Reception
Autumn1
Genre
Autumn2
StorieswithRepetitive
Patterns
ORTcharcaters,TheGruffalo,
TheTroll,Dinosaursstories,
PiratesLoveUnderpants,
where’sSpot,Oliver’s
Vegetables,We’reGoingona
bearhunt
Spring1
CelebrationStories
ScienceFictionStories
AliensLoveUnderpants,
Qpootle5,ChristmasStory,
BobTheManontheMoon
GuyFawkes
RamaandSita
TraditionalTales
Labels,ListsandCaptions
Cinderella’sshinyshoe
Thetrollsbridge
Goldilocksandthethreebears
SnowWhiteand7Dwarfs
(Mining–magnetism)
ElvesandtheShoeMaker
TheThreeLittlePigs
TheLittleRedHen
GingerbreadMan
Reading
Grammar/
Writing
Spring2
Summer1
TraditionalTales
Instructions,Letters
RhymingPoetry
Thebaddiesgoodies
TheHungryGiant,,Jackand
theBeanstalk,Jimandthe
Beanstalk,Jasperandthe
Beanstalk,Tattybogle,The
TinySeed,TheEnormous
Turnip.
Summer2
FamiliarSettings-Animal
stories
InformationTexts–
minibeastsandriddles
NarrativeWriting–
3partstory
Instructions
Jokes–humour
Rhyme
DearZoo,VeryHungry
Caterpillar,MonkeyPuzzle,
FarmerDuck,Superworm,
MonkeyPuzzle,Rumblein
theJungle,PiginPondThe
Tigerwhocamefortea
Readinstructions
Thelittlepenguin,
RockyandBlanche
Annie’sKnitting
Extravaganza
Continuesarhymingstring.
Hearsandsaystheinitialsoundinwords.
Cansegmentthesoundsinsimplewordsandblendthemtogetherandknowswhichlettersrepresentsomeofthem.
Linkssoundstoletters,namingandsoundingthelettersofthealphabet.
Beginstoreadwordsandsimplesentences.
Usesvocabularyandformsofspeechthatareincreasinglyinfluencedbytheirexperiencesofbooks.
Enjoysanincreasingrangeofbooks.
Knowsthatinformationcanberetrievedfrombooksandcomputers.
Childrenreadandunderstandsimplesentences.Theyusephonicknowledgetodecoderegularwordsandreadthemaloudaccurately.Theyalsoreadsomecommonirregularwords.They
demonstrateunderstandingwhentalkingtoothersaboutwhattheyhaveread.
Usephonicknowledgeto
Usephonicknowledgeto
Readcommonirregular
Readandunderstandsimple
Demonstrateunderstanding
Folllowastory
decodewordsandreadthem
decodewordsandreadthem
words.
sentences.
whentalkingtoothersabout
withoutprompts.
aloudaccurately.
aloudaccurately
theyhaveread.
Understandtheterms:book,
Retellaneventfromastoryor Understandsthat
Handlebookscarefully.
Statesimplelikes/dislikes
cover,beginning,middle,end, non-fictiontext.
Canusestorylanguagewhen
informationcanbe
abouttexts.
page,word,letter,line,author, retellingorcreatingstories.
retrievedfrom
Readfamiliarsignsandlogos.
illustrator,title.
Usethemeaningfromsimple
differentsourcesof
unfamiliarstoriestomake
informationsuchas
Gainsimplemeaningfrom
predictions
books,postersoand
illustations.
computers.
Givesmeaningtomarkstheymakeastheydraw,writeandpaint.
Beginstobreaktheflowofspeechintowords.
Continuesarhymingstring.
Hearsandsaystheinitialsoundinwords.
Cansegmentthesoundsinsimplewordsandblendthemtogether.
Linkssoundstoletters,namingandsoundingthelettersofthealphabet.
Usessomeclearlyidentifiableletterstocommunicatemeaning,representingsomesoundscorrectlyandinsequence.
Writesownnameandotherthingssuchaslabels,captions.
Attemptstowriteshortsentencesinmeaningfulcontexts.
Childrenusetheirphonicknowledgetowritewordsinwayswhichmatchtheirspokensounds.Theyalsowritesomeirregularcommonwords.Theywritesimplesentenceswhichcanberead
bythemselvesandothers.Somewordsarespeltcorrectlyandothersarephoneticallyplausible.
Wewilluseourphonic
Wewilluseourphonic
Wewilluseourphonic
Wewilluseourphonic
Wewilluseourphonic
Wewilluseourphonic
knowledgetowritewords
knowledgetowritewords
knowledgetowritewords
knowledgetowritewords
knowledgetowritewords
knowledgetowrite
andcreatesimplesentences.
andcreatesimplesentences.
andcreatesimplesentences.
andcreatesimplesentences.
andcreatesimplesentences.
wordsandcreate
simplesentences.
CVCwords
Writeinstructions
RecountHoliday
Writeownname
Writelists
Punctuation
Phonics
s,a,t,p
inmd
gock
ckeur
TrickyWords:I,the
Holidaynews
CVCwords
Writeownname
Writelists
LetterstoFatherChristmas
h,b,f,l
w,v,j,x
y,z.q,u
ll,ff,zz
ReadTrickywords:
Ithenogoto
Holidaynews
LetterstoElves,Bears
Lists
InstructionsforPorridge
InvitationtotheBall
sh,ch,th,ng,ee,oo,ai,or,ou,
ow,oa,oi,ie
ReadTrickywords:
he,she,we,me,be,was,
Spelltrickywords:
Ithenogoto
RewritestoriesegJackand
theBeanstalk
RecipefortheHungryGiant’s
Soup
ue.ar,ur
igh,ear,air,ure
ReadTrickywords:
my,you,her,they,all,are
Spelltrickywords:
he,she,we,me,be,was,
Linksoundtolettername
Instructions,riddles,humour,
storylines,roleplay.
Labelsandcaptionsabouta
tadpole/frog
Invitations
InformationBooks
Writeinstructions
Writejokesforthe
teapot
Writemessages
InformationBooks
St,nd,mp,nt,nk,ft,sk,lt,lp,
tr,dr,gr,cr,br,fr
bl,fl,gl,pl,cl,sp,st,tw,
sl,sm,
Readtrickywords:
some,one,said,come,do,so,
were,when,have,there,out,
like,little,what
Spelltrickywords:
my,you,her,they,all,are
Spelltrickywords:
some,one,said,come,
do,so,were,when,
have,there,out,like,
little,what
Year1
Genre
Autumn1
Storieswithfamiliarsettings–
keystories
Poetry-senses
Labels,lists,captions
Reading
Grammar
Punctuation
Spelling
Autumn2
FantasyStories
Recount
Spring1
Fairytales
Poetry-patternandrhyme
BigBooks-LittleRedRiding
Hood,HanselandGretel.,
Emperor’sNewClothes,
ChickenLicken.
