Stage 1
Grammar and punctuation
Reading
Writing
•
Mark some sentence endings with a full stop.
Reading
The following genres and text types are recommended at Stage 1:
Fiction and poetry: real life stories, traditional tales from
different
cultures, fantasy stories, poetry and plays.
Non-fiction: non-chronological report, simple recount,
instructions.
Fiction and poetry
Non-fiction
Stage
Writing
Fiction
Non-fiction
Presentation
Speaking and listening
St
Stage
2
Grammar and punctuation
Reading
Writing
Reading
The
following genres and text types are recommended at Stage 2:
Fiction
and poetry: real life stories, traditional tales from different
cultures,
different stories by the same author, longer stories, poetry and plays.
Non-fiction:
non-chronological report, instructions, explanation, reference texts.
Fiction and poetry
Non-fiction
Writing
Fiction
Non-fiction
•
Write instructions and recount events and experiences.
•
Use features of chosen text type.
•
Use simple non-fiction texts as a model for writing.
•
Make simple notes from a section of non-fiction texts, e.g. listing key words.
Presentation
•
Form letters correctly and consistently.
•
Practise handwriting patterns and the joining of letters.
Speaking and listening
•
Recount experiences and explore possibilities.
•
Explain plans and ideas, extending them in the light of discussion.
•
Articulate clearly so that others can hear.
Stage 3
Phonics, spelling and vocabulary
Grammar and punctuation
Reading
Writing
•
Maintain accurate use of capital letters and full stops in showing sentences.
Reading
The
following genres and text types are recommended at Stage 3:
Fiction
and poetry: real life stories, myths and legends, adventure
stories,
poetry and plays.
Non-fiction:
letters, reports, instructions, reference texts.
Fiction and poetry
Non-fiction
Writing
Fiction
Non-fiction
Presentation
Speaking and listening
Stage 4
Phonics, spelling and vocabulary
•
Extend knowledge and use of spelling patterns, e.g. vowel phonemes, double
consonants, silent letters, common prefixes and suffixes.
•
Confirm all parts of the verb to
be and know when to use each one.
•
Apply phonic/spelling, graphic, grammatical and contextual knowledge in reading
unfamiliar words.
•
Identify syllabic patterns in multisyllabic words.
•
Spell words with common letter strings but different pronunciations, e.g. tough, through, trough,
plough.
•
Investigate spelling patterns; generate and test rules that govern them.
•
Revise rules for spelling words with common inflections, e.g. -ing, -ed, -s.
•
Extend earlier work on prefixes and suffixes.
•
Match spelling to meaning when words sound the same (homophones), e.g. to/two/too, right/write.
•
Use all the letters in sequence for alphabetical ordering.
•
Check and correct spellings and identify words that need to be learned.
•
Use more powerful verbs, e.g. rushed
instead of went.
•
Explore degrees of intensity in adjectives, e.g. cold, tepid, warm,
hot.
•
Look for alternatives for overused words and expressions.
•
Collect and classify words with common roots, e.g. invent, prevent.
•
Build words from other words with similar meanings, e.g. medical, medicine.
Grammar and punctuation
Reading
•
Use knowledge of punctuation and grammar to read with fluency, understanding
and expression.
•
Identify all the punctuation marks and respond to them when reading.
•
Learn the use of the apostrophe to show possession, e.g. girl’s, girls’.
•
Practise using commas to mark out meaning within sentences.
•
Identify adverbs and their impact on meaning.
•
Investigate past, present and future tenses of verbs.
•
Investigate the grammar of different sentences: statements, questions and
orders.
•
Understand the use of connectives to structure an argument, e.g. if, although.
Writing
•
Use a range of end-of-sentence punctuation with accuracy.
•
Use speech marks and begin to use other associated punctuation.
•
Experiment with varying tenses within texts, e.g. in dialogue.
•
Use a wider variety of connectives in an increasing range of sentences.
•
Re-read own writing to check punctuation and grammatical sense.
