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I can use my phonics to break down words.
I can respond quickly to the correct sound I need, even
when the letters are different.
I can read accurately by blending my sounds in
familiar words.
I can read common words.
I can read words that include: –s, –es, –ing, –ed, –er
and –est endings.
I can read words with more that one syllable.
I can read words with contractions. E.g. I’m, I’ll, we’ll,
and understand that the apostrophe represents the
omitted letter(s).
I can read aloud books that support my phonic
understanding.
I can re-read books I enjoy to build my confidence.
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I can listen to and discuss a range of texts at a higher level
than I can read them by myself.
I can begin to link what I read with my own experiences.
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I can remember particular features of stories I enjoy.
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I can join in with predictable phrases when listening to a story.
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I can appreciate rhymes and poems, and to recite some by
heart.
I can check a text makes sense to me as I read.
I can discussing the significance of the title.
I can make inferences on the basis of what is being said and
done in the text.
I can predict what might happen on the basis of what has been
read so far.
I can participate in discussion about what is read to me, taking
turns and listening to what others say.
I can explain clearly my understanding of what is read to me.
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I can spell common words confidently.
I can spell the days of the week.
I can name and order the letters of the alphabet.
I can use the letter names to tell the difference between the sound I can hear.
I can add –s or –es as the plural marker for nouns
and the third person singular marker for verbs.
I can use the prefix un–
I can use the suffixes: –ing, –ed, –er and –est where
no change is needed in the spelling of root words (e.g.
helping, helped, helper, eating, quicker, quickest).
I can write from memory simple sentences dictated by
the teacher that include words taught so far.
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I can sit correctly at a table, holding my pencil comfortably and correctly.
I can begin to form lower-case letters in the correct
direction, starting and finishing in the right place.
I can form capital letters.
I can form digits 0-9 confidently.
I can understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these.
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I can say aloud what I am going to write about.
I can sequence sentences to form short narratives.
I can re-read what I have written to make sure it
makes sense.
I can share what I have written with an adult or my
friends to make sure it makes sense.
I can read my writing aloud clearly enough to be
heard.
I can leave spaces between my words.
I can use the word ‘and’ to join sentences.
I can begin to punctuate sentences using a capital letter
and a full stop, question mark or exclamation mark.
I can use a capital letter for names of people, places,
the days of the week, and the personal pronoun ‘I’.