English
Reading
Resilience
- Teaching sophisticated vocabulary
- Higher order questions in reading
- Teaching more complex structures in writing eg. Flashbacks, persuasive text, converting narrative text to different genres of writing
- Reading text that require perseverance in higher order thinking, unfamiliar language and non-linear text.
- Building stamina for reading and writing through inspiring topics
- Progress of writing frames, building on complexity of skills, to include grammar, spellings and handwriting.
- Analysis of text – comprehension – deepening and understanding
- Editing and improving in response to teacher feedback
Respect
- Quality Teaching – high expectations
- Providing the opportunity for children to select books in the reading scheme and library. It is important to respect children’s choice of literature, giving them ownership of what they read whilst exposing them to a range of genres.
- To respect children as authors and writers, encouraging them to develop the texts they enjoy and the their unique style of writing.
- Homework menus related to current topics taught, this provides choice and style in which they wish to present the topic.
Diversity
- To ensure children are exposed to a broad range of literature, including diverse texts . For example, the children in year 1 study the text Handa’s Surprise and enjoy learning about a range of fruit from different countries and African culture, in year 3 they explore the origins of chocolate, study the Aztecs and how chocolate is harvested from South America. In year 5 children explore the cultures in China. In year 6 the children study the arrival, this links to their Geography project on trade and the genre focusses on immigration. In year 6 children study the Holocaust and in year 2 and 3, children study European communities.
Compassion
- Application of writing skills in other subjects, for example, letter writing, leaflets, diary entries, cultural comparisons.
- Children have the opportunity to write with empathy from character’s perspectives, for example, in year 6 the children study Good Night Mr Tom, children write about the plight of an evacuee. In Y4 children write about the Pilgrim Fathers, they write about the journey and the difficulties they overcome. In Y2 children study nutrition and healthy lifestyles, they also look at sources of food and appreciate the local/farming community.
Innovation (creativity)
- West End Dance – linked to units of work (Books)
- Authors – units of work researched
- Spelling Bee
- Children are inspired to read and write through film, drama, presentations, creating models, recipes and experiments.
- Application of speaking and listening, reading and writing – projects include; Mini Police, Arts Ambassadors, School Council.
- Instil enjoyment for reading – World Book Day, Library, Class reads, Author topic (Roald Dahl, Michael Morpurgo etc).
- Class trips and visits from guest speakers linked to English topics (Holocaust, Authors, Planetarium, Ministry of chocolate, Rand Farm, Wildlife Park, Sherwood, London).
Reading Progression Map
Year | EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Text | Weekly text to develop vocabulary – Julia Donaldson
Daily texts – rhymes, traditional tales, stories with repeated refrains, texts which develop readiness to read through print referencing.
RWI texts linked to reading ability. | Term 1: Text: Out of this World Texts (all fiction): Goodnight Spaceman, Field Trip to the Moon, The Darkest Dark, Look Up!
Non-fiction studies on: Tim Peake, Tim Hadfield, Mae Jemison
Term 2: Text: Harry and his bucket of dinosaurs. (Fiction) Texts: Dinosaurs (non – fiction) Text: Giants (Fiction)
Term 3: Once Upon a Time (Traditional Tales) Texts: The Three Little Pigs, The Three Little Wolves and the Big Dad Pig Plus non-fiction studies on Wolves.
Term 4: Jack and the Beanstalk Plus non-fiction studies on Castles and Knights
Term 5: Animals Texts: Handa's Surprise Plus non-fiction studies on animals
Term 6: The Lighthouse Keeper's Lunch | Text: The little red hen. Oliver’s vegetables (non – fiction) Texts: Jack and the beanstalk, Jack and the incredibly mean stalk. (fiction) Text: Funny Bones (Fiction) Human Body (Non – fiction) Text: Madagascar (fiction) Animal facts (Non – fiction) Text: Horrid Henry (fiction) Texts: Night Pirates, Pirate Pete and other pirate stories. Real – life pirates – Blackbeard(Edward Teach and others (non fiction)
| Texts: Biography of R Dah, George’s marvellous medicine, revolting rhymed. (Non – fiction and non- fiction) Texts: Charlie and the chocolate factory (fiction) History of chocolate ( non – fiction) Text: Robots (fiction and non – fiction) Text: Superheroes (Marvel stories) Fiction Texts: Castles 9non – fiction) Texts: Ancient Egypt (non – fiction) | Text: The legend of Robin Hood (Non – fiction) Text: Science fiction (Fiction) Text: Normans (non – fiction) Text: Rainforests (non – fiction) Text: The Demon dentist (fiction) | Texts: Biography of Michel Morpurgo ( non – fiction) Texts: The legend of King Arthur (fiction) Texts: Arctic adventure (non – fiction) Text: Theseus and the Minotaur (fiction) Texts: Greek Myths (fiction) Texts: China(non – fiction) | Text: Goodnight Mr Tom Texts: Holacaust Text: The Titanic (non – fiction) Text: The unforgotten coat(fiction) Text: the Templeton Twins (fiction) Hidden figures (fiction/non – fiction) |
Word Reading | Recognises familiar words and signs such as own name and advertising logos. Hears and says the initial sounds in words. Can segment the sounds in simple words and blend them together Link sounds to letters, naming and sounding some letters of the alphabet. Read simple sentences. Use phonics knowledge to decode regular words and read them aloud accurately. Read some common irregular words.
