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LNF skills and AOLs NURSERY

Oracy skills – Nursery: Speaking

Listening / Collaboration and Discussion

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Reading skills – Nursery: Reading Strategies, Comprehension, Response and Analysis

N.RS1

Choose different types of reading materials including books

N.RS2

Recognise familiar words such as own name and print in the environment such as logos

N.RS3

Make meanings from pictures in books, adding detail to their explanations

N.RS4

Recognise and make meaning from pictures on-screen

N.C1

Recall details of a story or text by answering open-ended questions or referring to picture prompts

N.C2

Begin to make links to own experiences when listening to or exploring books/ texts

N.RA1Show an interest in books and enjoy their content

N.RA2

Follow picture books and texts read to them and respond appropriately

Writing skills – Nursery: Meaning, purposes, readers; Structure and organisation; Language; Handwriting; Grammar, Punctuation, Spelling

N.WM1

Experiment with a rage of mark making materials across a range of contexts

N.WM2

Attribute meaning to marks, drawings and art work, e.g. adult annotation

N.WM3

Communicate by using symbols and pictures

N.WM4

Write letters, numbers and/or symbols randomly

N.WM5

Use pictures to convey meaning on-screen

N.WS1Contribute to a form modelled by an adult

N.WH1

Pick up small objects with finger and thumb and start to hold writing implements appropriately, using pincer grip

N.WH2

Demonstrate an understanding of the directionality of written print

N.WG1

Identify letter sounds through exploration of their shape using tactile letter forms and multi-sensory play activities28 SKILLS

N.OS1

Express themselves, with accompanying appropriate body language

N.OS2

Talk about, in simple terms, drawing models and movements

N.OS3Retell, in simple terms, an event or experience

N.OS4Speak clearly enough to be understood by adults and peers

N.OS5

Imitate real life and make believe experiences within role-play

N.OL1

Listen and respond with growing attention and concentration

N.OL2Listen and join in with songs, rhymes and stories

N.OL2a

In simple terms, retell a story or information that they have heard

N.OL3

Ask an appropriate question about something that has been said

N.OC1Understand the conventions of conversation and discussion

N.OC2take part in activities alongside others, with some interaction

Oracy AOLs – Nursery: Speaking


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Reading AOLs – Nursery: Reading Strategies, Comprehension, Response and Analysis

hold books the correct way up and turn pages - Area of Learningrecognise differences and similarities in pictures, shapes, patterns and textures - Area of Learning recall and talk about visual images and objects - Area of Learninglink picture cards or objects with spoken initial sounds - Area of Learningrecognise and differentiate between print and pictures - Area of Learningtalk about ‘what might happen next’ - Area of Learning

Writing AOLs – Nursery: Meaning, purposes, readers; Structure and organisation; Language; Handwriting; Grammar, Punctuation, Spelling

realise that the spoken word can be written down - Area of Learningbegin to recognise the alphabetic nature of writing and understand that written symbols have meaning - Area of Learning imitate act of writing within role-play activities - Area of Learningshow an understanding, in simple terms, of different purposes and function of written language, e.g. in role play - Area of Learning

23 AOLs

use sentences with five or more words with some grammatical immaturities, e.g. leaving out some link words - AREA OF LEARNINGuse newly learned vocabulary in and through play activities - AREA OF LEARNINGrespond, in simple terms, to drama they have watched and other creative stimuli - AREA OF LEARNINGunderstand and use simple questions, e.g. ‘Why?’, ‘How?’ and ‘Can I?’, to establish why things happen and to clarify understanding - AREA OF LEARNINGengage in sound and word play - AREA OF LEARNINGrecognise rhythm and rhyme in spoken words and join in with rhythmic activities - AREA OF LEARNINGuse talk in symbolic play - AREA OF LEARNINGlisten to and carry out a two step instruction - AREA OF LEARNINGhear and discriminate general, environmental sounds and speech sounds - AREA OF LEARNINGfollow simple action words, e.g. through games and songs - AREA OF LEARNINGshow understanding of basic concepts such as in, on, big, little, wet, dry, hot and cold - AREA OF LEARNINGanswer simple ‘Who?’, ’What?’ and open-ended questions relating to own experiences, stories or events - AREA OF LEARNINGWelsh-medium statement: imitate and use answers to questions using the correct formats - AREA OF LEARNING

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LNF skills and AOLs RECEPTION

Oracy skills – Reception: Speaking


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Reading skills – Reception: Reading Strategies, Comprehension, Response and Analysis

R.RS1 Choose reading materials including books

R.RS2

Recognise that words are constructed from phonemes (sounds) and that phonemes are represented by graphemes (written letters): - orally blend combinations of known letters - orally segment combinations of known letters – bold = extended skill

R.RS3Read simple words such as consonant-vowel-consonant words

R.RS4Read simple captions and texts recognising high-frequency words

R.RS5Show an awareness of full stops when reading

R.RS6Show an awareness of the difference between stories and information texts

R.RS7

Make meaning from visual features of the text, e.g. illustrations, photographs, diagrams and charts

R.RS8Recognise and make meaning from words and pictures on-screen

R.C1

Retell familiar stories in a simple way – using pictures to support – bold = extended skill

R.C2Identify information from a text using visual features and words

R.C3Relate information and ideas from a text to personal experiences

R.RA1

Show an interest in books and other reading materials and respond to their content