Poetry-includingaction
rhymes,traditionalrhymes.
Spring2
Informationtexts–Eg
Weather(NonChronological
Reports)
Labelsetc-buildings,jobs,
routes.
Poetry-senseslinkedtolocal
environmentandmaterials.
BigBooks-familiarsettingseg
Dogger,Anna’sAmazing
Multi-colouredGlasses,Billy
Duck,PeaceatLast,The
TrainRide
RainbowFish,JuliaDonaldson
stories,WinnietheWitch,
stories,Oriki,PercythePark
Keeper,WheretheWild
thingsare.
Recount-localareawalk
InformationTexts-
Seasons
Climate
WeatherForecast
Effectsofweatheronpeople.
Sentences-joiningclauses
usingand
Capitalletters,fullstops,
questionmarks.
Spaces
F,l,s,z,kspeltff,ll,ss,zz,ck
nsoundbeforek
divisionofwordsinto
syllables
-tch,vsoundattheendof
words
Addingsandes
Pluralnounsuffixes-_sor_es
Suffixes_ing,_ed,_er
Capital letters for names and
personalpronounI
Capitalletters,fullstops,
questionmarks.
Spaces
ar,ee,ea,er,ir,ur,oo,oa,oe,
ou,ow,ue,ew,
Summer2
Storiesfromarangeof
cultures
Storieswithpredictableand
patternedlanguage
Poetry–theme
AdventureStories
Instructionalwriting
Storiesfromarangeof
cultures-Handa’sSurprise.,
TheTurtlewhodancedwith
thecrane,Tiddalik
Storieswithpattern-Big
Books-Suddenly,NotNow
Bernard,We’reGoingona
BearHunt,PolarBear,Polar
Bear,Walkingthroughthe
Jungle.
Poetry-food
Prefixun
Instructions-cleaning
teeth,keepinghealthy,
makingfruitsalad.
Adventure-
Island
Space
HauntedHouse
TimeTravel
Exclamationmark
Capital letters for names and
personalpronounI
Exclamationmark
Ie,igh,or,ore,aw,au,air,
ear,are
yending
ph,wh,k,
prefix–un
compoundwords
Common
words
Addingendings–ing,-ed,-er
wherenochangetorootword
Adding–er,-esttoadjwhere
nochangetorootword
ai,oi,ay,oy,a-e,e-e,i-e,o-e,ue
Summer1
exception
Year2
Autumn1
Genre
Informationtext–Florence
Nightingale/GreatFireof
London(NonChronological
writing)
PoetryPatterns
Contemporaryandclassic
poetryandpoemslearntby
heart
Readstoriesandinformation
texts
Reading
Autumn2
Summer1
Summer2
FantasyStories
InstructionalWriting
Spring1
Storieswithafamiliarsetting
(Contemporary)
Spring2
Differentstoriesbythesame
author.(KatieMorag,
LighthouseKeeper)
Recount
Extendedstories–Adventure
Poetry-Riddles
ScienceFictionStories
Poetry-humour
TraditionalTales
Scripts(Christmas)
InformationtextsThomas
Edison,GuyFawkes,Florence
Nightingale,GraceDarling
Readstoriesandinformation
texts
Differentstoriesbythesame
author.(KatieMorag,
LighthouseKeeper)Read
storiesandinformationtexts
Differentstoriesbythesame
author.(KatieMorag)
Readstoriesandinformation
texts
Riddles
Readstoriesandinformation
texts
Storiesbysignificant
authors/AlanAhlberg
Readstoriesand
informationtexts
Co-ordination(usingor,and,
but,so)
Sub-ordination(using
because,if,that,when)
Similesusinglike
Embellishsimplesentences
usingadverbse.gTomran
quicklydownthehill.
Typesofsentence-statement,
question,exclamationor
command.
Useoftheprogressiveformof
verbsinthepresentandpast
tensetomarkactionsin
progress[forexample,sheis
drumming,hewasshouting]
is/was/were
Howthegrammaticalpatterns
inasentenceindicateits
functionasastatement,
question,exclamationor
command
Correctchoiceandconsistent
useofpresenttenseandpast
tensethroughoutwriting
Subordination(using
when,if,that,because)
andco-ordination
(usingor,and,but)
Grammar
Correctchoiceandconsistent
useofpresenttenseandpast
tensethroughoutwriting
Embellishsimplesentences
usingadjectivese.gTheboys
peepedinsidethedarkcave.
Expandednounphrasesfor
descriptionandspecification
[forexample,theblue
butterfly,plainflour,theman
inthemoon]
Timeopeners.
Howthegrammaticalpatterns
inasentenceindicateits
functionasastatementor
command
Timeopenersandlyopeners.
Alliteration
Punctuation
Useofcapitalletters,fullstops
todemarcatesentences
Commastoseparateitemsin
alist
Capitallettersforproper
nouns.
Spelling
Useofcapitalletters,full
stops,questionmarksand
exclamationmarksto
demarcatesentences.
Apostrophetomarkwhere
lettersaremissinginspelling.
The/dʒ/soundspeltasge
anddgeattheendofwords,
andsometimesspeltasg
elsewhereinwordsbeforee,i
andy
The/s/soundspeltcbeforee,
Adding–ing,–ed,–er,–estand
–ytowordsofonesyllable
endinginasingleconsonant
letterafterasinglevowel
letter
Addings,estowords(plural
nounsandthirdperson
singularverbs)(REVISION)
Adding–estonounsand
verbsendingin–y
Commasafterlyopener
Apostrophestomarkwhere
lettersaremissinginspelling
andtomarksingular
possessioninnouns[for
example,thegirl’sname]
Speechbubbles
Wordsendingin–tion
The/l/or/əl/soundspelt–le
attheendofwords
The/l/or/əl/soundspelt–el
attheendofwords
Thepossessiveapostrophe
(singularnouns)
Homophonesand
near-homophones
The/ɒ/soundspeltaafterw
andque.gwant,quantity
The/ʒ/soundspelts
e.g.treasure,television
Year3
iandy
The/n/soundspeltknand
(lessoften)gnatthe
beginningofwords
The/r/soundspeltwratthe
beginningofwords
The/aɪ/soundspelt–yatthe
endofwordse.gfly,try
Commonexceptionwords.
told,hold,gold,cold,old,both,
only,most,climb,wild,pupils,
child,behind,mind,kind,find,
because,poor,floor,door
Adding–er,–esttothe
adjectivetoarootword
wherethereisnochange.