| Match all 40+ graphemes to their phonemes (Phase 3) Blend sounds in unfamiliar words Divide words into syllables, for example, pocket, rabbit, carrot Read compound words, for example, football, playground Read words with contractions, e.g. I'm, I'll, we'll, and Read phonically decodable texts with confidence Read words containing 's, es, ing, ed, er , est' endings Read words which have the prefix -un added Add the endings -ing, -ed and -er to verbs where no change Read words of more than one syllable that contain taught GPCs | Decode automatically and fluently Read accurately by blending the sounds in words that contain the graphemes taught Recognise and read alternative sounds for graphemes Read accurately words of two or more syllables that contain the same GPCs Read words containing common suffixes Read further common exception words Read and notice unusual correspondence between grapheme and phoneme Read most words quickly and accurately when they have been frequently encountered without overt sounding and blending Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation Read books fluently and confidently
| Apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words
| Apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words
| Apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words Re-read and read ahead to check for meaning
| Apply knowledge of root words to read aloud and to understand the meaning of unfamiliar words Apply knowledge of prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words Use combined knowledge of phonemes and word derivations to pronounce words correctly. for example: arachnophobia, audience Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words Read fluently, using punctuation to inform meaning
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Reading Comprehension | Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.
Shows awareness of how stories are structured
Suggests how a story might end.
Describes main story settings, events and principal characters.
Demonstrate an understanding when talking with other about what they have read. | 1. Say what they like or dislike bout a text
2.Link what they read or hear read to their own experiences
3.Retell key stories orally using narrative language. Understand and talk about the main characteristics within a known key story
4. Use prior knowledge, context and vocabulary provided to understand texts
Explain what they understand about a text
Learn some poems and rhymes by heart Check that the text makes sense to them as they read and correct miscues Begin to draw inferences from the text and/or the illustrations Make predictions based on the events in the text Read accurately and confidently words of 2 or more syllables Talk about favourite authors or genre of books Can predict what happens next in familiar stories Happy to read aloud in front of others Tell someone about likes and dislikes related to story they have read or a story they have had read to them Read a number of signs and labels in the environment drawing from phonic knowledge when doing so Aware of mistakes made because reading does not make sense Re-read a passage if unhappy with own comprehension Growing awareness of how non-fiction texts are organised Use illustrations as an important feature in aiding reading
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2. Use prior knowledge and context and vocabulary explored to understand texts
3. Retell orally some stories, including fairy stories and traditional tales. Discuss the sequence of events in books and how they are related to each other.
Read for meaning, checking that the text makes sense and correcting inaccurate reading Know and recognise simple recurring literary language in stories and poetry Talk about favourite words and phrases Increase repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear Answer and ask appropriate questions and make predictions on the basis of what has been read so far Draw simple inferences from illustrations, events and characters' actions and speech Enhance meaning through expression and intonation Identify and comment on main characters in stories and the way they relate to one another Self-correct, look backwards and forwards in the text and search for meaning Comment on the way characters relate to one another Show understanding of the main points of the text and re-tell the story Make sensible predictions about what is likely to happen in the story and to different characters Know how suspense and humour is built up in a story, including the development of the plot Recognise similarities in the plot or characters within different stories Extract information from non-fiction texts, appropriately using contents, index, chapters, headings and glossary Read poetry, using intonation and expression, and handle humour appropriately when needed
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2. Ask questions to improve understanding of a text
