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Fulbourn Primary School

Dare to Discover

English

Strands EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Reading  - Decoding

Recognise and reproduce the syllables that make up words, including by clapping.

Learn to recognise the letters of the alphabet by sound and name.

Decode regular words and read them aloud accurately.

Read some common irregular words.

Meet the standard for the Phonics Screening Check.

Read common exception words.

Read contractions and understand use of the apostrophe.

Meet the standard for the Phonics Screening Check.

Read most frequently encountered words quickly and accurately.

Read multisyllable words containing taught GPCs.

Use knowledge of root words, prefixes and suffixes to read aloud and understand new words.

Learn and record a wider range of exception words.

Use knowledge of root words, prefixes and suffixes to read aloud and understand new words.

Learn and record a wider range of exception words.
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Reading – Fluency

Read and understand phonically decodable sentences. Accurately read aloud phonically decodable texts. Read aloud age-appropriate books, sounding out unfamiliar words. Read aloud from a wide range of books and explain basic meanings. Read aloud from a wide range of books, including chapter books, and explain meanings. Read aloud from a wide range of books and be able to comment on and explain what they have read. Read aloud from a wide range of books and be able to comment on and explain what they have read.

Reading – Basic Understanding

Demonstrate understanding when talking about what they have read or had shared with them.

Say what simple words mean.

Answer simple questions about a text.

Make links between a text and their own experiences.

Explain and ask about word meanings.

Answer simple questions about a new text.

Retrieve and record information from non-fiction.

Use a dictionary routinely to learn word spellings, meanings and origins.

Retrieve and record information from non-fiction.

Use a dictionary routinely to learn word spellings, meanings and origins.

Retrieve, record and present information from fiction and non-fiction.

Distinguish between statements of fact and opinion.

Use context to suggest the meanings of words.

Use a dictionary routinely to learn word spellings, meanings and origins.

Retrieve, record and present information from fiction and non-fiction.

Distinguish between statements of fact and opinion.

Use context to suggest the meanings of words.

Use a dictionary routinely to learn word spellings, meanings and origins.

Reading – Deeper Understanding

Predict what will happen next in a book shared with them.

Predict what will happen next in a book read by or read to them.

Draw inferences on the basis of what is said or done in a book.

Predict what will happen next in a book they have read.

Draw inferences about characters and events in a book they have read.

Predict what might happen using details in the text.

Draw inferences and justify these with evidence.

Identify and summarise main ideas drawn from more than one paragraph.

Predict what might happen using details in the text.

Draw inferences and justify these with evidence.

Identify and summarise main ideas drawn from more than one paragraph.

Identify how language, structure and presentation contribute to meaning.

Draw and justify inferences with evidence.

Predict what might happen from details stated and implied.

Identify and summarise main ideas drawn from more than one paragraph, identifying key details.

Identify how language, structure and presentation contribute to meaning.

Discuss and evaluate how authors use language considering the impact on the reader.

Draw and justify inferences with evidence.

Predict what might happen from details stated and implied.

Identify and summarise main ideas drawn from more than one paragraph, identifying key details.

Identify how language, structure and presentation contribute to meaning.

Discuss and evaluate how authors use language considering the impact on the reader.

Writing – Transcription

Write words in ways that match their spoken sounds.

Write some common irregular words.

Spell 25 high frequency words.

Form the majority of lower case letters correctly.

Spell most of the first hundred high frequency words.

Name the letters of the alphabet in order.

Mostly use basic prefixes, suffixes and word endings correctly.

Form all lower and upper case letters correctly and in the right direction.

Spell most Year 1 and 2 words.

Use a wider range of suffixes correctly.

Apply spelling rules and guidance (Appendix 1 of the NC).

Start to join some letters  whilst maintaining appropriate letter size and formation.

Spell some Year 3 and 4 words (Appendix 1 of the NC).

Apply spelling rules and guidance (Appendix 1 of the NC).

Join most letters correctly.

Spell common homophones correctly.

Spell most Year 3 and 4 words (Appendix 1 of the NC).

Apply spelling rules and guidance (Appendix 1 of the NC).

Join all letters correctly, observing break letters.

Spell a wider range of homophones.

Spell most Year 3 and 4 words correctly. (Appendix 1 of the NC)

Spell some Year 5 and 6 words (Appendix 1 of the NC).

Apply spelling rules and guidance (Appendix 1 of the NC).

Use a thesaurus.

Improving fluency/speed whilst joining legibly and consistently.