(REVISION)
Addingtheendings–ing,–ed,
–er,–estand–ytowords
endingin–ewithaconsonant
beforeit
The/ɔ:/soundspeltabeforel
andlle.gall,walk,talk
Commonexceptionwords.
After,beautiful,pretty,steak,
break,great,even,everybody,
every,Christmas,many,any,
whole,who
Adding–ed,–ing,–erand–est
toarootwordendingin–y
withaconsonantbeforeit
Thesuffixes–ment,–ness,–
ful,–lessand–ly
The/i:/soundspelt–eye.g.
monkey,valley
Contractions
Commonexceptionwords.
Would,should,could,eye,
bath,path,plant,pass,grass,
class,father,past,last,fast
The/l/or/əl/soundspelt–al
attheendofwords
Wordsending–il
The
soundspeltorafterw/ɜ:/
The
soundspeltarafterw/ɔ:/
The/ʌ/soundspeltoe.g.
other,mother
Commonexceptionwords.
parents,Mr,Mrs,money,half,
again,water,people,busy,
clothes,sugar,sure,improve,
prove,move,hour,
Autumn1
Autumn2
Spring1
Spring2
Genre
Reading
Fables
Performancepoems
discussingwordsandphrases
thatcapturethereader’s
interestandimagination
increasingtheirfamiliarity
withawiderangeofbooks,
includingfairystories,
mythsandlegends,and
retellingsomeoftheseorally
identifyingthemesand
conventionsinawiderangeof
books
recognisingsomedifferent
formsofpoetry
drawinginferencessuchas
inferringcharacters’feelings,
thoughtsandmotivesfrom
theiractions,andjustifying
inferenceswithevidence
predictingwhatmighthappen
fromdetailsstatedand
implied
Myths
NonChronologicalReports
identifyingmainideasdrawn
frommorethanone
paragraphandsummarising
these
retrieveandrecord
informationfromnon-fiction
Mysterystories
Languageplaypoems
preparingpoemstoread
aloudandtoperform,
showingunderstanding
throughintonation,tone,
volumeandaction
discussingwordsandphrases
thatcapturethereader’s
interestandimagination
increasingtheirfamiliarity
withawiderangeofbooks,
includingfairystories,
mythsandlegends,and
retellingsomeoftheseorally
identifyingthemesand
conventionsinawiderangeof
books
recognisingsomedifferent
formsofpoetry
drawinginferencessuchas
inferringcharacters’feelings,
thoughtsandmotivesfrom
theiractions,andjustifying
inferenceswithevidence
DialogueandPlays
Instructions,Proceduraleg
rulesofagame
preparingplayscriptstoread
aloudandtoperform,
showingunderstanding
throughintonation,tone,
volumeandaction
identifyingmainideasdrawn
frommorethanone
paragraphandsummarising
these
retrieveandrecord
informationfromnon-fiction
Summer1
Informationtexts
ShapepoemsandCalligrams
recognisingsomedifferent
formsofpoetry
identifyingmainideasdrawn
frommorethanone
paragraphandsummarising
these
retrieveandrecord
informationfromnon-fiction
Summer2
AuthorsRoaldDahl
Letters
discussingwordsand
phrasesthatcapture
thereader’sinterest
andimagination
increasingtheir
familiaritywithawide
rangeofbooks,
includingfairystories,
mythsandlegends,
andretellingsomeof
theseorally
identifyingthemesand
conventionsinawide
rangeofbooks
drawinginferences
suchasinferring
characters’feelings,
thoughtsandmotives
fromtheiractions,and
justifyinginferences
withevidence
§ predictingwhat
mighthappenfrom
detailsstatedand
implied
predictingwhatmighthappen
fromdetailsstatedand
implied
retrieveandrecord
informationfromnon-fiction
RequirementsinReading
Participateindiscussionaboutbothbooksthatarereadtothemandthosetheycanreadforthemselves,takingturnsandlisteningtowhatotherssay.
Askingquestionstoimprovetheirunderstandingofatext
Participateindiscussionaboutbothbooksthatarereadtothemandthosetheycanreadforthemselves,takingturnsandlisteningtowhatotherssay.
Usingdictionariestocheckthemeaningofwordsthattheyhaveread
Grammar
Conjunctionsto
Conjunctions,adverbs,
Conjunctions,adverbs,
Conjunctions,adverbs,
Possessiveapostrophewith
expresstime,place
prepositions
prepositions
pluralnouns
andcause.g.
Prepositionstoexpresstime, Clauses
Clause
Paragraphs.
when,before,after,w
placeandcausee.gbefore,
SubordinateClauses
SubordinateClauses
Headings/SubHeadings
hile,so,
after,during,in,becauseof
(complexsentences)
Imperativeverbs
because
(complexsentences)
Choosingnounsorpronouns
(complexsentences) appropriatelyforclarityand
Usingandpunctuatingdirect
cohesionandtoavoid
Adverbs,
Paragraphstoorganiseideas Frontedadverbials
speech
repetition
Forms‘a’or‘an’
Headings/subheadings.
Usingandpunctuatingdirect
accordingto
speech
whetherword
Usingandpunctuatingdirect
beginswithavowel
speech
orconsonant.
Useandunderstand
Useandunderstand
Useandunderstand
Usingand
grammaticalterminology
grammaticalterminology
grammaticalterminology
Useandunderstandgrammatical
punctuatingdirect
terminology
speech
Useandunderstand
grammatical
terminology
RequirementsinGrammar
developtheirunderstandingoftheconceptssetoutinEnglishAppendix2by:
*extendingtherangeofsentenceswithmorethanoneclausebyusingawiderrangeofconjunctions,includingwhen,if,because,although
*usingthepresentperfectformofverbsincontrasttothepasttense
*choosingnounsorpronounsappropriatelyforclarityandcohesionandtoavoidrepetition
*usingconjunctions,adverbsandprepositionstoexpresstimeandcause§usingfrontedadverbialslearningthegrammarforyears3and4inEnglishAppendix2
*indicategrammaticalandotherfeaturesby:
*usingcommasafterfrontedadverbials
*indicatingpossessionbyusingthepossessiveapostrophewithpluralnouns
*usingandpunctuatingdirectspeech
*useandunderstandthegrammaticalterminologyinEnglishAppendix2accuratelyandappropriatelywhendiscussingtheirwritingandreading.
KeyVocabulary
Adverb,preposition,conjunction,wordfamily,prefix,clause,subordinateclause,
directspeech,consonant,consonantletter,vowel,vowelletter,invertedcommas,speechmarks
Paragraphs.
