Literacy scheme of work - broadway.lancsngfl.ac.uk · reading around the group Text marking and analysing texts Children are encouraged to self-correct and correct each other as the

LITERACY SCHEME OF WORK

The following is our current Literacy policy: This policy also needs to be in line with other school polices and therefore should be read in conjunction with the following school policies: Teaching and Learning Policy Assessment Policy Next Steps Marking policy Special Educational Needs Policy ICT Policy Homework Policy Equal Opportunities Policy EYFS Policy AGT Policy The School’s Philosophy At Broadway we believe that literacy skills: reading, writing, spelling, handwriting, as well as speaking and listening, are key life skills that should be developed across the curriculum in order to help children to fully advance and be able to communicate effectively and creatively, through spoken and written language. We aim to progress pupils’ abilities within an integrated programme of Reading and Writing, and Speaking and Listening which is enhanced through our skills-based creative curriculum. Pupils will be given opportunities to interrelate the requirements of English within a broad and balanced approach to the teaching of English across the curriculum, with opportunities to consolidate and reinforce taught literacy skills. Aspects of Literacy Included in this Policy Statutory Requirements Statutory requirements for the teaching and learning of English are laid out in the National Curriculum English Document (2000) and in the Communication and Language and Literacy section of the Statutory Framework for the Early Years Foundation Stage (2012). At Broadway we are guided by our bespoke scheme of work which has been created with the Lancashire Literacy consultants, and which has been informed and produced based on these documents. The English Curriculum is delivered using the school’s own scheme of work. Development Matters and the Early Learning Goals are followed to ensure continuity and progression from the Foundation Stage and Early Years Outcomes (Sept 2013) through to the National Curriculum. Pupil provision is related to attainment, not age. In the Foundation Stage children should be given opportunities to: speak and listen and represent ideas in their activities; use communication, language and literacy in every part of the curriculum; become immersed in an environment rich in print and possibilities for communication. At Key Stage One (Years 1 and 2), children should learn to speak confidently and listen to what others have to say. They should begin to read and write independently and with enthusiasm. They should use language to explore their own experiences and imaginary worlds. At Key Stage Two (Years 3-6), children should learn to change the way they speak and write to suit different situations, purposes and audiences. They should read a range of texts and respond to different layers of meaning in them. They should explore the use of language in literary and non-literary texts and learn how the structure of language works. The Aims of this Policy This policy is to establish the methods used by the school to teach literacy skills from the Reception year to year 6. Our goal is to enable each child to reach their full potential in literacy skills at this stage of their learning. At Broadway we strive for children to be a ‘Primary Literate Pupil’ By the age of 11, we aim for a child to be able to: read and write with confidence, fluency and understanding, orchestrating a range of independent strategies to self-monitor and correct.

have an interest in books and read for enjoyment have an interest in words and their meanings to develop a growing vocabulary in spoken and written forms. understand a range of text types and genres be able to write in a variety of styles and forms appropriate to the situation. be developing the powers of imagination, inventiveness and critical awareness. have a suitable technical vocabulary to articulate their responses. The Governing Body Regular reports are made to the governors on the progress of English provision. The governing body have a responsibility to monitor provision for literacy and the nominated governor reports regularly to the whole body. Speaking and Listening Speaking and listening skills are amongst the earliest language skills that children normally acquire. They are important for the subsequent development of all other areas of the curriculum, and for the child’s ability to communicate and interact with the world around them. Society frequently makes instant, instinctive judgements (however erroneously) about a person from his/her speech. It is therefore a ‘life skill’. The policy statements which follow outline the issues which will be addressed by all teachers in planning and delivering the Speaking and Listening and Responding Strand of the literacy framework within the requirements of the National Curriculum. Aims and Objectives for Speaking and Listening At Broadway, our aims are: to ensure that the skills of speaking and listening are given a high priority by all members of staff, both Teaching and Non-Teaching to establish, in a co-ordinated manner, the positive provision of opportunities for all pupils to develop these skills to understand and promote both formal and informal modes of speech, and to know when each is appropriate to foster the acquisition of listening skills in an appropriate environment to provide a variety of audiences and purposes for the delivery and reception of speech/music. The Organisation for Speaking and Listening The responsibility for the day-to-day provision of opportunities for the acquisition of speaking and listening skills is devolved to the class teacher. They will plan for Speaking and Listening opportunities across the curriculum as well as delivering it where it occurs naturally within each subject. Opportunities for the Speaking and Listening strands are used and planned for within literacy units as well as in other parts of the curriculum, for example in History, PSHE, Geography, Science, ICT and Music. Such opportunities include; oral planning drama exploring character and character responses exploring children’s reactions to texts performing texts, including their own work presentations (homework) class assemblies Where possible, particularly regarding information texts, the use of cross-curricular material is encouraged, so that technical vocabulary and text types can be explored. Whole School Provision / Resources Speaking and Listening is a cross-curricular issue. It is the policy of the school, however, that opportunities will be provided for the positive development of these skills as follows:-

Speaking making oral recordings show and tell sessions verbal reports Productions class discussions (ensuring that all pupils contribute) debating sessions different types of role play reading aloud own written work delivering messages Information Technology sessions Class assemblies Asking questions Listening Listening to peers (AfL) receiving and transmitting a message listening, and reacting appropriately to, audio stories & broadcasts taking down dictation carrying out oral tests responding to the calling of the class register reacting to teacher-pupil and pupil-pupil instructions carrying out auditory memory development activities listening to the teacher’s stories responding to the teaching of individual/whole-class pronunciation skills listening in assembly Pupils who are practising Speaking and Listening skills should be treated sensitively, i.e. should be corrected in a positive, supportive manner. Where appropriate, corrections to speech should be addressed to the whole class anonymously such that individuals are not made to feel conspicuous. Members of staff should discuss, agree and establish accepted modes of speech. All members of staff, both Teaching and Non-Teaching, should correct inappropriate and/or unacceptable language amongst all pupils according to the abilities and maturity of those involved. It is important that pupils should have opportunities to listen to speech and music from a variety of sources, and it is equally important they should experience a variety of audiences, e.g.:- other pupils teachers parents and visitors members of the public outside agencies Assessment, Reporting and Recording of Speaking and Listening Assessment is difficult and time-consuming because of its individual nature. We have decided to use the assessment opportunities outlined within the National Curriculum descriptors, so that children can be assessed regularly within each phase of teaching. Opportunities occur within the whole curriculum to assess children’s age-related expectations and notes will be made on individual children as necessary on teachers’ plans to inform next steps for learning or if necessary within teachers’ assessment book/folder. Teachers can use opportunities during other curriculum activities to assess whether pupils can:- use the vocabulary and grammar of spoken standard English formulate, clarify and express their ideas adapt their speech to a widening range of circumstances and demands listen, understand and respond appropriately to others Reporting to parents is carried out in writing via the annual report to parents, and verbally during parents’ evenings which are held twice each year. Where a difficulty arises, the school always contacts the parents as and when necessary, for example, parents may be signposted to speech and language drop-in centres (SALT).

Reading The Staff and Governors of the school recognise each pupil’s entitlement to a rich and comprehensive programme of reading which will endeavour to ensure that each pupil develops an enjoyment of reading through the acquisition of skills, knowledge and concepts. To this end, the school places the highest priority on the teaching, resourcing and monitoring of books (including on screen texts) and reading throughout Broadway School. Aims and Objectives for Reading At Broadway we aim: to employ successfully appropriate strategies in reading, including phonic skills, word recognition and the use of picture and contextual cues. to develop reading comprehension skills to develop increasing independence in (i) reading for enjoyment, and (ii) in selecting and using books and other printed material as sources of information to develop the facility to discriminate critically in terms of what is useful, what has quality and what gives personal satisfaction. To achieve these, we will endeavour: 1. to provide a range and variety of books which are easily accessible to teachers and pupils, which are up-to-date and in good condition and are at an appropriate level for the children 2. to promote the skills of decoding and comprehension by providing opportunities and experiences in the areas of phonic skills, picture and contextual cues and word recognition 3. to foster the enjoyment of books and reading via strategies such as:- - hearing stories and poems read aloud with follow-up activities where appropriate - encouraging voluntary reading - providing opportunities for uninterrupted, sustained silent reading appropriate to the pupils’ ages - involving parents and establishing home/school links - by organising occasional book fairs, book weeks, etc. - by providing a range of stimuli, eg video clips, DVDs, pictures to enhance and encourage learning. - by allowing opportunities for reading aloud to an audience - regular use of the library 4. to encourage pupils to select and read their own materials from a variety of sources for a variety of purposes, and to use retrieval systems confidently. to establish a framework for pupils to express opinions on (i) the style, (ii) the content, (iii) the suitability, and (iv) the level of personal satisfaction. Read for a variety of purposes in the shared, guided and independent parts of Literacy learning. The Organisation for Reading In addition to the reading which takes place within shared, guided and independent reading in the literacy lessons, we are also dedicated to the use of silent reading, home reading and reading extended stories to the children outside the literacy lesson. Staff endeavour to promote reading within our cross curricular topics and shared story time. Within guided reading, a variety of approaches are employed by each teacher and support staff to read the text, give information, check comprehension, explore ideas within a text and examine pupil responses. Staff make reference to the ‘Assessment and Progression in Reading’ Lancashire document when questioning and assessing groups or individuals. Such approaches include; silent reading, and then questioning about, and discussion of the text choral reading paired reading

reading around the group Text marking and analysing texts Children are encouraged to self-correct and correct each other as the need arises. The school recognises that there can be a distinction between ‘sharing a book’ and ‘teaching reading’. ‘Teaching reading’ activities can include:-

listening comprehension shared/group reading

rhymes/games Daily phonics teaching

Support for Spelling handwriting

Using the results of reading assessments to provide personalised learning

and will involve phonic, graphic, grammatical, punctuation, contextual and bibliographic cues carried out as whole-class or group activities with the class teacher. ‘Sharing a book’ sessions will take place at least once each week for all year groups and will involve pupils individually or in small groups sharing a book with the class teacher, another member of staff or with a parent-helper. The ‘Reading Diet’ is as follows: Shared Reading Guided Reading Personal Reading Focused Reading Tasks

Children working

with challenging

texts, usually as a

class to learn new

structures,

vocabulary etc.

Children working in

small groups with

text selected by

teacher at the

instructional level

Children working

with self-selected

material including

familiar text

Children working

individually, in groups or

as a whole class to use

and apply their reading

skills to complete a

range of tasks

The activities will include:

reading aloud interpreting text prediction

interpreting cues and clues discussion evaluation The goal of guided reading is to enable learners to become independent, able to read, understand and appreciate texts on their own without the teacher’s help. Guided reading sessions are structured using the key reading skills and assessment foci to ensure that any gaps in children’s learning are addressed. Within the Guided Sessions for KS2, Broadway have adopted a rota system which allows children to develop their comprehension skills, therefore creating greater exposure to reading opportunities. The activities consist of the following:

- Bug Club work - Pre-read (Where children will read a set amount of pages before their Guided session with the class

teacher) - Guided reading session - Guided Activity session - Comprehension or vocabulary work

EYFS/KS1 adopt a rota system that incorporates different reading and phonics activities which help the children with decoding, blending and understanding text in various formats. Children in KS2 are now expected to complete their shared text within school time. There will be no ‘guided’ book going home. Children are still able to choose a book from the school or class library to take home to encourage their love of reading. EYFS/KS1 children will have a book from the ORT materials to go home with to encourage reading and their phonic skills. Reading Records Records on individual pupils are maintained by the school to an agreed format and are available for inspection on request. Oxford Reading Tree record sheets are used in EYFS/ KS1.

The Lancashire document: ‘Learning and Progression Steps for Reading’, is used to provide age-expected guided reading records. These are kept for each group within each class to focus teaching/learning activities at the expectation they are working at so that all areas of reading are covered for each child and areas of weakness can be worked on. Planning of Reading Reading will be planned by using the Learning and Progression Steps for Reading documents from Lancashire. The class teacher will highlight which LAPs will be targeted and will mark if a child has achieved this target. The LAPs sheet is to be used only as a formative tool to identify ‘gaps’ in a child’s knowledge and what should be taught over the duration of a half term. Although teaching towards ‘age-expected’ targets, teachers are able to use LAPs from other Year groups to help inform their teaching, depending on child ability. Assessment, Reporting and Recording of Reading Staff will monitor the reading progress of pupils by:- Observing reading by the pupil from a variety of sources and in a variety of circumstances inside and outside the Literacy lessons. This will not always involve one-to-one reading or the use of books from schemes. The frequency of the monitoring process will vary according to the age, aptitude and ability of each child and will not necessarily take place on a daily basis. Running records are carried out to make sure that the children are reading the correct level of books in their guided group using the Benchmarking Kit, AM materials or the next text the child will be working on- twice a year in KS1 and as appropriate in KS2 according to ability. Guided reading involving focused activities daily usually outside the lesson. Teachers award each child an age-expected category at the end of each term and this is input into the Pupil Tracker. The children in KS2 complete a reading comprehension each half term to give practice in reading,

understanding and responding to a passage independently and to help the teacher to measure the child

against age expected standards. This assessment will inform next steps in learning and guide teaching and/or

intervention.

In Years 1 – 6 the children are assessed each term using the Assertive Mentoring or Abacus reading materials.

The results of these assessments provide teachers with a clear understanding of the Reading Assessment Foci

each child needs to develop a better understanding of. Teachers then plan Guided Reading activities to

improve each child’s understanding.

In years 5 and 6 the same principles of assessment apply, however different materials are used to identify the

‘gaps’ in each child’s knowledge. Each half term teachers administer a reading test. This is either a former Year

6 SATs paper or a CGP test. This paper is then analysed and each child’s results are used to identify gaps. Year

5 and 6 teachers then plan guided reading sessions and organise intervention to improve children’s

knowledge in these areas.

At the end of each year, each class in KS2, apart from Y6, completes a reading comprehension test at a level appropriate for the cohort. (Y6 and Y2 do the National SAT Tests.) In KS2, children record the title of each book they read in their reading record/planner, which parents also sign and comment in when they have heard their child read. Teachers also provide children with a focussed activity based on that book to promote closer reading skills and develop comprehension. Texts which the children experience during the literacy lesson, in shared and guided work, are recorded within the teachers’ planning documents. In EYFS/KS1, the books which the children read are noted on Oxford Reading Tree progress sheets along with any appropriate comments, and the reading record/planner is used for home-school communication and recording progress.

Resources Selection of Books At Key Stage 1 the reading books are scheme based and are read sequentially by all children except (i) where a fluent reader may omit selected titles, and (ii) where a pupil requires consolidation before progressing to more difficult texts. Each child has guided reading scheme books, and a free choice book from the library. In Years 3 and 4 the books are graded according to maturity/difficulty level for guided reading and the PM scheme is used as well as group sets of novels, whilst in Years 5 and 6 the texts are novels and non-fiction books, graded for the different ability groups in the class. KS2 children also have a class library from which they have a book of their own choice. Children across the school have access to the school library and are encouraged to make use of topic boxes for non-fiction material. Writing Writing is essential to thinking and learning, and is enjoyable in itself. It provides a vital tool for both communication and learning activities. Writing is entirely cross-curricular in nature and as such is not confined to Literacy lessons. Writing is an important life skill. Society frequently makes instant judgements about a child or an adult from his/her writing. We believe that all pupils should, therefore, be equipped with the skills which will allow them to write confidently and competently. Aims and Objectives for Writing We aim for all our pupils:- 1. to tackle and master a range of styles by:- - giving them the opportunity to write for a variety of different purposes and audiences, and teaching them skills to do this appropriately - using their reading to raise the standard and quality of their writing, and encouraging them to relate their own writing to that of others in developing style - teaching them how knowledge about story structure and conventions can improve their own writing. 2. to structure their work with increasing independence by:- - encouraging them to develop their ability to plan, organise and structure their writing in a variety of ways using their experience of fiction, poetry and non-fiction texts - teaching them to write with increasing confidence, fluency and accuracy, using reference skills when necessary 3. to reflect independently on what they have written by:- - giving them opportunities to collaborate, to read their work aloud, and to consider and discuss the quality of their writing, thus encouraging the faculty of self-criticism through effective use of assessment for learning (AfL) 4. to use a growing accuracy in sentence construction, punctuation and paragraphing, and a developing command of Standard English by:- - giving them the opportunity to review, revise and redraft their work in the light of their increasing awareness of the conventions of spoken and written English - to teach them points of grammar, spelling, etc. leading towards increased accuracy 5. to convey meaning appropriately for different purposes by:- - teaching them to order, organise and present their work so that it is accessible to themselves or to others

- promoting awareness of writing and its conventions throughout all National Curriculum subjects The Organisation for Writing Grammar and Punctuation Assessment, Reporting and Recording of Writing Formal assessment is based upon SATs criteria whereby each pupil is assessed annually against National Curriculum age-related expectations of attainment. On-going assessment is a continuous process within the classroom organisation. The information gained is used to provide teachers with an opportunity (i) to monitor performance, and (ii) to act as a guide for further learning. Reports are issued according to the school’s Assessment, Recording and Reporting Policy. Writing Assessments and Next Step Targets An independent piece of writing is completed at the end of each term and during the first week in September using the ‘My Next Steps in Learning’ sublevels. This process will be used to identify targets for the children’s next steps to progress in their writing skills. In addition, this will also inform subsequent teaching and the organisation of writing groups within the class so that the teacher can deliver guided writing sessions based on children’s individual needs. In Y1 and Reception this can be done orally. A copy of the ‘next steps’ sheet will be stapled into the child’s writing book so that teachers can refer to these individual targets when delivering guided writing sessions as well as being referred to during lessons or via marking. A further copy will be kept in the class writing folder to monitor and inform groupings. Detailed guidance on the management and use of the writing folder and the next steps in learning process of assessment of, and for, learning, will be kept inside the class writing folder. Marking This is in line with the school’s marking policy. It is the purpose of marking (teacher response) to help the child to improve next time. It is vital to show children what they do well - that is a growth point and a motivation to further development. Children will be given time to respond to feedback and assessment based on the next steps in learning system during skill building sessions or ‘Fix-it’ time. Extended Writing Because this is too time consuming to be completed within one independent writing session, the following approaches will be used to enable this important area to take place on a regular basis: - planning, writing, editing, proof-reading and publishing work to be completed over a week -incorporate extended writing into other areas of the curriculum where appropriate, e.g. report writing in science etc. The objectives taught in Literacy apply within the writing across the curriculum. Frequency of Extended Writing Extended writing should be completed by each child weekly – in literacy at the end of the two week unit and also through cross curricular writing. Children should be provided with opportunities for extended writing within topic work each half term, when they can apply skills in genres previously taught, e.g. historical recount etc. This should equate to the children having opportunities for extended writing each week so that they can develop their writer’s voice and stamina. Regular opportunities to publish work should be provided, either written or using ICT. Every half term children will complete an extended piece of writing which will be used for formal assessment purposes. Guided writing is used by teachers to lead a focus group in the classroom and to provide additional supported

steps towards independent writing. It is carefully targeted towards groups of children according to their

current target or specific need. A writing folder is maintained to structure sessions and address any gaps in the children’s learning as identified in the next steps in learning system.

