and conventions in and across a wide range of writing

making comparisons within and across books

learning a wider range of poetry by heart

preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience

understand what they read by: checking that the book makes sense

to them, discussing their understanding and exploring the

Close analysis modelled by teacher

41

meaning of words in context asking questions to improve their

understanding drawing inferences such as inferring

characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

predicting what might happen from details stated and implied

summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas

identifying how language, structure and presentation contribute to meaning

discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

distinguish between statements of fact and opinion

retrieve, record and present information from non-fiction

participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously

explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary

Provide reasoned justifications for their views.

GuidanceEven though pupils can now read independently, reading aloud to them should include whole books so that they meet books and authors that they might not choose to read themselves. The knowledge and skills that pupils need in order to comprehend are very similar at different ages. Pupils should

42

continue to apply what they have already learnt to more complex writing. Pupils should be taught to recognise themes in what they read, such as loss or heroism. They should have opportunities to compare characters, consider different accounts of the same event and discuss viewpoints (both of authors and of fictional characters), within a text and across more than one text. They should continue to learn the conventions of different types of writing, such as the use of the first person in writing diaries and autobiographies. Pupils should be taught the technical and other terms needed for discussing what they hear and read, such as metaphor, simile, analogy, imagery, style and effect. In using reference books, pupils need to know what information they need to look for before they begin and need to understand the task. They should be shown how to use contents pages and indexes to locate information. The skills of information retrieval that are taught should be applied, for example, in reading history, geography and science textbooks, and in contexts where pupils are genuinely motivated to find out information, for example, reading information leaflets before a gallery or museum visit or reading a theatre programme or review. Teachersshould consider making use of any library services and expertise to support this. Pupils should have guidance about and feedback on the quality of their explanations and contributions to discussions. Pupils should be shown how to compare characters, settings, themes and other aspects of what they read.

43

Statutory Requirements Key Stage 3

Progression of Skills Learning Activities Suggested Texts


develop an appreciation and love of reading, and read increasingly challenging material independently through:

o reading a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors, including high-quality works from English literature, both pre-1914 and contemporary, including prose, poetry and drama; Shakespeare (2 plays) and seminal world literature

o choosing and reading books independently for challenge, interest and enjoyment

o rereading books encountered earlier to increase familiarity with them and provide a basis for making comparisons

understand increasingly challenging texts through:

o learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries

o making inferences and

44

referring to evidence in the text

o knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension

o checking their understanding to make sure that what they have read makes sense

read critically through: o knowing how language,

including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning

o recognising a range of poetic conventions and understanding how these have been used

o studying setting, plot, and characterisation, and the effects of these

o understanding how the work of dramatists is communicated effectively through performance and how alternative staging allows for different interpretations of a play

o making critical comparisons across texts

o studying a range of authors, including at least 2 authors in depth each Stage/Year

45

Writing – Composition STAGE/YEAR 1 WRITIN COMPOSITIONStatutory Requirements 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


Writing - Composition To talk about what they are

going to write about. To say a sentence out loud. To raise a finger for each word. To draw lines which correspond

with the number of fingers. To attempt to write the

sentence on the lines. To discuss where to put a

capital letter and full stop. To read work through and

check for meaning. To discuss with an adult or peer

their writing. To read writing aloud.

Learning Activities

Discuss stories/ideas Plan on a three frame board

Beginning/middle/endMind Map

Photos/pictures to use as visual aid

Lego – make story – film/record then write

Finger puppet story film then write

Write sentences with an adult on a sentence frame board

Model writing/editing on board Storyboard a sequence of

photos Post-it notes scenes

Suggested Texts

46

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

Use Russian Scaffolding to compose sentences.

Give pupils a checklist to tick off as they check work.

Read work to another pupil for peer marking.

GuidanceAt the beginning of Stage/Year 1, not all pupils will have the spelling and handwriting skills they need to write down everything that they can compose out loud. Pupils should understand, through demonstration, the skills and processes essential to writing: that is, thinking aloud as they collect ideas, drafting, and re-reading to check their meaning is clear.