Conjunctions
Adverbs
Prepositions
Presentperfectformof
verbs
Firstandthirdperson
Useandunderstand
grammaticalterminology
wordfamily,prefix,determiner,synonym,imperativesingular,plural,pronoun,adjective,verb,noun
Punctuation
Revisecapitalletters,full
stops,exclamationmarksand
questionmarks(Y2revision)
Introduceinvertedcommas
topunctuatespeech.
Revisecapitalletters,full
stops,exclamationmarksand
questionmarks,apostrophes
forcontractions(Y2revision)
Revisecapitalletters,full
stops,exclamationmarksand
questionmarks(Y2revision)
Usingacommaaftera
frontedadverbial
Questionmarks(Y2)
Invertedcommasto
punctuatespeech.
Commasinlist(Y2revision)
Colonforinstructions
KeyVocabulary
invertedcommas,speechmarks,singular,plural,capitalletters,fullstops,exclamationmarks,commas,questionmarks,
Spelling
Topicvocabulary
ReviseY2rulesforsuffixes:
ing,ed,er
Addvowelsuffixtowords
withmorethanonesyllable
lysuffix
(NBwordlistforyears3and
4runningalongside.)
Topicvocabulary
Wordfamiliesbasedon
commonwordsshowinghow
wordsarerelated.
‘i’soundspelt‘y’e.gEgypt
ouas‘u’
‘ei,ey,eigh’,as‘ay’
‘ch’e.gchemist
Topicvocabulary
Prefixes:un,dis,mis,in
ReviseY2pluralrules
Apostrophesforpossession
(Y2revision)
Possessiveapostrophewith
pluralnouns
Revisecapitalletters,
fullstops,exclamation
marksandquestion
marks(Y2revision)
Invertedcommasto
punctuatespeech.
Topicvocabulary
Wordfamiliesbasedon
commonwordsshowinghow
wordsarerelated.
Wordsendingintion
‘sure’‘ture’endings
Topicvocabulary
Prefixes:re,super,anti,inter,
sub
Wordsendingin‘gue’,‘que’
Topicvocabulary
Homophones/near
homophones
‘ch’e.gchef,chalet
Wordsendingin‘sion’,
‘ous’
Spring1
Spring2
Summer1
Summer2
AdventureStoriesfromother
cultures
Persuasivetexts
ExplanationTexts
Magazineadverts
RobotPoster
TeaadvertsonIWB.
Biscuitadverts
Explanations:
Rangeofexplanationtexts.
T.Shirtmachine
Crackingcontraptions.
LearningOutcomes:Children
canusetheirknowledgeof
theorganisationalfeaturesof
explanationtextstofind
informationquickly.
Childrencanuseexamplesof
explanationtextstoidentify
Storiessetinimaginary
worlds
AliceinWonderland
TheWhales’Song(Sheldon&
Blythe)
TheFlyingBlanket
TheSilverChairbyCSLewis
Poetry
Exploringform
–Classpoetrybookand
examplesoflistpoems.
Storieswithissuesand
dilemmas
JourneytoJo’burgand
Sam’sDuck.
Plays
Charlieandthe
ChocolateFactory
TudorPlayscripts.
Year4
Genre
Autumn1
Storieswithhistoricalsettings
Informationtext
Read:EscapeFromPompeii
byChristinaBallit
AcrossTheRomanWallby
TheesaBreslin
Britannia100GreatStories
fromBritishHistory
HorribleHistories
HorribleScience.
Autumn2
Recounts:Newspapers
Poetry
Creatingimages
Currentnewspaperreports
andrecountsaboutissues.
EdenCamrecount.
IstheMoodTired?By
ChristinaRossetti
AnimatedPoems:
ABirthday
IntheBleakMid-Winter
Howthesquirrelgotits
stripes.
RamaandSita
Krishna
SnakeandHoney.
-IstheMoonTired?
ChristinaRossetti.
Reading
Grammar
Seeabove
Comprehension
Listentowholebooks.
GoodnightMrTom,When
HitlerSolePinkRabbit,
CarriesWar,FairsFair,100
greatstoriesfromHistory.
ThisisWar
LighttheBeacons
Pluralandpossessives
Paragraphstoorganiseeach
partofastory.Indicate
changeoftimeorplace.Unit
19.Unit28.
Nounphrasesexpandedby
theadditionofmodifying
adjectives,nounphrasesand
prepositionphrases
Thestrict,mathsteacherwith
curlyhair.
StandardEnglishformsfor
Verbinflectionsinsteadofwe
wasorIdone.Unit1and15.
Travel–shetravels(tense)
Identifyanounandtypesof
nounincludingnounphrases.
Unit3unit17.
Usingpronouns,nounsand
determiners-tointroducethe
noun(articles–a-an-the,
demonstratives–that,the,
this,then,possessives-your,
his,hers,it,numbers-sixth,
six)whichcanreferbackto
earlierwordstoaidcohesion
andavoidrepetition.
Touseshortandlong
sentencestoenhance
descriptionoradd
information(mainandsub
clause)Unit2.
Seeabove
comprehension
Seeabove
Comprehension
StoriesfromIndia,Three
Goddesses
EyeSee
OutofthisWorld
Wewerewaspasttense
Canusesomecohesive
deviseswithinandacrossa
sentence.Frontedadverbials
Beforethesuncameup,heate
hisbreakfast.(when,whereor
Howsomethinghappens)
Terminology:Pronoun,Unit8
Unit21determiner,
possessivepronoun,adverbial
phrase
Verbtenses–pastsimple/
pastperfect.Unit9Unit12
Unit15.–
Sentences–startwithasimile
Ascurvedasaball,themoon
shonebrightlyinthenight
sky.
Likeawailingcat,the
ambulancescreameddown
theroad.
Sentences–edclausesas
starters.Frightened,Tomran
straighthometoavoidbeing
caught.
Exhausted,theRomansoldier
collapsedathispost.
Secureuseofcompound
Nounphrasesexpandedby
theadditionofmodifying
adjectives,nounphrasesand
prepositionphrases
Terminology:Pronoun,
determiner,possessive
pronoun,adverbialphrase
Unit6Unit10.
Powerful,verbsUnit22
Pluralandpossessive-s
(spellingfocusreinforcement)
Sentences-expandeding
clausesasstarters.
Grinningmenacingly,he
slippedthetreasureintohis
rucksack.
Hoppingspeedilytowardsthe
pool,thefrogdived
underneaththeleaves.
Dialogue–verb+adverb
“Hello,”shewhispered,shyly.
Developcomplexsentences.