Spell most Year 3 and 4 words and most Year 5 and 6 words correctly (Appendix 1 of the NC).

Apply spelling rules and guidance (Appendix 1 of the NC).

Use a thesaurus.

Develop a style based on varying letter formation, joins and breaks.  Adapt HW to different purposes.

Writing - Composition

Write simple sentences that can be read by themselves and others.

Link sentences in sequence to make short narratives.

Use simple adjectives to add detail.

Use a variety of sentence openers.

Write a narrative about their own and others’ experience (real and fictional).

Write in a variety of text types, including poetry.

Use adjectives and adverbs to develop description.

Edit writing to improve accuracy and effect.

Plan by discussing writing similar to that they are planning to write.

Organise paragraphs around a theme.

In narratives, create characters, settings and plot.

In non-narratives, use simple organisational devices.

Place possessive apostrophe accurately in regular words/plurals.

Use and punctuate direct speech.

Plan by discussing writing similar to that they are planning to write.

Organise paragraphs around a theme.

In narratives, create characters, settings and plot.

In non-narratives, use simple organisational devices.

Use a comma after fronted adverbials.

Place possessive apostrophe accurately in regular words/plurals.

Use and punctuate direct speech.

Write for a range of purposes.

In narratives, describe settings and characters.

In narratives, integrate correctly punctuated dialogue.

In non-narrative writing, use simple devices to structure the text and support the reader.

Use capital letters, full stops, question marks, commas for lists and apostrophes for contraction mostly correctly.

Write legibly.

Write effectively for a range of purposes, showing good awareness of the reader.

In narratives, describe settings, characters and atmosphere.

In narratives, use dialogue to convey character and advance the action.

Select appropriate vocabulary and grammatical structures.

Use a range of devices to build cohesion within and across paragraphs.

Use verb tenses consistently and correctly.

Use the range of punctuation taught at key stage 2 mostly correctly.

Maintain legibility in joined writing.

Writing - Punctuation and Grammar

Spell some words correctly or in phonetically plausible ways.

Be able to use the following grammatical vocabulary: letter, capital letter, word, finger space, full stop, sentence.

Demarcate some sentences with full stops and capital letters.

Use basic conjunctions to co-ordinate.

Be able to use the following grammatical vocabulary:

letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark.   

Separate words with spaces.

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

Capital letters for names and for the personal pronoun ‘I’.

Demarcate some sentences with full stops and capital letters.

Use basic conjunctions to co-ordinate.

Be able to use the following grammatical vocabulary:

letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark.   

Separate words with spaces.

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

Capital letters for names and for the personal pronoun ‘I’.

Understand and apply the grammar for Years 3 and 4 (Appendix 2, NC).

Be able to use the following grammatical vocabulary: preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter vowel, vowel letter, inverted commas (or ‘speech marks’).

Begin to use inverted commas for direct speech.

Understand and apply the grammar for Years 3 and 4 (Appendix 2, NC).

Be able to use the following grammatical vocabulary: determiner, pronoun, possessive pronoun, adverbial.

Use inverted commas and other punctuation (e.g. commas) to mark direct speech.

Use colons to introduce lists.

Understand and apply the grammar for Years 5 and 6 (Appendix 2, NC).

Be able to use the following grammatical vocabulary:

modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity.

Use apostrophes to mark plural possession.

Use commas after fronted adverbials.

Use colons to introduce lists, explanations or key information.

Understand and apply the grammar for Years 5 and 6 (Appendix 2, NC).

Be able to use the following grammatical vocabulary:

subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points.

Use brackets, dashes or commas to indicate parenthesis.

Use commas to clarify meaning or avoid ambiguity.

Use semi-colons to separate clauses.

Use hyphens to make new words.

Oracy

Show awareness of listeners’ needs when speaking.

Use past, present and future tenses appropriately.

Connect ideas or events in discussion.

Participate in discussion about books read to them, taking turns and listening.

Listen to, discuss and express views about a wide range of fiction, non-fiction and poetry.

Discuss a wide variety of fiction, non-fiction and poetry and make recommendations.

Discuss a wide variety of fiction, asking questions, making comparisons and justifying preferences.

Take part in dialogues and debates, justifying opinions.

Read and discuss an increasingly wide range of fiction, poetry, plays and non-fiction.

Participate in dialogues, debates and presentations, considering different preferences and points of view.

Read and discuss an increasingly wide range of fiction, poetry, plays and non-fiction.

Participate in dialogues, debates and presentations, comparing different points of view.

 

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