English. Long term plan. Writing transcription

Transcription

1 Long term plan Y Reading word reading 1 apply phonic knowledge skills as the route to decode words respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes read accurately by blending sounds in unfamiliar words containing GPCs that have been taught read common exception words, noting unusual correspondences between spelling sound where these occur in the word read words containing taught GPCs s, es, ing, ed, er est endings read other words of more than one syllable that contain taught GPCs read words with contractions [for example, I m, I ll, we ll], underst that the Reading Comprehension develop pleasure in reading, motivation to read, vocabulary understing listening to discussing a wide range of poems, stories non-fiction at a level beyond that at which they can read independently being encouraged to link what they read or hear read to their own experiences transcription Spelling (see Appendix 1) Pupils should be taught to: spell: words containing each of the 40+ phonemes already taught common exception words the days of the week name the letters of the alphabet: naming the letters of the alphabet in order using letter names to distinguish between hwriting sit correctly at a table, holding a pencil comfortably correctly begin to form lowercase letters in the correct direction, starting finishing in the right place form capital letters form digits 0-9 understan d which letters belong to which hwriting families (i.e. letters that are formed in composition write sentences saying out loud what they are going to write about composing a sentence orally before writing it sequencing sentences to form short narratives re-reading what they have written to check that it makes sense discuss what they have written with the teacher or other pupils read aloud their writing clearly enough Vocab. Grammar punctuation develop their understing of the concepts set out in Appendix 2 leaving spaces between words joining words joining clauses using beginning to punctuate sentences using a capital letter a full stop, question mark or exclamation mark using a capital letter for names of people, places, the days of the

2 apostrophe represents the omitted letter(s) read aloud accurately books that are consistent with their developing phonic knowledge that do not require them to use other strategies to work out words re-read these books to build up their fluency confidence in word reading. becoming very familiar with key stories, fairy stories traditional tales, retelling them considering their particular characteristics recognising joining in with predictable phrases learning to appreciate rhymes poems, to recite some by heart discussing word meanings, linking new meanings to those already known underst both the books they can already read accurately fluently those alternative spellings of the same sound add prefixes suffixes: using the spelling rule for adding s or es as the plural marker for nouns the third person singular marker for verbs using the prefix un using ing, ed, er est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest] similar ways) to practise these. to be heard by their peers the teacher. week, the personal pronoun I learning the grammar for year 1 in Appendix 2 use the grammatical terminology in Appendix 2 in discussing their writing.

3 they listen to drawing on what they already know or on background information vocabulary provided by the teacher checking that the text makes sense to them as they read correcting inaccurate reading discussing the significance of the title events making inferences on the basis of what is being said done predicting what might happen on apply simple spelling rules guidance, as listed in Appendix 1 write from memory simple sentences dictated by the teacher that include words using the GPCs common exception words taught so far.

4 the basis of what has been read so far participate in discussion about what is read to them, taking turns listening to what others say explain clearly their understin g of what is read to them Y Reading word reading Reading Comprehension transcription hwriting composition Vocab. Grammar punctuation

5 2 continue to apply phonic knowledge skills as the route to decode words until automatic decoding has become embedded reading is fluent read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes read accurately words of two or more syllables that contain the same graphemes as above develop pleasure in reading, motivation to read, vocabulary understing listening to, discussing expressing views about a wide range of contemporary classic poetry, stories nonfiction at a level beyond that at which they can read independently discussing the sequence of events in books how items of information are related becoming increasingly familiar with retelling a wider range of stories, fairy stories traditional tales being introduced to nonfiction books that are structured in different ways Spelling (see Appendix 1) Pupils should be taught to: spell segmenting spoken words into phonemes representing these by graphemes, spelling many correctly learning new ways of spelling phonemes for which one or more spellings are already known, learn some words with each spelling, including a few common homophones learning to spell common exception words learning to spell more words with form lowercase letters of the correct size relative to one another start using some of the diagonal horizontal strokes needed to join letters underst which letters, when adjacent to one another, are best left unjoined write capital letters digits of the correct size, orientation relationship to one another to lower case letters use spacing develop positive attitudes towards stamina for writing writing narratives about personal experiences those of others (real fictional) writing about real events writing poetry writing for different purposes consider what they are going to write before beginning planning or saying out loud what they are going to write about writing down ideas /or key words, including new vocabulary develop their understing of the concepts set out in Appendix 2 learning how to use both familiar new punctuation correctly (see Appendix 2), including full stops, capital letters, exclamation marks, question marks, commas for lists apostrophes for contracted forms the possessive (singular) learn how to use: sentences with different forms: statement, question,

