Literacy

• apply phonic knowledge to decode (read) words
• respond speedily with the correct sound to graphemes (letters)  for all 40+ phonemes (sounds)
• blend sounds to read unfamiliar words
• read common ‘exception’ words (tricky words – was, they, are)
• read words which contain  -s, -es, -ing,-ed, -est endings (hops, boxes, jumping, walked, longest)
• read words of more than one syllable (forgetful – for-get-ful)
• read shortened words e.g. I’m (I am), don’t (do not)
• read aloud books that match their phonic knowledge
• re-read books to build up fluency and confidence

Comprehension

Pupils should be taught to develop a pleasure in reading, motivation to read, vocabulary and understanding by:

• listening to and discussing a wide range of poems, stories and non –fiction
• linking what they read to their own experiences (visits to the park, family members, feeling excited)
• becoming familiar with key stories, fairy stories and traditional tales
• learning rhymes and poems and recite some by heart
• Recognising and joining in with predictable phrases (I’ll huff and I’ll puff…)
• discussing word meanings

Pupils should be taught to understand both the books that they can already read accurately and fluently and those that they listen to by:

• checking the text makes sense as they read
• discussing the significance of the title and main events
• talking about what being implied in the text
• predicting what might happen on the basis of what has happened so far
• taking part in discussion about what is read to them
• explaining clearly their understanding of what is read to them

• apply phonic knowledge to decode (read) words until reading is fluent
• read accurately by blending the sounds in words that contain the graphemes taught so far (Blending is putting the sounds together to read a word sh-i-p blended together says ship)
• read accurately words of two or more syllables
• read words that contain common suffixes (word endings – ful, ing, ed)
• read further common words, noting unusual correspondence between spelling and sound
• read most words quickly and accurately
• read aloud books closely matched to their improving phonic knowledge
• re-read these books to build up fluency and confidence in word reading

Comprehension

Pupils should be taught to develop pleasure in reading, motivation to read, vocabulary and understanding by:

• listening to, discussing and expressing 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
• discussing the sequence of events in books and how items of information are related
• becoming 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 (Once upon a time.., suddenly, and then…, repeating words)ng
• discussing and explaining the meanings of words
• discussing their favourite words and phrases
• continuing g to build up a range of poems learned by heart

understanding both the books that they can already read accurately and fluently and those that they listen to by:

• checking the text makes sense as they read and correcting inaccurate reading
• answering and asking questions
• predicting what might happen on the basis of what has been read so far
• discussing what has been read to them and texts they have read
• explaining their understanding of books, poem and other materials both read and listened to

• talking about what being implied in the text

• words containing each of the 40+ phonemes (sounds) already taught
• common ‘exception’ words (tricky words – was, they, are)
• the days of the week
• name the letters of the alphabet:
• naming the letters of the alphabet in order
• using letter names to distinguish between alternative spellings of the same sound
• add prefixes and suffixes:

Prefixes = a group of letters added to the beginning of a word to change its meaning, mis + fortunate = misfortunate, un + grateful = ungrateful.

Suffixes = a group of letters added to the end of a word, slow + ly = slowly, walk + ing = walking.

• write from memory simple sentences

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

• segmenting (splitting) spoken words into phonemes (sounds) and representing these by graphemes (letters) , spelling many correctly (catch has 4 phoneme c-a-t-ch
• )
• learning new ways of spelling phonemes for which one or more spellings are already known, for example –  ‘a’ –ai, ay, a_e (paid, say, cake) and learn some words with each spelling, including a few common homophones

Homophone = words that sound the same but are written differently (sea / see, new / knew, hear / here)

• learning to spell common ‘exception’ words (tricky words)
• learning to spell more shortened words (couldn’t = could not, he’s = he is)
• learning the possessive apostrophe, (for example, the girl’s book)
• distinguishing between homophones (see/ sea) and near-homophones (petal and pedal)
• add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly
• write from memory simple sentences dictated by the teacher

Pupils should be taught to:

• 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 by:

• evaluating their writing with the teacher and other pupils
• re-reading to check that their writing makes sense and that verbs to indicate time (then, next, following that) are used correctly and consistently
• proof-reading to check for errors in spelling, grammar and punctuation (for example, ends of sentences punctuated correctly)
• read aloud what they have written

• 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

• 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 unjoined
• 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

• leave spaces between words
• use join words and joining clauses, e.g. ‘and’
• begin 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’

• learn how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes

Learn how to use:

• sentences with different forms: statement, question, exclamation, command
• expanded noun phrases to describe and specify (for example, the blue butterfly)
• the present and past tenses correctly and consistently
• subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
• some features of written Standard English