3. Identify main idea of a text Identify how structure, and presentation contribute to the meaning of texts.
Begin to understand that narrative books are structured in different ways, for example, quest stories and stories with dilemmas. Know that non-fiction books are structured in different ways and be able to use them effectively
Predict what might happen from details stated Draw inferences such as inferring characters' feelings, thoughts and motives from their actions Use dictionaries to check the meaning of unfamiliar words Retrieve and record information from non-fiction Discuss books, poems and other works that are read aloud and independently, taking turns and listening to others' opinions Explain and discuss understanding of books, poems and other material, both those read aloud and those read independently Prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action Skim materials and note down different views and arguments Pause appropriately in response to punctuation and/or meaning Justify predictions by referring to the story Begin to find meaning beyond the literal, e.g. the way impressions of people are conveyed through choice of detail and language Read ahead to determine direction and meaning in a story Investigate what is known about the historical setting and events and their importance to the story Deduce from the evidence in the text what characters are like Explore figurative language and the way it conveys meaning succinctly Identify the way a writer sets out to persuade Explore the relationship between a poet and the subject of a poem
| 1. Know which books to select for specific purposes, especially in relation to science, history and geography learning
2. Discuss and record words and phrases that writers use to engage and impact on the reader
3. Identify how the writer has used precise word choices for effect to impact on the reader
Know and recognise some of the literary conventions in text types covered Begin to understand simple themes in books
Use dictionaries to check the meaning of unfamiliar words Prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action Explain the meaning of words in context Ask questions to improve understanding of a text Infer meanings and begin to justify them with evidence from the text Predict what might happen from details stated and deduced information Identify some text type organisational features, for example, narrative, explanation, persuasion Retrieve and record information from non-fiction Make connections with prior knowledge and experience Begin to build on others' ideas and opinions about a text in discussion Explain why text types are organised in a certain way Locate and use information from a range of sources, both fiction and non-fiction Compare fictional accounts in historical novels with the factual account Appreciate the bias in persuasive writing, including articles and advertisements Talk widely about different authors, giving some information about their backgrounds and the type of literature they produce Use inference and deduction to work out the characteristics of different people from a story Compare the language in older texts with modern Standard English (spelling, punctuation and vocabulary); Skim, scan and organise non- fiction information under different headings Refer to the text to support predictions and opinions Recognise complex sentences Show awareness of the listener through the use of pauses, giving emphasis and keeping an appropriate pace so as to entertain and maintain interest
| 1.Become familiar with and talk about a wide range of books, including myths, legends and traditional stories and books from other cultures and traditions and know their features
2. Identify significant ideas , events and characters and discuss their significance
3. Use meaning-seeking strategies to explore the meaning of words in context Use meaning - seeking strategies to explore the meaning of idiomatic and figurative language Identify and comment on writer's use of language for effect. for example, precisely chosen adjectives, similes and personification
Read non-fiction texts and identify purpose and structures and grammatical features and evaluate how effective they are
Learn poems by heart. for example, narrative verse, haiku Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action Identify grammatical features used by writer - rhetorical questions, varied sentence lengths, varied sentence starters, empty words- to impact on the reader Draw inferences such as inferring characters' feelings, thought sand motives from their actions Justify inferences with evidence from the text Make predictions from what has been read Summarise the main ideas drawn from a text Identify the effect of the context on a text. for example, historical or other cultures Identify how language, structure and presentation contribute to the meaning of a text Express a personal point of view about a text, giving reasons Make connections between other similar texts, prior knowledge and experience Compare different versions of texts and talk about their differences and similarities Listen to and build on others' ideas and opinions about a text Present an oral overview or summary of a text Present the author's viewpoint of a text Present a personal point of view based on what has been read Listen to others' personal point of view Explain a personal point of view and give reasons Know the difference between fact and opinion Use knowledge of structure of text type to find key information Use text marking to identify key information in a text Make notes from text marking Express opinions about a text, using evidence from the text, giving reasons and explanations. Point, evidence, explanation. (PEE) Adapt own opinion in the light of further reading or others' ideas Identify formal and informal language Know the features of different narrative text types, for example, adventure, fantasy, myths Compare texts by the same writer Compare texts by different writers on the same topic Summarise key information from different texts Empathise with different character's points of view Infer meaning using evidence from the text and wider reading and personal experience Explain how a writer's use of language and grammatical features have been used to create effects and impact on the reader Explain how punctuation marks the grammatical boundaries of sentences and gives meaning Know how the way a text is organised supports the purpose of the writing Use scanning and text marking to find and identify key information
| 1.Read and become familiar with a wide range of books, including modern fiction, fiction from our literary heritage, and books from other cultures and traditions
2. Identify and discuss themes in a range of writing and across longer texts
3. Identify and comment on writer's choice of vocabulary, giving example sand explanation Identify and explain how writers use grammatical features for effect. for example, the use of short sentences to build tension Show awareness of the writers' craft by commenting on use of language, grammatical features and structure of texts
Read books that are structured in different ways Consider and evaluate how effectively texts are structured and laid out. Read non-fiction texts to support other curriculum areas. Read closely to ensure understanding Recommend books that they have read to their peers, giving reasons for their choices Identify key points in an appropriate text.
