Text types - Persuasive letter, Report, Poetry, Plays, Information texts, Recounts, Stories

Spoken Language

  • listen and respond appropriately to adults and their peers
  • ask relevant questions to extend their understanding and knowledge
  • use relevant strategies to build their vocabulary
  • articulate and justify answers, arguments and opinions
  • give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
  • maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
  • use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
  • speak audibly and fluently with an increasing command of Standard English
  • participate in discussions, presentations, performances, role play/improvisations and debates
  • gain, maintain and monitor the interest of the listener(s)
  • consider and evaluate different viewpoints, attending to and building on the contributions of others
  • select and use appropriate registers for effective communication



  • segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
  • learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling
  • add –ing, -ed, -er, -est
  • add ‘-es’ to nouns and verbs ending in ‘y’
  • add suffixes: -ful, -less, -ly, -ment, -ness
  • homophones (there/ their/ they’re, to/too/two, here/hear)
  • learn to spell words with contracted forms
  • learn how to use the possessive apostrophe (singular nouns)
  • write simple sentences dictated by the teacher using GPCs, common exception words and punctuation taught
  • See appendix 1 for further spelling details



  • 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 (starting with digraphs) and understand which letters, when adjacent to one another, are best left unjoined
  • write capital letters 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



Vocabulary, Grammar and Punctuation

ü form nouns using suffixes (–ness, –er) and by compounding e.g. snowman

ü form adjectives using suffixes such as –ful, –less

ü use suffixes –er, –est,–ly to turn adjectives into adverbs

ü use conjunctions for subordination (when, if, that, because) and co-ordination (or, and, but)

ü use expanded noun phrases for description and specification, e.g the blue butterfly, plain flour, the man in the moon

ü understand how the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command

ü use present tense/ past tense consistently throughout writing

ü use the progressive form of verbs in the present and past tense to mark actions in progress, e.g. she is drumming, he was shouting

ü use capital letters, full stops, question marks and exclamation marks to demarcate sentences

ü use commas to separate items in a list

ü use apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns, e.g. the girl’s name

  • Terminology: noun, noun phrase, adjective, adverb, verb, statement, question, exclamation, command, compound, suffix, past tense, present tense, apostrophe, comma


Word Reading

  • continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
  • read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
  • read accurately words of two or more syllables that contain the same graphemes as above
  • read words containing common suffixes
  • read further common exception words, noting unusual correspondence between spelling and sound and where these occur in the word
  • read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
  • read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
  • reread these books to build up their fluency and confidence in word reading

Reading Comprehension

Develop pleasure in reading, motivation to read, vocabulary and understanding.

  • listen to, discuss and express views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
  • discuss the sequence of events in books and how items of information are related
  • become increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
  • being introduced to non-fiction books that are structured in different ways
  • recognising simple recurring literary language in stories and poetry
  • discussing and clarifying the meanings of words, linking new meanings to known vocabulary
  • discussing their favourite words and phrases
  • continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
  • develop understanding by drawing on what they already know or on background information and vocabulary provided by the teacher
  • checking that the text makes sense to them as they read, and correcting inaccurate reading
  • making inferences on the basis of what is being said and done
  • answering and asking questions
  • predicting what might happen on the basis of what has been read so far
  • participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
  • explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves

Writing: Composition, Cohesion and Effect

Drafting and Writing

  • Develop positive attitudes to and stamina for writing by writing narratives about personal experiences and those of others (real and fictional), writing about real events, writing poetry and 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
  • encapsulating what they want to say, sentence by sentence
  • writing down ideas and/or key words, including new vocabulary
  • plan own story with a logical sequence of events
  • assemble information on a subject



  •  imitate or adapt familiar stories about familiar characters
  • write own story, grouping complete sentences together to tell each part
  • select appropriate words/phrases and include relevant details that sustain the reader/listener’s interest, justifying choices
  • explore characters’ feelings and situations, using role play and improvisation
  • use some formal story language
  • maintain consistency in tense
  • write some dialogue (no expectation of speech punctuation)
  • suggest viewpoint with brief comments or questions on actions or situations



  • choose words carefully for effect in poetry, e.g. use of alliteration
  • write poems following a modelled style



  • write simple information texts incorporating labelled pictures and diagrams and use language appropriate to the text type
  • use some features of the given form maintaining consistency in purpose and tense
  • suggest viewpoint with brief comments or questions on actions or situations


Proof-reading, editing and evaluating

  • make simple additions, revisions and corrections to writing by:
  • proof-reading to check for errors in spelling, grammar and punctuation
  • evaluating writing with the teacher and other pupils
  • re-reading to check writing makes sense and that verbs to indicate time are used correctly and consistently



read aloud what has been written with appropriate intonation to make the meaning clear