6 read words containing common suffixes read further common exception words, noting unusual correspondence s between spelling sound where these occur in the word read most words quickly accurately, without overt sounding blending, when they have been frequently encountered read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically without undue hesitation recognising simple recurring literary language in stories poetry discussing clarifying the meanings of words, linking new meanings to known vocabulary discussing their favourite words phrases continuing to build up a repertoire of poems learnt by heart, appreciating these reciting some, with appropriate intonation to make the meaning clear underst both the books that they can already read accurately fluently those that they listen to drawing on what they already know or on background information contracted forms learning the possessive apostrophe (singular) [for example, the girl s book] distinguishin g between homophones nearhomophones add suffixes to spell longer words, including ment, ness, ful, less, ly apply spelling rules guidance, as listed in Appendix 1 write from memory simple sentences dictated by the teacher that include words using the GPCs, between words that reflects the size of the letters. encapsulatin g what they want to say, sentence by sentence make simple additions, revisions corrections to their own writing evaluating their writing with the teacher other pupils re-reading to check that their writing makes sense that verbs to indicate time are used correctly consistently, including verbs in the continuous form proof-reading to check for errors in spelling, grammar punctuation [for example, ends of sentences exclamation, comm exped noun phrases to describe specify [for example, the blue butterfly] the present past tenses correctly consistently including the progressive form subordinatio n (using when, if, that, or because) co-ordination (using or,, or but) the grammar for year 2 in Appendix 2 some features of written Stard use underst the grammatical terminology in

7 re-read these books to build up their fluency confidence in word reading. vocabulary provided by the teacher checking that the text makes sense to them as they read correcting inaccurate reading making inferences on the basis of what is being said done answering asking questions predicting what might happen on the basis of what has been read so far participate in discussion about books, poems other works that are read to them those that they can read for themselves, taking turns listening to what others say explain discuss their understing of common exception words punctuation taught so far. punctuated correctly] read aloud what they have written with appropriate intonation to make the meaning clear. Appendix 2 in discussing their writing.

8 books, poems other material, both those that they listen to those that they read for themselves. Y Reading word reading 3 apply their growing knowledge of root words, prefixes suffixes (etymology morphology) as listed in Appendix 1, both to read aloud to underst the meaning of new words they meet read further exception words, noting the unusual correspondences between spelling sound, where these occur in the word. Reading Comprehension develop positive attitudes to reading understing of what they read listening to discussing a wide range of fiction, poetry, plays, nonfiction reference books or textbooks reading books that are structured in different ways reading for a range of purposes using dictionaries to check the meaning transcription use further prefixes suffixes underst how to add them ( Appendix 1) spell further homophones spell words that are often misspelt ( Appendix 1) place the possessive apostrophe accurately in words with regular plurals [for example, hwriting use the diagonal horizontal strokes that are needed to join letters underst which letters, when adjacent to one another, are best left unjoined increase the legibility, consistency quality of their hwriting composition plan their writing discussing writing similar to that which they are planning to write in order to underst learn from its structure, vocabulary grammar discussing recording ideas draft write composing rehearsing sentences orally (including Vocab. Grammar punctuation develop their understing of the concepts set out in Appendix 2 extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although using the present perfect form of verbs in contrast to the past tense