R.RA2Follow texts read to them and respond appropriately

Writing skills – Reception: Meaning, purposes, readers; Structure and organisation; Language; Handwriting; Grammar, Punctuation, Spelling

R.WM1

Orally compose and dictate a sentence describing events, experiences and pictures to communicate meaning - Bold = extended skill

R.WM2

Convey meaning through pictures and mark making

R.WM3

Recognise the alphabetic nature of writing and understand that written symbols have meaning

R.WM4

copy and write letters, words and phrases, e.g. from the environment or those modelled by the practitioner - Bold = extended skill

R.WM5

Use pictures and symbols to convey meaning on-screen

R.WS1Begin to sequence words, signs or symbols appropriately

R.WS2Contribute to a form modelled by the teacher, e.g. through shared writing

R.WS3Show understanding of different formats, e.g. cards, lists, invitations

R.WH1 Hold writing instruments appropriatelyR.WH2 Write from left to writeR.WG1 Discriminate between letters

R.WG2

Distinguish between upper-case and lower-case letters and show an awareness of full stops - Bold = extended skill

R.WS1Use correct initial consonants by beginning to apply phonic knowledge

R.WS2Use familiar and high frequency words in writing

37 SKILLS

R.OS1

Talk about things from their experience and share information

R.OS2Use word, phrases and simple sentences

R.OS3Express what they like and dislike

R.OS4 speak audibly

R.OS5

Contribute to role-play activities using relevant language

R.OL1

Show that they have listened to others, e.g. by drawing a picture

R.OL2

join in, repeat or memorise a range of rhymes and songs with some support

R.OL2a

Ask questions about something that has been said

R.OC1

Exchange ideas in one-to-one and small group discussions e.g. with friends

R.OC2

take part in activities alongside others, with some interaction

Oracy AOLs – Reception: Speaking, Listening / Collaboration and Discussion

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Reading AOLs – Reception: Reading Strategies, Comprehension, Response and Analysis

understand that print carries meaning and is read left to right, top to bottom - Area of Learningdiscriminate between letters in a range of contexts - Area of Learninglink and identify a growing number of spoken sounds to letters - Area of Learningapply the following reading strategies with support: phonic strategies to decode simple words, recognition of high-frequency words, context cues, e.g. pictures, initial sound, repetition in text - Area of Learninguse one-to-one correspondence between written and spoken word - Area of Learninguse pictures to aid understanding of text - Area of Learningpredict an end to stories - Area of Learning

Writing AOLs – Reception: Meaning, purposes, readers; Structure and organisation; Language; Handwriting; Grammar, Punctuation, Spelling

mark make or write in response to a variety of stimuli on subjects that are of interest or importance to them including stories and personal experiences - Area of Learningproduce pieces of emergent writing - Area of Learninguse written language within role play and active learning - Area of Learninguse language associated with writing, e.g. letter, word, sentence - Area of Learningbegin to use spelling strategies such as sound–symbol correspondence and oral segmentation with support such as clapping sounds in vowel-consonant and consonant-vowel-consonant words - Area of Learninguse spelling support such as phonic mats, flashcards and other resources - Area of Learning

26 AOLs

talk about things they have made or done, adding some description - AREA OF LEARNINGuse appropriate, increasing vocabulary in and through play activities - AREA OF LEARNINGrespond with some detail to drama they have watched and other creative stimuli - AREA OF LEARNINGuse a variety of questions, e.g. ‘Who?’, ‘What ?’, ‘Why?’, ‘When?’ and ‘How?’, to establish why things happen and to clarify understanding - AREA OF LEARNINGshow an awareness of alliteration and rhyme - AREA OF LEARNINGrecognise rhythm in spoken words and continue a rhyming string - AREA OF LEARNINGuse talk to create a storyline in symbolic/imaginative play AREA OF LEARNINGWelsh-medium statement: show awareness that some sounds change at the beginning of words, e.g. dau gi, y gathlisten to and carry out a three step instruction - AREA OF LEARNINGisolate and identify initial sounds in spoken word - AREA OF LEARNINGfollow action words/commands - AREA OF LEARNINGin simple terms, retell narratives or information that they have heard - AREA OF LEARNINGshow understanding of basic concepts to include over, under, behind - AREA OF LEARNINGanswer ‘Who?’, ’What?’, ‘Where?’ and open-ended questions relating to own experiences, stories or events - AREA OF LEARNINGWelsh-medium statement: begin to answer questions by using the correct formats, e.g. Ydw? Ydy/Nac ydy

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LNF skills and AOLs Year 1

Oracy skills – Year1: Speaking


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Reading skills – Year 1: Reading Strategies, Comprehension, Response and Analysis

1.RS1choose reading materials and explain what the text is about and why they like it

1.RS2

apply the following reading strategies with increasingindependence:- phonic strategies to decode words- recognition of high-frequency words- context clues, e.g. prior knowledge- graphic and syntactic clues- self-correction, including re-reading and reading ahead

1.RS3 read suitable texts with accuracy and fluency1.RS4 read aloud with attention to full stops and question marks

1.RS4aread aloud with expression, showing awareness of exclamation and speech marks

1.RS6identify simple text features such as titles and pictures to indicate what the text is about

1.RS6a look for clues in the text to understand information

1.RS7understand the meaning of visual features and link to written text, e.g. illustrations, photographs, diagrams and charts