STAGE/YEAR 2 WRITING COMPOSITIONStatutory Requirements 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 Composition To demonstrate a willingness to

write. To write about personal

experiences and include appropriate vocabulary.

To understand writing is used for different purposes.

To read work through and make some amendments i.e. spellings, full stops etc.

To read writing to a group or class.

Learning Activities

KS3 SECONDARY (Stage/Year 2 NC)

Use ‘storysharing’ books for students (and parents/carers) to record interesting/memorable events from home and school. Use these events as a basis for students to write recount texts.

Use drama activities and events and characters from class texts as a basis/stimulus for students’ writing e.g. a letter to or from a character, diary entry etc.

Suggested Texts

47

writing for different purposes consider what they are going to

write before beginning by: planning or saying out loud

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

re-reading 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 [for example, ends of sentences punctuated correctly]

re-read aloud what they have written with appropriate intonation to make the meaning clear.

Use books and resources which contain a range of non-fiction texts e.g. the Titanic resource pack. Using these texts as a model, ask students to write different non-fiction texts within their topic in a range of forms for different purposes and audiences.

Students are encouraged to use ‘exciting’ or new (to them) words from the class vocabulary wall. Challenges could be set e.g. use 2 words in your writing that you have never used before.

Read and discuss different poetry types and forms e.g. limericks, simile poems, nonsense, haiku. Use as models for students’ own writing of poems of different types.

Use story planning sheets such as ‘Story Mountain’ to encourage students to think through their fiction writing.

Use discussion partners for students to discuss their story ideas or ask students to record their ideas (e.g. using Easi mike or Audacity) before writing. Refer back to these ideas regularly during writing.

Students to share their finished written work with a critical partner using a specified set of criteria for judgement.

Students proof read work using highlighter pens or on-screen highlighter to pick out specified features e.g. verbs or full stops. Students then look to see whether they have been consistent and make corrections.

Students listen back to their

GuidanceReading and listening to whole books, not simply extracts, helps pupils to increase their vocabulary and grammatical knowledge, including their

48

knowledge of the vocabulary and grammar of Standard English. These activities also help them to understand how different types of writing, including narratives, are structured. All these can be drawn on for their writing. Pupils should understand, through being shown these, the skills and processes essential to writing: that is, thinking aloud as they collect ideas, drafting, and re-reading to check their meaning is clear. Drama and role-play can contribute to the quality of pupils’ writing by providing opportunities for pupils to develop and order their ideas through playing roles and improvising scenes in various settings. Pupils might draw on and use new vocabulary from their reading, their discussions about it (one-to-one and as a whole class) and from their wider experiences.

work being read aloud e.g. using text reader such as ‘Read and Write’ if using computer. Students listen for where they have left out full stops or left out words etc.

Students share their work reading it, or sections of it, aloud or record themselves reading parts of their work. Listen back to work or take feedback from others to discuss the use of intonation and whether they have made their meaning clear.

STAGE/YEAR 3 and 4 WRITING COMPOSITIONStatutory Requirements

Pupils should be taught to: plan their writing by:


To discuss and plan writing. To use key vocabulary in

context. To think about which layout is

Learning Activities

Look at genre 2 sessions – 1st session model

genre, 2nd session, pupil

Suggested Texts

49

discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar

discussing and recording ideas draft and write by: composing and rehearsing sentences

orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2)

organising paragraphs around a theme

in narratives, creating settings, characters and plot

in non-narrative material, using simple organisational devices [for example, headings and sub-headings]

evaluate and edit by: assessing the effectiveness of their

own and others’ writing and suggesting improvements

proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

proof-read for spelling and punctuation errors

read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.

appropriate for the writing. To include the use of

paragraphs. To read through and correct

writing errors. To write a story with a

beginning, middle and end. To write a story considering the

characters, setting and plot. To discuss writing ideas with an

adult or peer. To consider and record

improvements to the writing. To check for spelling mistakes

and use a dictionary. To check punctuation. To read writing aloud using

intonation.

