ENGLISH Writing – Grammar, Outdoor Writing Writing Writing – – – Spoken Word Word Reading Vocabulary Learning on transcription Handwriting Composition and Punctuation Spelling (see ) Pupils should be Pupils should be Pupils should be Pupils should be Pupils should be Pupils should be Diary extracts – taught to: taught to: taught to: taught to: taught to: taught to: natural disaster day Pupils should be outside making plan their writing develop their taught to: listen and maintain positive write legibly, fluently apply their growing shelters. by: understanding of knowledge of root respond attitudes to and with increasing use further words, prefixes and the concepts set appropriately to reading and speed by: identifying the prefixes and suffixes out in by: adults and their understanding of audience for and suffixes and Persuasive writing – choosing which (morphology and peers what they read purpose of the recognising climate change – understand the etymology), as shape of a letter to by: writing, selecting vocabulary and how to improve our guidance for listed in , both to ask relevant use when given area field the appropriate structures that – read aloud and to continuing to adding them questions to choices and deciding work. form and are appropriate understand the read and extend their whether or not to join spell some meaning of new other similar for formal discuss an understanding specific little words with words that they writing as speech and increasingly and knowledge Explanation – meet. letters ‘silent’ models for their writing, including choosing the writing wide range of create dragons [for example, own subjunctive use relevant implement that is best fiction, poetry, using materials from knight, psalm, forms strategies to suited for a task. noting and plays, outside. solemn] their vocabulary developing initial using passive fiction and drawing on verbs to affect reference books continue to articulate and reading and the presentation or textbooks distinguish justify answers, research where of information in between reading books arguments and necessary a sentence homophones that are opinions and words in writing using the perfect in give which are often narratives, form of verbs to different ways structured confused considering how mark and reading for descriptions, authors have relationships of a range of use knowledge explanations developed time and cause purposes of morphology and narratives characters and using expanded and etymology increasing their for different settings in what noun phrases to in spelling and familiarity with a purposes, pupils have convey understand that wide range of including for read, listened to complicated the spelling of books, including expressing or seen some words myths, legends feelings performed needs to be and traditional
ENGLISH Spoken Word Word Reading Writing – transcription Writing – Handwriting Writing – Composition Writing – Grammar, Vocabulary and Punctuation Outdoor Learning Pupils should be taught to: listen and respond appropriately to adults and their peers ask relevant questions to extend their understanding and knowledge use relevant strategies to their vocabulary articulate and justify answers, arguments and opinions give descriptions, explanations and narratives for different purposes, including for expressing feelings on Pupils should be taught to: apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in , both to read aloud and to understand the meaning of new words that they meet. Pupils should be taught to: maintain positive attitudes to reading and understanding of what they read by: continuing to read and discuss an increasingly wide range of fiction, poetry, plays, and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes increasing their familiarity with a wide range of books, including myths, legends and traditional fiction Spelling (see ) Pupils should be taught to: use further prefixes and suffixes and understand the guidance for adding them spell some words with ‘silent’ letters [for example, knight, psalm, solemn] continue to distinguish between homophones and words which are often confused use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be Pupils should be taught to: write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether or not to join specific little choosing the writing implement that is best suited for a task. Pupils should be taught to: plan their writing by: identifying the audience for and purpose of the writing, selecting the appropriate form and other similar writing as models for their own noting and developing initial drawing on reading and research where necessary in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed Pupils should be taught to: develop their understanding of the concepts set out in by: recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms using passive verbs to affect the presentation of information in a sentence using the perfect form of verbs to mark relationships of time and cause using expanded noun phrases to convey complicated Diary extracts – natural disaster day outside making shelters. Persuasive writing – climate change – how to improve our area – field work. Explanation – create dragons using materials from outside.
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