1.RS8 identify words and pictures on-screen which are related to a topic

1.RC2 retell events from a narrative in the right order

1.RC2b recall details from information texts

1.RC3 identify information related to the subject of a text

1.RC6 use personal experience to support understanding of texts

1.RA1 express a view about the information in a text

1.RA2 explore language, information and events in texts

1.RA3 make links between texts read and other information about the topic

1.OS1express an opinion on familiar subjects

1.OS2talk about things they have made or done, explaining the process

1.OS3

include some detail and some relevant vocabulary to extend their ideas or accounts

1.OS4

speak audibly, conveying meaning to listeners beyond their friendship group

1.OS5adopt a role using appropriate language

1.OL1

listen to others, with growing attention, usually responding appropriately, e.g. carrying out instructions

1.OL2join in, repeat or memorise a range of rhymes and songs

1.OL2aretell narratives or information that they have heard

1.OL3

show understanding of what they have heard by asking questions to find out more information

1.OC1

contribute to conversations and respond to others, taking turns when prompted

1.OC2

take part in activities with others and talk about what they are doing

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Writing skills – Year 1: Meaning, purposes, readers; Structure and organisation; Language; Handwriting; Grammar, Punctuation, Spelling

1.WM1 communicate purposefully in writing, e.g. may be supported by a drawing

1.WM2 use pictures, symbols, letters in sequence and familiar words to communicate meaning

1.WM3 talk about what they are going to write

1.WM4 select letters, words and pictures to compose writing on-screen

1.WM5 write words, phrases and simple sentences and read back own attempts

1.WS2 sequence content correctly, e.g. instructions, recipes

1.WS3 follow a form modelled by the teacher

1.WS4 Understand different types of writing, e.g. records of events, descriptions, narrative.

1.WL1 use specific words which relate to the topic of their writing.

1.WH1 form upper- and lower-case letters that are usually clearly shaped and correctly orientated

1.WP1 use capital letters and full stops with some degree of consistency

1.WG1 begin to use connectives to expand a point

1.WS1 spell some words conventionally, including consonant-vowel-consonant and common digraphs, e.g. th, ck

1.WS2 Use spelling strategies such as sound-symbol correspondence and segmenting

1.WS3 spell high-frequency words correctly

42 SKILLS

Oracy AOLs – Year1: Speaking, Listening / Collaboration and Discussion

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Reading AOLs – Year 1: Reading Strategies, Comprehension, Response and Analysis

talk about features of books such as contents page and titles - Area of Learninglink and identify spoken sounds to blends of letters and letter names - Area of Learningrecognise and use an increasing number of phonemes and their corresponding graphemes when blending and segmenting words of up to two syllables - Area of Learningtrack print with eyes, finger pointing only at points of difficulty -Area of Learningdecode unknown words containing blended consonants and vowels by using strategies, e.g. segmenting phonemes, onset and rime -Area of Learninguse prediction in stories, adding more detail - Area of Learning

build on previous experience, making themselves clear by: - organising what they say - choosing words deliberately - AREA OF LEARNINGuse an increasing range of appropriate vocabulary in play and structured activities - AREA OF LEARNINGrespond with increasing detail to drama and other creative stimuli - AREA OF LEARNINGuse a variety of questions, e.g. ‘Who?’, ‘What ?’, ‘Why?’, ‘When?’ and ‘How?’, for a variety of purposes and to clarify understanding - AREA OF LEARNINGuse alliteration and rhyme - AREA OF LEARNINGuse rhythm and rhyme to create simple chants, rhymes and poems - AREA OF LEARNINGWelsh-medium statement: show awareness that some sounds change at the beginning of words, e.g. y ferchlisten to and carry out increasingly complex instructions - AREA OF LEARNINGisolate and identify medial vowels and final sounds in spoken words - AREA OF LEARNINGorally blend and segment words - AREA OF LEARNINGfollow more complex action commands - AREA OF LEARNINGshow understanding of basic concepts including through, over - AREA OF LEARNINGanswer ‘Who?’, ‘What?’, ‘When?’, ‘Where?’, ‘How?’ and open-ended questions relating to own experiences, stories or events - AREA OF LEARNINGWelsh-medium statement: answer questions usually using the correct formats, e.g. Oes? Oes/Nac oesintentionally use some non-verbal cues such as facial expressions and gestures. - AREA OF LEARNING

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Writing AOLs – Year 1: Meaning, purposes, readers; Structure and organisation; Language; Handwriting; Grammar, Punctuation, Spelling

write in response to a variety of stimuli on subjects that are of interest or importance to them, including stories, poems, class activities and personal experiences Area of Learninguse written language for different purposes or functions within play and active learning Area of Learningdevelop the use of a storyline within imaginative writing Area of Learninguse a simple plan to support and organise writing, e.g. story boards, thinking maps Area of Learninguse language associated with writing, e.g. question mark, capital letter, exclamation mark Area of Learninguse some ordering words, e.g. first, then Area of Learninguse spelling support such as picture dictionaries, spelling mats and other resources Area of Learning

26 AOLs

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LNF skills and AOLs Year 2



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2.RS1 choose reading materials independently giving reasons for their choices

2.RS2

apply the following reading strategies with increasingindependence to a range of familiar and unfamiliar texts:- phonic strategies- recognition of high-frequency words- context clues, e.g. prior knowledge- graphic and syntactic clues- self-correction, including re-reading and reading ahead