Mainandsubordinateclauses.
keyfeatures:thepurpose,
structure,languagefeatures
andpresentationalfeatures.
Childrencanexplainhow
ideasaredevelopedinan
explanationtext.
Seeabove
Comprehension
Explanationsandquestions,
evaluaterulesforeffective
discussion.
YellowStockings
Seeabove
Comprehension
Readingaloud,preparing
poemsusingintonation,tone,
volumeandaction.
Recognisedifferentformsof
poetry,egfreeverse,
narrativepoetry
Seeabove
Comprehension
Rehearsingplaysfor
presentation.Useof
dramaapproachesand
howtoperform.
Aquietfamily
Christmas
Nounphrasesexpandedby
theadditionofmodifying
adjectives,nounsand
prepositionphrases
Nounphrasesexpandedby
theadditionofmodifying
adjectives,nounsphrasesand
prepositionphrases
Identifyingthesubjectand
objectofasentence.Unit11
(homeworkrevision)
Sentences–repetitionto
persuade–findustofinethe
fun.
Canvarysentences,adding
phrasestomakethemeaning
moreprecise.
Includesomedetail/
descriptionofeventsorideas
whichhavebeenexpanded
throughvocabulary(simple
adjectives)orexplanation.
Vocabularychosenforeffect
orappropriateness.
Pluralandpossessive-sUnit
24and26
Paragraphsrevise
PossessiveadjectivesUnit13.
Terminology:Pronoun,
determiner,possessive
pronoun,
adverbialphraseunit16.
Unit23
Sentences-Droppingtheing
clausee.gJane,laughingat
theteacher,felloffthechair.
Thetornado,sweepingacross
thecity,destroyedthehouses.
Reinforcecomplexsentences.
Mainandsubordinateclauses
Nounphrases
expandedbythe
additionofmodifying
adjectives,nounsand
prepositionphrases
VerbtensesUnit18
Paragraphsrevise.
Adverbphrases
Unit27.
Shortsentencesto
buildtension.
Punctuation
Spelling
(NBwordlistforyears3and
4runningalongside.)
Revisesimplesentences–
subjectandoneverb.
Secureuseofcompound
sentences-equal.(and,butso,
for,nor,yet)
Introducecomplessentences.
Shortsentencestomove
eventsonquickly.
Itwasmidnight.
It’sgreatfun.
Sentenceof3foraction–Sam,
rusheddowntheroad,
jumped,onthebusandsank
intohisseat.
Revisecapitalletters,full
stops,exclamationmarks
questionmarksandcommas
inlists
Capitallettersandfullstops–
Twinklactivitypack
Questionmarksandfullstops
activity–PrimaryResources
sentences.Equal–
conjunction–Equal.
Canuselinkstoshowtimeor
cause.
Revisecapitalletters,full
stops,exclamationmarks
questionmarksandcommas
inlists
Useofinvertedcommasand
otherpunctuationtoindicate
directspeech.
Speechmarks-Directspeech
Unit4
Commastoseparateitemsin
alist–Twinkllessonactivity
pack.
Revisecapitalletters,full
stops,exclamationmarks
questionmarksandcommas
inlists.Commastomark
clausesandtomarkoff
frontedadverbials
Useofinvertedcommasand
otherpunctuationtoindicate
directspeech
Exclamationmarksactivity.
Exclamationmarksactivity
TES
Revisecapitalletters,full
stops,exclamationmarks
questionmarksandcommas
inlists
Useofcommasafterfronted
adverbials
Commasafterfronted
adverbials-TES
Revisecapitalletters,full
stops,exclamationmarks
questionmarksandcommas
inlists
Pluralpossession–
apostrophes–Apostrophesto
marksingularandplural
possession
Apostrophestoshowplural
possession–Unit24
Apostrophestoshowsingular
andpluralpossession–Unit
26
Revisecapitalletters,
fullstops,exclamation
marksquestionmarks
andcommasinlists
Useofinverted
commasandother
punctuationto
indicatedirectspeech
Prefixineginactive,incorrect
Suffixify,en,ise,atetocreate
verbs
Suffixationaddedtoverbs–
information,adoration,
sensation,preparation
admiration
Division,invasion,confusion,
decision,collision,television
Homophonesandnear
homophones
Moreprefixesegillegal,in-im
egimmature,immortal,
impossible,impatient,
imperfect
Re–redo,refresh,return,
reappear,redecorate
Sub–subdivide,subheading,
submarine,submerge
Inter–interact,intercity,
international,interrelated
Super(above)supermarket,
superman,superstar
Anti–antiseptic,antisocial
Auto–autobiography,
autograph
Poisonous,dangerous,
mountainous,famous,
various,tremendous,
enormous,jealous,humorous,
glamorous,vigorous,
courageous,outrageous
Suffix–lyaddedtoan
adjectivetoformanadverb.
Sadly,completely,usually
finally,comically.Exceptions:
wordsendingic:basically,
frantically,dramatically,
NBpublicly
Rootwordendswith–ic,-ally
isaddedratherthanjust–ly
exceptinthewordpubliclyeg
Continued
Pluralpossession–
apostropheseggirls’,
children’s,babies’,men’s
mice’s
Endingsoundinglike
measure,treasure,pleasure,
enclosure,creature,furniture,
picture,nature,adventure.
League,tongue,antique
unique
Musician,electrician,
magician,politician,
mathematician
Science,scene,discipline,
fascinate,crescent
vein,weigh,eight,neighbour,
Serious,obvious,
curious,hideous,
spontaneous,
courteous
Invention,injection,
action,hesitation,
completion,
expression,discussion,
confession,
permission,admission,
expansion,extension,
comprehension,
tension
Eachnewspeakerona
newline.Commas
betweendirectspeech
andreportingclause
SpeechmarksUnit25
basically,frantically,
dramatically
Thewordstruly,duly,wholly
Musician,electrician,
magician,politician,
mathematician
Year5
Genre
Reading
Autumn1
Autumn2
Explanations
(Non-fiction&Ref.books)
Novelsbysignificantauthors.
(ModernFicton–)
UseScottoftheAntarcticnonfictiontext-explain.
(Widerangeofstories)
AnneFine
AngelofNitshillRd.
PerformancePoetry
Read&discusswiderange.
Readingbooksstructured
differentways.
Recommendbookstoothers.
Discussatheme.
Comparewithinarangeof
books.
Characterfeelings&thoughts.
Predictions
Summarise.
Language,structure&
presentationcontributeto
meaning.
Language–howimpacton
reader.
Considerhowauthors
developcharacters&
settings–bullycharacter
and‘saviour’character
‘AngelofNitshillRd’
Checksense
Askquestions
Summarisemainpoints,key
details.