attempts writing in this style (p) (s)

Writing frames – differentiate level of text (p) (s)

Rebuild, sequencing activities etc. (p) (s)

Teach connectives at this point Cut up text with (P) Paragraphs pupil rebuilds (s) White board rehearsal (then

photocopy) (p) (s) Open word bank on board –

pupils add to it (p) (s) Immediate marking with 1 or 2

points for development, model and share work (p) (s)

Text level work from red books (p) (s)

Redrafting work from previous lesson

Plan 1st draft – final draft – developmental marking (p) (s)

Plan – do – review(p)

Peer evaluation – focused and modelled (p) (s)

‘3 stars and a wish’ – type model (p), target (s)

Presentation work – reading to peers, 1:1, groups, whole class

GuidancePupils should continue to have opportunities to write for a range of real purposes and audiences as part of their work across the curriculum. These purposes and audiences should underpin the decisions about the form the writing should take, such as a narrative, an explanation or a description.

50

Pupils should understand, through being shown these, the skills and processes that are essential for writing: that is, thinking aloud to explore and collect ideas, drafting, and re-reading to check their meaning is clear, including doing so as the writing develops. Pupils should be taught to monitor whether their own writing makes sense in the same way that they monitor their reading, checking at different levels. STAGE/YEAR 5 and 6 WRITING COMPOSITIONStatutory Requirements

Pupils should be taught to: plan their writing by: identifying the audience for and

purpose of the writing, selecting the appropriate form and using other similar writing as models for their own

noting and developing initial ideas, drawing on reading and research where necessary

in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed

draft and write by: selecting appropriate grammar and

vocabulary, understanding how such choices can change and enhance meaning

in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action

précising longer passages using a wide range of devices to

build cohesion within and across paragraphs

using further organisational and presentational devices to structure text and to guide the reader [for


To plan writing with an audience in mind.

To use note ideas and think about appropriate vocabulary.

To write descriptively. To include dialogue and

appropriate punctuation. To include words relating to

atmosphere. To use writing descriptively for

characters and setting. To propose changes to improve

writing. To ensure tense has been used

correctly. To discuss how writing can be

improved. To perform their work to an

audience.

Learning Activities

SECONDARY KS3 (Stage/Years 5/6 NC)

Non-Fiction Select real-life scenarios e.g.

school/personal, ’in the news’ Role play scenarios Share/read ‘model’ – teacher

generated/newspaper

Fiction Game – match form to

pictures : identify text and purpose

Suitcase with ‘clothes’, shopping bag/box with items/letter/jewellery

Storyboards Selection of short extracts Character/setting to be

analysed. Highlight key words. Mindmap/spider anagram to

link ideas/vocabulary Use photograph as a stimulus

film clipsaurus Wordbanks Use of thesaurus Use colour for different

character Highlight key phrases/parts Writing frame List layout features Work with partner on specific

Suggested Texts

Non-Fiction

‘I’ Newspaper/paperInternet ‘news’News Round newsRecipeInstructionsComicsDiary/biographies

FictionVoices in the Park A. Brown

Usborne books: classicsRange of genre

51

example, headings, bullet points, underlining]

evaluate and edit by: assessing the effectiveness of their

own and others’ writing proposing changes to vocabulary,

grammar and punctuation to enhance effects and clarify meaning

ensuring the consistent and correct use of tense throughout a piece of writing

ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register

proof-read for spelling and punctuation errors

perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

focus.

GuidancePupils should understand, through being shown, the skills and processes essential for writing: that is, thinking aloud to generate ideas, drafting and re-reading to check that the meaning is clear.