2.RS3 read a range of suitable texts with increasing accuracy and fluency

2.RS4read aloud with attention to punctuation, including full stops, question, exclamation and speech marks, varying intonation, voice and pace

2.RS6identify and use text features, e.g. titles, headings and pictures, to locate and understand specific information

2.RS6a look for key words to find out what the text is about

2.RS7use the different features of texts to make meaning, e.g. pictures, charts and layout

2.RS8identify key words to search for information on-screen, and modify search words as necessary

2.RC2 recall and retell narratives and information from texts with some details

2.RC2b explain relevant details from texts

2.RC3 identify information from a text accurately and sort into categories or headings

2.RC6draw upon relevant personal experience and prior knowledge to support understanding of texts

2.RA1

express views about information and details in a text considering content, ideas, presentation, organisation and the language used – bold = extended skill

2.RA2show understanding and express opinions about language, information and events in texts

2.RA3 make links between texts read and new information about the topic

2.OS1

express opinions, giving reasons, and provide appropriate answers to questions

2.OS3

extend their ideas or accounts by sequencing what they say and including relevant details

2.OS4speak clearly to a range of audiences

2.OS5

adopt a specific role, using appropriate language in structured situations

2.OL1

listen to others with concentration, understanding the main points and asking for clarification if needed

2.OL2a

retell narratives or information that they have heard, sequencing events correctly

2.OL3

show understanding of what they have heard by asking relevant questions to find out specific information

2.OC1

contribute to discussion, keeping a focus on the topic and taking turns to speak

2.OC2share activities and information to complete a task

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2.WM1 write for different purposes

2.WM2 write text which makes sense to another reader, which may include details and pictures

2.WM3 use talk to plan writing

2.WM4 re-read and improve their writing to ensure that it makes sense

2.WM5 experiment with different formats and layouts on-screen, using the facility to move text and pictures around easily

2.WS1 follow a structure in their writing with support, e.g. reports, lists

2.WS2 follow and build upon a form modelled by the teacher

2.WS2a organise writing with a beginning, middle and end

2.WS3 use different types of writing appropriate to purpose and reader.

2.WL1 understand and use language appropriate to writing

2.WL2 use simple subject - related words appropriately

2.WH1 form upper- and lower-case letters accurately and with consistent size

2.WP1 use capital letters, full stops and question marks accurately, and sometimes use exclamation marks

2.WG2 use connectives to write compound sentences

2.WG3 use ordering words, e.g. first, next, then, lastly

2.WG4 use standard forms of verbs, e.g. see/saw, go/went, and subject–verb agreement, e.g. I was/we were

2.WG4a use standard forms of verbs, e.g. see/saw, go/went, and subject–verb agreement, e.g. I was/we were

2.WS1 spell high-frequency words correctly

42 SKILLS

Oracy AOLs – Year2: Speaking


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Reading AOLs – Year 2: Reading Strategies, Comprehension, Response and Analysis

use contents page and glossary within a range of texts Area of Learningconfidently use all phonemes and their corresponding graphemes when blending and segmenting polysyllabic words Area of Learningtrack a page of print with eyes without difficulty Area of Learningdecode text with unfamiliar content or vocabulary sustaining comprehension throughout Area of Learningrefine and revise predictions in fiction and non-fiction texts Area of Learning

talk in detail about things they have made or done, explaining the process Area of Learningbuild on previous experience, speaking confidently and making themselves clear by: organising what they say - choosing words deliberately - including relevant detail

Area of Learninguse a growing range of appropriate vocabulary in play and structured activities and formal situations, using variety in tone to add interest Area of Learningrespond to and give opinion on drama as well as a wider range of stimuli Area of Learningprepare and ask a variety of questions, e.g. ‘Who?’, ‘What ?’, ‘Why?’, ‘When?’ and ‘How?’, for a variety of purposes and to clarify understanding Area of Learninguse alliteration and rhyme in a range of contexts Area of Learninguse rhythm and rhyme to create more detailed chants, rhymes and poems Area of LearningWelsh-medium statement: use some mutations that have been practised orally, e.g. y bêl, fy mag, i’r dreforally blend and segment polysyllabic words Area of Learningfollow and create their own action commands Area of Learningjoin in with, repeat or memorise a range of stimuli including rhymes, songs and poems, including nonsense verse Area of Learningdemonstrate an understanding of prepositions within their play and structured activities Area of Learninganswer more complex questions relating to own experiences, stories or events Area of LearningWelsh-medium statement: answer questions by using the correct formats, e.g. Ydy? Ydy/Nac ydyinterpret, respond to and use non-verbal cues such as facial expressions and gestures. Area of Learning

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Writing AOLs – Year 2: Meaning, purposes, readers; Structure and organisation; Language; Handwriting; Grammar, Punctuation, Spelling

extend their response to a variety of stimuli on subjects that are of interest or importance to them, including stories, poems, class activities and personal experiences Area of Learninguse written language for different purposes, audiences or functions within play and structured activities Area of Learningrefine the use of a storyline within imaginative writing Area of Learninguse knowledge of syllables to spell polysyllabic words Area of Learninguse a dictionary Area of Learning

25 AOLs

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LNF skills and POS Year 3



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3.RS2

use a range of strategies to make meaningfrom words and sentences, includingknowledge of phonics, word roots, wordfamilies, syntax, text organisation and priorknowledge of context

3.RS3 read short information texts independently with concentration3.RS4 read aloud using punctuation to aid expression3.RS5 skim to gain an overview of a text, e.g. topic, purpose

3.RS5alook for specific information in texts using contents, indexes, glossaries, dictionaries

3.RS6 identify different purposes of texts, e.g. To inform, instruct, explain

3.RS6aidentify how texts are organised, e.g. lists, numbered points, diagrams with arrows, tables and bullet points

3.RS7use visual clues, e.g. illustration, photographs, diagrams and charts, toenhance understanding

3.RS8locate information on web pages using screen features, e.g. toolbars, side bars, headings, arrows.

