English

Year 1 English

Reading

Phonics

The aim in Year 1 is for children to respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes (sounds), including alternative sounds for graphemes.  They must read aloud accurately, books that are consistent with their developing knowledge and that do not require them to use other strategies to work out words. Children will re-read books to build up their fluency and confidence in word reading.

Comprehension

Pupils will 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, retelling 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.

Writing

Children will compose a sentence orally before writing it and begin to sequence familiar narratives to form stories. They will re-read what they have written to check it makes sentence and read their work aloud to teachers and the class.

Children will leave spaces between words and begin to punctuate sentences with capital letters, full stops, question marks and exclamation marks. They will also begin to learn about grammar.

Year 2 English
 
Reading
 
In Year 2, children consolidate their understanding and application of phonics. The aim is for children to read with greater accuracy, automaticity and confidence. The children will have opportunities to discuss the content of books in greater depth and understand more about literary features as well as build upon their inference and prediction skills.
 
Spelling
 
In Year 2, children will learn about alternative graphemes for spellings and be introduced to several new spelling rules (for example pluralising, adding vowel and consonant suffixes and spelling words with contracted forms). They will also learn to spell common exception words.
 
Transcription/Grammar
 
In Year 2, children will write a range of different texts including narratives, real events and poetry. The process of writing will include more opportunity to plan, proofread and evaluate their work. The children will learn how to use familiar and new punctuation correctly (including capital letters, full stops, exclamation marks, question marks, commas for lists and apostrophes for contracted forms / possession). They will learn how to use sentences with different forms and about tenses. They will learn to use expanded noun phrases for description and about vocabulary for co-ordination and subordination. Children will start using the diagonal and horizontal strokes needed to join letters and think about the size of capital letters and lower case letters in relation to one another.

 

Year 3 English

Literacy
 
Reading


In Year 3, children develop their love of reading through applying their word knowledge to both read aloud and understand new words that they meet. The aim is for children to read with greater confidence and comprehension. The children will have opportunities to read and discuss a greater variety books. This will involve discussing words and phrases that capture the reader’s interest and imagination as well as checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context. They will also be encouraged to ask questions to improve their understanding of the books they read.

 Spelling

Children learn about several types of suffix and prefix and the use of them with longer root words. They develop their knowledge of spelling rules (for example -tion endings, gue, eigh). They will also learn to spell plural words with a possessive apostrophe as well as revise apostrophe for contractions.
 
Transcription/Grammar
 
In Year 3, children will write a range of different texts including narratives, real events and poetry. The process of writing will continue to include a variety of opportunities to independently plan, proofread and evaluate their work. They will begin to write in paragraphs.  The children will learn how to use familiar and new punctuation correctly (including commas for clauses and inverted commas for speech punctuation). They will learn how to use sentences with different forms such as complex and compound sentences. They will learn to use adverbial phrases and a variety of conjunctions. Children will   increase the legibility, consistency and quality of their handwriting and start to think about when letters should be joined or not. 

Year 4 English

Reading Targets                   

These are our expectations for a Year 4 Reader

TARGETS

SEEN

SECURE

Word Reading

 

 

I can apply my knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.

 

 

I can read further exception words, noting the unusual correspondences between spelling and sound.

 

 

I attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words.

 

 

 

 

 

Comprehension

 

 

I know which books to select for specific purposes, especially in relation to science, geography and history learning.

 

 

I can use a dictionary to check the meaning of unfamiliar words.

 

 

I can discuss and record words and phrases that writers use to engage and impact on the reader.

 

 

I can identify some of the literary conventions in different texts.

 

 

I can identify the (simple) themes in texts.

 

 

I can prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action.

 

 

I can explain the meaning of words in context.

 

 

I can ask relevant questions to improve my understanding of a text.

 

 

I can infer meanings and begin to justify them with evidence from the text.

 

 

I can predict what might happen from details stated and from the information I have deduced.

 

 

I can identify where a writer has used precise word choices for effect to impact on the reader.