52

Key Stage 3 WRITINGStatutory Requirements


write accurately, fluently, effectively and at length for pleasure and information through:

o writing for a wide range of purposes and audiences, including: well-structured formal expository and narrative essays; stories, scripts, poetry and other imaginative writing; notes and polished scripts for talks and presentations and a range of other narrative and non-narrative texts, including arguments, and personal and formal letters

o summarising and organising material, and supporting ideas and arguments with any necessary factual detail

o applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form

o drawing on knowledge of literary and rhetorical devices from their


53

reading and listening to enhance the impact of their writing

plan, draft, edit and proofread through:

o considering how their writing reflects the audiences and purposes for which it was intended

o amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness

o paying attention to accurate grammar, punctuation and spelling; applying the spelling patterns and rules set out in English appendix 1 to the key stage 1 and 2 programmes of study for English

GuidancePupils should understand, through being shown, the skills and processes essential for writing: that is, thinking aloud to generate ideas, drafting, and re-reading to check that the meaning is clear.

STAGE/YEAR 1 VOCABULARY, GRAMMAR AND PUNCTUATIONStatutory RequirementsPupils should be taught to: develop their understanding of the

concepts set out in English


To develop their understanding of the concepts set out in English Appendix 2.

To consistently leave spaces between words.

Learning Activities

Games – e.g. Boggle, Phonix blox, scrabble, Taboo, Hangman.

Sorting activities. Picture sequences.

Suggested Texts

Poetry Nonsense poetry Language play Patterns in poetry Revolting rhymes

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239784/English_Appendix_1_-_Spelling.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239784/English_Appendix_1_-_Spelling.pdf

54

Appendix 2 by: leaving spaces between

words joining words and joining

clauses 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 for Stage/Year 1 in English Appendix 2

use the grammatical terminology in English Appendix 2 in discussing their writing.

To use a capital letter and full stop.

To use an exclamation mark or question mark.

To use a capital letter for a name.

To use a capital letter for people.

To use a capital letter for a place.

To use capital I for personal pronoun.

To use capital letters for days of the week.

Diary entries looking back, now I am, looking forward.

Redrafting. Cloze procedure (choice of

words) SPAG practise sheets –

complete the missing punctuation etc.

Plural rules. Smart Kids puzzles. Use of ICT – keyboards/typing Example text –

Around room – place words, grammar in context

To be linked to reading Surveys Singular/plural

Cat + catsFox + foxes

Shopping lists, class lists Video recording: listen to

yourself talk. Punctuation karate Label items/group based on

capital letters or not Colour by word type Linking/matching sentences

using ‘and’

Chocolate acrostic Shape poems and calligrams

Prose Minpins by Roald Dahl Familiar settings Myths and legends Adventure and mystery Authors and letters Boy by Roald Dahl

Non-Fiction Reports Instructions Info texts

Drama Dialogue Scripts Narrative plays

2 x Shakespeare 1 x Play Pre 1914 (Prose/poetry) Post 1914

GuidancePupils should be taught to recognise sentence boundaries in spoken sentences and to use the vocabulary listed in English Appendix 2 (‘Terminology for pupils’) when their writing is discussed. Pupils should begin to use some of the distinctive features of Standard English in their writing. ‘Standard English’ is defined in the Glossary. STAGE/YEAR 2 VOCABULARY, GRAMMAR AND PUNCTUATION Pupils should be taught to: develop their understanding of the

concepts set out in English Appendix 2 by:

learning how to use both familiar and new punctuation




To increase punctuation knowledge To include commas and apostrophes.

Learning Activities Suggested Texts

55

correctly (see English Appendix 2), including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)

learn how to use: sentences with different

forms: statement, question, exclamation, command

expanded noun phrases to describe and specify [for example, the blue butterfly]

the present and past tenses correctly and consistently including the progressive form

subordination (using when, if, that, or because) and co-ordination (using or, and, or but)

the grammar for Stage/Year 2 in English Appendix 2

some features of written Standard English

use and understand the grammatical terminology in English Appendix 2 in discussing their writing.

To consistently use the past and present tense correctly.

To include details when using a noun.

To conjunctions other than ‘and’.

To use when, if, that or because in writing.

To use known punctuation increasingly correctly.

GuidanceThe terms for discussing language should be embedded for pupils in the course of discussing their writing with them. Their attention should be drawn to the technical terms they need to learn.