Learn a range of poetry by heart. for example, narrative verse, sonnet Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action Express a personal point of view about a text, giving reasons linked to evidence from texts Raise queries about texts Compare different versions of texts and explain the differences and similarities Listen to others' ideas and opinions about a text Build on others' ideas and opinions about a text in discussion Explain and comment on explicit and implicit points of view Summarise key information from different parts of a text Present a counter-argument in response to others' points of view Provide reasoned justifications for their views Refer to the text to support opinion Distinguish between statements of fact and opinion Find information using skimming to establish main idea Use scanning to find specific information Text mark to make research efficient and fast Organise information or evidence appropriately Explain the structural devices used to organise a text Comment on the structural devices used to organise the text Read several texts on the same topic to find and compare information Explain the main purpose of a text and summarise it succinctly Draw inferences from subtle clues across a complete text Recognise the impact of the social, historical, cultural on the themes in text Comment on the development of themes in longer novels Compare and contrast the styles of different writers with evidence and explanation Evaluate the styles of different writers with evidence and explanation Prepare poems and plays to read aloud and to perform, using body language, tone, pitch and volume to engage the audience Compare and contrast the language used in two different texts Identify the grammatical features/techniques used to create mood, atmosphere, key messages, attitudes Evaluate the impact of the grammatical features/techniques used to create mood, atmosphere, key messages, attitudes Identify how writers manipulate grammatical features for effect Analyse why writers make specific vocabulary choices Give a personal response to a range of literature and non-fiction texts, stating preferences and justifying them Explain how and why a text has impact on a reader Identify how characters change during the events of a longer novel Explain the key features, themes and characters across a text Compare and contrast characters, themes and structure in texts by the same and different writers Explain the author's viewpoint in a text and present an alternative point of view Explain an opinion, referring to the text to justify it; Point, Evidence and Explanation (PEE) Present a counter-argument in response to others' points of view using evidence from the text and explanation (PEE) Use a combination of skimming, scanning and text marking to find and collate information Re-present collated information
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Writing
Resilience
- Teaching sophisticated vocabulary
- Higher order questions in reading
- Teaching more complex structures in writing eg. Flashbacks, persuasive text, converting narrative text to different genres of writing
- Reading text that require perseverance in higher order thinking, unfamiliar language and non-linear text.
- Building stamina for reading and writing through inspiring topics
- Progress of writing frames, building on complexity of skills, to include grammar, spellings and handwriting.
- Analysis of text – comprehension – deepening and understanding
- Editing and improving in response to teacher feedback
Respect
- Quality Teaching – high expectations
- Providing the opportunity for children to select books in the reading scheme and library. It is important to respect children’s choice of literature, giving them ownership of what they read whilst exposing them to a range of genres.
- To respect children as authors and writers, encouraging them to develop the texts they enjoy and their unique style of writing.
- Homework menus related to current topics taught, this provides choice and style in which they wish to present the topic.
- Diversity
- To ensure children are exposed to a broad range of literature, including diverse texts. For example, the children in year 1 study the text Handa’s Surprise and enjoy learning about a range of fruit from different countries and African culture, in year 3 they explore the origins of chocolate, study the Aztecs and how chocolate is harvested from South America. In year 5 children explore the cultures in China. In year 6 the children study the arrival, this links to their Geography project on trade and the genre focusses on immigration. In year 6 children study the Holocaust and in year 2 and 3, children study European communities.