Reading
The
following genres and text types are recommended at Stage 4:
Fiction
and poetry: historical stories, stories set in imaginary worlds,
stories
from other cultures, real life stories with issues/dilemmas,
poetry
and plays including imagery.
Non-fiction:
newspapers and magazines, reference texts,
explanations,
persuasion including advertisements.
Fiction and poetry
•
Extend the range of reading.
•
Explore the different processes of reading silently and reading aloud.
•
Investigate how settings and characters are built up from details and identify
key words and phrases.
•
Explore implicit as well as explicit meanings within a text.
•
Recognise meaning in figurative language.
•
Understand the main stages in a story from introduction to resolution.
•
Explore narrative order and the focus on significant events.
•
Retell or paraphrase events from the text in response to questions.
•
Understand how expressive and descriptive language creates mood.
•
Express a personal response to a text and link characters and settings to
personal experience.
•
Read further stories or poems by a favourite writer, and compare them.
•
Read and perform play-scripts, exploring how scenes are built up.
•
Explore the impact of imagery and figurative language in poetry,including
alliteration and simile, e.g. as
... as a ....
• Compare and
contrast poems and investigate poetic features.
Non-fiction
•
Understand how points are ordered to make a coherent argument.
•
Understand how paragraphs and chapters are used to organise ideas.
•
Identify different types of non-fiction text and their known key features.
•
Read newspaper reports and consider how they engage the reader.
•
Investigate how persuasive writing is used to convince a reader.
•
Note key words and phrases to identify the main points in a passage.
•
Distinguish between fact and opinion in print and ICT sources.
Writing
Fiction
•
Explore different ways of planning stories, and write longer stories from
plans.
•
Elaborate on basic information with some detail.
•
Write character profiles, using detail to capture the reader’s imagination.
•
Explore alternative openings and endings for stories.
•
Begin to adopt a viewpoint as a writer, expressing opinions about characters or
places.
•
Begin to use paragraphs more consistently to organise and sequence ideas.
•
Choose and compare words to strengthen the impact of writing, including some
powerful verbs.
Non-fiction
•
Explore the layout and presentation of writing, in the context of helping it to
fit its purpose.
•
Show awareness of the reader by adopting an appropriate style or viewpoint.
•
Write newspaper-style reports, instructions and non-chronological reports.
•
Present an explanation or a point of view in ordered points, e.g. in a letter.
•
Collect and present information from non-fiction texts.
•
Make short notes from a text and use these to aid writing.
•
Summarise a sentence or a paragraph in a limited number of words.
Presentation
•
Use joined-up handwriting in all writing.
Speaking and listening
•
Organise ideas in a longer speaking turn to help the listener.
•
Vary use of vocabulary and level of detail according to purpose.
•
Understand the gist of an account or the significant points and
respond
to main ideas with relevant suggestions and comments.
•
Deal politely with opposing points of view.
•
Listen carefully in discussion, contributing relevant comments and questions.
•
Adapt the pace and loudness of speaking appropriately when performing or
reading aloud.
•
Adapt speech and gesture to create a character in drama.
•
Comment on different ways that meaning can be expressed in own and others’
talk.
Stage 5
Phonics, spelling and vocabulary
•
Investigate the spelling of word-final unstressed vowels, e.g. the unstressed
‘er’ at the end of butter and unstressed ‘ee’ at the end of city.
•
Recognise a range of less common letter strings in words which may be
pronounced differently.
•
Spell and make correct use of possessive pronouns, e.g. their, theirs, my,
mine.
•
Identify ‘silent’ vowels in polysyllabic words, e.g. library, interest.
•
Use effective strategies for learning new spellings and misspelt words.
•
Learn spelling rules for words ending in -e and -y,
e.g. take/taking, try/tries.
•
Know rules for doubling consonants and investigate patterns in the use of
single and double consonants, e.g. -full/-ful.
•
Investigate spelling patterns for pluralisation, e.g. -s, -es, -y/-ies, -f/-ves.
•
Extend earlier work on prefixes and suffixes, recognising that different
spelling rules apply for suffixes which begin with vowels and those that begin
with consonants.