56

STAGE/YEAR 3 and 4 VOCABULARY, GRAMMAR AND PUNCTUATIONStage/Year 3 and 4Statutory Requirements

Pupils should be taught to: develop their understanding of the


extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

using the present perfect form of verbs in contrast to the past tense

choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition

using conjunctions, adverbs and prepositions to express time and cause

using fronted adverbials learning the grammar for Stage/Years

3 and 4 in English Appendix 2 indicate grammatical and other

features by: using commas after fronted

adverbials indicating possession by using the

possessive apostrophe with plural nouns

using and punctuating direct speechuse and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading.




To use when, if because and although in writing.

To use conjunctions and prepositions when writing about time correctly.

To consistently use direct speech and punctuation correctly.

To begin understand paragraph use.

Learning Activities

Draft and redraft and immediate marking feedback

Feedback marking during lesson

Sorting activities Picture sequences Diary entries looking back, now

I am, looking forward. Redrafting Direct speech and acting out Speech bubbles – comic strips. Comic book theme Retell stories e.g. comic book

theme ‘Countdown’ for vowels/

consonants Use ICT apps e.g. comic book –

on I Pad

Suggested Texts

Poetry Nonsense poetry Language play Patterns in poetry Revolting rhymes Chocolate acrostic Shape poems and calligrams

Prose Minpins by Roald Dahl Familiar settings Myths and legends Adventure and mystery Authors and letters Boy by Roald Dahl

Non- Fictions Reports Instructions Info texts

Drama Dialogue Scripts Narrative plays

GuidanceGrammar should be taught explicitly: pupils should be taught the terminology and concepts set out in English Appendix 2, and be able to apply them correctly to examples of real language, such as their own writing or books that they have read.

57

At this stage, pupils should start to learn about some of the differences between Standard English and non-Standard English and begin to apply what they have learnt [for example, in writing dialogue for characters]. STAGE/YEAR 5 and 6 VOCABULARY, GRAMMAR AND PUNCTUATIONStatutory Requirements

Pupils should be taught to: develop their understanding of the


recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms

using passive verbs to affect the presentation of information in a sentence

using the perfect form of verbs to mark relationships of time and cause

using expanded noun phrases to convey complicated information concisely

using modal verbs or adverbs to indicate degrees of possibility

using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun

learning the grammar for Stage/Years 5 and 6 in English Appendix 2

indicate grammatical and other features by:

using commas to clarify meaning or avoid ambiguity in writing

using hyphens to avoid ambiguity using brackets, dashes or commas to

indicate parenthesis using semi-colons, colons or dashes

to mark boundaries between independent clauses




To understand and use a variety of terms when writing.

To use commas, hyphens, brackets in writing mainly correctly.

To use semi-colons, colons or dashes in writing.

Writing is effective. To continue to understand

grammatical terminology and increase accuracy in writing.


58

using a colon to introduce a list punctuating bullet points consistently use and understand the grammatical

terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.

GuidancePupils should continue to add to their knowledge of linguistic terms, including those to describe grammar, so that they can discuss their writing and reading.Key Stage 3VOCABULARY, GRAMMAR AND PUNCTUATIONStatutory Requirements


consolidate and build on their knowledge of grammar and vocabulary through:

o extending and applying the grammatical knowledge set out in English appendix 2 to the key stage 1 and 2 programmes of study to analyse more challenging texts

o studying the effectiveness and impact of the grammatical features of the texts they read

o drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects

o knowing and


https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/244218/English_Appendix_2_-_Vocabulary_grammar_and_punctuation.pdf

59

understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between standard English and other varieties of English

o using standard English confidently in their own writing and speech

o discussing reading, writing and spoken language with precise and confident use of linguistic and literary terminology*

*Teachers should refer to the glossary that accompanies the programmes of study for English for their own information on the range of terms used within the programmes of study as a whole.