Compassion
- Application of writing skills in other subjects, for example, letter writing, leaflets, diary entries, cultural comparisons.
- Children have the opportunity to write with empathy from character’s perspectives, for example, in year 6 the children study Good Night Mr Tom, children write about the plight of an evacuee. In Y4 children write about the Pilgrim Fathers, they write about the journey and the difficulties they overcome. In Y2 children study nutrition and healthy lifestyles, they also look at sources of food and appreciate the local/farming community.
Innovation (creativity)
- West End Dance – linked to units of work (Books)
- Authors – units of work researched
- Spelling Bee
- Children are inspired to read and write through film, drama, presentations, creating models, recipes and experiments.
- Application of speaking and listening, reading and writing – projects include; Mini Police, Arts Ambassadors, School Council.
- Instil enjoyment for reading – World Book Day, Library, Class reads, Author topic (Roald Dahl, Michael Morpurgo etc).
- Class trips and visits from guest speakers linked to English topics (Holocaust, Authors, Planetarium, Ministry of chocolate, Rand Farm, Wildlife Park, Sherwood, London).
Writing Overview at Hawthorn Tree Primary School
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 |
Year 1 | Story writing (sentences) from the text Harry and his bucket of dinosaurs. (fiction)
| Biography (Non – fiction) Fact file (Non – fiction) Writing questions (Non -fiction) from non – fiction books on dinosaurs.
| Story writing Beginning , middle and end)(fiction) Newspapers (Non – fiction) Application of questions. (Non- fiction) From the texts Jack and the Beanstalk and the smartest giant in town.
| Extended story writing applying a plot, problem and solution on Dragons, knights and castles. | Explanation, alphabet, glossary based on texts on animals. (non – fiction) | Poetry - acrostic, colour, shape, rhyme. Instruction – cleaning teeth, jam sandwich, fruit salad. (fiction) |
| Writing transcription: Spelling (see English National Curriculum) Spell words containing each of the 40+ phonemes already taught. Children should be able to write and spell: Common exception words. The days of the week, Name the letters of the alphabet. Naming the letters of the alphabet in order. Children should be taught to: Use letter names to distinguish between alternative spellings of the same sound. Add prefixes and suffixes. Use the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs. Use 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 guidance, as listed in English National Curriculum Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far. | |||||
| Handwriting Pupils should be taught to: Sit correctly at a table, holding a pencil comfortably and correctly. Begin to form lower-case letters in the correct direction, starting and finishing in the 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. | |||||
| Writing, vocabulary, grammar and punctuation: Develop their understanding of the concepts set out in English National Curriculum 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. Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’ Learning the grammar for year 1 in English National Curriculum Use the grammatical terminology in discussing their writing. | |||||
| Writing Composition: Pupils should be taught to: Write sentences by saying out loud what they are going to write about. Composing a sentence orally before writing it. Sequencing sentences to form short narratives. Re-reading what they have written to check that it makes sense Discuss what they have written with the teacher or other pupils Read aloud their writing clearly enough to be heard by their peers and the teacher. | |||||
Spelling | Phonics RWI daily teaching 44 phonemes. Spelling tests weekly linked to children’s individual phonic ability.
teach whole class
the, is, a
of, put, no
to, pull, full,
his, has, go
I, push
| Phonics RWI daily teaching 44 phonemes.
Spelling tests weekly linked to children’s individual phonic ability.
teach whole class
were, do, he
we, so, said,
there, was, come,
she, some, one,
my, you, they,
be, me | Phonics RWI daily teaching 44 phonemes.
Spelling tests weekly linked to children’s individual phonic ability.
teach whole class
are, says,
school,
ask, friend,
once, our,
by, house, today | Phonics RWI daily teaching 44 phonemes.
Spelling tests weekly linked to children’s individual phonic ability.
teach whole class
where, here, your,
love, made, don’t
time, off,
please, children, went
could, would, should, | Phonics RWI daily teaching 44 phonemes.
Spelling tests weekly linked to children’s individual phonic ability.
teach whole class
asked, called,
bushes, pushes,
goes, does,
fixes, kisses, watches,
longest, shortest
compound words | Phonics RWI daily teaching 44 phonemes.
Spelling tests weekly linked to children’s individual phonic ability.
teach whole class
people, looked, little,
make,
there, their,
which, witch,
revisit compound words |
Grammar | What a sentence is. Using Capital letters, finger spaces and full stops.