Phonics Aims and objectives for Phonics To deliver high quality, systematic phonic lessons. To enable children to start learning phonic knowledge and skills by the age of five, with the expectation that they will become fluent readers, having secured word building and recognition skills, by the end of Key Stage 1. To ensure that children apply phonic knowledge as their first approach to reading and spelling, even though all words do not conform to regular phonic patterns, with the ultimate goal being “automatic and effortless reading and writing”. To ensure that children are taught to read and spell high frequency words that do not conform to regular phonic patterns. (“Tricky words”) To ensure that children have opportunities to read text and words that are within their phonic capabilities as early as possible, even though all words may not be entirely de-codable by the children unaided. To encourage the children to attempt to spell words for themselves, within the range of their phonic knowledge, by building confidence and developing strategies to attempt the unfamiliar. To help the children to blend phonemes in order to read words. To help the children to segment words in order to spell them. To learn that blending and segmenting are reversible processes. To learn that phonemes should be blended from left to right through the word, in order for it to be read. The Organisation of Phonics Key stage 1 Discrete daily phonics sessions are taught at the start of each day. Phonics sessions will follow the Revisit/Review, Teach, Practise, Apply and Assess format. The teaching of phonics is based on the Letters and Sounds document, supported initially by the Jolly Phonics Scheme. The majority of children will work within their year group, with the class teacher, with lessons being differentiated as appropriate. Where children are working below expected age-related expectations they may be withdrawn during the phonics session to work with an HLTA or TA. The organisation of this will alter each term in order to meet the needs of the children. Key Stage 2 Children who still require further work in phonics will work on this area during skill building sessions. Where appropriate they will be withdrawn for extra support during this time. Assessment, Reporting and Recording of Phonics Assessment Assessment in phonics is an on-going process and will take place during phonics, reading and literacy sessions as well as other curriculum areas. Formal individual assessment will also be carried out as appropriate. A range of resources to aid this are available on the Phonicsplay website. Reporting and Recording Each class (Year R – Y3) has an A3 phonics folder containing an assessment and progression phonics record for each child. Teachers update these regularly as the children progress. These folders will be passed on to the next class teacher. At the end of each term, teachers complete the class tracker to show the phase each child is working on. This information is then recorded on the school phonics tracker. A school phonics tracker is produced yearly and updated each term. This information is then used to review the organisation of withdrawal groups.

During the summer term Y1 children, and Y2 children who did not reach the required standard in Y1, complete the national phonics screening check. Parents are informed as to whether their child is working at or towards the expected level in the written annual report. Resources Phonic reading books Subscription to Phonicsplay website Wide range of phonic materials in each classroom Spelling Correct spelling is an important part of written language as a means of communication. Children and adults are often judged by society on the standard of their spelling, and schools should therefore provide every opportunity to develop their competence and confidence in this area. Aims and Objectives for Spelling to promote each child’s confidence in spelling to advise parents on ‘good practice’ when encouraging spelling to set targets of attainment as outlined in the objectives below. The Organisation for Spelling As well as through the word structure and spelling strand of the literacy phases, spelling will be taught through a spelling scheme based on the needs of the child. Each week the children will learn words devised by the teacher in KS2 from their year group’s spelling bank and 3 words in KS1 linked to their phonics learning and common errors in their writing. See spelling policy for more detail. At Key Stage 1 pupils should be taught to:- write each letter of the alphabet use their knowledge of sound/symbol relationships and phonological patterns recognise and use simple spelling patterns spell commonly occurring simple words spell words with common prefixes and suffixes. Pupils should be taught to check the accuracy of their spelling and to use word books and dictionaries, identifying initial letters as the means of locating words. They should be given opportunities to experiment with the spelling of complex words and to discuss misapplied generalisations and other reasons for misspellings. Close attention should be paid to word families. At Key Stage 2 pupils should be taught to:- spell complex, polysyllabic words that conform to regular patterns, and to break long and complex words into more manageable units, by using their knowledge of meaning and word structure memorise the visual patterns of words, including those that are irregular recognise silent letters use the apostrophe to spell shortened forms of words use appropriate terminology, including vowel and consonant. Pupils should be accumulating a bank of words that they can spell correctly, and should be taught to check spellings and meanings of words using dictionaries where appropriate. When looking up words pupils should be taught to apply their knowledge of initial and subsequent letters and the organisation of dictionaries, including headings, abbreviations and other conventions. They should be taught:- the meaning, use and spelling of common prefixes and suffixes the relevance of word families, roots and origins of words alternative ways of writing the same sound the spellings of words with inflectional endings It is the philosophy of the school that the preceding skills and knowledge should be taught in a systematic way which ensures continuity and smooth progression throughout the school.

Spelling plays an important role in Literacy through the word work and teaching of the medium and high frequency words in the context of the children’s work. Assessment, Reporting and Recording of Spelling We have adopted a scheme which focuses on the learning of spelling patterns which are appropriate to each year group and can be found in the Jolly Phonics Scheme and Letters and Sounds for KS1. In KS2 we follow the ‘Support for Spelling’ scheme and use word banks for each class in KS2. Words will be taken home to be learned in a multi-sensory way using ‘LOOK, SAY, COVER, WRITE, CHECK’. Lists are devised from these texts by the teacher to cater for the different age-related expectations of ability within the class. The children will learn the high frequency words for their class within the context of their work. In class the children will begin to keep a personal log of words they have spelt wrong so that they can record the correct version and learn it through a multi-sensory approach. Where it becomes apparent that a pupil is making little or no attempt to learn the words the teacher will initially discuss this with the pupil personally, and later, if necessary, with the parent(s) as appropriate. Handwriting Aims and Objectives for Handwriting The fundamental purpose of handwriting is to enable all pupils to equip themselves with a basic life-skill. In this way the acquisition of clear, legible handwriting contributes to both the personal growth of individual children and to a preparation for the adult world. Our aims at Broadway are: To progress towards fluent, legible joined-up writing by: - introducing a cursive handwriting scheme which follows the conventions of written English and which is used throughout the school - providing a structured programme of practice in the scheme - providing models of handwriting by displays and classroom labels, posters, etc. - providing consistent modelling of the handwriting scheme by staff To present finished work appropriately, clearly and attractively, by: - referring children to the models available - providing regular opportunities to redraft and polish - promoting good habits of presentation in all areas of the curriculum so that an awareness is developed of the importance of this in order to communicate meaning effectively - at Key Stage 2 teaching different forms of handwriting for different purposes, e.g. print for labelling maps and diagrams; a clear, neat hand for finished, presented work or a faster script for notes. (This is a Key Skill for KS2) Broadway Cursive Script We are very proud of our handwriting at Broadway. It is introduced in Reception in a variety of ways to improve motor control using sand, paint, clay, shaving foam, corn flour and general pattern making. Continuing to use Broadway handwriting correctly is included as a target in the next steps in learning process. The Organisation for Handwriting Guidance on the introduction and use of the school cursive handwriting scheme is available from the Early Years Leader or the Literacy Coordinator. The teaching of handwriting is carried out both as part of the literacy session and in time set aside out of the hour as required. Children who are new to the school should be given additional support to ensure that they meet the high handwriting expectations of the school. Where a child finds difficulties acquiring cursive script or particular letter patterns within it, where it is deemed appropriate, extra practice is made available within school time and may be sent home at the discretion of the teacher.

Occasionally, it may be decided that it will be more appropriate for some children with special education needs to use print, rather than cursive handwriting. Advice should be sought from the SEN coordinator on an individual basis. Resources Broadway Cursive Writing Guide. Example of ‘My Next Steps in Learning’ (3a – 4c) Guide to Using Your Writing Folder Equal Opportunities All children are provided with equal access to the English curriculum. We aim to provide suitable learning opportunities regardless of gender, ethnicity or home background. Provision for AGT Pupils See AGT policy. Provision for SEN Pupils INTERVENTION PROGRAMMES Class teachers who identify or suspect that a pupil may require additional help will, initially, report to the Special Educational Needs Co-ordinator according to the procedures laid down in the school’s SEN Policy. Extra support in writing will be given where appropriate within and outside the literacy hour and issues of concern can be targeted in guided writing sessions. Work can be sent home for consolidation on the discretion of the class teacher. Where a child has an IEP this focussed work will be planned for and carried out in lesson time by the teacher or support assistant on the teacher’s instructions unless withdrawal is recommended.

Grammar Expectations

SUMMARY OF GPS EXPECTATIONS FOR EACH YEAR GROUP ACROSS THE SCHOOL

Year Group Word Structure Sentence structure Text Structure Punctuation Vocabulary

Y1 Regular plural noun suffixes –s or –es (e.g. dog, dogs; wish, wishes) Suffixes that can be added to verbs (e.g. helping, helped, helper) How the prefix un– changes the meaning of verbs and adjectives (negation, e.g. unkind, or undoing, e.g. untie the boat)

How words can combine to make sentences Joining words and joining sentences using and

Sequencing sentences to form short narratives

Separation of words with spaces Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences Capital letters for names and for the personal pronoun I

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

Y2 Formation of nouns using suffixes such as –ness, –er Formation of adjectives using suffixes such as –ful, –less (A fuller list of suffixes can be found in the Year 2 spelling appendix.) Use of the suffixes –er and –est to form comparisons of adjectives and adverbs

Subordination (using when, if, that, or because) and co-ordination (using or, and, or but) Expanded noun phrases for description and specification (e.g. the blue butterfly, plain flour, the man in the moon) Sentences with different forms: statement, question, exclamation, command

Correct choice and consistent use of present tense and past tense throughout writing Use of the continuous form of verbs in the present and past tense to mark actions in progress (e.g. she is drumming, he was shouting)

Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences Commas to separate items in a list Apostrophes to mark contracted forms in spelling

verb, tense (past, present), adjective, noun, suffix, apostrophe, comma

Y3 Formation of nouns using a range of prefixes, such as super–, anti–, auto– Use of the determiners a or an according to whether the next word begins with a consonant or a vowel (e.g. a rock, an open box)

Expressing time and cause using conjunctions (e.g. when, so, before, after, while, because), adverbs (e.g. then, next, soon, therefore, or prepositions (e.g. before, after, during,

Introduction to paragraphs as a way to group related material Headings and sub-headings to aid presentation Use of the perfect form of verbs to

Introduction to inverted commas to punctuate direct speech

word family, conjunction, adverb, preposition, direct speech, inverted commas (or “speech marks”), prefix, consonant, vowel,

Word families based on common words

in, because of) mark relationships of time and cause (e.g. I have written it down so we can check what he said.)

consonant letter, vowel letter, clause, subordinate clause

Y4 The grammatical difference between plural and possessive -s Standard English forms for verb inflections instead of local spoken forms (e.g. we were instead of we was, or I did instead of I done)

Appropriate choice of pronoun or noun within a sentence to avoid ambiguity and repetition Fronted adverbials (e.g. Later that day, I heard the bad news.)

Use of paragraphs to organise ideas around a theme Appropriate choice of pronoun or noun across sentences to aid cohesion and avoid repetition

Use of inverted commas to punctuate direct speech Apostrophes to mark singular and plural possession (e.g. the girl’s name, the boys’ boots) Use of commas after fronted adverbials

pronoun, possessive pronoun, adverbial

Y5 Converting nouns or adjectives into verbs using suffixes (e.g. –ate; –ise; –ify) Verb prefixes (e.g. dis–, de–, mis–, over– and re–)

Relative clauses beginning with who, which, where, why, whose, that, or an omitted relative pronoun Indicating degrees of possibility using modal verbs (e.g. might, should, will, must) or adverbs (e.g. perhaps, surely)

Devices to build cohesion within a paragraph (e.g. then, after that, this, firstly) Linking ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (e.g. secondly)

Brackets, dashes or commas to indicate parenthesis Use of commas to clarify meaning or avoid ambiguity

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

Y6 The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing (e.g. said versus reported, alleged, or claimed in formal speech or writing)

Use of the passive voice to affect the presentation of information in a sentence (e.g. I broke the window in the greenhouse versus The window in the greenhouse was broken) Expanded noun phrases to convey complicated information concisely (e.g. the boy that jumped over

Linking ideas across paragraphs using a wider range of cohesive devices: semantic cohesion (e.g. repetition of a word or phrase), grammatical connections (e.g. the use of adverbials such as on the other hand, in contrast, or as a consequence), and ellipsis Layout devices, such as headings, sub-headings, columns, bullets, or tables, to structure text

Use of the semi-colon, colon and dash to mark the boundary between independent clauses (e.g. It’s raining; I’m fed up.) Use of the colon to introduce a list Punctuation of

active and passive voice, subject and object, hyphen, colon, semi-colon, bullet points, synonym and antonym

the fence is over there, or the fact that it was raining meant the end of sports day) The difference between structures typical of informal speech and structures appropriate for formal speech and writing (such as the use of question tags, e.g. He’s your friend, isn’t he?, or the use of the subjunctive in some very formal writing and speech)

bullet points to list information How hyphens can be used to avoid ambiguity (e.g. man eating shark versus man-eating shark, or recover versus re-cover)

EYFS

Term: Autumn 1

Topic Title: All About Me

Genre to be taught: Narrative – Traditional Tales Narrative – Familiar Events Non chronological - Labels

Significant books to be used: Funny Bones books by Janet and Alan Ahlberg Harry and the Bucketful of Dinosaurs Go to School by Ian Whybrow Zoe and the Fairy Medicine by Jane Andrews Smile Baby Smile by Moira Butterfield and Rosalind Beardshaw Ten Little Babies by Lisa Kopper Introduction to the Oxford Reading Tree series.

Reading Objectives from Development Matters to be taught: Listens to the stories with increasing attention and recall (30-50 months) Describes main story setting, events and principal characters (30-50 months) Handles books carefully (30-50 moths) Holds books the correct way up and can turn the pages (30-50 months) Recognises familiar words and signs such as own name and advertising logos (30-50 months) Hears and says the initial sounds in words (40-60 months) Enjoys an increasing range of books (40-60 months)

Writing Objectives from Development Matters to be taught: Sometimes gives meaning to marks as they draw and paint (30-50 months) Ascribes meanings to marks that they see in different places (30-50 months) Gives meaning to marks they make as they draw, write and paint (40-60 months) Hears and says the initial sounds in words (40-60 months) Writes own name and other things such as labels and captions (40-60 months)

EYFS midterm literacy plan.