HandwritingSTAGE/YEAR 1 HANDWRITINGPupils should be taught to: sit correctly at a table, holding a


Handwriting To follow statutory

Learning Activities

PRIMARY

Suggested Texts

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/238985/English_Glossary.pdf

60

pencil comfortably and correctly begin to form lower-case letters in

the correct direction, starting and finishing in the right 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 practise these.

requirements within the School Handwriting Scheme.

Writing in different mediums e.g. paint, sand, using bingo markers etc. Abstract paintings using letters.

Help/observe students hand preference

Link letters to pictures to represent letter

Letters linked to phonemes. Class displays Alphabet mats on tables Letter matching Pictures of good posture on

display

SECONDARY Class displays Writing linked to reading: sort

graphemes into name and copy onto paper/whiteboard

Link letters to capital letter Daily writing expectations e.g.

date, title, name.

GuidanceHandwriting requires frequent and discrete, direct teaching. Pupils should be able to form letters correctly and confidently. The size of the writing implement (pencil, pen) should not be too large for a young pupil’s hand. Whatever is being used should allow the pupil to hold it easily and correctly so that bad habits are avoided. Left-handed pupils should receive specific teaching to meet their needs. STAGE/YEAR 2 HANDWRITINGStatutory Requirements Pupils should be taught to: form lower-case 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 one another, are best left unjoined

write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters.Use spacing between words that


Handwriting To follow statutory



61

reflects the size of the letters.

GuidancePupils should revise and practise correct letter formation frequently. They should be taught to write with a joined style as soon as they can form letters securely with the correct orientation. STAGE/YEAR 3 and 4 HANDWRITINGStatutory Requirements

Pupils should be taught to: use the diagonal and horizontal

strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined

increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].

Progression of Skills To follow statutory


Learning Activities

White boards I Pad programmes Clever hands Fine motor activities e.g. loom

bands Dance – write (p) Cursive writing programmes (p)

(s) Word processing from KS4

Suggested Texts

GuidancePupils should be using joined handwriting throughout their independent writing. Handwriting should continue to be taught, with the aim of increasing the fluency with which pupils are able to write down what they want to say. This, in turn, will support their composition and spelling. STAGE/YEAR 5 & 6 HANDWRITING AND PRESENTATIONStatutory Requirements Pupils should be taught to: write legibly, fluently and with

increasing speed by: choosing which shape of a letter to

use when given choices and deciding

Progression of Skills To follow statutory


Learning Activities

Note taking Italic writing – using pens Links with History e.g. monks –

Lindisfarne Illuminated letters (British

library website)

Suggested Texts

62

whether or not to join specific littlechoosing the writing implement that is best suited for a task.GuidancePupils should continue to practise handwriting and be encouraged to increase the speed of it, so that problems with forming letters do not get in the way of their writing down what they want to say. They should be clear about what standard of handwriting is appropriate for a particular task, for example, quick notes or a final handwritten version. They should also be taught to use an unjoined style, for example, for labelling a diagram or data, writing an email address, or for algebra and capital letters, for example, for filling in a form.

63

SpellingStage/Year 1 TRANSCRIPTIONSPELLING Statutory Requirements (see English Appendix 1)

Pupils should be taught to: spell:

words containing each of the 40+ phonemes already taught

common exception wordsthe days of the week

name the letters of the alphabet: naming the letters of the

alphabet in order using letter names to

distinguish between alternative spellings of the same sound

add prefixes and suffixes: using the spelling rule for

adding –s or –es as the plural marker 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 [for example, helping, helped, helper, eating, quicker, quickest]

apply simple spelling rules and


Spelling See English Appendix 1

Learning Activities

Finding words in books Making silly sentences with a group of words.Online phonics gamesPractice writing words with sound buttons.

Active Learning Pictures of them carrying out

activity and then writing sentences in different tenses.

Ordering pictures based on size/speed etc.

Dictation sentences – sentences written after heard by teacher.

Word games using sounds – make words. Boggle style.

Playing matching pairs games with tricky words.

Using poetry e.g. Dr Seuss) to pick out sounds with different spellings e.g. ay, ai etc.