Nouns and plurals of nouns (s)
See above (use of adjectives).
| Using nouns and plurals of nouns (s) in their work. To teach es for bushes, pushes etc.
To use a Capital letter for the names of places and people’s names.
To suffixes ed – for past tense language. e.g. The dinosaurs walked.
See above (use of question marks).
| To teach ‘ing’ and ‘er’ suffixes
To use the conjunction ‘and’ to extend sentences.
To know capital letters and their matching lowercase letter.
To use a Capital letter for the names of places and people’s names.
| To use the conjunction ‘because’ to explain why.
To use s, es, ing ed, er in their writing.
To use verbs.
To use exclamation marks.
| To extend sentences using ‘then’
To name the letters of the alphabet.
To add ‘er’ and ‘est’ to adjectives. (longest, longer etc) | Recap what verbs are.
Teach imperative verbs.
To use s, es, ing ed, er in their writing.
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Year 2 |
Sequencing events, instructions, re – telling stories, poetry, inspired by texts on Oliver’s vegetables and the little red hen. (Fiction and Non-fiction) |
Story – telling (sub plots), features of fairy tales, character profiles, extended narrative, based on texts Jack and the Bean Stalk and the incredibly mean stalk. (Fiction) |
Recount, story writing, redrafting, labelling captions, poems based on Funny Bones and the human body. (Fiction and non – fiction) |
Character profiles, recounts, explanation texts, story writing based on Madagascar. |
Character profiles, recount, letter writing, diary writing based on Horrid Henry (Fiction.) |
Character profiles, recount, letter writing, poetry, diary, job descriptions based on Pirates (Fiction. And non - fiction) |
| Writing transcription: Spelling (see English National Curriculum) 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 National Curriculum. Write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far. | |||||
| Handwriting: 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 un-joined. 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 reflects the size of the letters. | |||||
| Writing, vocabulary, grammar and punctuation: Develop their understanding of the concepts set out in English National Curriculum by: Learning how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms 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] 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). Some features of written Standard English. Use and understand the grammatical terminology in discussing their writing. | |||||
| Writing composition: Develop positive attitudes towards and stamina for writing by Writing narratives about personal experiences and those of others (real and fictional) Writing about real events Writing poetry Writing for different purposes Consider what they are going to write before beginning by: Planning or saying 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 b 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] Read aloud what they have written with appropriate intonation to make the meaning clear. | |||||
Spelling |
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Grammar |
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RS Revision - Grammar |
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Co-ordination Or, and, but
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Year 3 | Biography, recipes, poetry, descriptions, from R Dahl George’s marvellous medicine, revolting rhymes and his biography. (Fiction and non – fiction) | Character profiles, letter writing, instructional writing on Charlie and the chocolate factory. (Fiction) | Character profile, sequencing, sub – plots, problem, characterisation and description. Extended writing based on a robot story. (Fiction) | Stories with super heroes, Marvel stories. Complex story structure building action and direct speech. (Fiction) | Explanation, instruction and recount on castles. (Fiction and non – fiction) | Explanation, ancient story writing, timelines, viewpoints in historical times based on Egypt. (fiction and non – fiction) |
Year 4 | Legends on Robin Hood, note taking, interview question, script writing. (Fiction) | Science fiction, characterisation, plots, sub plots, extended writing, problems and resolutions. (Fiction) | Norman conquest, note taking news article, summarisation. (Non – fiction_ | Myth, instruction, narrative – setting, character, plot, problem solving, resolution based on how to train a dragon. (Fiction) | Rainforests - note taking, development of vocabulary, explanation texts, persuasive writing - holiday brochure. (non – fiction) | Chosen author – Retrieval of information, research, diary writing. (Fiction) |