 

 

I can identify some text type organisational features, for example, narrative, explanation and persuasion.

 

 

I can retrieve information from non-fiction texts.

 

 

I can build on others’ ideas and opinions about a text in discussion.

 

 

 

Writing Targets                 

These are our expectations for a Year 4 Writer

 

TARGETS

SEEN

SECURE

 

Transcription

 

 

 

Spelling

 

 

c

I can spell words with prefixes and suffixes and can add them to root words.

 

 

b

I can recognise and spell homophones.

 

 

c

I can use the first two or three letters of a word to check a spelling in a dictionary.

 

 

c

I can spell the commonly mis-spelt words from the Y3/4 word list.

 

 

 

Composition

 

 

a

I can start sentences in different ways.

 

 

a

I can add well-chosen detail to interest the reader.

 

 

b

I can compose sentences using a range of sentence structures.

 

 

c

I can write a narrative with a clear structure, setting and plot.

 

 

b

I can improve my writing by changing grammar and vocabulary to improve consistency.

 

 

c

I can use appropriate nouns and pronouns within and across sentences to support cohesion and avoid repetition.

 

 

 

Grammar and punctuation

 

 

 

Sentence structure

 

 

c

I can use noun phrases which are expanded by adding modifying adjectives, nouns and preposition phrases.

 

 

b

I can use fronted adverbials.

 

 

 

Text structure

 

 

b

I can write in paragraphs.

 

 

a

I have clear links between paragraphs.

 

 

c

I make an appropriate choice of pronoun and noun within and across sentences.

 

 

 

Punctuation

 

 

a

I can use inverted commas and other punctuation to indicate direct speech.

 

 

a

I can use apostrophes to mark plural possession.

 

 

a

I can use commas after fronted adverbials.

 

 

 

Targets in Spoken Language

These are our expectations for a Year 4 Speaker                   

TARGETS

SEEN

SECURE

I ask questions to clarify or develop my understanding.

 

 

I can sequence, develop and communicate ideas in an organised and logical way, always using complete sentences.

 

 

I show that I understand the main point and the details in a discussion.

 

 

I adapt what I am saying to the needs of the listener or audience (increasingly).

 

 

I show that I know that language choices vary in different contexts.

 

 

I can present to an audience using appropriate intonation; controlling the tone and volume so that the meaning is clear.

 

 

I can justify an answer by giving evidence.

 

 

I use Standard English when it is required.

 

 

I can perform poems or plays from memory, conveying ideas about characters and situations by adapting expression and tone.

 

 

 

 

Year 5 English

Reading

In Year 5, children read a wide range of age-appropriate texts fluently, and with correct intonation. The children are able to discuss how an author uses language, including figurative language. They can make predictions on what might happen within the book and can summarise whole paragraphs. The children can retrieve information and justify inferences with evidence.

Writing

Within their own writing, children in Year 5 can plan, draft, write and edit their work, using correct grammar and punctuation. They understand how to write a wide range of genres, identifying the audience and purpose of their writing. The children can build cohesion within and between paragraphs and understand how to create atmosphere through their choice of vocabulary.

Spelling

In Year 5, children learn how to add a range of prefixes and suffixes to root words. They understand how to spell words with silent letters and can distinguish between homophones. They can use a dictionary to check their spelling and a thesaurus to improve their vocabulary.

Year 6 English
Reading
In Year 6, pupils should read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks. They should discuss and evaluate how authors use language, including figurative language, considering the impact on the reader. They should 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.
 
Writing
Pupils should be able to plan, draft, write, edit and evaluate their writing. They should be able to use appropriate grammar, vocabulary, punctuation and use a wide range of devices to build cohesion within and across paragraphs. They should be able to perform their own compositions, using appropriate intonation, volume and movement so that meaning is clear.
 
Spelling
Pupils should be taught further prefixes and suffixes and understand the  guidelines for adding them. They continue to distinguish between homophones and other words which are often confused. They use a dictionary to check the spelling and meaning of words. They use a thesaurus to improve their vocabulary.