Writing

• Write clearly demarcated sentences.
• Use ‘and’ to join ideas.
• Use conjunctions to join sentences (e.g.so, but).
• Use standard forms of verbs, e.g. go/went.
• Introduce the use of: Capital letters Full stops Question marks Exclamation marks
• Use capital letters for names and personal pronoun ‘I’.
• Write a sequence of sentences to form a short narrative.
• Use the correct formation of lower case letters.
• Use the correct formation of capital letters.
• Use the correct formation of digits.

Reading

• Identify which words appear again and again.
• Recognise and join in with predictable phrases.
• Relate reading to own experiences.
• Re-read if reading does not make sense.
• Re-tell with considerable accuracy.
• Discuss the significance of title and events.
• Make predictions on the basis of what has been read.
• Make inferences on the basis of what is being said and done.
• Read aloud with pace and expression, i.e. pause at a full stop; raise pitch of voice for a question.
• Recognise: Capital letters;  Full stops; Question marks; Exclamation Marks; Ellipsis
• Know why the writer has used the above punctuation in a text.
• Know the difference between fiction and non-fiction texts.

Writing

• Write different kinds of sentence: statement, question, exclamation, command.
• Use expanded noun phases to add description and specification.
• Write using subordination (when, if, that, because) and co-ordination (or, and, but).
• Correct and consistent use of present tense & past tense.
• Correct use of verb tenses.
• Write with correct and consistent use of: o capital letters o full stops o question marks o exclamation mark
• Use commas in a list.
• Use apostrophe to mark omission and singular possession in nouns
• Write under headings.
• Write lower case letters correct size relative to one another
• Show evidence of diagonal and horizontal strokes to join handwriting

Reading

• Secure with year group phonic expectations.
• Recognise wimple recurring literary language.
• Read ahead to help with fluency and expression.
• Comment on plot, setting & characters in familiar & unfamiliar stories.
• Recount main themes and events.
• Comment on structure and text.
• Use commas, question marks and exclamation marks to vary expression.
• Read aloud with expression and intonation.
• Recognise: o Commas in lists o Apostrophe of omission and possession (singular noun)
• Identify past/present tense and why the writer has used a tense.
• Use and index to locate information.

Writing

• Use conjunctions (when, so, before, after, while, because).
• Use adverbs (e.g. then, next, soon).
• Use prepositions (e.g. before, after, during, in, because of).
• Experiment with adjectives to create impact.
• Correctly use verbs in 1st, 2nd, and 3rd person.
• Use perfect form of verbs to mark relationships of time and cause.
• Use inverted commas to punctuate direct speech.
• Group ideas into basic paragraphs.
• Write under headings and sub-headings.
• Write with increasingly legibility, consistency and fluency.

Reading.

• Comment on the way characters relate to one another.
• Know which words are essential in a sentence to retain meaning.
• Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions.
• Recognise how commas are used to give more meaning.
• Recognise inverted commas.
• Recognise: plurals, pronouns and how used, collective nouns and adverbs
• Explain the difference that the precise choice of adjectives and verbs make.

Writing

• Vary sentence structure, using different openers.
• Use adjectival phrases (e.g. biting cold wind).
• Use appropriate choice of noun or pronoun.
• Use fronted adverbials.
• Use apostrophe for plural possession.
• Use a comma after fronted adverbial (e.g. Later that day, I heard bad news.).
• Use commas to mark clauses.
• Use inverted commas and other punctuation to punctuate direct speech.
• Use paragraphs to organise ideas around a theme.
• Use connecting adverbs to link paragraphs.
• Write with increasing legibility, consistency and fluency.

Reading

• Give a personal point of view on a text.
• Re-explain a text with confidence.
• Justify inferences with evidence, predicting what might happen from details stated or implied.
• Use appropriate voices for characters within a story.
• Recognise apostrophe of possession (plural).
• Identify how sentence type can be changed by adding/deleting words or amending punctuation.
• Explain why a writer has used different sentence types or a particular word order and the effect it has created.
• Skim & scan to locate information and/or answer question.

Writing

• Add phrases to make sentences more precise and detailed.
• Use range of sentence openers – judging the impact or effect needed.
• Begin to adapt sentence structure to text type.
• Use pronouns to avoid repetition.
• Indicate degrees of possibility using adverbs (e.g. perhaps, surely) or modal verbs (e.g. might, should, will).
• Use the following to indicate parenthesis: brackets,  dashes,  comma

• Use commas to clarify meaning or avoid ambiguity.
• Link clauses in sentences using a range of subordinating and co-ordinating conjunctions.
• Use verb phrases to create subtle differences (e.g. she began to run).
• Consistently organise into paragraphs.
• Link ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (e.g. secondly).
• Write legibly, fluently and with increasing speed

Reading

• Summarise main points of an argument or discussion within their reading and make up own mind about issue/s.
• Compare between two texts
• Appreciate that people use bias in persuasive writing.
• Appreciate how two people may have a different view on the same event.
• Draw inferences and justify with evidence from the text.
• Vary voice for direct or indirect speech.
• Recognise clauses within sentences.
• Explain how and why a writer has used clauses to add information to a sentence.
• Use more than one source when carrying out research.
• Create a set of notes to summarise what has been read.

• Use subordinate clauses to write complex sentences.
• Use passive voice where appropriate.
• Use expanded noun phrases to convey complicated information concisely (e.g. The fact that it was raining meant the end of sports day).
• Use a sentence structure and layout matched to requirements of text type.
• Use semi-colon, colon or dash to mark the boundary between independent clauses.
• Use semi-colon, colon or dash to mark the boundary between independent clauses.
• Use colon to introduce a list and semi colon within a list.
• Use correct punctuation of bullet points.
• Use hyphens to avoid ambiguity.
• Use full range of punctuation matched to requirements of text type.
• Use wide range of devices to build cohesion within and across paragraphs.
• Use paragraphs to signal change in time, scene, action, mood or person.
• Write legibly, fluently and with increasing speed.

Reading

• Refer to text to support opinions and predictions.
• Give a view about choice of vocabulary, structure, etc.
• Distinguish between fact and opinion.
• Appreciate how a set of sentences has been arranged to create maximum effect.
• Recognise:   complex sentences with more than one subordinate clause;  phrases which add detail to sentences

• Explain how a writer has used sentences to create particular effects.
• Skim and scan to aide note-taking.