| Writing transcription: Pupils should be taught to: Use further prefixes and suffixes and understand how to add them. Spell further homophones. Spell words that are often misspelt. 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. Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far. | |||||
| Handwriting: Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left un-joined. 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]. | |||||
| Writing, vocabulary, grammar and punctuation: Develop their understanding of the concepts set out in English National Curriculum by: 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 years 3 and 4 in English National Curriculum. 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 speech. Use and understand the grammatical terminology, accurately and appropriately when discussing their writing and reading | |||||
| Writing composition: Plan their writing by: 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. 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. | |||||
Spelling Y3 | Week 1: Adding the prefixes dis – and –in Week 2: Unit 1 – Adding the prefixes dis – and –in Week 3: Unit 2 – Adding im- to root words beginning with m or p Week 4: Unit 2 – Adding im- to root words beginning with m or p Week 5: Unit 3 – Adding the suffix - ous Week 6: Unit 3 – Adding the suffix - ous Week 7: Unit 4 – Adding the suffix - ous Week 8: Unit 4 – Adding the suffix - ous Week 9: Unit 5 – Words ending in -ture Week 10: Unit 5 – Words ending in -ture Week 11: Special Focus – homophones Week 12: Unit 6 - Adding –ation to verbs to form nouns Week 13: Unit 6 - Adding –ation to verbs to form nouns
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| Week 14: Unit 7 - Words with c sound spelt ch Week 15: Unit 7 - Words with c sound spelt ch Week 16: Unit 8 – Words with sh sound spelt ch Week 17: Unit 8 – Words with sh sound spelt ch Week 18: Special Focus – The short I sound spelt y Week 19: Unit 9 – Adding the suffix -ion Week 20: Unit 9 – Adding the suffix -ion Week 21: Unit 10 - Adding the suffix -ian Week22: Unit 10 - Adding the suffix -ian Week 23: Unit 11 – Adding the prefix re- Week 24: Unit 11 – Adding the prefix re-
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| Week 25: Special Focus – Homophones Week 26: Unit 12: Adding the prefix anti- Week 27: Unit 12: Adding the prefix anti- Week 28: Unit 13 – Adding the prefix super- Week 29: Unit 13 – Adding the prefix super Week 30: Unit 14 – Adding the prefix sub- Week 31: Unit 14 - Adding the prefix sub-
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Grammar Y3 | Nouns, plural nouns Verbs Pronouns Noun phrases Direct speech Nouns to avoid repetition | A or an Word classes Dictionary work Verb matching and tenses Conjunctions !?. Clauses with conjunction | Revise noun phrases Apostrophe for possession and contraction Present perfect | Past to present Paragraphs Inverted commas Revise conjunctions | Plurals Contractions Adverbs prepositions | Clauses revised Commas for fronted adverbials Commas Revise inverted commas |
Spelling Y4 |
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Grammar Y4 |
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RS Revision - Grammar |
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Year 5 | Biography and recount. Michael Morpurgo (fiction and non – fiction) | Story writing based on legends of King Arthur. Exploring character motives, character traits, action and dialogue, reported and direct speech. (Fiction) | Journal a letter writing based on North Pole and Arctic adventures. (Non-fiction and fiction) | Story and poetry based on Arctic animal quests. Development of building cohesions between paragraphs. (Fiction) | Myths and play scripts based on Greek myths King Midas. (Fiction and non – fiction) | Persuasive writing, pamphlet and folk tales based on China. (Fiction and non – fiction) |
Year 6 | Newspaper Report, Character Sketch, Flashback Narrative, Speeches, Dual Diary Entry based on Good night Mr Tom. (Fiction and non – fiction) | Biography, Performance Poetry, Non-chronological Report based on the Holocaust (Fiction and non – fiction) | Newspaper Report, Recount, Obituary, Role Play, Debate based on The Titanic, fiction and non-fiction.)
| Narrative Character (journal)Non-Chronological Report based on the unforgotten coat (Fiction and non – fiction) | Adventure Narrative based on the Templeton twins based on fiction and non – fiction.