Term: Autumn 2 Topic Title: Celebrating light, dark and colour

Genre to be taught: Recount – Letter Non-chronological – Captions Non-chronological - Lists

Significant books to be used: Mog in the Dark by Judith Kerr The Dark, Dark Night by M Christina Butler and Jane Chapman Laura’s Christmas Star by Klaus Baumgart The Jolly Christmas Postman by Janet and Alan Ahlberg Diwali non fiction book The Nativity story

Reading Objectives from Development Matters to be taught: Shows interest in illustrations and print in books and print in the environment. (30-50 months) Describes main story setting, events and principal characters (30-50 months) Beginning to be aware of the way stories are structured (30-50 months) Suggests how the story might end (30-50 months) Knows that print carries meaning and is read from left to right and top to bottom (30-50 months) Hears and says the initial sounds in words (40-60 months) Can segment the sounds in simple words and blend them together and knows which letters represent some of them (40-60 months) Links sounds to letters, naming and sounding the letters of the alphabet (40-60 months) Knows that information can be retrieved from books and computers (40-60 months) Writing Objectives from Development Matters to be taught: Gives meaning to marks they make as they draw, write and paint (40-60 months) Hears and says the initial sounds in words (40-60 months) Uses some identifiable letters to communicate, representing some sounds correctly and in sequence (40-60 months) Writes own name and other things such as labels and captions (40-60 months) Attempts to write short sentences in meaningful contexts (40-60 months)


Term: Spring 1 Topic Title: The Great Vehicle Competition

Genre to be taught: Instructions – technical manual Recount – diary Poetry – Action rhymes

Significant books to be used: Mr Gumpy’s Motor Car - Jon Burningham Duck’s Day Out – Jez Alborough Please Don’t Chat to the Bus Driver – Shen Roddie and Jill Newton The Journey Home from Grandpa’s – Jemima Lumley Reading Objectives from Development Matters to be taught: Listens to and joins in with stories and poems, one to one and also in small groups (30-50 months) Can segment the sounds in simple words and blend them together and knows which letters represent some of them (40-60 months) Begins to read words and simple sentences. (40-60 months) Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books. (40-60 months) Can segment the sounds in simple words and blend them together and knows which letters represent some of them. (40-60 months) Children read and understand simple sentences (ELG 1) They use phonic knowledge to decode regular words and read them aloud accurately (ELG 2) Writing Objectives from Development Matters to be taught: Begins to break the flow of speech into words (40-60 months) Uses some identifiable letters to communicate, representing some sounds correctly and in sequence (40-60 months) Attempts to write short sentences in meaningful contexts (40-60 months) Children use their phonic knowledge to write words in ways which match their spoken sounds. (ELG 1)


Term: Spring 2 Topic Title: Castles

Genre to be taught: Fairy tales Recount – diary Recount - letter

Significant books to be used: Jack and the Beanstalk Rapunzel Cinderella Sleeping Beauty Reading Objectives from Development Matters to be taught: Begins to read words and simple sentences. (40-60 months) Can segment the sounds in simple words and blend them together and knows which letters represent some of them. (40-60 months) Children read and understand simple sentences (ELG 1) They use phonic knowledge to decode regular words and read them aloud accurately (ELG 2) They also read some common irregular words (ELG 3) They demonstrate understanding when talking with others about what they have read (ELG 4) Writing Objectives from Development Matters to be taught: Begins to break the flow of speech into words (40-60 months) Uses some identifiable letters to communicate, representing some sounds correctly and in sequence (40-60 months) Attempts to write short sentences in meaningful contexts (40-60 months) Children use their phonic knowledge to write words in ways which match their spoken sounds. (ELG 1) Some words are spelt correctly and others are phonetically plausible (ELG 4)


Term: Summer 1 Topic Title: Jungle Genre to be taught: Poetry – Funny Sentences Persuasion - Travel brochure Explanation – Changes in Plants Significant books to be used: Rumble in the Jungle- Giles Andreae The Elmer stories – David Mckee The Very Hungry Caterpillar by Eric Carle Plants and growing non fiction books. Reading Objectives from Development Matters to be taught: Children read and understand simple sentences (ELG 1) They use phonic knowledge to decode regular words and read them aloud accurately (ELG 2) They also read some common irregular words (ELG 3) They demonstrate understanding when talking with others about what they have read (ELG 4) They can describe the main events in simple stories that they have read (Exceeding 3) Writing Objectives from Development Matters to be taught: Begins to break the flow of speech into words (40-60 months) Uses some identifiable letters to communicate, representing some sounds correctly and in sequence (40-60 months) Attempts to write short sentences in meaningful contexts (40-60 months) Children use their phonic knowledge to write words in ways which match their spoken sounds. (ELG 1) They also write some irregular common words (ELG 2) They also write simple sentences which can be read by themselves and others (ELG 3) Some words are spelt correctly and others are phonetically plausible (ELG 4)


Term: Summer 2 Topic Title: Super heroes Genre to be taught: Non chronological – captions Narrative – familiar events Significant books to be used: Traction Man – Mini Grey Harry and the Bucketful of Dinosaur stories People who help us non fiction books Reading Objectives from Development Matters to be taught: Children read and understand simple sentences (ELG 1) They use phonic knowledge to decode regular words and read them aloud accurately (ELG 2) They also read some common irregular words (ELG 3) They demonstrate understanding when talking with others about what they have read (ELG 4) Children can read phonically regular words or more than one syllable and may irregular but HFWs (Exceeding 1) They use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary (Exceeding 2) They can describe the main events in simple stories that they have read (Exceeding 3) Writing Objectives from Development Matters to be taught: Children use their phonic knowledge to write words in ways which match their spoken sounds. (ELG 1) They also write some irregular common words (ELG 2) They also write simple sentences which can be read by themselves and others (ELG 3) Some words are spelt correctly and others are phonetically plausible (ELG 4) Children can spell phonically regular words of more than one syllable as well as many irregular but HFWs (Exceeding 1) They use key features of narrative in their own writing (Exceeding 2)


Year One

Term: Autumn 1

Topic Title: The Tiger Who Came To Tea

Genre to be taught: Non Chronological/Non Fiction – Labels, captions, lists, invitation, missing poster, animal fact sheets. Narrative – Stories with familiar events. Poetry – Animal themed poems including number poems and list poems. Dialogue/Play scripts – act out The Tiger Who Came To Tea Recount – Thankyou letter, Weekly weekend recount with GPS focus

Significant books to be used: The Tiger Who Came To Tea Handa’s Surprise My Magic Anorak Poem Anthology Dear Zoo Catherine and the Lion

Reading LAPs to be taught: Word reading Apply phonic knowledge and skills as the route to decode words. Read common exception words, noting tricky parts (see Year 1 list below). Developing pleasure in reading and motivation to read When prompted through questioning, relates texts to own experiences, e.g. Have you ever been to the beach? Orally retell stories using props and pictures. Enjoy and recite simple rhymes and poems. Make personal reading choices, e.g. from the class library. Understanding books which they can read themselves and those which are read to them Discuss key vocabulary, linking meanings of new words to those already known. Activate prior knowledge e.g. what do you know about minibeasts? Develop and demonstrate their understanding of characters through role play and drama. Give opinions about books, stories and poems. Demonstrate understanding of texts by answering questions related to who, what, where and when. Discuss the main events in stories. Make predictions based on what has been read so far. Identify the main characters in stories. Recall information from non-fiction texts, e.g. by saying something they have found out. Locate parts of text by naming or labelling e.g. titles, contents page and labelled diagram. Participating in discussion In discussions about books, listen to what others say, responding by nodding or maintaining eye contact.

Key Stage One midterm literacy plan.

Writing LAPs to be taught: Composition Repeat a simple sentence modelled, e.g. spoken by an adult or puppet. Replicate in writing so that it can be read by themselves and others. With adult prompting, separate words with spaces, e.g. using a finger or lollipop stick as a spacer. Use full stops to demarcate simple sentences. Recognise and write from memory capital letters. Use capital letter for the personal pronoun I. Identify and use question marks. Composition: Planning Orally rehearse ideas linked to non-fiction, e.g. pass a ‘microphone’ around the group, into which each child can speak their sentence. Composition: Drafting and Writing Orally compose every sentence before writing, e.g. say the sentence three times to fix it in working memory. With adult support, re-read every sentence to check it makes sense. Orally compose simple sentences to write short non-fiction texts, e.g. information text, postcard, instructions Composition Evaluating and Editing Discuss their writing with adults and peers, giving an opinion, e.g. I like my story because… Composition Performing Read their writing to an adult.

Target tracker key objectives assessed: Segment spoken words into individual phonemes and represent them with graphemes, spelling some correctly. Sit correctly at the table, holding a pencil comfortably and correctly. Write sentences by saying out loud what he/she is going to write about. Separate words with spaces. Discuss what he/she has written about with an adult.

Term: Autumn 2 Topic Title: Safe As Houses

Genre to be taught: Narrative – Stories with repeated patterns. Traditional Tales. Instructions – How to…….. Recipe for gingerbread house, Poetry – Themed poems – Winter /Christmas Dialogue/Play scripts – act out traditional tales, puppet shows with pigs and wolf. Recount – Weekly weekend recount with GPS focus

Significant books to be used: This Is The House That Jack Built, We’re Going On A Bear Hunt, Peace At Last, Not Now Bernard, Each Peach, Pear, Plum Three Little Pigs, Suddenly, The Three Little Wolves and the Big Bad Pig, Hansel and Gretel Mr Wolf’s Pancakes

Reading LAPs to be taught: Word reading Apply phonic knowledge and skills as the route to decode words. Read common exception words, noting tricky parts (see Year 1 list below). Developing pleasure in reading and motivation to read When prompted through questioning, relates texts to own experiences, e.g. Have you ever been to the beach? Recognise and join in with language patterns and repetition during class story times. Orally retell stories using props and pictures. Enjoy and recite simple rhymes and poems. Make personal reading choices, e.g. from the class library. Understanding books which they can read themselves and those which are read to them Discuss key vocabulary, linking meanings of new words to those already known. Activate prior knowledge e.g. what do you know about minibeasts? Develop and demonstrate their understanding of characters through role play and drama. Give opinions about books, stories and poems. Demonstrate understanding of texts by answering questions related to who, what, where and when. Discuss the main events in stories. Make predictions based on what has been read so far. Identify the main characters in stories. Participating in discussion


In discussions about books, listen to what others say, responding by nodding or maintaining eye contact.

Writing LAPs to be taught: Composition Repeat a simple sentence modelled, e.g. spoken by an adult or puppet. Replicate in writing so that it can be read by themselves and others. With adult prompting, separate words with spaces, e.g. using a finger or lollipop stick as a spacer. Use full stops to demarcate simple sentences. Recognise and write from memory capital letters. Use capital letter for the personal pronoun I. Identify and use question marks. Use the joining word and to link words in sentences, e.g. Henry had a duck and a dog. Penguins can slip and slide. Composition: Planning Orally plan and sequence ideas in narrative, e.g. with adult support, create a story using small world props or pictures and orally rehearse. Composition: Drafting and Writing Orally compose every sentence before writing, e.g. say the sentence three times to fix it in working memory. With adult support, re-read every sentence to check it makes sense. Orally compose and write sentences to form short narratives. Composition Evaluating and Editing Discuss their writing with adults and peers, giving an opinion, e.g. I like my story because… Composition Performing Read their writing to an adult.

Target tracker key objectives assessed: Form lower case letters in the correct direction, starting and finishing in the right place. Form capital letters Form digits 0-9 Write sentences by composing them orally before writing them. Write sentences and sequence them to form short narratives. Understand how words can combine to make sentneces. Join words and clauses using and

Term: Spring 1 Topic Title: Here, There and Everywhere

Genre to be taught: Narrative – Fairy Tales Dialogue/Play scripts – act out fairy tales Poetry – Themed poems – Dragons Non Chronological – Lists (jobs for Cinderella),UK Reports (link to geography) Persuasion – Come to……….. (advertisements for UK capital cities – link to geography) Recount – Weekly weekend recount with GPS focus

Significant books to be used: Magic Porridge Pot, Cinderella, Sleeping Beauty, Goldilocks and the Three Bears, Jack and the Beanstalk, The Enormous Turnip, The Elves and the Shoemaker. Katie in London, Katie in Scotland (James Mayhew)

Reading LAPs to be taught: Word reading Read more challenging texts using phonics and common exception word recognition. Developing pleasure in reading and motivation to read Relate texts to own experiences. Recognise and join in with language patterns and repetition in stories, e.g. fairy stories, traditional tales and stories by well-known authors. Orally retell familiar stories in a range of contexts, e.g. small world, role play, storytelling. Enjoy and recite rhymes and poems including traditional verse. Make personal reading choices and give simple reasons for their selection. Understanding books which they can read themselves and those which are read to them Discuss key vocabulary, linking meanings of new words to those already known. Activate prior knowledge e.g. what do you know about minibeasts? Recognise when a text does not make sense while reading and, with prompting, can correct. Develop and demonstrate their understanding of characters and events through role play and drama. Give opinions and, when prompted, support with reasons. Demonstrate understanding of texts by answering questions related to who, what, where, when, why, how. Identify and discuss the main events in stories using words like first, next, after that, later on, at the end. Make predictions based on what has been read so far and give simple reasons. Identify and describe the main characters in stories. Capture simply in writing, e.g. character profile, role on the wall. Discuss the title and predict what the story might be about. Answer ‘why’ questions requiring basic inference, e.g. Why do you think he said…? Why do you think he did that?


Participating in discussion In discussions about books, listen to what others say and take turns to speak as directed by the teacher.

Writing LAPs to be taught: Composition Say, and hold in memory whilst writing, sentences that can be read by themselves and others Separate words with spaces. Use capital letters and full stops to demarcate simple sentences. Use capital letters for names of people, places and days of the week. Identify and use exclamation marks. Use the joining word and to link clauses, e.g. They all pulled the turnip and it came out of the ground. Peel the banana and slice it into pieces. Use the joining word but to link words (I have two sisters but no brothers.) and clauses (Cinderella wanted to go to the ball but she didn’t have a dress). Composition: Planning Sequence ideas and events in narrative, e.g. creating a story map and using it to orally rehearse ideas. Sequence events in non-fiction recounts, e.g. use pictures and props to create a simple timeline, adding sequencing vocabulary such as ‘first’, ‘next’, ‘after that’ and ‘finally’. Use these to orally rehearse. Composition: Drafting and Writing Orally compose every sentence before writing, including compound sentences using the joining words ‘and’ and ‘but’. Re-read every sentence to check it makes sense. Orally compose and sequence their own sentences to write short narratives. Orally compose and sequence their own sentences to write short non-fiction texts, e.g. recounts Composition Evaluating and Editing Discuss their writing with adults, saying what they like about it, e.g. my favourite word is…

Composition and Performing Read their writing audibly to a small group.

Target tracker key objectives assessed: Understand which letters belong to each writing family. Write sentences by re-reading what he/she has written to check that it makes sense. Use Capital Letters and full stops to demarcate some sentences. Join words and clauses using and, but

Term: Spring 2 Topic Title: On The Move

Genre to be taught: Narrative – story with repeated pattern – The Train Ride Poetry – Themed poems – Transport, Action Rhymes. Non Chronological – Non-fiction writing – transport theme, labels and captions of vehicles etc Recount – Weekly weekend recount (including transport museum trip) with GPS focus

Significant books to be used: Non-fiction big books – Wheels, Wings and Other Things, How Do They Work? The Train Ride

Reading LAPs to be taught: Word reading Read more challenging texts using phonics and common exception word recognition. Developing pleasure in reading and motivation to read Relate texts to own experiences. Enjoy and recite rhymes and poems including traditional verse. Make personal reading choices and give simple reasons for their selection. Understanding books which they can read themselves and those which are read to them Discuss key vocabulary, linking meanings of new words to those already known. Activate prior knowledge e.g. what do you know about minibeasts? Recognise when a text does not make sense while reading and, with prompting, can correct. Develop and demonstrate their understanding of characters and events through role play and drama. Give opinions and, when prompted, support with reasons. Demonstrate understanding of texts by answering questions related to who, what, where, when, why, how. Recall specific information from non-fiction texts by answering simple oral questions. Locate parts of text that give particular information, e.g. titles, contents page and labelled diagram. Participating in discussion In discussions about books, listen to what others say and take turns to speak as directed by the teacher.

Writing LAPs to be taught: Composition Say, and hold in memory whilst writing, sentences that can be read by themselves and others Separate words with spaces. Use capital letters and full stops to demarcate simple sentences. Use capital letters for names of people, places and days of the week.


Identify and use exclamation marks. Use the joining word and to link clauses, e.g. They all pulled the turnip and it came out of the ground. Peel the banana and slice it into pieces. Use the joining word but to link words (I have two sisters but no brothers.) and clauses (Cinderella wanted to go to the ball but she didn’t have a dress). Composition: Planning Sequence events in non-fiction recounts, e.g. use pictures and props to create a simple timeline, adding sequencing vocabulary such as ‘first’, ‘next’, ‘after that’ and ‘finally’. Use these to orally rehearse. Composition: Drafting and Writing Orally compose every sentence before writing, including compound sentences using the joining words ‘and’ and ‘but’. Re-read every sentence to check it makes sense. Orally compose and sequence their own sentences to write short non-fiction texts, e.g. recounts, instructions. Composition Evaluating and Editing Discuss their writing with adults, saying what they like about it, e.g. my favourite word is…

Composition and Performing Read their writing audibly to a small group.

Target tracker key objectives assessed: Write sentences by re-reading what he/she has written to check that it makes sense Use capital letters and full stops to demarcate sentences in some of writing. Read aloud her/her writing clearly enough to be heard by peers and the teacher.

Term: Summer 1 Topic Title: If You Go Down In The Woods Today

Genre to be taught: Narrative – story with familiar events – Bears. Significant Author – Julia Donaldson Non chronological – lists (rhyming words related to Snail and the Whale) Recount – Weekly weekend recount with GPS focus

Significant books to be used: Bears – This is the Bear, Where’s My Teddy? Little Teddy Left Behind, Home Before Dark, I Hate My Teddy Bear – David McKee, Bear Hunt – Anthony Browne, Julia Donaldson - The Gruffalo, Superworm, The Gruffalo’s Child, The Princess and the Wizard, The Paper Dolls, Room on the Broom, Tabby McTat, The Snail and the Whale, Sharing a Shell, Zog, Tiddler, Freddy and the Fairy Reading LAPs to be taught: Word reading Read more challenging texts using phonics and common exception word recognition. Developing pleasure in reading and motivation to read Relate texts to own experiences and describe with some detail. Make personal reading choices and give more detailed reasons for their selection. Understanding books which they can read themselves and those which are read to them Discuss key vocabulary, linking meanings of new words to those already known. Activate prior knowledge of the subject e.g. what do you know about minibeasts? Check that texts make sense while reading and self-correct. Develop and demonstrate their understanding of characters and events through role play and drama, drawing on language from the text. Give opinions and support with reasons e.g. I like the Little Red Hen because she… Demonstrate understanding of texts by asking and answering questions related to who, what, where, when, why, how. Identify, discuss and sequence the main events in stories. Record simply, e.g. story map. Make predictions based on what has been read so far and give reasons. Identify, describe and discuss the main characters in stories. Capture simply in writing, e.g. wanted poster, character profile. Discuss the title of books they read themselves and those which are read to them. Suggest how titles relate to the events in the whole story e.g. The Runaway Train; Not Now Bernard! Answer ‘why’ questions requiring basic inference, e.g. Why do you think he said…? Why do you think he did that? Participating in discussion In discussions about texts, listen to what others say and take turns to speak.

Writing LAPs to be taught: Composition Say, and hold in memory whilst writing, sentences that can be read by themselves and others, including those with the joining word ‘and. Separate words with spaces of a roughly consistent size.