3.RC3accurately identify the topic and main ideas of a text, e.g. by highlighting, using key words of the text

3.RC4deduce ideas and information by linking explicit statements, e.g. cause and effect

3.RC6 take an interest in information beyond their personal experience3.RA2 use information from texts in their discussion or writing

3.RA3make links between what they read and what they already know and believe about the topic.

3.OS2

explain information and ideas using relevant vocabulary

3.OS3

organise what they say so that listeners can understand, e.g. emphasising key points, sequencing an explanation

3.OS4speak clearly, varying expression to help listeners

3.OS4a

use language appropriate to more formal situations, e.g. during an assembly, talking to a visitor

3.OS5keep in role and support others in role play

3.OL1

listen carefully and make connections between what they are learning and what they already know

3.OL3

check understanding by asking relevant questions or making relevant comments

3.OC1

contribute to group discussion, sharing ideas and information

3.OC2use talk purposefully to complete a task in a group

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3.WM1 write for different purposes and readers choosing words for variety and interest

3.WM2 include relevant details, information or observations in their writing

3.WM3 note down ideas to use in writing

3.WM4use on-screen functions, e.g. font, colour, cut, paste, size, to present their work in ways to interest the reader and enhance meaning

3.WM5 review and improve sections of their work

3.WS1 use a basic structure for writing

3.WS2a write using an introduction to the topic and a conclusion

3.WS4 present processes, event or reports in a clear sequence

3.WS5 use visual information if relevant, e.g. labelled diagrams

3.WL1 use language appropriate to writing, including standard forms of English

3.WL2 use vocabulary related to the topic or subject context

3.WG1 start sentences in a variety of ways 4

3.WG1a use adjectives and adverbs to expand simple sentences and phrases

3.WG2 use connectives for causation and consequence, e.g. because, after

3.WP1 use full stops, question marks, exclamation marks and commas for lists

3.WS1use strategies including knowledge of word families, roots, morphology and graphic knowledge to spell words, e.g. most common polysyllabic words

3.WG4a use past tense of verbs consistently, e.g. consonant doubling before ed

3WS2 spell plural forms, e.g. -s, -es, -ies

3.WS3 spell all high-frequency words correctly

3.WH1 produce legible handwriting and present work appropriately joining letters in some words

43 SKILLS

Oracy POS – Year3: Speaking


25

Reading POS – Year 3: Reading Strategies, Comprehension, Response and Analysis

with support, begin to recognise and understand the basic features of continuous and non-continuous texts in terms of language, structure and presentation, e.g. story structure, the layout of a letter Programme of Studybegin to make links between continuous and/or non-continuous texts Programme of Study

begin to develop their understanding of when it is appropriate to use standard English and begin to use formal and informal language Programme of Studydevelop their ability to use a range of syntax structures in terms of vocabulary and terminology in their talk Programme of Studyexpress basic opinions about topics and written texts, e.g. discuss topics that are within their scope of experience, discuss a character in a story Programme of Study

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Writing POS – Year 3: Meaning, purposes, readers; Structure and organisation; Language; Handwriting; Grammar, Punctuation, Spelling

use the characteristic features of simple continuous and non-continuous texts in their writing, using imagination where appropriate Programme of Studyproofread and give an opinion about their own written work and that of others; identify ways to improve and begin to edit Programme of Studyuse an increasingly imaginative vocabulary Programme of Studyuse nouns, pronouns, adjectives, adverbs, prepositions, connectives and verb tenses in their writing Programme of Study

9 POS

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Oracy skills – Year 4: Speaking


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4.RS2

use a range of strategies to make meaning from words and sentences, including knowledge of phonics, word roots, word families, syntax, text organisation and prior knowledge of context

4.RS3read texts, including those with few visual clues, independently with concentration

4.RS4use understanding of sentence structure and punctuation to make meaning

4.RS5 skim to gain the gist of a text or the main idea in a chapter

4.RS5ascan for specific information using a variety of features in texts, e.g. titles, illustrations, key words

4.RS6 identify how texts differ in purpose, structure and layout

4.RS8find information and ideas from web pages, using different search methods, considering which are the most efficient methods.

