Word Reading

Reading Comprehension

• Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.
• Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word

Develop positive attitudes to reading and understanding what they read by:

• Listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
• Read books that are structured in different ways and read for a range of purposes
• Begin to use dictionaries to check the meaning of words that they have read
• Increase their familiarity with a wide range of books, including fairy stories, myths and legends, and retell some of these orally
• Identify and discuss common themes and conventions in a wide range of books
• Begin to prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
• Discuss words and phrases that capture the reader’s interest and imagination
• Begin to recognise some different forms of poetry (e.g. free verse, narrative poetry)

Understand what they read in books they can read independently:

• Check that the text makes sense to them, discussing their understanding and exploring the meaning of words in context
• Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and begin to justify inferences with evidence
• Predict what might happen from details stated and implied
• Identify main ideas drawn from more than one paragraph and summarising these
• Begin to identify how language, structure and presentation contribute to meaning
• Ask questions to improve their understanding of a text

Retrieve and record information from non-fiction

Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say

Stage 3

Spelling

Use further prefixes and suffixes and understand how to add them (English Appendix 1)

Spell further homophones

Spell words that are often misspelt (English Appendix 1)

Use the first 2 or 3 letters of a word to check its spelling in a dictionary

Handwriting and Presentation

Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.

Composition

Plan their writing by:

1. discussing writing similar to that which they are planning to write.
2. discussing and recording ideas

Draft and write by:

1. composing and rehearsing sentences orally (including dialogue)
2. beginning to organise paragraphs around a theme
3. in narratives, creating settings, characters and plot
4. in non-narrative material, using simple organisational devices

Evaluate and edit by:

1. beginning to assess the effectiveness of their own and others’ writing and suggest basic improvements
2. proposing changes to grammar and vocabulary

Proofread for spelling and punctuation errors

Read their own writing aloud, to a group using appropriate intonation.

Vocabulary, grammar & punctuation

Develop their understanding of the concepts set out in Appendix 2 by:

1. using adverb starters to add detail
2. extending the range of sentences with more than one clause by using and, or, but
3. extending the range of sentences with more than one clause by using when, if, because, although
4. beginning to learn the grammar for years 3 and 4 in Appendix 2

Indicate grammatical and other features by:

1. indicating possession by using the possessive apostrophe with singular and plural nouns
2. using and punctuating direct speech

Use and understand the grammatical terminology in Appendix 2 accurately and appropriately in discussing their writing and reading.