Retrieve,record,presentinfo.
Formalpresentation.
Spring1
they,obey
Spring2
Traditionalstories,legends.
Recounts–Diary,Newspaper
Report
ScienceFictionStoryWriting
ClassicalPoetryThe
Highwayman
Read&discusswiderange.
Readingbooksstructured
differentways.
Recommendbookstoothers.
Discussatheme.
Comparewithinarangeof
books.
Characterfeelings&thoughts.
Predictions
Summarise.
Language,structure&
presentationcontributeto
meaning.
Language–howimpacton
reader.
Familiarisewitharangeof
myths&legends.
Becomefamiliarwithour
literaryheritage.
Read&discusswiderange.
Readingbooksstructured
differentways.
Recommendbookstoothers.
Discussatheme.
Comparewithinarangeof
books.
Characterfeelings&thoughts.
Predictions
Summarise.
Language,structure&
presentationcontributeto
meaning.
Language–howimpacton
reader.
Read&discussnon-fiction,
referenceandtextbooks.
Read&discusswiderange.
Readingbooksstructured
differentways.
Recommendbookstoothers.
Discussatheme.
Comparewithinarangeof
books.
Characterfeelings&thoughts.
Predictions
Summarise.
Language,structure&
presentationcontributeto
meaning.
Language–howimpacton
reader.
Becomefamiliarwithour
literaryheritage.
Conventionsofpoetrywriting.
Learnsomepoetrybyheart,
toperform.
Themes
Read&discusswiderange.
Readingbooksstructured
differentways.
Recommendbookstoothers.
Discussatheme.
Comparewithinarangeof
books.
Characterfeelings&thoughts.
Summer1
Storiesfromothercultures-
Contemporary
GrandpaChatterji
Summer2
Persuasion
HealthyLiving/
humanbody.
Poeticstyle
Becomefamiliarwithstories
fromothercultures&
traditions.
Read&discusswiderange.
Readingbooksstructured
differentways.
Recommendbookstoothers.
Discussatheme.
Comparewithinarangeof
books.
Characterfeelings&thoughts.
Predictions
Summarise.
Language,structure&
presentationcontributeto
meaning.
Language–howimpacton
reader.
Readfilmscripts.
Read&discusswiderange.
Readingbooksstructured
differentways.
Recommendbookstoothers.
Discussatheme.
Comparewithinarangeof
books.
Characterfeelings&thoughts.
Predictions
Summarise.
Language,structure&
presentationcontributeto
meaning.
Distinguishbetween
fact&opinion.
Read,recordand
presentinformation.
Participatein
discussionsabout
bookstheyhaveread,
buildonotherideas
andchallengeviews
courteously.
Explain,discussand
formallypresent.
Providejustifications.
Becomefamiliarwith
ourliteraryheritage.
Conventionsofpoetry
writing.
Themes.
Read&discusswide
range.
Readingbooks
structureddifferent
ways.
Recommendbooksto
others.
Discussatheme.
Comparewithina
rangeofbooks.
Grammar
Revise&securetheuseof
simplesentences.Embellish
simplesentences.
Reviseandsecureuseof
compoundsentences
(coordinatingconjunctions)
Tobuildcohesion–eg:
then/next/afterthat/firstly
(instructions&
explanations)
Relativeclausesbeginning::
who/which/where/when
etc
Imperativeverbs:forusein
explanationsand
instructions.
FrontedAdverbials–revision
of:later/nearby/firstlyetcto
addinfo.toasentence
opening/action.
PlanwritingbyIDaudience&
purpose,usemodelsfortheir
own.
Noteinitialideas,drawon
reading&research.
Organisationaldevicesto
guidethereader–bullet
points,headings,underlining
etc.
Assesseffectivenessoftext.
Change/editandre-write.
Subject/verbagreement–
correctnoun/verb
relationships.
Distinguishbetweenspeech
Degreesofpossibility:
adverbs–perhaps/surelyand
modalverbs–
might/should/will/must
Secureuseofcomplex
sentencesbyuseof
subordination.Identify
mainandsubordinating
clauses.
Expand–edclausesas
starters(EG:Worriedbythe
bully,shehurriedinthe
otherdirection)
Usecorrecttenseinstory
writing–begintouse
‘progressive’form.
Perfectformforverbs.
(had/has)
Passiveverbsforinfoin
sentences–eg:Theball,
whichwasbeingbounced
by…
Dialogue–useofdirectand
indirectspeech.
Developatmosphere
Describesettings.
Selectgrammar&vocabto
change/enhancemeaning.
Paragraphs–devicesto
developcohesionwithin&
across.
Tobuildcohesion–eg:
then/next/afterthat/firstly
Revisebuildcohesion–eg:
then/next/afterthat/firstly
Relativeclausesbeginning::
who/which/where/whenetc
Assesseffectiveness.
Change/edit
Usecorrecttense
Subject/verbagreement
Expandnounphrases.
Reviseperfectformforverbs.
Assesseffectiveness.
Change/edit
Usecorrecttense
Subject/verbagreement
Assesseffectiveness.
Change/edit
Usecorrecttense
Subject/verbagreement
Predictions
Summarise.
Language,structure&
presentationcontributeto
meaning.
Language–howimpacton
reader.
Language–howimpacton
reader.
Revisebuildcohesion–eg:
then/next/afterthat/firstly
Relativeclausesbeginning::
who/which/where/whenetc
Assesseffectiveness.
Change/edit
Subject/verbagreement
Revise/usecorrecttensein
storywriting–begintouse
‘progressive’form.
Literaryfeaturesofpoetry:
similes,alliteration,
onomatopoeia
Assesseffectiveness.
Change/edit
Usecorrecttense
Subject/verbagreement
Distinguishbetweenspeech
andwriting–choose
appropriateregister.
Usevocabandstructurefor
formalspeech&writing.
Tobuildcohesion–eg:
then/next/afterthat/firstly
Relativeclausesbeginning::
who/which/where/whenetc
Assesseffectiveness.
Change/edit
Usecorrecttense
Subject/verbagreement
Characterfeelings&
thoughts.
Predictions
Summarise.
Language,structure&
presentation
contributetomeaning.
Language–how
impactonreader.
Indicatedegreesof
possibilityusing
adverbs:
perhaps/surelyor
modalverbs:
might/should/will/mu
st.
Organisationaldevices
toguidethereader–
bulletpoints,headings,
underliningetc
Assesseffectiveness.
Change/edit
Usecorrecttense
Subject/verb
agreement
Assesseffectiveness.
Change/edit
Usecorrecttense
Subject/verb
agreement
Modalverbsand
adverbsfordegreesof
possibility.