Use capital letters and full stops to demarcate simple sentences in independent writing. Use capital letters for names of people, places, days of the week and the personal pronoun I, e.g. editing and improving independent writing with support. Identify and use question marks and exclamation marks in independent writing. Use the joining word and to link words and clauses in independent writing. Use the joining word or to link words (I could sleep in the tent or the caravan.) and clauses (The Little Robot could stay in the forest or he could ride on the train.) Composition: Planning Use familiar plots for structuring the opening, middle and end of their stories, e.g. innovating on a known story and orally rehearse. Composition: Drafting and Writing Orally compose every sentence before writing including compound sentences using the joining words ‘and’, ‘but’ and ‘or’. Independently re-read every sentence to check it makes sense but focusing particularly on those which use joining words. Orally compose and sequence their own sentences, including some which use joining words, to write short narratives. Orally compose and sequence their own sentences to write short non-fiction texts, e.g. recounts, information texts. Composition Evaluating and Editing Discuss their writing with adults and peers, e.g. using speaking frames such as ‘The best word I have used is…’; ‘My handwriting is good because…’; ‘I am proud of my writing because…’ Composition Performing Read aloud their writing audibly to adults and peers, e.g. larger group or whole class.

Target tracker key objectives assessed: Use regular plural noun suffixes s or es. Understand how the prefix un changes the meaning of verbs and adjectives. Spell some common exception words Use suffixes that can be added to verbs where no change is needed in the spelling of root words eg helping, helper,

Term: Summer 2 Topic Title: Fun In the Sun

Genre to be taught: Narrative –Fantasy Explanation – historical explanation seaside Persuasion – Advert – Come to the seaside Poetry – Themed poems – seaside Recount – Weekly weekend recount with GPS focus

Significant books to be used: Dragon Stew, The Great Dragon Rescue, George and The Dragon, Aliens in Underpants Save the World, Selected Magic Key books e.g The Spaceship. Pirate Stories

Reading LAPs to be taught: Word reading Read more challenging texts using phonics and common exception word recognition. Developing pleasure in reading and motivation to read Relate texts to own experiences and describe with some detail. Enjoy and recite rhymes and poems and express preferences. Make personal reading choices and give more detailed reasons for their selection. Understanding books which they can read themselves and those which are read to them Discuss key vocabulary, linking meanings of new words to those already known. Activate prior knowledge of the subject e.g. what do you know about minibeasts? Check that texts make sense while reading and self-correct. Develop and demonstrate their understanding of characters and events through role play and drama, drawing on language from the text. Give opinions and support with reasons e.g. I like the Little Red Hen because she… Demonstrate understanding of texts by asking and answering questions related to who, what, where, when, why, how. Identify, discuss and sequence the main events in stories. Record simply, e.g. story map. Make predictions based on what has been read so far and give reasons. Discuss the title of books they read themselves and those which are read to them. Suggest how titles relate to the events in the whole story e.g. The Runaway Train; Not Now Bernard! Answer ‘why’ questions requiring basic inference, e.g. Why do you think he said…? Why do you think he did that? Recall specific information from non-fiction texts. Use parts of text to find information, e.g. titles, contents page and labelled diagram. Participating in discussion In discussions about texts, listen to what others say and take turns to speak.


Writing LAPs to be taught: Composition Say, and hold in memory whilst writing, sentences that can be read by themselves and others, including those with the joining word ‘and. Separate words with spaces of a roughly consistent size. Use capital letters and full stops to demarcate simple sentences in independent writing. Use capital letters for names of people, places, days of the week and the personal pronoun I, e.g. editing and improving independent writing with support. Identify and use question marks and exclamation marks in independent writing. Use the joining word and to link words and clauses in independent writing. Use the joining word or to link words (I could sleep in the tent or the caravan.) and clauses (The Little Robot could stay in the forest or he could ride on the train.) Composition: Planning Use familiar plots for structuring the opening, middle and end of their stories, e.g. innovating on a known story and orally rehearse. Sequence ideas and events in different non-fiction texts, e.g. decide on information or events to put on each page in a simple non-fiction book. Composition: Drafting and Writing Orally compose every sentence before writing including compound sentences using the joining words ‘and’, ‘but’ and ‘or’. Independently re-read every sentence to check it makes sense but focusing particularly on those which use joining words. Orally compose and sequence their own sentences, including some which use joining words, to write short narratives. Orally compose and sequence their own sentences to write short non-fiction texts, e.g. recounts, information texts. Composition Evaluating and Editing Discuss their writing with adults and peers, e.g. using speaking frames such as ‘The best word I have used is…’; ‘My handwriting is good because…’; ‘I am proud of my writing because…’ Composition Performing Read aloud their writing audibly to adults and peers, e.g. larger group or whole class.

Target tracker key objectives assessed: Use capital letters for names of people, places, days of the week and the personal pronoun I Add prefixes and suffixes using ing, ed, er and est Spell the days of the week Write from memory simple sentences dictated by the teacher that include words using GPC’s and common exception words taught so far. Understand the following terminology, letter, word, singular, plural, sentence and punctuation, full stop, question mark, exclamation mark.

Year Two

Autumn 1

Unit one (Maximum 3 weeks) Unit two (Maximum three weeks) Unit Three (Maximum three weeks)

Genre Narrative – Traditional Tales (Two weeks)

Poetry (Two weeks) Playscripts – Puppet Show (two weeks)

Quality Text Little Red Riding Hood

Goldilocks and The Three Bears

Hansel & Gretel

Alliterative Poems

Nonsenses Poems e.g. On The Ning Nang Nong

Burglar Bill

Reading LAPs Sequence the main events in stories using prompts, e.g. pictures, objects or questions. Discuss in a small group.

Orally retell simple stories, fairy tales and traditional tales as part of a group.

Recognise the use of repetitive language within a simple story.

Take note of punctuation when reading e.g. pausing at full stops, question marks and exclamation marks.

Demonstrate understanding of fiction and non-fiction texts by orally asking and answering who, what, where, when, why, how questions.

Draw inferences about characters from the text e.g. what is the character thinking, saying and feeling?

Learn and recite a poem.

Choose favourite words and phrases from a text.

Sequence the main events in stories using prompts, e.g. pictures, objects or questions. Discuss in a small group.

Orally retell simple stories, fairy tales and traditional tales as part of a group.

Recognise the use of repetitive language within a simple story.


Demonstrate understanding of fiction and non-fiction texts by orally asking and answering who, what, where, when, why, how questions.


Writing LAPs Say, write and punctuate simple and compound sentences using the joining words and and but (co-ordination).

Use sentences with different forms: questions and exclamations.

Secure the use of full stops, capital letters, exclamation marks and question marks.

Use subordination for reason using because e.g. He wore his coat

Secure the use of full stops, capital letters, exclamation marks and question marks.

Identify, understand and select verbs to complete sentences.

Identify, understand and select nouns to complete sentences.

Generate, select and effectively use adjectives.

Identify purpose and audience for writing

because it was raining. Because it was raining, he wore his coat.


Use the progressive form of verbs in the present tense, orally and in writing, to mark actions in progress, e.g. She is watching television. I am reading my favourite book.

Use past tense accurately and consistently for narratives, recounts and historical reports.


Discuss and plan what to write about e.g. story mapping, innovating on a known story, generating and developing vocabulary and ideas.

Orally rehearse each sentence prior to writing including simple and compound sentences.

Identify purpose and audience for writing, e.g. to entertain children in Reception with our traditional tales. Discuss the language needed, e.g. story book language; repeated words and phrases to join in with.

Edit and improve own writing with specific guidance from the teacher, e.g. Can you add the question marks to the sentences where they are needed?

Target Tracker Targets

Write narratives about personal experiences and those of others (real and fictional)

Consider what he/she is going to write before beginning by writing down ideas and/or keywords, including new vocabulary

Make simple additions, revisions and corrections to his/her own writing by evaluating their writing with the teacher and other pupils

Write poetry to develop positive attitudes and stamina for writing


Use subordination (using when, if, that, because) and co-ordination (using or, and, but)

Use expanded noun phrases for description and specification e.g. the blue butterfly, plain flour, the man in the moo

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

Use capital letters and full stops to demarcate sentences consistently in his/her writing with some use of question marks and exclamation marks

Use commas to separate items in a list

Autumn 2


Genre Stories from other cultures (two weeks) Non-Fiction Page (two weeks) Instructions (two weeks)

Quality Text Variety of stories from other cultures & films

from http://www.literacyshed.com/

Variety of non-fiction texts Variety of Instructions ‘How to …’

Reading LAPs Identify unfamiliar words within the context of a text and discuss meanings.


Demonstrate understanding of fiction texts by asking and answering who, what, where, when, why & how questions.


Make predictions based on what has been read so far and give reasons.

Pose and rehearse questions prior to reading non-fiction texts.

Demonstrate understanding of non-fiction texts by asking and answering who, what, where, when, why & how questions.

Identify unfamiliar words within the context of a text and discuss meanings

Identify how specific information is organised within a non-fiction text e.g. sub-headings, contents, bullet points, glossary, diagrams.

Identify how specific information is organised within a non-fiction text e.g. sub-headings, contents, bullet points, glossary, diagrams.

Identify unfamiliar words within the context of a text and discuss meanings

Demonstrate understanding of non-fiction texts by asking and answering who, what, where, when, why & how questions.

Pose and rehearse questions prior to reading non-fiction texts.

Writing LAPs Say, write and punctuate simple and compound sentences using the joining words and & but (co-ordination)

Use sentences with different forms: questions and exclamations

Secure the use of full stops, capital letters, exclamation marks & question marks.

Use subordination for reason using because e.g. He wore his coat because it was raining. Because it was raining, he wore his coat.


Use the progressive form of verbs in the present tense orally and in writing, to mark actions in progress, e.g. she is watching television, I am reading my favourite book.

Use the past tense accurately and

Say, write and punctuate simple and compound sentences using the joining words and & but (co-ordination)

Use sentences with different forms: questions and exclamations

Secure the use of full stops, capital letters, exclamation marks & question marks.


Identify purpose and audience for writing.


Evaluate their writing with adults, saying what they think is good about

Say, write and punctuate simple and compound sentences using the joining words and & but (co-ordination)

Secure the use of full stops, capital letters,

Use subordination for time using when e.g. We went out to play when we had finished our tea. When we had finished our writing, we went out to play.


Proofread to check for errors in spelling, grammar and punctuation.

Evaluate their writing with adults, saying what they think is good about their writing and what might make it even better.

Identify, understand and select adverbs to complete sentences.

consistently for narratives.


Discuss and plan what to write about e.g. story mapping, innovating on a known story, generating and developing vocabulary and ideas.



Read aloud their writing with intonation, taking note of punctuation to make the meaning clearer, e.g pausing at full stops, question marks and exclamation marks.

their writing and what might make it even better.

Proofread to check for errors in spelling, grammar and punctuation.

Identify, understand and select adverbs to complete sentences.




Consider what he/she is going to write before beginning by encapsulating what he/she wants to say, sentence by sentence


Read aloud what he/she has written with appropriate intonation to make the meaning clear

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







Write for different purposes to develop positive attitudes and stamina for writing

Consider what he/she is going to write before beginning by planning or saying out loud what he/she is going to write about






Use present and past tense mostly correctly and consistently

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



Use apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns e.g. the girl's name

Develop pleasure in reading, motivation to read, vocabulary and understanding by discussing the sequence of events in books and how items of information are related.

Demonstrate understanding of text by answering and asking questions and making links.

Demonstrate understanding of text by predicting what might happen next on the basis of what has happened so far.










Spring 1


Genre Anthony Browne (two weeks) Non- chronological - Leaflet (two weeks)

Riddles (two weeks)

Quality Text Variety of texts Variety of non-fiction Variety of texts including Paul Cookson’s The Works

Reading LAPs Discuss and sequence the main events in stories.

Using their own story map, orally retell stories, fairy tales and traditional tales.

Begin to develop and talk about personal reading preferences for particular authors or types of books.

Demonstrate understanding of fiction and non-fiction texts by asking and answering, orally and in writing, who, what, where, when, why, how questions.

Explain and discuss their understanding of a text, giving opinions e.g. I think Dougal should stay in Atlantis because he will not have to do his boring job anymore.

Develop and demonstrate their understanding of characters and events through role play and drama, e.g. improvisation, freeze frames and thought tracking

Draw inferences about characters and events from the text e.g. why do you think that happened; how do you think the problem will be resolved?

Make predictions based on what has been read so far and give reasons.

Make thoughtful contributions to discussions about texts in different group situations, e.g. pairs, guided groups, whole class.

Identify and discuss words within the context of a text, linking new meanings to known vocabulary, e.g. a toad is similar to a frog.

Demonstrate understanding of fiction texts by asking and answering, orally and in writing, who, what, where, when, why, how questions.

Locate information from a non-fiction text using the contents page, index, labelled diagrams and charts.


Recognise the use of repetitive language within a poem.

Learn and recite a range of poems.

Begin to develop and talk about personal reading preferences for particular authors or types of books.


In discussing books, consider other points of view put forward by the teacher and/or peers.

Writing LAPs Write narratives about personal experiences and those of others (real and fictional)

Consider what he/she is going to write before beginning by writing down ideas and/or keywords,













Develop pleasure in reading, motivation to read, vocabulary and understanding by discussing the

including new vocabulary
















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 … at a level beyond that at which he/she can read independently.

Develop pleasure in reading, motivation to read, vocabulary and understanding by recognising simple recurring literary language in stories and poetry.

Develop pleasure in reading, motivation to read, vocabulary and understanding by continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting

sequence of events in books and how items of information are related.



some, with appropriate intonation to make the meaning clear.










Use the progressive form of verbs in

















Develop pleasure in reading,

the present and past tense to mark actions in progress e.g. she is drumming, he was shouting








motivation to read, vocabulary and understanding by listening to, discussing and expressing views about a wide range of contemporary and classic poetry … at a level beyond that at which he/she can read independently.


Develop pleasure in reading, motivation to read, vocabulary and understanding by continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear.

Spring 2


Genre Instructions – How to play … Recount – Letters (intro address) (two weeks) Explanation - Non-fiction books (two weeks)

Quality Text

Reading LAPs Demonstrate understanding of fiction and non-fiction texts by asking and answering, orally and in writing, who, what, where, when, why, how questions.

Explain and discuss their understanding of a text, giving opinions

Identify and discuss favourite words and phrases from a text.

Take note of punctuation when reading aloud.


Identify and discuss words within the context of a text, linking new meanings to known vocabulary, e.g. a toad is similar to a frog.

Take note of punctuation when reading aloud.


Locate information from a non-fiction text using the contents page, index, labelled diagrams and charts.


Writing LAPs Say, write and punctuate simple and compound sentences using the joining words so and or (co-ordination).

Use commas to separate items in a list.

Use subordination for time using before and after

Generate, select, and effectively use verbs.

Identify purpose and audience for writing. Discuss structure needed. Plan and write clear sections, drafting short sections as appropriate

Say, write and punctuate simple and compound sentences using the joining words so and or (co-ordination).

With prompting, edit and improve own writing using full stops, capital letters, exclamation marks and question marks.

Use subordination for time using before and after.

Use subordination for reason using if

Explore the progressive form of verbs in the past tense, orally and in writing, to mark actions in progress.

Generate, select and effectively use nouns.

Edit and improve own writing by strengthening the use of adjectives to create simple noun phrases.

Generate, select and effectively use

Say, write and punctuate simple and compound sentences using the joining words so and or (co-ordination).

Use sentences with different forms: statements and commands.

With prompting, edit and improve own writing using full stops, capital letters, exclamation marks and question marks.

Use subordination for reason using if e.g. If a plant does not get enough water, it will die. If people eat too much sugar, it can cause tooth decay. If you want to stay healthy, get plenty of exercise.

Use present tense accurately and consistently for non-chronological reports and persuasive adverts.

Generate, select and effectively use

adverbs.

nouns.

Edit and improve own writing by strengthening the use of adjectives to create simple noun phrases.

Generate, select and effectively use adverbs.

Proofread to check for errors in spelling, grammar and punctuation, including the correct form of verbs, e.g. spotting and changing.

Target Tracker

Targets Write narratives about personal

experiences and those of others (real and fictional)


























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 … at a level beyond that at which he/she can read independently.


Develop pleasure in reading, motivation to read, vocabulary and understanding by continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear.

Summer 1

Unit one (Maximum 3 weeks) Unit two (Maximum three weeks)

Genre Persuasion – Travel Brochure (two weeks)

Recount – Postcard (two weeks)

Quality Text Variety of texts Jolly Postman and other texts

Reading LAPs Identify and discuss words within the context of a text, using morphology to work out the meaning of unfamiliar words e.g. terror, terrorised.

Activate prior knowledge, raise questions, and find and note answers e.g. What do we know? What do we want to know? What have we learned?

Demonstrate understanding of non-fiction texts by asking and answering, orally and in writing, who, what, where, when, why, how questions.

Locate specific information in order to answer questions from a selection of non-fiction texts. Find information using the contents page, index, labelled diagrams and charts.

Discuss the main events in stories and sequence using language such as First of all…, Moments later…, After a while…, Finally....

Take note of punctuation by using tone and intonation when reading aloud, e.g. pausing at full stops, changing voice in response to an exclamation mark and question mark.


Draw inferences about characters and events referring to specific evidence from the text e.g. what do you think the character is feeling when…? What makes you think this?

Writing LAPs Within their own writing, edit and improve simple and compound sentences using the joining words and, but, so and or (co-ordination).

Use and punctuate correctly sentences with different forms: statement, question, command, exclamation.

Independently, edit and improve own writing using full stops, capital letters, exclamation marks and question marks.

Use commas to separate items in a list in fiction and non-fiction texts, including cross curricular writing.

Use subordination for reason using because and if e.g. I would go on an exotic holiday if I won the lottery. If I

Within their own writing, edit and improve simple and compound sentences using the joining words and, but, so and or (co-ordination).