•
Investigate ways of creating opposites, e.g. un-,
im- and comparatives, e.g. -er, -est.
•
Revise grammatical homophones, e.g. they’re, their,
there.
•
Use dictionaries efficiently and carry out ICT spell checks.
•
Identify unfamiliar words, explore definitions and use new words in context.
•
Extend understanding of the use of adverbs to qualify verbs, e.g. in dialogue.
•
Use a thesaurus to extend vocabulary and choice of words.
•
Collect synonyms and opposites and investigate shades of meaning.
•
Use known spellings to work out the spelling of related words.
•
Identify word roots and derivations to support spelling and vocabulary, e.g. sign, signal, signature.
•
Investigate the origin and appropriate use of idiomatic phrases.
Grammar and punctuation
Reading
•
Learn how dialogue is set out and punctuated.
•
Identify prepositions and use the term.
•
Understand conventions of standard English, e.g. agreement of verbs.
•
Understand the difference between direct and reported speech.
• Investigate
clauses within sentences and how they are connected.
Writing
•
Begin to use the comma to separate clauses within sentences and clarify meaning
in complex sentences.
•
Use apostrophes for both possession and shortened forms.
•
Begin to set out dialogue appropriately, using a range of punctuation.
•
Use an increasing range of subordinating connectives.
•
Explore ways of combining simple sentences and re-ordering clauses to make
compound and complex sentences.
•
Use pronouns, making clear to what or to whom they refer.
•
Practise proofreading and editing own writing for clarity and correctness.
Reading
The
following genres and text types are recommended at Stage 5:
Fiction
and poetry: novels and longer stories, fables, myths and
legends,
stories from other cultures, older literature including
traditional
tales, poetry and plays including film narrative and dramatic
conventions.
Non-fiction:
instructions, recounts (including biography), persuasion.
Fiction and poetry
•
Read widely and explore the features of different fiction genres.
•
Provide accurate textual reference from more than one point in a story to
support answers to questions.
•
Compare the structure of different stories.
•
Comment on a writer’s use of language and explain reasons for writer’s choices.
•
Begin to interpret imagery and techniques, e.g. metaphor, personification,
simile, adding to understanding beyond the literal.
•
Discuss metaphorical expressions and figures of speech.
•
Identify the point of view from which a story is told.
•
Consider how a writer expresses their own point of view, e.g. how characters
are presented.
•
Read and identify characteristics of myths, legends and fables.
•
Compare and evaluate the print and film versions of a novel or play.
•
Compare dialogue and dramatic conventions in film narrative.
•
Read and perform narrative poems.
•
Read poems by significant poets and compare style, forms and themes.
Non-fiction
•
Look for information in non-fiction texts to build on what is already known.
•
Locate information confidently and efficiently from different sources.
•
Skim read to gain an overall sense of a text and scan for specific information.
•
Develop note-taking to extract key points and to group and link ideas.
•
Note the use of persuasive devices, words and phrases in print and other media.
•
Explore the features of texts which are about events and experiences, e.g.
diaries.
•
Understand the use of impersonal style in explanatory texts.
•
Read and evaluate non-fiction texts for purpose, style, clarity and organisation.
•
Compare writing that informs and persuades.
Writing
Fiction
•
Map out writing to plan structure, e.g. paragraphs, sections, chapters.
•
Write new scenes or characters into a story, or write from another viewpoint.
•
Write own versions of legends, myths and fables, using structures from reading.
•
Choose words and phrases carefully to convey feeling and atmosphere.
•
Maintain a consistent viewpoint when writing.
•
Begin to attempt to establish links between paragraphs using adverbials.
•
Write a play-script, including production notes to guide performance.
• Use imagery
and figurative language to evoke imaginative response.
Non-fiction
•
Record ideas, reflections and predictions about books, e.g. in a reading log.
•
Draft and write letters for real purposes.
•
Use a more specialised vocabulary to match the topic.
•
Write non-chronological reports and explanations.
•
Write a commentary on an issue, setting out and justifying a personal view.