Literaryfeaturesof
poetry:similes,
alliteration,
onomatopoeia
Punctuation
andwriting–choose
appropriateregister.
Expandnounphrasestoadd
detail.(Revisitadjectivesand
adverbs:adddetailtosimple
sentences)
INSTRUCTION
Modalverbsandadverbs
fordegreesofpossibility
(might/should/must/will)
Userelativeclausesbeginning
who,which,where,
when,whose,that
Indicatedegreesof
possibilityusingadverbs:
perhaps/surelyormodal
verbs:
might/should/will/must.
Adverbialsfortime,place,
number,tensechoice.
(later/nearby/secondly/he
hadseen…)
Clarify&revisit
grammaticalboundaries–
useoffullstopandcomma
(avoidconfusionof)
Bracketsasparenthesisto
addextrainfoinan
explanation.
Commasforsubordinate
clausestoaddextrainfoto
anexplanatorysentence.
Avoidambiguity–commas.
Eg:…eatsshootsandleaves.
…eats,shootsandleaves.
Colonforlists–in
explanations
Handwriting–legible,
fluent,speedily,cursive.
Revisitinvertedcommasfor
directspeech.
Relativeclausesbeginning::
who/which/where/whenetc
Expandnounphrases.
Usevocabandstructurefor
formalspeech&writing.
Tore-ordersentencesfor
maximumeffect.
Reviseprepositions,
determiners,pronouns
(relativeandpossessive)
Dashestoreplacecommas
asparenthesesandadd
emphasis.Instorywriting
toemphasiseapointor
issue.
Hyphensopposedtodashes
–usedtojoincompound
adjectivesandnouns.(Foulsmelling,well-known,
break-in,mix-up)
ConsolidateY3/4–inverted
commasinstorywriting/
directspeech.
Bracketsasparenthesesto
addextrainfoabouta
character.
Commasforsubordinate
clauses.
Avoidambiguity–commas.
Relaunchhandwriting
standards–cursive,speedy,
fluent.
Consolidateuseof
apostropheforcontraction
andpossession–useofin
storywritingatraditional
tale/legendstyle.
Colonsforlists–inrecountas
acharacterwitness(The
Highwayman)
Revisitandconsolidate
apostropheofcontraction/
possession.
Revisitcommas–subordinate
clausestocreatecomplex
sentences.
Revisitall.
Introducerhetorical
questionsin
persuasivewriting:
Whowouldn’twanta
longandhappylife?
Spelling
Convertnounsoradjectives
intoverbsusingsuffixes–
ate/-ise/-ify
Verbprefixes:
Dis-/de-/mis-/over-/re-/
Usedictionaries
Usetheasurus
Silentletters
Homophones
Morphologyandeymology–
specificwordstobelearned
specifically–APPENDIX1
Year6
Autumn1
Autumn2
Spring1
Spring2
Summer1
Summer2
Genre
Biography&Autobiography
Plan-notinganddeveloping
initialideas,drawingon
readingandresearchwhere
necessary
Diary
ExtendedAdventure
Narrative
–identifyingtheaudiencefor
andpurposeofthewriting,
selectingtheappropriateform
andusingothersimilar
writingasmodelsfortheir
own
-inwritingnarratives,
consideringhowauthorshave
developedcharactersand
settingsinwhatpupilshave
read,listenedtoorseen
performed
Linkingideasacross
paragraphsusingawider
rangeofcohesivedevices:
repetitionofawordor
phrase,grammatical
connections[forexample,the
useofadverbialssuchason
theotherhand,incontrast,or
asaconsequence],andellipsis
JournalisticWriting
Plan-notinganddeveloping
initialideas,drawingon
readingandresearchwhere
necessary
Poetry/Imagery
performtheirowncompositi
ons,
usingappropriateintonation,
volume,andmovement
sothatmeaningisclear.
Layoutdevices[forexample,
headings,sub-headings,
columns,bullets,ortables,to
structuretext]
Poetry–Findingavoice
performtheirowncompositi
ons,usingappropriateinton
ation,volume,andmoveme
ntsothatmeaningisclear.
ShortStorieswithFlashback
Linkingideasacross
paragraphsusingawider
rangeofcohesivedevices:
repetitionofawordor
phrase,grammatical
connections[forexample,the
useofadverbialssuchason
theotherhand,incontrast,or
asaconsequence],andellipsis
Playscripts
(Reading&Writing
narratives(andplays)
Plan-identifyingthe
audienceforand
purposeofthewriting,
selectingthe
appropriateformand
usingothersimilar
writingasmodelsfor
theirown
performtheirownco
mpositions,usingapp
ropriateintonation,v
olume,andmovemen
tso
thatmeaningisclear.
Layoutdevices
Playscript
askingquestionstoimprove
readingunderstanding
drawinginferencessuchas
inferringcharacters’feelings,
learningawiderrangeof
poetrybyheart
preparingpoemsandplaysto
readaloudandtoperform,
showingunderstanding
NonChronologicalReport
Writing
Plan-notinganddeveloping
initialideas,drawingon
readingandresearchwhere
necessary
Layoutdevices[forexample,
headings,sub-headings,
columns,bullets,ortables,to
structuretext]
MysteryNarrative–
Authorsandtexts
Plan-dentifyingtheaudience
forandpurposeofthe
writing,selectingthe
appropriateformandusing
othersimilarwritingas
modelsfortheirown
inwritingnarratives,
consideringhowauthorshave
developedcharactersand
settingsinwhatpupilshave
read,listenedtoorseen
performed
Persuasion
Linkingideasacross
paragraphsusingawider
rangeofcohesivedevices:
repetitionofawordor
phrase,grammatical
connections[forexample,the
useofadverbialssuchason
theotherhand,incontrast,or
asaconsequence],andellipsis
recommendingbooksthat
theyhavereadtotheirpeers,
givingreasonsfortheir
choices
(NBwordlistforyears5and
6runningalongside.)