9 of words that they have read increasing their familiarity with a wide range of books, including fairy stories, myths legends, retelling some of these orally identifying themes conventions in a wide range of books girls, boys ] in words with irregular plurals [for example, children s] use the first two or three letters of a word to check its spelling in a dictionary write from memory simple sentences, dictated by the teacher, that include words punctuation taught so far. [for example, by ensuring that the downstrokes of letters are parallel equidistant; that lines of writing are spaced sufficiently so that the ascenders descenders of letters do not touch]. dialogue), progressively building a varied rich vocabulary an increasing range of sentence structures ( Appendix 2) organising paragraphs around a theme in narratives, creating settings, characters plot in non-narrative material, using simple organisational devices [for example, headings sub-headings] evaluate edit assessing the effectiveness of their own others writing suggesting improvements choosing nouns or pronouns appropriately for clarity cohesion to avoid repetition using conjunctions, adverbs prepositions to express time cause using fronted adverbials learning the grammar for years 3 4 in Appendix 2 indicate grammatical other features using commas after fronted adverbials indicating possession by using the possessive apostrophe with plural nouns

10 Y Reading word reading 4 apply their growing knowledge of root words, prefixes suffixes (etymology morphology) as Reading Comprehension develop positive attitudes to reading understing of what they read transcription ( Appendix 1) spell further homophones hwriting use the diagonal horizontal strokes that are needed to proposing changes to grammar vocabulary to improve consistency, including the accurate use of pronouns in sentences proof-read for spelling punctuation errors read aloud their own writing, to a ( Appendix 1)group or the whole class, using appropriate intonation controlling the tone volume so that the meaning is clear. composition plan their writing discussing writing similar to that which they are using punctuating direct speech use underst the grammatical terminology in Appendix 2 accurately appropriately when discussing their writing reading. Vocab. Grammar punctuation develop their understing of the concepts set out in Appendix 2

11 listed in Appendix 1, both to read aloud to underst the meaning of new words they meet read further exception words, noting the unusual correspondences between spelling sound, where these occur in the word. listening to discussing a wide range of fiction, poetry, plays, nonfiction reference books or textbooks reading books that are structured in different ways reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books, including fairy stories, myths legends, retelling some of these orally identifying themes conventions in a wide range of books spell words that are often misspelt place the possessive apostrophe accurately in words with regular plurals [for example, girls, boys ] in words with irregular plurals [for example, children s] use the first two or three letters of a word to check its spelling in a dictionary write from memory simple sentences, dictated by the teacher, that include words punctuation taught so far. join letters underst which letters, when adjacent to one another, are best left unjoined increase the legibility, consistency quality of their hwriting [for example, by ensuring that the downstrokes of letters are parallel equidistant; that lines of writing are spaced sufficiently so that the ascenders descenders of letters do not touch]. planning to write in order to underst learn from its structure, vocabulary grammar discussing recording ideas draft write composing rehearsing sentences orally (including dialogue), progressively building a varied rich vocabulary an increasing range of sentence structures ( Appendix 2) organising paragraphs around a theme in narratives, creating settings, characters plot extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although using the present perfect form of verbs in contrast to the past tense choosing nouns or pronouns appropriately for clarity cohesion to avoid repetition using conjunctions, adverbs prepositions to express time cause using fronted adverbials learning the grammar for years 3 4 in

12 in non-narrative material, using simple organisational devices [for example, headings sub-headings] evaluate edit assessing the effectiveness of their own others writing suggesting improvements proposing changes to grammar vocabulary to improve consistency, including the accurate use of pronouns in sentences proof-read for spelling punctuation errors read aloud their own writing, to a ( Appendix 2 indicate grammatical other features using commas after fronted adverbials indicating possession by using the possessive apostrophe with plural nouns using punctuating direct speech use underst the grammatical terminology in Appendix 2 accurately appropriately when discussing their writing reading.