4.RC3 accurately identify the main points and supporting information in texts

4.RC4 deduce connections between information, e.g. sequence, importance

4.RC6 explore information and ideas beyond their personal experience

4.RA2 select and use information and ideas from texts

4.RA3understand how something can be represented in different ways, e.g. Moving image, multi-modal and print

4.OS2

explain information and ideas using supportive resources, e.g. on-screen and web-based materials

4.OS3

organise talk so that different audiences can follow what is being said, e.g. givingbackground information, providing a brief summary of main points

4.OS4

adapt talk showing understanding of the differences between informal talk with friends and more extended talk with a wider group

4.OS5explore different situations through role play

4.OL1

listen carefully to presentations and show understanding of main points

4.OL3

after listening, respond, giving views on what the speaker has said

4.OC1contribute to group discussion and help everyone take part

4.OC2

help a group to reach agreement, e.g. considering reasons or consequences, keeping focus on the topic

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4.WM1adapt what they write to the purpose and reader, choosing words appropriately, e.g. descriptive, persuasive language

4.WM2 explain main idea(s) with supporting details, including observations and explanations where relevant

4.WM3 gather ideas to plan writing

4.WM4explore and use appropriately the different forms of writing on-screen to interact with others, e.g. Websites' e-mails, blogs

4.WM5 improve writing, checking for clarity and organisation

4.WS1use specific structures in writing, e.g. tables, questionnaires

4.WS2a write an introduction, develop a series of ideas and a conclusion

4.WS4 organise writing into logical sequences or sections by beginning to use paragraphs

4.WS5 use visual information, e.g. illustrations, diagrams and graphs, which are clear and relevant to the written text

4.WL1 use language appropriate to writing, including standard forms of English

4.WL2 use subject-specific vocabulary independently

4.WG1 Vary the order of words, phrases and clauses in sentences

4.WG1a use adjectival and adverbial phrases to add interest and precision

4.WG2 use connectives to show links within sentences

4.WP1

use punctuation to demarcate sentences and begin to use speech marks, commas to mark clauses and phrases, andapostrophes for omission, e.g. it’s (it is)

4.WS1use strategies including knowledge of word families, roots, morphology, derivations and graphic knowledge to spell words, e.g. words with more complex patterns

4.WH1 produce handwriting which is clear and legible and may be cursive

37 SKILLS

Oracy POS – Year 4: Speaking


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with support, recognise and understand the features of continuous and non-continuous texts in terms of language, structure and presentation, e.g. traditional tales, a newspaper article Programme of Studyidentify similarities and differences between continuous and/or non-continuous texts Programme of Studydevelop their ability to read a range of continuous and non-continuous texts with fluency, accuracy and enjoyment; respond to them orally and in writing Programme of Study yconsider what they read/view, responding orally and in writing to the ideas, language, tone and presentation/organisation Programme of Studyidentify how texts change when they are adapted for different media and audiences Programme of Study

develop their understanding of when it is appropriate to use standard English and use formal and informal language Programme of Studyuse a range of syntax structures, vocabulary and terminology in their talk Programme of Studyexpress opinions about topics and written texts, e.g. topics that affect their school, what they think about the ending of a story Programme of Study

32


use the characteristic features of an increasing range of continuous and non-continuous texts in their writing, using imagination where appropriate Programme of Studyproofread their own work and that of others, assessing and identifying ways to improve before editing Programme of Studychoose and use words from an increasing range of imaginative vocabulary Programme of Studybegin to craft their writing using the standard forms of English, e.g. nouns, pronouns, adjectives, adverbs, prepositions, connectives and verb tense Programme of Study

12 POS

34




35


5.RS2


5.RS3 read extended texts independently for sustained periods

5.5S4identify how punctuation relates to sentence structure and how meaning is constructed in complex sentences

5.RS5use a range of strategies for skimming, e.g. finding key words, phrases, gist, main ideas, themes

5.RS5ascan to find specific details using graphic and textual organisers, e.g. sub-headings, diagrams

5.RS6identify features of texts, e.g. Introduction to topic, sequence, illustrations, degree of formality

5.RS8use information from trusted sources, on-screen and on paper, selecting and downloading as necessary.

5.RC3

show understanding of main ideas and significant details in texts, e.g. Mind mapping showing hierarchy of ideas, flowchart identifying a process

5.RC4infer meaning which is not explicitly stated, e.g. what happens next?, why did he/she do that?

5.RC6 identify and explore ideas and information that interest them.5.RA3 gather and organise information and ideas from different sources

5.RA5identify what the writer thinks about the topic, e.g. admires a historical figure, only interested in facts

5.RA6consider if the content is reliable, e.g. Are photographs more reliable than drawings?

5.OS2

explain information and ideas, exploring and using ways to be convincing, e.g. Use of vocabulary, gesture, visual aids

5.OS4

speak clearly, using formal language and projecting voice effectively to a large audience, e.g. event for parents/carers, presentation to visitors

5.OS5explore issues and themes through role play

5.OL1

listen carefully to presentations using techniques to remember the main points, e.g. making notes, summarising

5.OL3

listen to others, asking questions and responding to both the content and the speakers’ viewpoints

5.OC1

contribute to group discussion, taking some responsibility for completing the task well, e.g. introducing relevant ideas, summing up

5.OC2

build on and develop the ideas of others in group discussions, e.g. by asking questions to explore further, offering more ideas

36


5.WM1write with a clear purpose, showing consideration for the reader, e.g. by choosing appropriate vocabulary andpresentational devices

5.WM2 expand upon main idea(s) with supporting reasons, information and examples5.WM3 use techniques in planning writing, e.g. mind mapping, sequencing, placemat activities5.WM4 explore the layouts of web pages to create material using available tools5.WM5 revise and improve writing, explaining why they have made changes5.WS1 use features which show the structure of the writing, e.g. sub-headings, captions5.WS2a write an introduction that establishes context, a series of appropriately ordered points and a suitable conclusion5.WS4 use paragraphs, which have a main idea and related details5.WS5 use images, graphs and illustrations which are clear, relevant and appropriate5.WL1 use language appropriate to writing, including standard forms of English5.WL2 use appropriate vocabulary, including subject-specific words and phrases