Word bingo using words with one sound.

Suggested Texts

64

guidance, as listed in English Appendix 1

write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

‘un’ mystery. Which words does it fit in front of? What is missing?

Matching/making compounds e.g. bed + room = bedroom.

GuidanceReading should be taught alongside spelling, so that pupils understand that they can read back words they have spelt. Pupils should be shown how to segment spoken words into individual phonemes and then how to represent the phonemes by the appropriate grapheme(s). It is important to recognise that phoneme-grapheme correspondences (which underpin spelling) are more variable than grapheme-phoneme correspondences (which underpin reading). For this reason, pupils need to do much more word-specific rehearsal for spelling than for reading. At this stage pupils will be spelling some words in a phonically plausible way, even if sometimes incorrectly. Misspellings of words that pupils have been taught to spell should be corrected; other misspelt words should be used to teach pupils about alternative ways of representing those sounds. Writing simple dictated sentences that include words taught so far gives pupils opportunities to apply and practise their spelling. STAGE/YEAR 2 TRANSCRIPTIONSPELLINGStatutory Requirements (see English Appendix 1)



Learning Activities

KS1/KS2/KS3

Use in-house phonics programme.

Suggested Texts

65

Pupils should be taught to: spell by:

segmenting spoken words into phonemes and representing these by graphemes, spelling many 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

learning the possessive apostrophe (singular) [for example, the girl’s book]

distinguishing between homophones and near-homophones

add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly

apply spelling rules and guidance, as listed in English Appendix 1

write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

GuidanceIn Stage/Year 2, pupils move towards more word-specific knowledge of

66

spelling, including homophones. The process of spelling should be emphasised: that is, that spelling involves segmenting spoken words into phonemes and then representing all the phonemes by graphemes in the right order. Pupils should do this both for single-syllable and multi-syllabic words. At this stage children’s spelling should be phonically plausible, even if not always correct. Misspellings of words that pupils have been taught to spell should be corrected; other misspelt words can be used as an opportunity to teach pupils about alternative ways of representing those sounds. Pupils should be encouraged to apply their knowledge of suffixes from their word reading to their spelling. They should also draw from and apply their growing knowledge of word and spelling structure, as well as their knowledge of root words. STAGE/YEAR 3 and 4 TRANSCRIPTIONSPELLINGStatutory Requirements (see English Appendix 1)

Pupils should be taught to: use further prefixes and suffixes

and understand how to add them (English Appendix 1)

spell further homophones spell words that are often misspelt

(English Appendix 1) place the possessive apostrophe

accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]

use the first two or three letters of a word to check its spelling in a dictionary



Learning Activities

Grouping words e.g. prefix sums

Categorising Role play – taking messages Skype interviews taking notes Active sentences – matching

sentences and clauses together, cut up sentences.

Word games Scrabble Boggle Word searches Cross words

(make your own) (p) (s) Spelling challenger Sponsored event Look, cover write, check Homework Teach spellings in context e.g.

from real books and from

Suggested Texts

67

write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

genuine errors during the lesson

GuidancePupils should learn to spell new words correctly and have plenty of practice in spelling them. As in Stage/Years 1 and 2, pupils should continue to be supported in understanding and applying the concepts of word structure (see English Appendix 2). Pupils need sufficient knowledge of spelling in order to use dictionaries efficiently. STAGE/YEAR 5 and 6 TRANSCRIPTIONSPELLINGStatutory Requirements (see English Appendix 1)Pupils should be taught to: use further prefixes and suffixes and

understand the guidance for adding them

spell some words with ‘silent’ letters [for example, knight, psalm, solemn]

continue to distinguish between homophones and other words which are often confused

use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1

use dictionaries to check the spelling and meaning of words

use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary

use a thesaurus.




GuidanceAs in earlier Stage/Years, pupils should continue to be taught to understand and apply the concepts of word

68

structure so that they can draw on their knowledge of morphology and etymology to spell correctly.

€¦ · web viewpupils begin to respond consistently to familiar people, events and objects....

Documents