13 Y Reading word reading 5 apply their growing knowledge of root words, prefixes suffixes (morphology etymology), as listed in Appendix 1, both to read aloud to underst the meaning of new words that they meet. Reading Comprehension maintain positive attitudes to reading understing of what they read continuing to read discuss an increasingly wide range of fiction, poetry, plays, nonfiction reference books or textbooks reading books that are structured in different ways reading for transcription use further prefixes suffixes underst the guidance for adding them spell some words with silent letters [for example, knight, psalm, solemn] continue to distinguish between homophones other words which hwriting write legibly, fluently with increasing speed choosing which shape of a letter to use when given choices deciding whether or not to join specific letters Appendix 1)group or the whole class, using appropriate intonation controlling the tone volume so that the meaning is clear. composition plan their writing identifying the audience for purpose of the writing, selecting the appropriate form using other similar writing as models for their own noting developing initial ideas, drawing on reading research Vocab. Grammar punctuation develop their understi ng of the concepts set out in Appendix 2 recognising vocabulary structures that are appropriate for formal speech writing, including subjunctive forms

14 a range of purposes increasing their familiarity with a wide range of books, including myths, legends traditional stories, modern fiction, fiction from our literary heritage, books from other cultures traditions recommending books that they have read to their peers, giving reasons for their choices identifying discussing themes conventions in across a wide range of writing making comparisons within across books are often confused use knowledge of morphology etymology in spelling underst that the spelling of some words needs to be learnt specifically, as listed in Appendix 1 use dictionaries to check the spelling meaning of words use the first three or four letters of a word to check spelling, meaning or both of these choosing the writing implemen t that is best suited for a task. where necessary in writing narratives, considering how authors have developed characters settings in what pupils have read, listened to or seen performed write selecting appropriate grammar vocabulary, understin g how such choices can change enhance meaning in narratives, describing settings, characters atmosphere using passive verbs to affect the presentation of information in a sentence using the perfect form of verbs to mark relationships of time cause using exped noun phrases to convey complicated information concisely using modal verbs or adverbs to indicate degrees of possibility using relative clauses beginning with who,

15 learning a wider range of poetry by heart preparing poems plays to read aloud to perform, showing understing through intonation, tone volume so that the meaning is clear to an audience underst what they read checking that the book makes sense to them, discussing their understing exploring the meaning of words in context asking questions to improve their understing drawing inferences such as inferring characters in a dictionary use a thesaurus. integrating dialogue to convey character advance the action précising longer passages using a wide range of devices to build cohesion within across paragraphs using further organisationa l presentation al devices to structure text to guide the reader [for example, headings, bullet points, underlining] evaluate edit assessing the effectiveness which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun learning the grammar for years 5 6 in Appendix 2 indicate grammatical other features using commas to clarify meaning or avoid ambiguity in writing using hyphens to avoid ambiguity using brackets, dashes or commas to

16 feelings, thoughts motives from their actions, justifying inferences with evidence predicting what might happen from details stated implied summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas identifying how language, structure presentation contribute to meaning discuss evaluate how authors use language, including figurative of their own others writing proposing changes to vocabulary, grammar punctuation to enhance effects clarify meaning ensuring the consistent correct use of tense throughout a piece of writing ensuring correct subject verb agreement when using singular plural, distinguishin g between the language of speech writing choosing indicate parenthesis using semicolons, colons or dashes to mark boundaries between independent clauses using a colon to introduce a list punctuating bullet points consistently use underst the grammatical terminology in Appendix 2 accurately appropriatel y in discussing their writing reading.

17 language, considering the impact on the reader distinguish between statements of fact opinion retrieve, record present information from non-fiction participate in discussions about books that are read to them those they can read for themselves, building on their own others ideas challenging views courteously explain discuss their understing of what they have read, including through formal presentations the appropriate register proof-read for spelling punctuation errors perform their own compositions, using appropriate intonation, volume, movement so that meaning is clear.