Use commas to separate items in a list in fiction and non-fiction texts, including cross curricular writing.

Use apostrophes for contracted forms e.g. don’t, can’t, wouldn’t, you’re, I’ll.

won the lottery, I would go on an exotic holiday.

Independently, edit and improve own writing by strengthening the use of verbs.

Independently, edit and improve own writing to ensure accurate and consistent use of tense - present tense for non-chronological reports, persuasive adverts and explanations.

Independently, edit and improve own writing by strengthening the use of nouns.

Independently, edit and improve own writing by strengthening the use of adverbs.

Drawing on sentence structures from known texts, orally rehearse every sentence before writing,

Identify purpose and audience for writing, e.g. to persuade children in Year 1 to visit our farm shop. Discuss the language and structural organisation needed, e.g. a snappy slogan, a question, alliteration, bullet points, exclamations, captions.

Evaluate their writing with adults and peers. Reflect on how well it has met its purpose and the effect on the audience.

Read aloud their writing with tone and intonation, taking note of punctuation to make the meaning clear e.g. pausing at full stops, changing voice in response to an exclamation mark and question mark.

Use apostrophes for singular possession in nouns, e.g. the girl’s name.

Use subordination for time using when, before and after

Use subordination for reason using because and if e.g. I would go on an exotic holiday if I won the lottery. If I won the lottery, I would go on an exotic holiday.

Use the subordinating conjunction that in sentences and use these in non-fiction writing such as a recount or letter, e.g. I thought that Mr Jones was going to fall in the water! I hope that you write back soon.

Independently, edit and improve own writing to ensure accurate and consistent use of tense, e.g. past tense for narratives

Identify purpose and audience for writing

Target Tracker

Targets Develop pleasure in reading,

motivation to read, vocabulary and understanding by listening to, discussing and expressing views


Write about real events to develop

about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which he/she can read independently


Make simple additions, revisions and corrections to his/her own writing by re -reading to check that his/her writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form

Form nouns using suffixes such as -ness, -er and by compounding e.g. whiteboard, superman

Form adjectives using suffixes such as -ful, -less

Use suffixes -er, -est in adjectives and use -ly to turn adjectives into adverbs e.g. smoothly, softly, bigger, biggest






Use apostrophes to mark where letters are missing in spelling and to

positive attitudes and stamina for writing





Make simple additions, revisions and corrections to his/her own writing by proof-reading to check for errors in spelling, grammar and punctuation e.g. ends of sentences punctuated correctly






Use capital letters and full stops to demarcate sentences consistently in his/her writing with some use of

mark singular possession in nouns e.g. the girl's name

question marks and exclamation marks


Use apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns e.g. the girl's name.

Summer 2


Genre Recounts – Scientific Experiment Explanations – Scientific explanations Dialogue/playscripts - Interviews (two weeks)

Quality Text Variety of texts Variety of texts TBC

Reading LAPs Demonstrate understanding of fiction and non-fiction texts by asking and answering, orally and in writing, who, what, where, when, why, how questions.

Draw inferences about events referring to specific evidence from the text







Writing LAPs Within their own writing, edit and improve simple and compound sentences using the joining words and, but, so and or (co-ordination).




Use subordination for reason using because and if

Within their own writing, edit and improve simple and compound sentences using the joining words and, but, so and or (co-ordination).



Explore the progressive form of verbs in the present tense



Use apostrophes for contracted forms e.g. don’t, can’t, wouldn’t, you’re, I’ll.

Use apostrophes for singular possession in nouns, e.g. the girl’s name.

Use subordination for reason using because and if e.g. I would go on an exotic holiday if I won the lottery. If I won the lottery, I would go on an exotic holiday.

Explore the progressive form of verbs in the present tense (e.g. she is drumming) and past tense (e.g. he was shouting) to mark actions in progress.

Proofread to check for errors in spelling, grammar and punctuation,

including the correct form of verbs, e.g. spotting and changing he walking to the shop to he walked to the shop or he was walking to the shop.

Target Tracker

Targets Write for different purposes to

develop positive attitudes and stamina for writing

















Year Three

Autumn 1 Unit one (Maximum 3 weeks) Unit two (Maximum three weeks) Unit Three (Maximum three weeks) Genre Non fiction page-non chronological Myths and Legends Shape Poetry-about Egypt

Quality Text description of Howard Carter’s discovery Egyptian myths/ Robin Hood legend

Poetry book 1-examples of alliteration, similes and onomatopoeia

Reading LAPs Use knowledge of root words to understand meanings of words, e.g. forget, forgetting; begin, beginner; garden, gardening, gardener; prefer, preferred.

Use prefixes to understand meanings e.g. un-, dis-, mis (meaning ‘not’): unacceptable, unlock, unbelievable; disappoint, disagree, disappear, disobey; misbehave, mislead, misspell.

Use suffixes to understand meanings e.g. -ly (meaning ‘in this way’): sadly, finally, completely.

Choose favourite words and phrases from a range of texts.

Identify unfamiliar words and discuss possible meanings.

Discuss the purpose of paragraphs in non-fiction texts.eg non-chronological reports, biographies, persuasive letters.

Identify how specific information is organised within a non-fiction text.eg. subheadings, bullet points, glossaries, diagrams.

Use knowledge of root words to understand meanings of words, e.g. forget, forgetting; begin, beginner; garden, gardening, gardener; prefer, preferred.





Use expression when reading aloud.

Take note of punctuation when reading aloud by using tone and intonation eg. Pausing at full stops, changing voice in response to an exclamation mark and question mark.

Use knowledge of root words to understand meanings of words, e.g. forget, forgetting; begin, beginner; garden, gardening, gardener; prefer, preferred.






Writing LAPs Use the comma to separate clauses in complex sentences where the subordinate clause appears first, e.g. Before he started making films, Walt Disney worked as an artist. After the bird had sprinkled the crumbs, a magnificent forest sprang up.

Proofread to check for errors in spelling, grammar and punctuation in own writing.

Discuss own writing with the teacher and make some improvements the light of evaluation.

Use appropriate intonation, tone and volume to present their writing to a group or class.

Use the comma to separate clauses in complex sentences where the subordinate clause appears first, e.g. Before he started making films, Walt Disney worked as an artist. After the bird had sprinkled the crumbs, a magnificent forest sprang up.








Use suffixes to understand meanings e.g. –ly (meaning ‘in this way’): energetically, frantically, gently, nobly, comically.

Maintain positive attitudes to reading and understanding of what they read by reading books that are structured in different ways.

Maintain positive attitudes to reading and understanding of what they read by discussing words that capture the reader’s interest and imagination.

Understand by drawing inferences such as inferring character’s feelings, thoughts and motives, justifying inferences with evidence.

Use prefixes and suffixes

Plan writing by discussing similar writing to understand and learn from its structure and vocabulary.

Plan writing by discussing and writing ideas within a given structure.

Draft and write by composing and rehearse sentences orally building a rich and varied vocabulary.

Draft and write by organising writing into paragraphs as a way of grouping related material.

Evaluate and edit by assessing effectiveness of own writing.

Evaluate and edit by proposing changes to grammar and punctuation linked to the use of a/an conjunctions, adverbs and prepositions.

Proof read for spelling errors and for punctuation including full stops, question marks, exclamation marks,

Read own writing aloud to class/group using appropriate intonation controlling tone and volume so meaning is clear.












Apply knowledge of root words, prefixes and suffixes, both to read aloud and understand the meanings of new words.-dis, mis, in, il, im, il, ir


Understand reading independently by identifying how language structure and presentation contribute to meaning to include paragraphs, headings, subheadings, inverted commas to punctuate speech.



Draft and write non-narrative material using headings and subheadings to organise material.






Autumn 2


Genre Diary Informal letter Technical manual-explanation text

Quality Text Ann Frank’s Diary Diary of a Wimpy Kid

Examples of letters from actual evacuees Real technical manuals eg. –Do it all leaflet etc

Reading LAPs Choose favourite words and phrases from a range of texts.












Identify, understand and select prepositions to complete sentences e.g. above, below, beneath, within, outside, beyond.

Identify, understand and select adverbs to complete sentences e.g. suddenly, silently, eventually, cautiously, timidly.

Identify, understand and select the perfect form of verbs to complete sentences e.g. We have researched healthy foods (present perfect) instead of We researched healthy foods (simple past).


Identify, understand and select prepositions to complete sentences e.g. above, below, beneath, within, outside, beyond.

Identify, understand and select adverbs to complete sentences e.g. suddenly, silently, eventually, cautiously, timidly.










Plan writing by discussing and writing










ideas within a given structure.




















Spring 1-Born in the USA Unit one (Maximum 3 weeks) Unit two (Maximum three weeks) Unit Three (Maximum three weeks) Genre Narrative-stories with familiar settings Non Fiction Book-landmarks of USA

Adverisement Poetry Cinquain

Quality Text Charlie and the Chocolate factory

Non-fiction- page about landmarks for travel guide of USA.-Non chronological Look at travel magazines and brochures. Range of TV and Magazine adverts. Advertisement – own chocolate bar

Cinquain invented by American Adelaide Crapsey. www.poetry4kids.com/blog/lessons/how-to-write-a-cinquain-poem/

Reading LAPs Use knowledge of root words to understand meanings of words, e.g. limit, limiting, limited, limitation.

Use prefixes to understand meanings e.g. re- (meaning ‘again’ or ‘back’), pre- (meaning ‘before’) refresh, redecorate, reappear; preschool, prepay, prehistoric

Identify and record the main events of a story in sequence, e.g. story map, story board. Use to retell.

Orally retell stories including detail and vocabulary from the text to engage the listener.

Identify and discuss favourite words and phrases which capture the reader’s interest and imagination.

Work out the meaning of unfamiliar words by using the context.

Use appropriate intonation and expression when reading aloud.

Take note of punctuation when reading aloud, e.g. show a rising inflection in response to a question mark.

Draw inferences around characters thoughts, feelings and actions.

Make plausible predictions based on details stated.

Provide evidence to support a

Prepare for research by identifying what is already known and generate possible questions about the subject.

Describe how specific information is organised within a non-fiction text e.g. text boxes, contents, bullet points, glossaries, diagrams.

Use the title and contents page to appraise whether a book will provide relevant information for research.

Locate features of information texts in print and on screen, e.g. contents, index, headings, sub-headings, page numbers, hyperlinks, icons and drop down menus.

Record information from non-fiction texts by making simple notes e.g. key words and phrases, page references and headings, and use these in subsequent writing.

Prepare poems or to read aloud by text marking, colour coding and annotating to support rehearsal and performance.

Identify and discuss favourite words and phrases which capture the reader’s interest and imagination.

Use appropriate intonation and expression when reading aloud.

Take note of punctuation when reading aloud, e.g. show a rising inflection in response to a question mark.

statement provided by the teacher, e.g. The Iron Man is a mysterious character. What evidence is there to support this point?

Writing LAPs Plan writing by discussing similar writing to understand and learn from its structure and vocabulary.









Proof read for spelling errors and for punctuation including full stops, question marks, exclamation marks.











Understand by drawing inferences such as inferring character’s



Understand reading independently by identifying how language structure and presentation contribute to meaning to include paragraphs, headings, subheadings, inverted commas to punctuate





feelings, thoughts and motives, justifying inferences with evidence.










speech.

















Spring 2-How can we look after out world-Flower power!


Genre Non- fiction book about an issue Persuasive pamphlet Fables for year 1 children using an aspect of nature (animal/plant) to tell a story with a moral.

Quality Text non-fiction books and articles articles about green issues Aesop’sfables

Reading LAPs Choose favourite words and phrases from a range of texts.





















Discuss morals in fables, e.g. The Hare and the Tortoise, The Fox and the Crow, The Lion and the Mouse.

Identify and discuss conventions of fables e.g. animals which behave like humans, a lesson learnt, one or two characters only.

Identify and record the main events of a story in sequence, e.g. story map, story board. Use to retell.

Orally retell stories including detail and vocabulary from the text to engage the listener.

Discuss themes in fairy tales and folk tales e.g. good over evil, weak and strong, wise and foolish, rich and poor.

Discuss conventions of fairy tales



or folk tales, introduced by the teacher e.g. magical sentence, a wish, a spell or a chant, repeated several times.


Group related material into paragraphs, e.g. write facts about a well-known subject on individual sticky notes and group these under headings provided by the teacher.

Proofread to check for errors in spelling, grammar and punctuation in own and others’ writing.

Discuss and propose changes with partners and improve writing in the light of evaluation.



Proofread to check for errors in spelling, grammar and punctuation in own and others’ writing.


Identify purpose and audience for writing, e.g.to entertain other Year 3 children with poems for a class anthology. Discuss the vocabulary, grammar and structural organisation needed.

Discuss and record ideas for planning, e.g. for poetry, generating and refining vocabulary, experimenting with word combinations, rhyme, rhythm, alliteration, syllable count etc.

Improvise, create and write dialogue using inverted commas (speech marks), synonyms for ‘said’ and, where appropriate, adverbs e.g. “Get out of here!” shouted Bob angrily.

During composition, use different sentence structures. Orally compose alternatives and select from these according to effect created (see VGP).


Proofread to check for errors in spelling, grammar and punctuation in own and others’

writing.


Use appropriate intonation, tone and volume to present their writing to a group or class, e.g. pausing at commas to mark clauses in complex sentences in their own story; changing their voice for different characters when reading dialogue.

















Evaluate and edit by proposing














changes to grammar and punctuation linked to the use of a/an conjunctions, adverbs and prepositions.







Summer 1- Welcome to Bedrock, Captain Caveman !


Genre Turn stories into plays…

Instructions-How to make a stone age axe. How to make fire.

Formal Letter to thank Global renewables for trip. Poetry- Haiku

Quality Text Stig of the Dump-story with familiar setting

Instructions for modern day things to compare-tools

http://www.kidzone.ws/poetry/haiku.htm https://www.youngwriters.co.uk/types-haiku-poem http://www.haiku-poetry.org/famous-haiku.html

Reading LAPs Sequence the main events in stories, orally and in note/picture form. Discuss each main event, sharing opinions.

Orally retell stories, engaging the listener through eye contact, expression and gesture.

Prepare poems and play scripts to read aloud, showing understanding through intonation, tone, volume and action.

Identify, discuss and independently collect favourite words and phrases which capture the reader’s interest and imagination.

Explain the meaning of unfamiliar words by using the context.

Use dictionaries (first two letters) to check meanings of words they have read, identifying the appropriate definition and explaining its use in relation to the context of the text.

Use appropriate intonation, tone and volume when reading aloud.

Take note of punctuation when reading aloud, e.g. changing voice in response to inverted commas, pausing at commas in lists and commas used to demarcate clauses.




Evaluate how specific information is organised within a non-fiction text e.g. text boxes, contents, bullet points, glossaries, diagrams.

During and after composition, independently, edit and improve own writing by using different sentence structures (see VGP).

Group related material into paragraphs, identifying suitable headings, e.g. write facts about a well-known subject on individual sticky notes, discuss how these might be grouped, agree on headings and sort accordingly.

Prepare poems and play scripts to read aloud, showing understanding through intonation, tone, volume and action.



Writing Laps Independently, edit and improve own writing by using the perfect

Generate, select and effectively use prepositions in own writing

Proofread to check for errors in spelling, grammar and punctuation in own and others’

http://www.kidzone.ws/poetry/haiku.htm

https://www.youngwriters.co.uk/types-haiku-poem

http://www.haiku-poetry.org/famous-haiku.html

form of verbs where appropriate such as when writing dialogue in narrative and play scripts e.g.

Roman Soldier: He has disappeared, Sire! (present perfect) instead of

Roman Soldier: He disappeared, Sire! (simple past).


Group related material into paragraphs, identifying suitable headings, e.g. write facts about a well-known subject on individual sticky notes, discuss how these might be grouped, agree on headings and sort accordingly.

Proofread to check for errors in spelling, grammar and punctuation in own and others’ writing, e.g. independently using a dictionary to check spellings.

With a focus on audience and purpose, discuss and propose changes with partners and in small groups. Improve writing in the light of evaluation.

Use appropriate intonation, tone and volume to present their writing to a group or class, e.g. using adverbs to inform how something is said.

e.g. above, below, beneath, within, outside, beyond.

Independently, edit and improve own writing by strengthening the use of adverbs e.g. swiftly, rudely, wearily, gingerly.

writing, e.g. independently using a dictionary to check spellings.





Maintain positive attitudes to reading and understanding of what they read by reading books that are structured in different

Analyse texts looking at language, structure and presentation e.g. poems on a theme, discussion texts.




Understand reading independently by identifying how language structure and

ways.






















presentation contribute to meaning to include paragraphs, headings, subheadings, inverted commas to punctuate speech.









Summer 2- Extreme earth


Genre Myth to describe natural event-story book for year 1 Design own Book blurb

Encyclopaedia entry –encyclopaedia of natural phenomena

Performance poems

Quality Text Greek myths Encyclopaedias –class set range of poems including chocolate cake, Matilda, Hollaire Belloc, revolting rhymes, etc

Reading LAPs Identify and discuss themes in fairy tales and folk tales e.g. good over evil, weak and strong, wise and foolish, mean and generous, rich and poor.

Identify and discuss conventions of fairy tales and folk tales e.g. numbers three and seven in fairy tales, characters who speak in riddles, rhymes or old-fashioned English.






Discuss their understanding of the text using tentative language, e.g. At first I thought…but now…, I was wondering whether…, Does anyone else think that…?

Prepare for research by identifying what is already known about the subject, generate key questions to structure the task, e.g. create a KWL grid. Complete the KWL grid with answers to questions generated.

Evaluate how specific information is organised within a non-fiction text e.g. text boxes, contents, bullet points, glossaries, diagrams.

Quickly appraise a text to evaluate usefulness.