5.WG1use different sentence structures, including complex sentences showing relationships of time, or cause, e.g. before you start …, if you do this then …

5.WG2 use conditionals to show hypotheses or possibilities, e.g. if, might, could

5.WP1use the full range of punctuation to guide the reader in complex sentences, e.g. commas, bullet points, speech marks and apostrophes for possession

5.WS1 use a variety of strategies to spell words with complex regular patterns, e.g. exercise, competition5.WH1 produce legible, cursive handwriting with increasing fluency

36 SKILLS



37


recognise and understand the characteristics of an increasing range of texts (continuous and non-continuous) in terms of language, structure and presentation, e.g. the language of an autobiography, the language of a speech Programme of Studyindependently identify similarities and differences between continuous and/or non-continuous texts Programme of Studyread an increasing range of continuous and non-continuous texts with fluency, accuracy, understanding and enjoyment; respond to them orally and in writing Programme of Studyconsider what they read/view, responding orally and in writing to the ideas, language, tone and presentation/organisation; begin to select evidence to support their views Programme of Studybegin to comment on how texts change when they are adapted for different media and audiences Programme of Study

understand when it is appropriate to use standard English and use formal and informal language Programme of Studydevelop their ability to use a wide range of syntax structures, vocabulary and terminology in their talk Programme of Studyexpress opinions about topics and written texts and include some supporting reasons Programme of Study

38


use the characteristic features of a range of continuous and non-continuous texts in their writing, beginning to adapt their style to engage the reader, using imagination where appropriate Programme of Studyproofread their own work and that of others, assessing it and making appropriate recommendations for improvement; edit/redraft work to show progression Programme of Studychoose and use a wide range of adventurous and imaginative vocabulary with increasing precision Programme of Studycraft their writing by using the standard forms of English, e.g. nouns, pronouns, adjectives, adverbs, prepositions, connectives and verb tenses Programme of Study

12 POS

40




41


6.RS2


6.RS3 read complex texts independently for sustained periods

6.RS4understand how punctuation can vary and so affect sentence structure and meaning, e.g. I had chocolate(,) cake and cheese for tea

6.RS5use a range of strategies for finding information, e.g. skimming for gist, scanning for detail

6.RS8use internet searches carefully, deciding which sources to read and believe.

6.RC3

show understanding of main ideas and significant details in different texts on the same topic

6.RC4

infer ideas which are not explicitly stated, e.g. writers’ viewpoints or attitudes

6.RC6

identify ideas and information that interest them to develop further understanding.

6.RA3collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources

6.RA4 distinguish between facts, theories and opinions

6.RA5compare the viewpoint of different writers on the same topic, e.g. rats are fascinating or a menace

6.RA6 consider whether a text is effective in conveying information and ideas.

6.OS2

express issues and ideas clearly, using specialist vocabulary and examples

6.OS4

speak clearly, using formal language and varying expression, tone and volume, to keep listeners interested

6.OS5

explore challenging or contentious issues through sustained role play

6.OL1

listen carefully to presentations and show understanding of the speakers’ conclusions or opinions

6.OL3

respond to others with questions and comments which focus on reasons, implications and next steps

6.OC1

contribute purposefully to group discussion to achieve agreed outcomes

6.OC2

follow up points in group discussions, showing agreement or disagreement giving reasons

42


6.WM1adapt writing style to suit the reader and purpose, e.g. formal style for unknown reader, simple style for younger readers

6.WM2 write a comprehensive account of a topic or theme6.WM3 use a range of strategies to plan writing, e.g. notes, diagrams, flowcharts6.WM4 explore different ways to present work and use them appropriately, e.g. moving image, slides, voice over6.WM5 reflect on, edit and redraft to improve their writing6.WS1 adapt structures in writing for different contexts, e.g. reporting an event, investigation or experiment6.WS2a

write an effective introduction that establishes context and purpose, a suitable balance between facts and viewpoints, a precise conclusion

6.WS4 use paragraphs making links between them6.WS5 use features and layout which are constructed to present data and ideas clearly6.WL1 use language appropriate to writing, including standard forms of English6.WL2 use varied and appropriate vocabulary, including subject-specific words and phrases6.WG1 use varied sentence structures for emphasis and effect6.WP1 Use the full range of punctuation accurately to clarify meaning6.WS1 use strategies to spell correctly polysyllabic, complex and irregular words6.WH1 produce fluent and legible handwriting

34 SKILLS



43


confidently recognise and understand the characteristics of a range of different texts (continuous and non-continuous) in terms of language, theme, structure and presentation Programme of Studyidentify and begin to comment on similarities and differences between continuous and/or non-continuous texts in terms of language, techniques, structure, character and form Programme of Studyconfidently read a range of continuous and non-continuous texts with fluency, accuracy, understanding and enjoyment; respond to them orally and in writing Programme of Studyconsider what they read/view, responding orally and in writing to the ideas, language, tone, style and presentation/organisation; select evidence to support their views Programme of Studycomment on how texts change when they are adapted for different media and audiences Programme of Study

extend their understanding of the use of standard English and their ability to recognise and use formal and informal language appropriately Programme of Studyuse a wide range of syntax structures, vocabulary and terminology in their talk with precision Programme of Studyexpress opinions clearly about topics and written texts and include supporting reasons Programme of Study