•
Make notes for different purposes, using simple abbreviations and writing ‘in
your own words’.
•
Understand the use of notes in writing ‘in your own words’.
•
Evaluate own and others’ writing.
Presentation
•
Review, revise and edit writing in order to improve it, using ICT as appropriate.
Speaking and listening
•
Shape and organise ideas clearly when speaking to aid listener.
•
Prepare and present an argument to persuade others to adopt a point of view.
•
Talk confidently in extended turns and listen purposefully in a range of
contexts.
•
Begin to adapt non-verbal gestures and vocabulary to suit content and audience.
•
Describe events and convey opinions with increasing clarity and detail.
•
Recall and discuss important features of a talk, possibly contributing new
ideas.
•
Ask questions to develop ideas and extend understanding.
•
Report back to a group, using notes to present findings about a topic studied.
Evaluate what is heard and give reasons for agreement or disagreement.
•
Take different roles and responsibilities within a group.
•
Convey ideas about characters in drama through deliberate choice of speech,
gesture and movement.
•
Begin to discuss how and why language choices vary in different situations.
Stage 6
Phonics, spelling and vocabulary
•
Learn word endings with different spellings but the same pronunciation, e.g. -tion, -cian, -sion, -ssion; -ance, -ence.
•
Confirm correct choices when representing consonants, e.g. ‘ck’/’k’/’ke’/’que’/’ch’;
‘ch’/’tch’; ‘j’/’dj’/’dje’.
•
Continue to learn words, apply patterns and improve accuracy in spelling.
•
Further investigate spelling rules and exceptions, including representing
unstressed vowels.
•
Develop knowledge of word roots, prefixes and suffixes, including recognising
variations, e.g. im,
in,
ir,
il;
ad,
ap,
af,
al and
knowing when to use double consonants.
•
Know how to transform meaning with prefixes and suffixes.
•
Investigate meanings and spellings of connectives.
•
Explore definitions and shades of meaning and use new words in context.
•
Explore word origins and derivations and the use of words from other languages.
•
Understand changes over time in words and expressions and their use.
•
Explore proverbs, sayings and figurative expressions.
Grammar and punctuation
Reading
•
Identify uses of the colon, semi-colon, parenthetic commas, dashes and
brackets.
•
Revise different word classes.
•
Investigate the use of conditionals, e.g. to express possibility.
•
Begin to show awareness of the impact of writers’ choices of sentence length
and structure.
•
Revise language conventions and grammatical features of different types of
text.
•
Explore use of active and passive verbs within a sentence.
•
Understand the conventions of standard English usage in different forms of
writing.
•
Distinguish the main clause and other clauses in a complex sentence.
Phonics, spelling and vocabulary
•
Learn word endings with different spellings but the same pronunciation, e.g. -tion, -cian, -sion, -ssion; -ance, -ence.
•
Confirm correct choices when representing consonants, e.g. ‘ck’/’k’/’ke’/’que’/’ch’;
‘ch’/’tch’; ‘j’/’dj’/’dje’.
•
Continue to learn words, apply patterns and improve accuracy in spelling.
•
Further investigate spelling rules and exceptions, including representing
unstressed vowels.
•
Develop knowledge of word roots, prefixes and suffixes, including recognising
variations, e.g. im,
in,
ir,
il;
ad,
ap,
af,
al and
knowing when to use double consonants.
•
Know how to transform meaning with prefixes and suffixes.
•
Investigate meanings and spellings of connectives.
•
Explore definitions and shades of meaning and use new words in context.
•
Explore word origins and derivations and the use of words from other languages.
•
Understand changes over time in words and expressions and their use.
•
Explore proverbs, sayings and figurative expressions.
Grammar and punctuation
Reading
•
Identify uses of the colon, semi-colon, parenthetic commas, dashes and
brackets.
•
Revise different word classes.
•
Investigate the use of conditionals, e.g. to express possibility.
•
Begin to show awareness of the impact of writers’ choices of sentence length
and structure.
•
Revise language conventions and grammatical features of different types of
text.
