responding to GPCs and learning to using the prefix in discussing their –s, –es, comments and appreciate rhymes un– writing. –ing, –ed, –er endings and poems, and to –est using –ing, –ed, use spoken recite some by and where –est language to read other words of heart no change is develop more than one discussing word needed in the understanding syllable that meanings, linking spelling of root through contain taught new meanings to words [for speculating, GPCs those already example, helping, hypothesising, read with known helped, helper, imagining and contractions [for eating, quicker, exploring ideas understand both example, I’m, I’ll, quickest] the books they can speak audibly and we’ll], and already read apply simple fluently with an understand that the accurately and spelling rules and increasing apostrophe fluently and those guidance, as listed command of represents the they listen to by: in Standard English omitted letter(s) drawing on what write from memory participate in read aloud they already know simple sentences discussions, accurately books or on background dictated by the presentations, that are consistent information and teacher that performances, role with their vocabulary include words play, developing phonic provided by the using the GPCs improvisations and knowledge and teacher and common debates that do not require checking that the exception words them to use other gain, maintain and text sense to taught so far. strategies to work monitor the interest them as they read out words of the listener(s) and correcting re-read these inaccurate reading consider and books to build up discussing the evaluate different their fluency and significance of the viewpoints, confidence in word title and events attending to and reading. building on the making inferences contributions of on the basis of others what is being said and done select and use predicting what appropriate might happen on registers for the basis of what effective has been read so communication. far
responding to comments use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas speak audibly and fluently with an increasing command of Standard English participate in discussions, presentations, performances, role play, improvisations and debates gain, maintain and monitor the interest of the listener(s) consider and evaluate different viewpoints, attending to and building on the contributions of others select and use appropriate registers for effective communication. GPCs and –s, –es, –ing, –ed, –er and –est endings read other words of more than one syllable that contain taught GPCs read with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s) read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words re-read these books to build up their fluency and confidence in word reading. learning to appreciate rhymes and poems, and to recite some by heart discussing word meanings, linking new meanings to those already known understand both the books they can already read accurately and fluently and those they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher checking that the text sense to them as they read and correcting inaccurate reading discussing the significance of the title and events making inferences on the basis of what is being said and done predicting what might happen on the basis of what has been read so far using the prefix un– using –ing, –ed, and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest] apply simple spelling rules and guidance, as listed in write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far. in discussing their writing.
year1_ngps.docx