44


use the characteristic features of a range of continuous and non-continuous texts creatively in their writing, adapting their style to engage the reader, using imagination where appropriate Programme of Studyproofread their own work and that of others, assess and evaluate it and make clear recommendations for improvement; edit/redraft work to show progression Programme of Studychoose and use a wide range of adventurous and imaginative vocabulary with precision Programme of Studycraft their writing by using the standard forms of English, e.g. nouns, pronouns, adjectives, adverbs, prepositions, connectives and verb tenses Programme of Study

12 POS

46




47


7.RS2

use their knowledge of:- word roots and families- grammar, sentence and whole-text structure- content and contextto make sense of words, sentences and whole texts

7.RS3

Use a range of strategies e.g. speed reading, close reading, annotation, prediction, to skim texts for gist, key ideas and themes, and scan for detailed information

7.RS8assess the quality and reliability of information on web pages, considering its origins and verifying accuracy

7.RC1read with concentration texts, on-screen and on paper, that arenew to them, and understand the information in them

7.RC3select the main points from texts and identify how information and evidence are used to support them

7.RC4 read between the lines using inference and deduction

7.RC5identify how a text is organised, e.g. logically or thematically, to make the content clear and informative

7.RC6 follow up initial ideas that interest them by further research

7.RA3collate and summarise relevant information, e.g. pull togetherand sum up facts and ideas about an issue, from different texts

7.RA4distinguish between facts, theories and opinions and useevidence to show the differences

7.RA5 compare views of the same topic and consider which is most valid7.RA6 evaluate the content, presentation and appeal of a text

7.OS2

present topics and ideas clearly, using formal language and varying what they say and how they say it to interest listeners, e.g. expression, tone of voice, volume

7.OS4

respond to listeners’ questions and comments constructively and in detail

7.OS5

argue a convincing case using subject knowledge effectively, e.g. in role or debate

7.OL1respond thoughtfully to others’ ideas, asking pertinent questions

7.OL3

listen to explanations of processes, sequences or points of view and identify the main points in order

7.OC1

make a range of contributions to discussions, e.g. leading, encouraging and supportingothers

7.0C2

reach consensus and agree actions in groups, e.g. agreeing a plan, weighing up reasons and evidence

48


7.WM1write a comprehensive account of a topic presenting information, processes and ideas clearly and appropriately forthe purpose

7.WM2 explain ideas fully, showing implications and consequences

7.WM3plan writing making choices about the best ways to present content for effect, e.g. building a case for something, selecting details that help the reader understand

7.WM4 use the tools and conventions of ICT to present information and data and to structure writing

7.WM5 identify areas for improvement in their writing, edit and redraft

7.WS1 adapt structures in writing for different contexts, e.g. describe outcome, outline process or discuss an issue

7.WS2 select and organise ideas and information to give a clear and full account

7.WS4 use paragraphs to organise longer pieces of writing into sections

7.WL1use impersonal language to convey ideas and information, e.g. the interest is calculated by … , sharp scissors are necessary to …

7.WL2 use varied and appropriate vocabulary accurately, including subject-specific words and phrases

7.WG1 use varied and appropriate vocabulary accurately, including subject-specific words and phrases

7.WG3use the full range of punctuation accurately to clarify meaning, e.g. demarcating sentences (full stops) and clauses (commas), and using apostrophes correctly

7.WG4use a variety of strategies and resources to spell familiar and unfamiliar vocabulary and subject-specific words correctly

7.WG6c produce fluent and legible handwriting

33 SKILLS



49


recognise and understand the characteristics of a wide range of different and challenging texts (continuous and non-continuous) in terms of language, theme, structure and organisation/presentation Programme of Studyidentify and comment on the similarities and differences between continuous and/or non-continuous texts, e.g. in terms of theme/topic, language, technique, structure, form, character Programme of Studyconfidently read and discuss a range of continuous and non-continuous texts, showing understanding and engagement through a personal and justified response Programme of Studyconsider what they read/view, responding orally and in writing to the ideas, language, style, tone and organisation; use evidence to support their views Programme of Studyidentify how texts change when they are adapted for different media and audiences and begin to consider the intended effect upon the reader/audience Programme of Study

extend their understanding of the use of standard English and their ability to recognise and use formal and informal language appropriately Programme of Studydevelop the ability to organise and extend their talk using an increasing range of syntax structures and precise and effective vocabulary (including terminology) that allows them to engage listener interest Programme of Studyexpress opinions clearly about topics and written texts, supporting with reasons and some evidence Programme of Study

50


use the characteristic features of a wide range of continuous and non-continuous texts creatively in their own writing, adapting style and tone to sustain the readers’ interest, using imagination where appropriate Programme of Studyproofread and evaluate their own work and that of others using a range of peer- and self-assessment strategies; make clear recommendations for improvement; edit/redraft to show progression Programme of Studyselect and use words carefully from a wide range of adventurous and imaginative vocabulary Programme of Studycraft their writing by using the standard forms of English, e.g. nouns, pronouns, adjectives, adverbs, prepositions, connectives and verb tenses Programme of Study

12 POS

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