•
Explore use of active and passive verbs within a sentence.
•
Understand the conventions of standard English usage in different forms of
writing.
•
Distinguish the main clause and other clauses in a complex sentence.
Writing
•
Punctuate speech and use apostrophes accurately.
•
Use a wider range of connectives to clarify relationships between ideas, e.g. however, therefore, although.
•
Use connectives to structure an argument or discussion.
•
Develop grammatical control of complex sentences, manipulating them for effect.
•
Develop increasing accuracy in using punctuation effectively to mark out the
meaning in complex sentences.
Reading
The
following genres and text types are recommended at Stage 6:
Fiction:
various genres including science fiction, extended narratives,
stories
with flashbacks, poetry and plays including imagery.
Non-fiction:
instructions, recounts (including biography and
autobiography),
diaries, journalistic writing, argument and discussion,
formal
and impersonal writing.
Fiction and poetry
•
Develop familiarity with the work of established authors and poets,identifying
features which are common to more than one text.
•
Consider how the author manipulates the reaction of the reader, e.g. how
characters and settings are presented.
•
Look for implicit meanings, and make plausible inferences based on more than
one point in the text.
•
Understand aspects of narrative structure, e.g. the handling of time.
•
Analyse the success of writing in evoking particular moods, e.g. suspense.
•
Paraphrase explicit meanings based on information at more than one point in the
text.
•
Comment on writer’s use of language, demonstrating awareness of its impact on
the reader.
•
Begin to develop awareness that the context for which the writer is writing and
the context in which the reader is reading can impact on how the text is
understood.
•
Take account of viewpoint in a novel, and distinguish voice of author from that
of narrator.
•
Discuss and express preferences in terms of language, style and themes.
•
Articulate personal responses to reading, with close reference to the text.
•
Explore how poets manipulate and play with words and their sounds.
•
Read and interpret poems in which meanings are implied or multilayered.
Non-fiction
•
Analyse how paragraphs and chapters are structured and linked.
•
Recognise key characteristics of a range of non-fiction text types.
•
Explore autobiography and biography, and first and third person narration.
•
Identify features of balanced written arguments.
•
Compare the language, style and impact of a range of non-fiction writing.
•
Distinguish between fact and opinion in a range of texts and other media.
Writing
Fiction
•
Plan plot, characters and structure effectively in writing an extended story.
•
Manage the development of an idea throughout a piece of writing, e.g. link the
end to the beginning.
•
Establish and maintain a clear viewpoint, with some elaboration of personal
voice.
•
Use different genres as models for writing.
•
Use paragraphs, sequencing and linking them appropriately to support overall
development of the text.
•
Use a range of devices to support cohesion within paragraphs.
•
Develop some imaginative detail through careful use of vocabulary and style.
Non-fiction
•
Use the styles and conventions of journalism to write reports on events.
•
Adapt the conventions of the text type for a particular purpose.
•
Select appropriate non-fiction style and form to suit specific purposes.
•
Write non-chronological reports linked to work in other subjects.
•
Develop skills of writing biography and autobiography in role.
•
Argue a case in writing, developing points logically and convincingly.
•
Write a balanced report of a controversial issue.
•
Summarise a passage, chapter or text in a given number of words.
Presentation
•
Use ICT effectively to prepare and present writing for publication.
Speaking and listening
•
Express and explain ideas clearly, making meaning explicit.
•
Use spoken language well to persuade, instruct or make a case, e.g. in a
debate.
•
Vary vocabulary, expression and tone of voice to engage the listener and suit
the audience, purpose and context.
•
Structure talk to aid a listener’s understanding and engagement.
•
Speak confidently in formal and informal contexts.
•
Pay close attention in discussion to what others say, asking and answering
questions to introduce new ideas.
•
Help to move group discussion forward, e.g. by clarifying, summarising.
•
Prepare, practise and improve a spoken presentation or performance.
•
Convey ideas about characters in drama in different roles and scenarios through
deliberate choice of speech, gesture and movement.
•
Reflect on variations in speech, and appropriate use of standard English.
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