18 Y Reading word reading 6 apply their growing knowledge of root words, prefixes suffixes (morphology etymology), as listed in Appendix 1, both to read aloud to underst the meaning of new words that they meet. debates, maintaining a focus on the topic using notes where necessary provide reasoned justifications for their views. Reading Comprehension maintain positive attitudes to reading understing of what they read continuing to read discuss an increasingly wide range of fiction, poetry, plays, nonfiction reference books or textbooks reading books that are structured in different ways reading for a range of purposes increasing their familiarity with a transcription use further prefixes suffixes underst the guidance for adding them spell some words with silent letters [for example, knight, psalm, solemn] continue to distinguish between homophones other hwriting write legibly, fluently with increasing speed choosing which shape of a letter to use when given choices deciding whether or not to join specific letters composition plan their writing identifying the audience for purpose of the writing, selecting the appropriate form using other similar writing as models for their own noting developing initial ideas, drawing on reading Vocab. Grammar punctuation develop their understing of the concepts set out in Appendix 2 recognising vocabulary structures that are appropriate for formal speech writing, including subjunctive forms using passive verbs to affect the presentation of information in a sentence

19 wide range of books, including myths, legends traditional stories, modern fiction, fiction from our literary heritage, books from other cultures traditions recommending books that they have read to their peers, giving reasons for their choices identifying discussing themes conventions in across a wide range of writing making comparisons within across books learning a wider range of poetry by heart preparing poems plays to read aloud words which are often confused use knowledge of morphology etymology in spelling underst that the spelling of some words needs to be learnt specifically, as listed in Appendix 1 use dictionaries to check the spelling meaning of words use the first three or four letters of a word to check spelling, meaning or both of these choosing the writing implemen t that is best suited for a task. research where necessary in writing narratives, considering how authors have developed characters settings in what pupils have read, listened to or seen performed write selecting appropriate grammar vocabulary, understin g how such choices can change enhance meaning in narratives, describing settings, characters atmosphere using the perfect form of verbs to mark relationships of time cause using exped noun phrases to convey complicated information concisely using modal verbs or adverbs to indicate degrees of possibility using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun learning the grammar for years 5 6 in Appendix 2 indicate grammatical

20 to perform, showing understing through intonation, tone volume so that the meaning is clear to an audience underst what they read checking that the book makes sense to them, discussing their understing exploring the meaning of words in context asking questions to improve their understing drawing inferences such as inferring characters feelings, thoughts motives from their actions, justifying in a dictionary use a thesaurus. integrating dialogue to convey character advance the action précising longer passages using a wide range of devices to build cohesion within across paragraphs using further organisationa l presentation al devices to structure text to guide the reader [for example, headings, bullet points, underlining] evaluate edit other features using commas to clarify meaning or avoid ambiguity in writing using hyphens to avoid ambiguity using brackets, dashes or commas to indicate parenthesis using semicolons, colons or dashes to mark boundaries between independent clauses using a colon to introduce a list punctuating bullet points consistently use underst the grammatical terminology in

21 inferences with evidence predicting what might happen from details stated implied summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas identifying how language, structure presentation contribute to meaning discuss evaluate how authors use language, including figurative language, considering the impact on the reader assessing the effectiveness of their own others writing proposing changes to vocabulary, grammar punctuation to enhance effects clarify meaning ensuring the consistent correct use of tense throughout a piece of writing ensuring correct subject verb agreement when using singular plural, distinguishin g between the language of speech Appendix 2 accurately appropriately in discussing their writing reading.

22 distinguish between statements of fact opinion retrieve, record present information from non-fiction participate in discussions about books that are read to them those they can read for themselves, building on their own others ideas challenging views courteously explain discuss their understing of what they have read, including through formal presentations debates, maintaining a focus on the topic using writing choosing the appropriate register proof-read for spelling punctuation errors perform their own compositions, using appropriate intonation, volume, movement so that meaning is clear.

23 notes where necessary provide reasoned justifications for their views.