Navigate texts in print and on screen using contents, index, headings, sub-headings, page numbers, hyperlinks, icons and drop down menus.

Prepare poems and play scripts to read aloud, showing understanding through intonation, tone, volume and action



Prepare poems to read aloud by text marking, colour coding and annotating to support rehearsal and performance.

Raise own questions during the reading process to deepen understanding e.g. Why did the character..., What might happen if she…, How did he know about…?

Writing Laps Explore and identify main and subordinate clauses in complex sentences.

Explore, identify and create complex sentences using a range of conjunctions e.g. while, since.

Use the comma to separate clauses in complex sentences where the subordinate clause appears first, e.g. While you were sleeping, I visited the Enchanted Wood. Since they had invaded Britain, the Romans had built many roads.

Identify purpose and audience for writing, e.g.to entertain children in Year 1 with our fantasy stories. Discuss the vocabulary, grammar and structural organisation needed, e.g. opening, build-up, problem, resolution, ending; adjectives and noun phrases to describe settings and characters; a range of simple and compound sentences; occasional use of complex sentences using conjunctions; some dialogue.

Discuss and record ideas for planning, e.g. story mountain, chunking a plot and innovating, flow charts, boxing up a non-fiction text and innovating, spidergrams.

Create and develop settings for narrative, e.g. precise nouns, adjectives, noun phrases, details relating to the five senses.

Proofread to check for errors in spelling, grammar and punctuation in own and others’ writing, e.g.


Discuss and record ideas for planning, e.g. story mountain, chunking a plot and innovating, flow charts, boxing up a non-fiction text and innovating, spidergrams.

Explore and identify main and subordinate clauses in complex sentences.

Explore, identify and create complex sentences using a range of conjunctions e.g. while, since.

Use the comma to separate clauses in complex sentences where the subordinate clause appears first, e.g. While you were sleeping, I visited the Enchanted Wood. Since they had invaded Britain, the Romans had built many roads.




independently using a dictionary to check spellings.













Evaluate and edit by assessing










Proof read for spelling errors and for punctuation including full stops,










Proof read for spelling errors and for punctuation including full stops, question

effectiveness of own writing.




question marks, exclamation marks,


marks, exclamation marks,


Year Four

Autumn 1


Genre HIstorical Newspaper report Interviews with story characters

Quality Text My life as a roman slave Newspaper extracts (various) Roman stories eg Boudicca and Romulus and Remus

Reading LAPs Use punctuation to determine intonation and expression when reading aloud

Make predictions from different parts of the story from information stated

Draw inferences around character actions and justify with evidence

De3monstrate active reading strategies and capture in reading journals

Identify and discuss themes introduces by a teacher

Identify themes from paragraphs and summarise these orally

Identify key vocabulary and discuss possible meanings

Use the first 3 letters of a word to check spellings in a dictionary

Evaluate organisation of information in a variety of texts

Quickly appraise a text usefulness

Use graphic organisers eg for and against tables, flow charts etc

Analyse text looking at how this contributes to meaning

Scan texts to locate dates, names and numbers.

Speak confidently about texts using prompts eg the saddest part was…

Identify, discuss and collect favourite words, phrases which capture reader’s interest and imagination

Justify responses using a teacher point and evidence

Participate in discussions, asking key questions etc

Make and respond to contributions in group situations.

Writing LAPs Use inverted commas to punctuate direct speech

Develop characterisation using action, dialogue and description

Create sentences with fronted adverbials for when

Use a comma after a fronted adverbial

Use nouns for precision

Discuss own writing and make improvements in light of evaluation

Use inverted commas to punctuate direct speech

Discuss and record ideas for planning

Identify, explore and use standard English verb inflections in writing

Identify and discuss purpose and audience for writing

Identify, select and effectively use pronouns

Improve a passage prepared by the teacher

Use paragraphs to organise writing

Discuss writing and make improvements in light of evaluations


Plan writing by discussing similar writing and using structure, vocabulary and grammar.

Use horizontal and vertical strokes required to join letters and understand that some must be left unjoined

Draft and write creating characters and plot whilst considering the audience

Understand what is read by making predictions

Use the first 3 letters of a word to

check spellings in a dictionary

Plan writing by discussing and recording ideas

Draft and write by organising paragraphs around a theme

Draft and write non-narrative using organisational devices

Maintain a positive attitude to reading by discussing words or phrases that capture the reader’s attention

Write sentences dictated by the teacher using spellings and punctuation taught so far

Increase legibility, consistency and quality of handwriting

Evaluate and edit own and others’ writing

Proof read for spelling and punctuation errors

Use noun phrases by the addition of modifying adjectives

Use the appropriate choice of pronoun to avoid repetition

Use fronted adverbials for when and where including a comma

Draft and write by composing sentences orally


Use fronted adverbials for when and where

Use fronted adverbials for when and where including a comma

Use inverted commas and other punctuation necessary for direct speech

Autumn 2


Genre Playscript Non fiction book (explanation) Question and answer leaflet

Quality Text The Cursed Child, JK Rowling Until I met Dudly NA

Reading LAPs Prepare a play script to perform to the class, using text marking, colour coding and annotations to support planning and rehearsal. Perform with expression.

Use punctuation to determine intonation and expression when reading aloud

Make predictions from different parts of the story from information stated

Draw inferences around character actions and justify with evidence

Identify key vocabulary and discuss possible meanings

Use the first 3 letters of a word to check spellings in a dictionary

Evaluate non fiction organisation of information

Quickly appraise a t4ext usefulness

Use graphic organisers eg for and against tables, flow charts etc

Speak confidently about texts using prompts eg the saddest part was…

Identify, discuss and collect favourite words, phrases which capture reader’s interest and imagination

Justify responses using a teacher point and evidence

Prepare for research by asking key questions

Participate in discussions, asking key questions etc

Make and respond to contributions in group situations.

Writing LAPs Use inverted commas to punctuate direct speech

Improvise and compose dialogue between two characters

Use appropriate intonation, tone and volume to present writing

Develop characterisation using action, dialogue and description

Use nouns for precision

Discuss own writing and make improvements in light of evaluation


Identify, select and effectively use pronouns

Improve a passage prepared by the teacher

Use paragraphs to organise writing using fronted adverbials for when and where to link paragraphs



Confidently read aloud using intonation and expression to ensure the meaning is clear







Draft and write non-narrative using organisational devices


Write sentences dictated by the teacher using spellings and punctuation taught so far

Increase legibility, consistency and quality of handwriting

Evaluate and edit own and others’ writing

Proof read for spelling and punctuation errors

Use noun phrases by the addition of modifying adjectives

Use the appropriate choice of pronoun to avoid repetition

Spring 1


Genre Fantasy Advertising jingles/rap rhyming form NA

Quality Text Alice in wonderland Various adverts NA

Reading LAPs Use knowledge of root words to understand meanings of words

Use prefixes to understand meanings

Use suffixes to understand meanings

Enthusiastically respond to texts, orally stating their opinions

Distinguish between information stated and implied

Draw inferences around character thought and feelings with evidence from the text

Explain how paragraphs are used to order and build up ideas

Identify words and phrases to capture reader attention

Use punctuation to determine intonation and expression

Evaluate texts by looking at language, structure and presentation and looking at how these contribute to meaning

Writing LAPs Create complex sentences with adverb starters

Create sentences with fronted adverbials for when and where, using a comma after these

Use inverted commas and other punctuat5ion for direct speech

Explore, collect and use noun phrases


Improvise and compose dialogue giving clues about character feelings

Use paragraphs to organise writing, linking paragraphs with fronted adverbials

Identify and discuss the purpose and audience for writing

Use standard English verb inflections

During composition use different sentence structures

Proof read to check for errors in own and others writing

Discuss and propose changes to own and others’ writing










Use the first 3 letters of a word to check spellings in a

dictionary


Confidently read writing aloud


Use standard English forms of verb inflections

Increase legibility, consistency and quality of writing

Spring 2


Genre Stories from other cultures Narrative poetry Recipe instructions

Quality Text Buddhism at bedtime Lion and Albert NA

Reading LAPs Read and understand selected words from year 4 list

Orally retell stories from other cultures engaging the reader








Prepare a poem to perform to another class

Recognise and analyse different forms of poetry

Work out the meaning of unfamiliar vocabulary in context

Use dictionaries to check for the appropriate definition of words

Identify main ideas and summaries these orally

Before research, orally recall knowledge on a subject

Scan text to locate dates, numbers and names

Locate features of information texts

Writing LAPs Create complex sentences with adverb starters


Use inverted commas and other punctuat5ion for direct speech





Identify and discuss the purpose and audience for writing

Use standard English verb inflections





Link ideas across paragraphs with fronted adverbials



Identify, explore and create noun phrases
















Write sentences dictated by the teacher to use spellings, punctuation and words taught so far


Draft and wrote non-narrative using organisational devices

Use fronted adverbials

Use a comma after fronted adverbials

Summer 1


Genre Significant author Information leaflet Debate

Quality Text David Walliams – Mr Stink Various NA

Reading LAPs Read and understand selected words from year 4 list





Make predictions based on stated information

Identify themes from more than one paragraph and summarise these orally




Identify discuss and compare themes across more than one text

Work out the meaning of unfamiliar vocabulary in context

Use dictionaries to check for the appropriate definition of words

Identify main ideas and summaries these orally

Before research, orally recall knowledge on a subject

Prepare a poem to preform and learn by heart

Writing LAPs Create complex sentences with adverb starters and use a comma to separate clauses


Use inverted commas and other punctuation for direct speech including new speaker, new line





Use standard English verb inflections and demonstrate use of non-standard English in some texts

Identify and discuss the purpose and audience for writing, carefully considering structure and vocabulary

Use standard English verb inflections and demonstrate use of non-standard English in some texts





Link ideas across paragraphs with fronted adverbials



Identify, explore and create noun phrases










Maintain a positive attitude to reading by discussing words or phrases that capture the reader’s

Write sentences dictated by the teacher to use spellings, punctuation and words taught so far


Draft and wrote non-narrative using organisational devices

Use fronted adverbials

Use a comma after fronted adverbials




attention



Year Five

Autumn One


Genre Classic Fiction Police Report

Quality Text The Secret Garden Bank Robbery

Reading LAPs Identify unfamiliar vocabulary and discuss possible meanings.

Demonstrate understanding by using a range of active reading strategies e.g. generating questions to refine thinking, noting thoughts in a reading journal.

Using a piece of evidence identified by the teacher (e.g. a section of speech, or description of a character’s behaviour), draw inferences around the character’s thoughts and feelings.

Use clues from characters’ actions and speech to make plausible predictions.

Use close reading, re-reading and reading ahead to locate evidence to support a statement provided by the teacher, e.g. When Lucy went through the wardrobe, she knew she had entered a new land. Discuss and capture in writing.

Identify the main idea of a paragraph in fiction and non-fiction and write a statement or paragraph heading to summarise.

Identify unfamiliar vocabulary and discuss possible meanings.

Prepare a play script to read aloud and perform, showing understanding through intonation, tone, volume and action so meaning is clear to an audience. Use text marking, colour coding and annotations to support planning and rehearsal.

Use punctuation to determine intonation and expression when reading aloud, taking note of how commas are used to avoid ambiguity, e.g. ‘Let’s eat Grandma.’ And ‘Let’s eat, Grandma.’

Writing LAPs Show characterisation through the use of description and dialogue, e.g. drawing on reading, develop and use a toolkit to write about a character based on a still or moving image.

Plan writing by drawing on a writing model, e.g. Chunking a known fiction text, or boxing up a non-fiction text, in preparation for innovation. Develop and clarify ideas through talk, noting key events and vocabulary on a written plan.

Examine how authors develop characters in books, e.g. study a short section of text which introduces a character, discuss effect on the reader and make a toolkit of techniques used.

Create and punctuate complex sentences using ed opening clauses e.g. Exhausted from the race, Sam collapsed in a heap.

Link ideas across paragraphs using adverbials for time, place and numbers e.g. later, nearby, secondly.

Explore, identify, collect and use noun phrases e.g. Gelert stared in horror at the upturned crib with splatters of blood and scratch marks.

Proofread to ensure:

Consistent and correct use of tense throughout.

Identify the audience and purpose for a piece of writing and consider this carefully when selecting the language and structures to use, e.g. to entertain children in Key Stage 1 with our play scripts which use dialogue to convey thoughts and feelings and move the action on, adverbs as part of stage directions, and organisational information such as ‘Scene 1’.

Show characterisation through the use of description and dialogue, e.g. drawing on reading, develop and use a toolkit to write about a character based on a still or moving image.

Use appropriate intonation, tone and volume to present their writing to a group or class, ensuring meaning is clear e.g. using an authoritative tone when delivering persuasive speech.



Consistent subject and verb agreement.

Spelling and punctuation errors are addressed.



Target Tracker Targets Read aloud and understand the meaning of new words that he/she meets linked to the expectations of year 5 spelling.

Understand what he/she reads by checking that the book makes sense to him/her, discussing his/her understanding and exploring the meaning of words in context.

Understand what he/she reads by drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.

Understand what he/she reads in increasingly complex texts by predicting what might happen from details stated and implied.

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

Participate in discussions about books that are read to him/her and those that can be read for himself/herself, building on his/her own and others’ ideas challenging views courteously.

Plan his/her writing by identifying the audience for purpose of the writing, using other similar writing as models for his/her own.

Plan his/her writing by noting and developing initial ideas, drawing on reading where necessary.

Plan his/her writing of narratives by considering how authors have developed characters and settings in what the class have read, listened to or seen performed.

Draft and write narratives, describe settings, characters and atmosphere and integrating dialogue to convey character.

Draft and write by précising longer passages.

Draft and write by linking ideas across paragraphs using adverbials of time e.g. later, place e.g. nearby and number e.g. secondly or tense choices e.g. he had seen her before.

Evaluate and edit by assessing the effectiveness of his/her own and others’ writing.

Evaluate and edit by proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning English Appendix 2.

Evaluate and edit by ensuring mostly consistent and correct use of tense throughout a piece of writing.

Evaluate and edit by ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing.

Read aloud and understand the meaning of new words that he/she meets linked to the expectations of year five spelling.

Maintain positive attitudes to reading and understanding of what he/she reads by preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.







Proof-read for spelling errors inked to spelling statements for year 5.

Proof-read for punctuation errors, including use of brackets, dashes or commas to indicate parenthesis; use of commas to clarify meaning or avoid ambiguity.

Perform his/her own compositions, using appropriate intonation, volume, and movement so that meaning is clear.



Use relative clauses beginning with who, which, where, when, whose, that or an omitted relative pronoun. Use a wide range of clause structures, sometimes varying their position within the sentence. Use device to build cohesion within a paragraph e.g. then, after that, this, firstly.

Autumn Two


Genre Chapters Film Script

Quality Text Stormbreaker M.I.High



Using a piece of evidence identified by the teacher (e.g. a section of speech, or description of a character’s behaviour), draw inferences around the character’s thoughts and feelings.

Use clues from characters’ actions and speech to make plausible predictions.

Use close reading, re-reading and reading ahead to locate evidence to support a statement provided by the teacher, e.g. When Lucy went through the wardrobe, she knew she had entered a new land. Discuss and capture in writing.

Identify the main idea of a paragraph in fiction and non-fiction and write a statement or paragraph heading to summarise.


Prepare a play script to read aloud and perform, showing understanding through intonation, tone, volume and action so meaning is clear to an audience. Use text marking, colour coding and annotations to support planning and rehearsal.

Use punctuation to determine intonation and expression when reading aloud, taking note of how commas are used to avoid ambiguity, e.g. ‘Let’s eat Grandma.’ And ‘Let’s eat, Grandma.’

Writing LAPs Show characterisation through the use of description and dialogue, e.g. drawing on reading, develop and use a toolkit to write about a character based on a still or moving image.

Plan writing by drawing on a writing model, e.g. Chunking a known fiction text, or boxing up a non-fiction text, in preparation for innovation. Develop and clarify ideas through talk, noting key events and vocabulary on a written plan.

Examine how authors develop characters in books, e.g. study a short section of text which introduces a character, discuss effect on the reader and make a toolkit of techniques used.

Create and punctuate complex sentences using ed opening clauses e.g. Exhausted from the race, Sam collapsed in a heap.

Link ideas across paragraphs using adverbials for time, place and numbers e.g. later, nearby, secondly.

Explore, identify, collect and use noun phrases e.g. Gelert stared in horror at the upturned crib with splatters of blood and scratch marks.




Show characterisation through the use of description and dialogue, e.g. drawing on reading, develop and use a toolkit to write about a character based on a still or moving image.

Use appropriate intonation, tone and volume to present their writing to a group or class, ensuring meaning is clear e.g. using an authoritative tone when delivering persuasive speech.







Target Tracker Targets Read aloud and understand the meaning of new words that he/she meets linked to the expectations of year 5 spelling.






Plan his/her writing by identifying the audience for purpose of the writing, using other similar writing as models for his/her own.

Plan his/her writing by noting and developing initial ideas, drawing on reading where necessary.

Plan his/her writing of narratives by considering how authors have developed characters and settings in what the class have read, listened to or seen performed.



Draft and write by linking ideas across paragraphs using adverbials of time e.g. later, place e.g. nearby and number e.g. secondly or tense choices e.g. he had seen her before.



















Spring One


Genre Science Fiction Science Experiment

Quality Text Doctor Who – The Eleventh Hour

Reading LAPs Work out the meaning of unfamiliar vocabulary using the context.

Use commas to determine intonation and expression when reading aloud, e.g. commas used to:

Demarcate clauses (including relative clauses).

Follow a fronted adverbial.

Avoid ambiguity.

Demonstrate understanding by using a range of active reading strategies, including drama, and capture thoughts in writing e.g. freeze frames and thought tracking at different points in the story, writing in role.

