Phonic & Whole word spelling

• use further prefixes and suffixes and understand how to add them
• place the possessive apostrophe accurately in words with regular plurals and in words with irregular plurals
• use the first 2 or 3 letters of a word to check its spelling in a dictionary

Other word building spelling

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

Transcription

• use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
• increase the legibility, consistency and quality of their handwriting

Handwriting

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

Contexts for Writing

• discussing and recording ideas
• composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures

Planning Writing

• organising paragraphs around a theme
• in narratives, creating settings, characters and plot
• in non-narrative material, using simple organisational devices

Drafting Writing

• 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
• proofread for spelling and punctuation errors

Editing Writing

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

Performing Writing

• extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
• choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition

Vocabulary

• using fronted adverbials
• difference between plural and possesive -s
• Standard English verb inflections (I did vs I done)
• extended noun phrases, including with prepositions
• appropriate choice of pronoun or noun to create cohesion

Grammar
(edited to reflect content in Appendix 2)

• using commas after fronted adverbials
• indicating possession by using the possessive apostrophe with singular and plural nouns
• using and punctuating direct speech (including pucntuation within and surrounding inverted commas)

Punctuation
(edited to reflect content in Appendix 2)

determiner, pronoun, possessive pronoun,
adverbial

Grammatical Terminology

• use further prefixes and suffixes and understand how to add them
• place the possessive apostrophe accurately in words with regular plurals and in words with irregular plurals
• use the first 2 or 3 letters of a word to check its spelling in a dictionary

Decoding

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

Range of Reading

*checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
*asking questions to improve their understanding of a text
*identifying main ideas drawn from more than one paragraph and summarising these

Familiarity with texts

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

Poetry & Performance

*predicting what might happen from details stated and implied

Word meanings

*discussing words and phrases that capture the reader’s interest and imagination
*identifying how language, structure, and presentation contribute to meaning

Understanding

*retrieve and record information from non-fiction

Inference

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

Prediction

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

Authorial Intent

*checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
*asking questions to improve their understanding of a text
*identifying main ideas drawn from more than one paragraph and summarising these

Non-fiction

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

Discussing reading

*predicting what might happen from details stated and implied