| Letter Writing, sketch, Memoirs, Job Advertisements, Biography based on hidden figures (fiction and non – fiction)
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| Writing transcription: Pupils should be taught to: Use further prefixes and suffixes and understand how to add them. Spell further homophones. Spell words that are often misspelt. 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. Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far. | |||||
| Handwriting: Write legibly, fluently and with increasing speed by: Choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters. Choosing the writing implement that is best suited for a task. | |||||
| Writing, vocabulary, grammar and punctuation: Develop their understanding of the concepts, set out by: 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 years 5 and 6 in English National Curriculum. 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. Using a colon to introduce a list, punctuating bullet points consistently. Use and understand the grammatical terminology accurately and appropriately in discussing their writing and reading. | |||||
| Writing: Composition: 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 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. | |||||
Spelling Y5 | Intent To be able to understand and apply the concepts of word structure, drawing on their knowledge of morphology and etymology to spell correctly. Implementation Unit 1: Words with silent letter b
Unit 2: Words ending in –ible
Special focus 1: Words that contain the letter-string ough
Special focus 2: Homophones | Intent To be able to understand and apply the concepts of word structure, drawing on their knowledge of morphology and etymology to spell correctly. Implementation Unit 3: Words ending in –able
Unit 4: Words with silent letter t
Special focus 3: Orange words
Special focus 4: Orange words | Intent To be able to understand and apply the concepts of word structure, drawing on their knowledge of morphology and etymology to spell correctly. Implementation Unit 5: Words ending in -ibly and –ably
Unit 6: Words ending in –ent
Special focus 5: Homophones and other words that are easily confused
Special focus 6: Orange words | Intent To be able to understand and apply the concepts of word structure, drawing on their knowledge of morphology and etymology to spell correctly. Implementation Unit 7: Words ending in –ence
Unit 8: The ee sound spelt ei
Special focus 7: Orange words
Special focus 8: Homophones and other words that are easily confused | Intent To be able to understand and apply the concepts of word structure, drawing on their knowledge of morphology and etymology to spell correctly.
Implementation Unit 9: Words ending in -ant, -ance, and –ancy
Unit 10: Words ending in shus spelt –cious
Y5 Special focus 9: Orange words
Y5 Special focus 10: Orange words | Intent To be able to understand and apply the concepts of word structure, drawing on their knowledge of morphology and etymology to spell correctly. Implementation Unit 11: Words ending in shus spelt –tious
Unit 12: Words ending in shul spelt -cial or -tial
Special focus 11: Orange words
Special focus 12: Orange words |
Grammar Y5 | Intent Develop their understanding and use of a range of grammatical features. Use and understand grammatical terminology. Indicate grammatical features through punctuation.
Implementation Word Classes Adverbial Phrases | Intent Develop their understanding and use of a range of grammatical features. Use and understand grammatical terminology. Indicate grammatical features through punctuation.
Implementation Suffixes Prefixes | Intent Develop their understanding and use of a range of grammatical features. Use and understand grammatical terminology. Indicate grammatical features through punctuation.
Implementation Relative Clauses Relative Pronouns Subordinating conjunctions | Intent Develop their understanding and use of a range of grammatical features. Use and understand grammatical terminology. Indicate grammatical features through punctuation.
Implementation Subordinate Clauses Modal Verbs
| Intent Develop their understanding and use of a range of grammatical features. Use and understand grammatical terminology. Indicate grammatical features through punctuation.
Implementation Cohesive devices | Intent Develop their understanding and use of a range of grammatical features. Use and understand grammatical terminology. Indicate grammatical features through punctuation.
Implementation Parenthesis Using commas to avoid ambiguity |
Spelling Y6 | Unit 1: Suffixes Special Focus: words containing ough Unit 2: Suffixes Special Focus Orange words Unit 3: Suffixes Special Focus – Homophones and other words often confused
| Unit 4: Suffixes Special Focus – Orange Words Unit 5: Suffixes Special Focus – orange Words Unit 6: the sh sound spelt ti or ci Special Focus – Homophones and other words often confused | Unit 7: sh sound spelt si or ssi Special Focus Orange Words Unit 8: Silent Letters Special Focus Orange Words Unit 9: ei and ie Special Focus - Hyphens | Unit 10: Words ending in -ible and –able Special Focus: Common Mistakes Unit 11: Plural Nouns (1) Special Focus: Orange Words Unit 12: Plural Nouns (2) Special Focus: Homophones | Review and Revise Previously learned spelling and statutory words. | Review and Revise Previously learned spelling and statutory words. |
Grammar Y6 | Word Classes Clauses and Phrases Cohesive Devises Connectives Synonyms and Antonyms Past and Present Question Marks Exclamation Marks Ellipsis
| Prepositions Semi-colons Colons Dashes to mark Brackets, dashes or commas to indicate Parenthesis Adverbials Paragraphs Cohesion Passive Verbs | Relative clauses (who, which, when, where and whose) Pronouns Perfect Form of Verbs Modal Verbs Infinite Verbs Speech Marks Reported Speech
| Use of ‘I’ and ‘me’ Active and Passive Voice Homonyms Etymology Fronted Adverbials Formality
| SATs Revision Modifiers Tenses Double Negatives Apostrophes
| Revision Paragraphs Brackets, dashes and bullet points Pronouns
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