Draw inferences around characters’ thoughts and feelings from their actions and justify inferences with evidence, e.g. What might Alice’s thoughts have been immediately before drinking the potion? What evidence do you have?

Use clues from the author’s descriptions of settings and characters (including actions and speech) to predict outcomes.

Orally summarise the main ideas drawn from more than one paragraph in a fiction text and identify key details which support this by text marking and annotation.

Create responses to the text using the PEE prompt (Point + Evidence + Explanation), e.g. Children are given the point and evidence and they are required to provide the explanation.

Work out the meaning of unfamiliar vocabulary using the context.

Make active contributions to discussions about non-fiction, expressing opinions and preferences, and giving reasons.

Writing LAPs Create complex sentences by dropping in a relative clause. E.g. Solar flares, which we see as sunspots, occur when magnetic energy is released.

Use a range of relative pronouns: who, which, where, whose, when and that.

Identify and use commas to indicate parenthesis, e.g. The lighthouse, which had been abandoned for years, towered above the town.

Use devices to build cohesion within a paragraph e.g. firstly, then’ presently, this, subsequently.

Use expanded noun phrases to convey information concisely, e.g. Ole Kirk Christiansen was a respected carpenter with his own company.

Examine how authors develop settings in books, e.g. study a short section of text which describes a setting, discuss effect on the reader and make a toolkit of techniques used.

Select appropriate structure, vocabulary and gramma to describe setting, e.g. drawing on reading, develop and use a toolkit to write a setting description based on a still or moving image.

Proofread and suggest changes to grammar, vocabulary and punctuation to enhance effects and clarify meaning.

Create complex sentences by dropping in a relative clause.

E.g. Solar flares, which we see as sunspots, occur when

magnetic energy is released.

Demarcate complex sentences using commas in order to clarify meaning, including those which have relative clauses.

Identify and use dashes to indicate parenthesis, e.g. in less formal writing: The cake was lovely – delicious in fact – so I had another slice.

During composition, use different sentence structures. Orally compose alternatives and select from these according to effect created (see VGP).


Target Tracker Targets Read aloud and understand the meaning of new words that he/she meets linked to the expectations of year five spelling.






Maintain positive attitudes to reading and understanding of what he/she reads by recommending books that he/she has read to his/her peers, giving reasons for their choices.

Draft and write by selecting appropriate grammar and vocabulary, including that within English appendix 2.



Evaluate and edit by ensuring mostly consistent and correct





Draft and write by using devices to build cohesion within and across sentences and paragraphs e.g. then, after that, this, firstly.








use of tense throughout a piece of writing.





Use brackets, dashes or commas to indicate parenthesis.

Spring Two

Unit one (Maximum 3 weeks) Unit two (Maximum three weeks) Unit three (Maximum three weeks)

Genre Plans – How to … Magazine Article Balanced Account

Quality Text



Create responses to the text using the PEE prompt (Point + Evidence +Explanation), e.g. children are given the point and evidence and they are required to provide the explanation.


Formulate a simple hypothesis related to non-fiction (e.g. I think this author believes aliens could exist) and, through close reading, re-reading and reading ahead, locate clues to support this. Discuss and capture through text marking and annotation.

Make active contributions to discussions about non-fiction, expressing opinions and preferences, and giving reasons.

Scan for key information in non-fiction texts and text mark e.g. identify words and phrases which tell you …, or find three words or phrases which suggest that ...

Distinguish between statements of fact and opinion within a text e.g. magazines, information texts linked to cross curricular themes.

Formulate a simple hypothesis related to non-fiction (e.g. I think this author believes aliens could exist) and, through close reading, re-reading and reading ahead, locate clues to support this. Discuss and capture through text marking and annotation.


Distinguish between statements of fact and opinion within a text e.g. magazines, information texts linked to cross curricular themes.

Writing LAPs During composition, use different sentence structures. Orally compose alternatives and select from these according to effect created (see VGP).

Compare two similar texts and, with support, draw on these to create own plan. Develop and clarify ideas through talk, noting key events and vocabulary on the created plan.

Identify the audience and purpose for



a piece of writing and consider this carefully when selecting the language and structures to use, e.g. to entertain children in Year 4 with our science fiction stories which include futuristic settings, scientific gadgets, time travel, invented words for objects and names for characters.


Create complex sentences by dropping in a relative clause. e.g.

Solar flares, which we see as sunspots, occur when magnetic energy is released.

Use a range of relative pronouns: who, which, where, whose, when, that.

Create and punctuate complex sentences using ing opening clauses, e.g. Grinning with anticipation, Paul launched himself from the diving board.





Use devices to build cohesion within a paragraph e.g. firstly, then, presently, this, subsequently.

Create and punctuate complex sentences using ing opening clauses, e.g. Grinning with anticipation, Paul launched himself from the diving board.







Use appropriate intonation, tone and volume to present their writing to a group or class, ensuring meaning is clear e.g. using intonation in response to commas or dashes which indicate parenthesis.




Use relative clauses beginning with who, which, where, when, whose, that or an omitted relative pronoun. Use a wide range of clause structures,




Distinguish between statements of facts and opinion.





sometimes varying their position within the sentence. Use device to build cohesion within a paragraph e.g. then, after that, this, firstly.







Draft and write by using devices to build cohesion within and across sentences and paragraphs e.g. then, after that, this, firstly.








Use commas to clarify meaning or avoid ambiguity.

Summer One


Genre Song Lyrics Monologues

Quality Text Ed Sheeran – Afire Love

Reading LAPs Work out the meaning of unfamiliar vocabulary using the context.

Prepare a poem to perform and learn by heart, e.g. classic narrative, limerick or haiku. Use text marking, colour coding and annotations to support planning and rehearsal. Show understanding through intonation, tone, volume and action so the meaning is clear to an audience.

Prepare poems to perform and learn by heart, e.g. poems with figurative language, including ones they have written themselves. Use text marking, colour coding and annotations to support planning and rehearsal. Perform with intonation, tone, volume and action so the meaning is clear to an audience.


Discuss a theme, identified by the teacher, within a poem, e.g. childhood, love, loyalty, betrayal. Explore how the theme acts as a one word summary of the poem, identifying evidence to support this.


Identify how language, structure and presentation contribute to meaning in poetry, e.g. limericks, haiku, poems on a theme.

Explore, recognise and use the terms metaphor and simile.

Explain the effect on the reader of the authors’ choice of language, e.g. It makes me imagine…, It’s the author’s way of saying…

Explore imagery in fiction and poetry, recognising and explaining the effect of noun phrases, metaphors and similes.

Make active contributions to discussions about fiction, non-fiction and poetry expressing opinions and preferences, and giving reasons.

Work out the meaning of unfamiliar vocabulary using the context.

Prepare a poem to perform and learn by heart, e.g. classic narrative, limerick or haiku. Use text marking, colour coding and annotations to support planning and rehearsal. Show understanding through intonation, tone, volume and action so the meaning is clear to an audience.

Prepare poems to perform and learn by heart, e.g. poems with figurative language, including ones they have written themselves. Use text marking, colour coding and annotations to support planning and rehearsal. Perform with intonation, tone, volume and action so the meaning is clear to an audience.


Discuss a theme, identified by the teacher, within a poem, e.g. childhood, love, loyalty, betrayal. Explore how the theme acts as a one word summary of the poem, identifying evidence to support this.


Identify how language, structure and presentation contribute to meaning in poetry, e.g. limericks, haiku, poems on a theme.

Explore, recognise and use the terms metaphor and simile.

Explain the effect on the reader of the authors’ choice of language, e.g. It makes me imagine…, It’s the author’s way of saying…

Explore imagery in fiction and poetry, recognising and explaining the effect of noun phrases, metaphors and similes.

Make active contributions to discussions about fiction, non-fiction and poetry expressing opinions and preferences, and giving reasons.

Writing LAPs Assess the effectiveness of own and others’ writing in relation to audience and purpose, suggesting changes to grammar, vocabulary and punctuation to enhance effects and clarify meaning.

Use appropriate intonation, tone and volume to present their writing, adding gesture and movement where appropriate, e.g. performing their own poem.

Maintain positive attitudes to reading and understanding of what he/she reads by identifying and discussing themes and conventions in writing.


Assess the effectiveness of own and others’ writing in relation to audience and purpose, suggesting changes to grammar, vocabulary and punctuation to enhance effects and clarify meaning.

Use appropriate intonation, tone and volume to present their writing, adding gesture and movement where appropriate, e.g. performing their own poem.

Maintain positive attitudes to reading and understanding of what he/she reads by identifying and discussing themes and conventions in writing.












Summer Two


Genre Letter to an Editor Formal Essay

Quality Text

Reading LAPs Recommend non-fiction books or texts to their peers with reasons for choices, e.g. newspaper or magazine article, information books or websites.

Explain the meaning of new vocabulary within the context of the text.

Demonstrate understanding by using a range of active reading strategies through book talk e.g. stating and justifying opinions, considering the views of others and asking questions.

Formulate hypotheses and, through close reading, re-reading and reading ahead, locate clues to support understanding.

Distinguish between statements of fact and opinion across texts, e.g. two contrasting accounts of the same historical event, or two opposing points of view about an issue being debated.

Justify opinions and elaborate by referring to the text, e.g. using the PEE prompt - Point + Evidence + Explanation, e.g. I think …(point) I know this because the author says…(evidence) This evidence shows that…(explanation).

Identify how language, structure and presentation contribute to meaning in fiction and non-fiction texts e.g. formal letter, persuasive speech, myths, legends.

Explain the meaning of new vocabulary within the context of the text.

Demonstrate understanding by using a range of active reading strategies through book talk e.g. stating and justifying opinions, considering the views of others and asking questions.

Distinguish between statements of fact and opinion across texts, e.g. two contrasting accounts of the same historical event, or two opposing points of view about an issue being debated.

Justify opinions and elaborate by referring to the text, e.g. using the PEE prompt - Point + Evidence + Explanation, e.g. I think …(point) I know this because the author says…(evidence) This evidence shows that…(explanation).

Identify how language, structure and presentation contribute to meaning in fiction and non-fiction texts e.g. formal letter, persuasive speech, myths, legends.

Writing LAPs Using relative pronouns who, which, where, whose, when, that, create complex sentences by using relative clauses, both at the end of sentences and embedded within, e.g. The animals watched the man who had been chopping down the tree. The man, who had been chopping down the tree, stopped to rest.

Create complex sentences where the relative pronoun is omitted e.g. Tina, standing at the bus stop, pondered the day ahead.

Create and punctuate complex sentences using ed and ing opening clauses in fiction and non-fiction writing, e.g. Shaped from bronze, the helmet was designed to protect the head during battle. Orbiting in ever increasing circles, the planets come in different sizes, types and colours.

Identify and use commas to indicate parenthesis, e.g. The house, lonely and abandoned, teetered on the edge of the cliff.

Drawing on reading and research, create own plan for writing, e.g. read, evaluate and analyse a selection of non-chronological reports before designing the structure and layout of their own plan. Develop and clarify ideas through talk, noting key events and vocabulary on the created plan.

Use expanded noun phrases to convey complicated information concisely, e.g. carnivorous predators with surprisingly weak jaws and small teeth.

Use commas to avoid ambiguity, e.g. ‘Let’s eat Grandma.’ and ‘Let’s eat, Grandma.’

Identify and use commas to indicate parenthesis, e.g. The house, lonely and abandoned, teetered on the edge of the cliff.

Using relative pronouns who, which, where, whose, when, that, create complex sentences by using relative clauses, both at the end of sentences and embedded within, e.g. The animals watched the man who had been chopping down the

Use brackets and dashes to indicate parenthesis appropriately in formal and less formal writing.

Identify the audience and purpose for a piece of writing and consider this carefully when selecting the language and structures to use, e.g. to persuade my classmates with my speech for a debate using emotive language, statistical information, rhetorical questions, and persuasive words and phrases.

Drawing on reading and research, create own plan for writing, e.g. read, evaluate and analyse a selection of non-chronological reports before designing the structure and layout of their own plan. Develop and clarify ideas through talk, noting key events and vocabulary on the created plan.


Assess the effectiveness of own and others’ writing in relation to audience and purpose, suggesting changes to grammar, vocabulary and punctuation to enhance effects and clarify meaning.

tree. The man, who had been chopping down the tree, stopped to rest.

Create complex sentences where the relative pronoun is omitted e.g. Tina, standing at the bus stop, pondered the day ahead.

Create and punctuate complex sentences using ed and ing opening clauses in fiction and non-fiction writing, e.g. Shaped from bronze, the helmet was designed to protect the head during battle. Orbiting in ever increasing circles, the planets come in different sizes, types and colours.


















Use commas to clarify meaning or avoid ambiguity.






Use brackets, dashes or commas to indicate parenthesis.

Year Six

Autumn 1

Unit one (Maximum three weeks) Unit two (Maximum three weeks) Unit Three (Maximum three weeks)

Genre Week 1 – Assessments

Week 2 - Residential

Interview (Two Weeks) Newspaper report (Recount) Two weeks

Quality Text N/A Various Newspapers

Reading LAPs ● N/A ● Prepare and deliver a short oral presentation linked to reading, e.g. about a character, famous person. Deliver to a small group, e.g. guided reading group.

● Respond to a question submitted by an audience/group member following a presentation linked to reading. Spend time structuring a response to the question before presenting it orally using Standard English

● Prepare and deliver simple presentations, explaining and discussing their understanding of what they have read.

● Distinguish between statements of fact and opinion within a text e.g. biography, review of a play or performance.

● Scan for key information e.g. identify words and phrases which tell you the character is frustrated, or find three words or phrases which suggest that a theme park is exciting.

● Retrieve, record, make notes and present information from non-fiction, including texts used in other subjects. Use simple abbreviations when note taking.

Writing LAPs ● N/A ● Select appropriate vocabulary and language effects, appropriate to task, audience and purpose, for precision and impact.

● Revise the use of different sentence structures, e.g. simple sentences for clarity or impact, compound sentences to link ideas, complex sentences with a range of openers. Improve sentences and short texts prepared by the teacher and discuss effects created.

● Use appropriate intonation, tone and volume to present their writing to a group or class, ensuring meaning is clear e.g. adopting a formal tone when delivering a review.

● Plan writing by drawing on a writing model,

e.g. chunking a known fiction text or boxing

up a non-fiction text, in preparation for

innovation. Develop and clarify ideas through

talk, noting key ideas and vocabulary on a

written plan.

● Use synonyms and pronouns to build

cohesion within and across paragraphs, e.g.

animals – creatures, beasts, species, wildlife,

birds, mammals, they.

● Select appropriate vocabulary and language

effects, appropriate to task, audience and

purpose, for precision and impact.

Target Tracker

Targets.

● N/A ● Understand what he/she reads by

summarising the main ideas drawn from

more than one paragraph, identifying key

● Understand the meaning of new words that he/she meets linked to the expectations of Year 6 spelling.

● Understand the difference between

details that support the main ideas and

using quotations for illustrations.

● Proof read for spelling errors. ● Evaluate and edit by assessing the

effectiveness of his/her own and others’ writing with reasoning.

vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing.

● Use layout devices ● Proof read for spelling errors ● Use expanded noun phrases to convey

complicated information concisely.

Autumn 2

Unit one (Maximum three weeks) Unit two (Maximum three weeks) Unit Three (Maximum three weeks)

Genre Adventure Story (Three week) Instructions (Two week)

How to make a phone case.

Advertisements (One Week)

Quality Text Percy Jackson and the Lightning thief. Various non-fiction books focussed on activities N/A

Reading LAPs ● Use text marking, colour coding and

annotations to support planning and

rehearsal.

● Identify unfamiliar vocab and discuss

possible meanings.

● Compare characters within and

across texts.

● Identify unfamiliar vocabulary and discuss

possible meanings.

● Scan for key information e.g. identify words and

phrases which tell you the character is frustrated,

or find three words or phrases which suggest that

a theme park is exciting.

● Retrieve, record, make notes and present

information from non-fiction, including texts used

in other subjects. Use simple abbreviations when

note taking.

● Use text marking, colour coding and

annotations to support planning and

rehearsal.

● Identify how language, structure and

presentation contribute to meaning.

● Explain the effect on the reader of the

author’s choice of language and reasons

why the author may have selected these

words or phrases.

Writing LAPs ● Use devices to build cohesion

between paragraphs in narrative.

● Plan writing by drawing a model.

● Examine and compare how authors

develop characters in books.

● Select appropriate language and

vocab effects.

● Blend action and dialogue to convey

character and advance the action.

● Proofread.

● Identify and use colons to introduce a list,

punctuate bullet points consistently.

● Identify the audience and purpose for a piece of

writing and consider this carefully when selecting

the text-form, type and language for writing, e.g.

To share my opinion with other theatre-goers by

writing a formal review of a performance,

selecting appropriate vocabulary, sentences and

text structure

● Select appropriate vocabulary and language

effects, appropriate to task, audience and

purpose, for precision and impact.

● Explore the effect of using more formal

vocabulary and sentence structures by comparing

statements prepared by the teacher e.g. We will

have cakes and drinks (informal); Refreshments

will be provided (formal).

● Use synonyms and pronouns to build cohesion

● Use subjunctive form.

● Identify audience and purpose for piece of

writing.

● Explore the effect of using more formal

vocabulary and sentence structures.

● Use synonyms and pronouns to build

cohesion.

within and across paragraphs, e.g. animals –

creatures, beasts, species, wildlife, birds,

mammals, they.

Target Tracker

Targets.

● Read age-appropriate books,

including whole novels.

● Maintain positive attitude to reading

and understanding of what is read by

identifying and discussing themes

and conventions in and across a wide

range of writing.

● Plan writing of narratives through

reasoned consideration of how

authors have developed characters

and settings in what the class have

read.

● Draft and write narratives, describing

settings, characters and atmosphere.

● Draft and write by linking ideas

across paragraphs.

● Evaluate and edit

● Proof read

● Link ideas across paragraphs using

wider range of cohesive devices.

● Understand what he/she reads by summarising

the main ideas drawn from more than one

paragraph, identifying key details that support the

main ideas and using quotations for illustrations.

● Read age-appropriate books, including whole

novels.

● Read loud and understand the meaning of new

words that he/she meets linked to the

expectations of Year 6 spelling.

● Understand the difference between vocabulary

typical of informal speech and vocabulary

appropriate for formal speech and writing.

● Use layout devices

● Discuss and evaluate how authors use

language considering the impact on the

reader.

● Plan writing by identifying audience for

purpose and purpose for writing.

● Draft and write by selecting appropriate

vocab.

● Draft and write using organisational and

presentational devices.

● Evaluate and edit

● Proof read

● Understand the use of formal writing.

● Use layout devices.


vocabulary typical of informal speech and

vocabulary appropriate for formal speech

and writing.


●

Spring 1


Genre Information Leaflet (Non Chronological) Narrative Poetry (Two week) Non Fiction Book (Explanation)

Quality Text Various information leaflets from the NHS The Highwayman BBC Earth

Reading LAPs ● Work out the meaning of unfamiliar vocabulary using the context.

● Make comparisons within and across texts e.g. similar events in different books such as being an evacuee in Carrie’s War and Goodnight Mr Tom

● Distinguish between statements of fact and opinion within a text e.g. web pages, newspapers.

● Skim to gain an overall sense of the text.

● Retrieve, record and make notes for different purposes. Understand what is meant by ‘in your own words’ and when it is appropriate to copy, quote and adapt.

● Build on the views of others courteously.

● Prepare a poem to perform and learn by heart.

● Use intonation, tone and volume so that meaning is clear to an audience.

● Use text marking, colour coding and annotations to support planning and rehearsal.

● Use suffixes to understand meanings ● Compare characters within and across texts. ● Explore, recognise and use the term

personification.

● Work out the meaning of unfamiliar vocabulary using the context.

● Justify responses to the text using the PEE prompt (Point + Evidence + Explanation).

● Formulate a simple hypothesis related to non-fiction (e.g. I think this is a hybrid text with elements of instruction, explanation and persuasion) and, through close reading, re-reading and reading ahead, locate clues to support this. Discuss and capture through text marking and annotation.

● Make comparisons within and across texts e.g. similar events in different books such as being an evacuee in Carrie’s War and Goodnight Mr Tom.

● Explain the effect on the reader of the author’s choice of language and reasons why the author may have selected these words, phrases and techniques.

● Prepare and deliver a short formal presentation, explaining and discussing their understanding of what they have read.

● Prepare and use visual aids to support an oral presentation linked to reading, e.g. pictures, props, ICT

● Using Standard English, respond to questions generated by a presentation, re stating the original standpoint and supporting with further information and ideas.

Writing LAPs ● Identify and use semi-colons within lists.

● Explore, collect and use subjunctive forms within formal speech and writing, focusing on requests.

● Identify in texts semi colons used to mark boundary between two independent clauses.

● Identify the author. ● Select appropriate vocabulary.

● Explore, collect and use examples of the present perfect form of verbs to mark relationships of time and cause e.g. The culprit has left footprints across the lawn or I have searched the crime scene thoroughly (present perfect).

● Identify the audience and purpose for a piece of writing and consider this carefully when selecting the text-form, type and language for writing.

● Compare two similar texts and draw on these to create own plan for writing. Develop and clarify ideas through talk, noting key ideas and vocabulary on the plan.

● Revise the different sentence structures.

● Discuss effects created. Using own writing, experiment with different effects by changing sentence types and structures.

● Reflect upon the effectiveness of writing in relation to audience and purpose.

● Proofread, suggest and makes changes to grammar, vocabulary and punctuation in order to enhance effects and clarify meaning.

● Revise use of different sentence structures. ● Use synonyms and pronouns to build

cohesion. ● Use appropriate intonation, tone and

volume to present their writing.

● Identify the audience and purpose for a piece of writing and consider this carefully when selecting the text-form, type and language for writing.

● Explore, collect and use vocabulary typical of formal and informal speech and writing.

● Revise the different sentence structures ● Discuss effects created. Using own writing,

experiment with different effects by changing sentence types and structures.

● Use appropriate and effective intonation, tone and volume to present their writing to a group or class, ensuring meaning is clear e.g. using intonation in response to punctuation to mark clauses.

Target Tracker

Targets

● Understand what he/she reads by

summarising the main ideas drawn

from more than one paragraph,

identifying key details that support

the main ideas and using quotations

for illustrations.



● Read loud and understand the

meaning of new words that he/she

meets linked to the expectations of

Year 6 spelling.

● Plan his/her writing by noting and

developing initial ideas, drawing on

reading and research where

necessary.

● Proof read for punctuation errors

including semi colons, colons, dashes

etc


● Maintain positive attitudes to reading and understanding… inc. wide range of books including from our literary heritage.

● Plan writing by noting and developing initial ideas, drawing on research and reading where necessary.

● Draft and write accurately précising longer passages.

● Evaluate and edit ● Proof read ● Confidently perform their own

compositions. ● Use the semi colon to mark independent

boundary. ● Plan his/her writing by noting and

developing initial ideas, drawing on reading and research where necessary.

● Use layout devices ●



paragraph, identifying key details that support

the main ideas and using quotations for

illustrations.


novels.

● Read loud and understand the meaning of new

words that he/she meets linked to the


● Plan his/her writing by noting and developing

initial ideas, drawing on reading and research

where necessary.

● Proof read for punctuation errors including semi

colons, colons, dashes etc


typical of informal speech and vocabulary

appropriate for formal speech and writing.


vocabulary typical of informal speech

and vocabulary appropriate for

formal speech and writing.


Spring 2


Genre Free Verse - Mystery - Autobiography/Biography

Quality Text https://www.youtube.com/watch?v=WtEUySDDg-I

All the worlds a play- Shakespeare

Spy Ski School

Nigel Mansell’s Autobiography

Lewis Hamilton’s Autobiography

Reading LAPs ● Prepare a poem to perform and learn by heart e.g. poems with imagery.

● Show understanding through intonation, tone and volume so that meaning is clear to an audience.

● Use text marking, colour coding and annotations to support planning and rehearsal


● Identify how language, structure and presentation contribute to meaning in poetry.

● Draw inferences around characters’ thoughts and feelings, e.g. How might Tom be feeling? What evidence supports this?

● Explain the effect on the reader of the author’s choice of language and reasons why the author may have selected these words, phrases and techniques.

● Use clues from the author’s descriptions of settings and characters (including actions and speech) to predict outcomes.


● Formulate a simple hypothesis related to non-fiction and, through close reading, re-reading and reading ahead, locate clues to support this. Discuss and capture through text marking and annotation.

● Make comparisons within and across texts e.g. similar events in different books such as being an evacuee in Carrie’s War and Goodnight Mr Tom.

Writing LAPs ● Use appropriate and effective intonation,

tone and volume to present their writing

to a group or class, ensuring meaning is

clear e.g. using intonation in response to

punctuation to mark clauses.

● Explore, collect and use vocabulary typical

of formal and informal speech and writing

e.g. find out – discover, ask for - request,

ask about – enquire, go in – enter, get hold

of – acquire, leave – exit

● Identify and use of semi-colons to mark

the boundary between independent

clauses e.g. It is raining; I am fed up.

● Use devices to build cohesion within

and across paragraphs in narrative

writing, e.g. adverbials such as

meanwhile; several days earlier; years

passed, many hundreds of years later;

back in 1837.

● Blend action and description within

sentences and paragraphs to convey

character and advance the action e.g.

He looked at me. His eyes were

watering a bit and he wiped them

with a dark blue hanky he always had

in his top pocket.

● Examine and compare how authors

develop settings in books.

● Discuss the effect of this description

and create a toolkit of techniques

● Explore, collect and use vocabulary typical of formal

and informal speech and writing e.g. find out –

discover, ask for - request, ask about – enquire, go in

– enter, get hold of – acquire, leave – exit.

● Identify the audience and purpose for a piece of

writing and consider this carefully when selecting the

text-form, type and language for writing, e.g. to

inform my classmates about a subject or person by

writing an information hybrid text.

● Compare two similar texts and draw on these to

create own plan for writing. Develop and clarify ideas

through talk, noting key ideas and vocabulary on the

plan.


typical of informal speech and vocabulary appropriate

for formal speech and writing.

https://www.youtube.com/watch?v=WtEUySDDg-I

used. Use to support writing.

● Reflect upon the effectiveness of

writing in relation to audience and

purpose. Proofread, suggest and

makes changes to grammar,

vocabulary and punctuation in order

to enhance effects and clarify

meaning.

● Revise the different sentence

structures.

● Discuss effects created. Using own

writing, experiment with different

effects by changing sentence types

and structures.

Target Tracker

Targets



more than one paragraph, identifying key

details that support the main ideas and


● Read age-appropriate books, including

whole novels.

● Read loud and understand the meaning of

new words that he/she meets linked to the




reading and research where necessary.


● Use semi colon, colon and dash to mark

boundary between two independent

clauses.




identifying key details that support

the main ideas and using quotations

for illustrations.



● Read aloud and understand the



Year 6 spelling.

● Maintain positive attitude to reading

and understanding of what is read by

identifying and discussing themes and

conventions in and across a wide

range of writing.

● Plan writing by identifying audience

for purpose and purpose for writing.

● Proof read for punctuation errors

including semi colons, colons, dashes

etc

● Draft and write by linking ideas across

paragraphs using a wider range of

● Understand what he/she reads by summarising the

main ideas drawn from more than one paragraph,

identifying key details that support the main ideas

and using quotations for illustrations.

● Read age-appropriate books, including whole novels.

● Read loud and understand the meaning of new words

that he/she meets linked to the expectations of Year 6

spelling.

● Maintain positive attitude to reading and

understanding of what is read by identifying and

discussing themes and conventions in and across a

wide range of writing.

● Plan writing by identifying audience for purpose and

purpose for writing.

● Plan his/her writing by noting and developing initial

ideas, drawing on reading and research where

necessary.

● Proof read for punctuation errors including semi

colons, colons, dashes etc

cohesive devices; repetition of a word

or phrase, grammatical connections

and ellipsis.

Summer 1

Unit one (Maximum three weeks) Unit two (Maximum three weeks)

Genre Playscripts - MacBeth ( three weeks) Narrative - Horror ( three weeks)

Quality Text MacBeth Night of the Living Dummy (Goosebumps)

Reading LAPs ● Compare texts written in different periods. ● Explain the meaning of new vocabulary within the context of the

text. ● Prepare poems (e.g. classic narrative poetry) and plays and

perform with dramatic effects. Use text marking, colour coding and annotations to support planning and rehearsal.

● Explore, recognise and use the terms style and effect.

● Justify opinions and elaborate by referring to the text e.g. using the PEE prompt

– Point+Evidence+Explanation

● Infer characters’ motives from their actions..

● Predict consequences using a combination of information, including that which is

stated and that which is implied.

● Formulate hypotheses and, through close reading, re-reading and reading ahead,

locate clues to support understanding.

● Explain the meaning of new vocabulary within the context of the text.

Writing LAPs ● Use appropriate intonation, tone and volume to present their

writing, adding gesture and movement where appropriate.

Encourage and take account of audience engagement.

● Find examples of where authors have broken conventions to

achieve specific effects and use similar techniques in own writing.

● Draw on similar writing models, reading and research to create

own plan for writing.

● Explore and investigate active and passive

● Explore how hyphens can be used to avoid ambiguity.

● Draw on similar writing models, reading and research to create own plan for

writing.

● Compare how characters and settings are presented in films and performances..

● Blend action, dialogue and description within sentences and paragraphs to

convey character and advance the action.

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

● Assess the effectiveness of own and others’ writing in relation to audience and

purpose, suggesting changes to grammar, vocabulary and punctuation to

enhance effects and clarify meaning.

Target Tracker

Targets

● Understand what he/she reads by summarising the main ideas

drawn from more than one paragraph, identifying key details that

support the main ideas and using quotations for illustrations.


● Read loud and understand the meaning of new words that he/she

meets linked to the expectations of Year 6 spelling.

● Plan writing by identifying audience for purpose and purpose for

writing.

● Plan his/her writing by noting and developing initial ideas,

● Understand what he/she reads by summarising the main ideas drawn from more

than one paragraph, identifying key details that support the main ideas and



● Read loud and understand the meaning of new words that he/she meets linked

to the expectations of Year 6 spelling.

● Maintain positive attitude to reading and understanding of what is read by

identifying and discussing themes and conventions in and across a wide range of

writing.

drawing on reading and research where necessary.

● Understand the difference between vocabulary typical of

informal speech and vocabulary appropriate for formal speech

and writing.


● Plan writing by identifying audience for purpose and purpose for writing.

● Proof read for punctuation errors including semi colons, colons, dashes etc

● Draft and write by linking ideas across paragraphs using a wider range of

cohesive devices; repetition of a word or phrase, grammatical connections and

ellipsis.

Summer 2


Genre Newspaper - Persuasion Leaflet - Non Chronological Theme Poetry (Animal Cruelty)

Quality Text Various Newspapers Various leaflets

N/A

Reading LAPs ● Use formal language (e.g. the subjunctive; the passive voice, nominalisation) to respond to questions generated by a presentation linked to reading and/or research, e.g. If I were to…; My conscience requires that…; It could be argued that…; The proposed suggestion…

● Using a range of non-fiction texts in print and on screen, sift through passages for relevant information and record ideas in note form that are effectively grouped and linked.

● Justify opinions and elaborate by referring to the text e.g. using the PEE prompt – Point+Evidence+Explanation.

● Explain the effect on the reader of the author’s choice of language and reasons why the author may have chosen to break conventions, e.g. one word sentence; beginning sentences with ‘and’ or ‘but’; repeated use of the same word

● Distinguish between statements of fact and opinion across a range of texts e.g. first-hand account of an event compared with a reported example such as Samuel Pepys’ diary and a history textbook.

● Justify opinions and elaborate by referring to the text e.g. using the PEE prompt – Point+Evidence+Explanation.

● Challenge the views of others courteously, e.g. I like that idea but have you thought about…; Ok, but what about looking at it this way…; I can see your point but…

● Prepare and deliver formal presentations, including for debates, explaining and discussing their understanding of what they have read.

● Explain the effect on the reader of the author’s choice of language and reasons why the author may have chosen to break conventions, e.g. one word sentence; beginning sentences with ‘and’ or ‘but’; repeated use of the same word

● Prepare poems (e.g. classic narrative poetry) and plays and perform with dramatic effects. Use text marking, colour coding and annotations to support planning and rehearsal.

Writing LAPs ● Use devices to build cohesion between

paragraphs in discursive and explanatory texts

e.g. adverbials such as: on the other hand, the

opposing view, similarly, in contrast, additionally,

another possibility, alternatively, as a

consequence, as a result of.

● Explore how hyphens can be used to avoid

ambiguity e.g. Tracey is the best-known cyclist in

● Use devices to build cohesion between

paragraphs in discursive and explanatory

texts e.g. adverbials such as: on the

other hand, the opposing view, similarly,

in contrast, additionally, another

possibility, alternatively, as a

consequence, as a result of.

● Explore and investigate active and

● Identify the audience and purpose for

a piece of writing and consider this

carefully when selecting the text-form,

type and language for writing, e.g. To

write a persuasive speech to present

within a class debate which includes

formal language, the passive voice,

statistical information and persuasive

the competition (Tracey is known better than

every other competitor) versus Tracey is the best

known cyclist in the competition (Tracey is the

best of all the known competitors).

● Draw on similar writing models, reading and

research to create own plan for writing, e.g.

watch, read and evaluate a range of persuasive

speeches before designing the structure and

layout of their own.

● Use a wide range of devices to build cohesion

within and across paragraphs, e.g. adverbials (by

the end of October; A few weeks later); pronouns

(Rob knocked on the door. An old woman opened

it and stared down at the boy. He smiled back.);

and synonyms (cheetahs – animals, magnificent

creatures, endangered species, huge cats,

fascinating creatures).

passive e.g. Comparing and using

phrases such as Some people argue

that… (active) and It has been argued

that… (passive) for use in debate.

● Draw on similar writing models, reading

and research to create own plan for

writing, e.g. watch, read and evaluate a

range of persuasive speeches before

designing the structure and layout of

their own.

● When writing and editing, consciously

control the use of different sentence

structures for effect.

devices.

● Draw on similar writing models,

reading and research to create own

plan for writing, e.g. watch, read and

evaluate a range of persuasive

speeches before designing the

structure and layout of their own.

● Use appropriate intonation, tone and

volume to present their writing, adding

gesture and movement where

appropriate, e.g. performing their own

poem. Encourage and take account of

audience engagement.

Target Tracker

Targets



paragraph, identifying key details that support the

main ideas and using quotations for illustrations.


novels.

● Understand the meaning of new words that

he/she meets linked to the expectations of Year 6

spelling.

● Plan writing by identifying audience for purpose

and purpose for writing.

● Plan his/her writing by noting and developing

initial ideas, drawing on reading and research

where necessary.


● Use hyphens to avoid ambiguity,



more than one paragraph, identifying

key details that support the main ideas

and using quotations for illustrations.

● Read loud and understand the meaning

of new words that he/she meets linked

to the expectations of Year 6 spelling.



reading and research where necessary.





identifying key details that support the

main ideas and using quotations for

illustrations.

● Read age-appropriate books, including

whole novels.

● Read loud and understand the



Year 6 spelling.

● Plan writing by identifying audience for

purpose and purpose for writing.

Documents

Literacy scheme of work - broadway.lancsngfl.ac.uk · reading around the group Text marking and analysing texts Children are encouraged to self-correct and correct each other as the