Argument
Balancedandpersuasive
Formal/impersonal
Linkingideasacross
paragraphsusingawider
rangeofcohesivedevices:
repetitionofawordor
phrase,grammatical
connections[forexample,the
useofadverbialssuchason
theotherhand,incontrast,or
asaconsequence],andellipsis
Reading
askingquestionstoimprove
readingunderstanding
drawinginferencessuchas
inferringcharacters’feelings,
askingquestionstoimprove
readingunderstanding
drawinginferencessuchas
inferringcharacters’feelings,
askingquestionsto
improvereading
understanding
drawinginferences
thoughtsandmotivesfrom
theiractions,andjustifying
inferenceswithevidence
predictingwhatmighthappen
fromdetailsstatedand
implied
summarisingthemainideas
drawnfrommorethanone
paragraph,identifyingkey
detailsthatsupportthemain
ideas
identifyinghowlanguage,
structureandpresentation
contributetomeaning
distinguishbetween
statementsoffactandopinion
providereasoned
justificationsfortheirviews.
précisinglongerpassages
throughintonation,toneand
volumesothatthemeaningis
cleartoanaudience
askingquestionstoimprove
readingunderstanding
drawinginferencessuchas
inferringcharacters’feelings,
thoughtsandmotivesfrom
theiractions,andjustifying
inferenceswithevidence
predictingwhatmighthappen
fromdetailsstatedand
implied
summarisingthemainideas
drawnfrommorethanone
paragraph,identifyingkey
detailsthatsupportthemain
ideas
identifyinghowlanguage,
structureandpresentation
contributetomeaning
discussandevaluatehow
authorsuselanguage,
includingfigurativelanguage,
consideringtheimpactonthe
reader
distinguishbetween
statementsoffactandopinion
providereasoned
justificationsfortheirviews.
précisinglongerpassages
thoughtsandmotivesfrom
theiractions,andjustifying
inferenceswithevidence
predictingwhatmighthappen
fromdetailsstatedand
implied
summarisingthemainideas
drawnfrommorethanone
paragraph,identifyingkey
detailsthatsupportthemain
ideas
identifyinghowlanguage,
structureandpresentation
contributetomeaning
providereasoned
justificationsfortheirviews.
précisinglongerpassages
identifyinganddiscussing
themesandconventionsin
andacrossawiderangeof
writing
makingcomparisonswithin
andacrossbooks
askingquestionstoimprove
readingunderstanding
drawinginferencessuchas
inferringcharacters’feelings,
thoughtsandmotivesfrom
theiractions,andjustifying
inferenceswithevidence
predictingwhatmighthappen
fromdetailsstatedand
implied
summarisingthemainideas
drawnfrommorethanone
paragraph,identifyingkey
detailsthatsupportthemain
ideas
identifyinghowlanguage,
structureandpresentation
contributetomeaning
retrieve,recordandpresent
informationfromnon-fiction
providereasoned
justificationsfortheirviews.
précisinglongerpassages
thoughtsandmotivesfrom
theiractions,andjustifying
inferenceswithevidence
predictingwhatmighthappen
fromdetailsstatedand
implied
identifyinghowlanguage,
structureandpresentation
contributetomeaning
discussandevaluatehow
authorsuselanguage,
includingfigurativelanguage,
consideringtheimpactonthe
reader
providereasoned
justificationsfortheirviews.
précisinglongerpassages
suchasinferring
characters’feelings,
thoughtsandmotives
fromtheiractions,and
justifyinginferences
withevidence
predictingwhatmight
happenfromdetails
statedandimplied
identifyinghow
language,structure
andpresentation
contributetomeaning
providereasoned
justificationsfortheir
views.
précisinglongerpass
ages
Ongoingreading
understandwhattheyreadby:
checkingthatthebookmakessensetothem,discussingtheirunderstandingandexploringthemeaningofwordsincontext
participateindiscussionsaboutbooksthatarereadtothemandthosetheycanreadforthemselves,buildingontheirownandothers’ideasandchallengingviewscourteouslyexplainanddiscusstheirunderstandingofwhat
theyhaveread,includingthroughformalpresentationsanddebates,maintainingafocusonthetopicandusingnoteswherenecessary
selectingappropriategram Continued
selectingappropriategramm
selectingappropriategramm
selectingappropriategramm
selectingappropriate
Grammar
marandvocabulary,
arandvocabulary,
arandvocabulary,
arandvocabulary,
grammarandvocabul
selectingappropriategramm
ary,
proposingchangestovoca
arandvocabulary,
proposingchangestovocab
proposingchangestovocab
proposingchangestovocab
bulary,grammarandpunc
ulary,grammarandpunctua
ulary,grammarandpunctua
ulary,grammarandpunctua
proposingchangesto
tuationtoenhanceeffects proposingchangestovocab
tiontoenhanceeffects
tiontoenhanceeffects
tiontoenhanceeffects
vocabulary,grammar
ulary,grammarandpunctua
andpunctuationtoe
understandinghowsuch
tiontoenhanceeffects
recognisingvocabularyand
understandinghowsuch
understandinghowsuch
nhanceeffects
choicescanchangeand
structuresthatareappropri
choicescanchangeand
choicescanchangeand
enhancemeaninginnarra
tives,describingsettings,c
haractersandatmosphere
andintegratingdialoguet
oconveycharacterandad
vancetheaction
usingpassiveverbstoaffe
ctthepresentationofinfo
rmationinasentence
usingexpandednounphra
sestoconveycomplicated
informationconcisely
usingrelativeclausesbegi
nningwithwho,which,w
here,when,whose,that
usingpassiveverbstoaffect
thepresentationofinforma
tioninasentence
usingexpandednounphrase
stoconveycomplicatedinfo
rmationconcisely
usingrelativeclausesbeginn
ingwithwho,which,where,
when,whose,that
ateforformalspeechandw
riting,includingsubjunctive
forms
usingpassiveverbstoaffect
thepresentationofinforma
tioninasentence
usingexpandednounphrase
stoconveycomplicatedinfo
rmationconcisely
usingmodalverbsoradve
rbstoindicatedegreesof
possibility
usingrelativeclausesbeginn
ingwithwho,which,where,
when,whose,thatorwith
animplied(i.e.omitted)r
elativepronoun
Subjunctiveforms(insome
veryformal
writing/speech)
enhancemeaninginnarrativ
es,describingsettings,chara
ctersandatmosphereandi
ntegratingdialoguetoconve
ycharacterandadvancethe
action
usingpassiveverbstoaffect
thepresentationofinforma
tioninasentence
usingtheperfectformof
verbstomarkrelationship
softimeandcause
usingexpandednounphrase
stoconveycomplicatedinfo
rmationconcisely
usingmodalverbsoradver
bstoindicatedegreesofpo
ssibility
usingrelativeclausesbeginn
ingwithwho,which,where,
when,whose,thatorwith
animplied(i.e.omitted)rel
ativepronoun
enhancemeaninginnarrativ
es,describingsettings,chara
ctersandatmosphereandi
ntegrating
dialoguetoconveycharacter
andadvancetheaction
usingpassiveverbstoaffect
thepresentationofinforma
tioninasentence
usingtheperfectformofve
rbstomarkrelationshipsof
timeandcause
usingexpandednounphrase
stoconveycomplicatedinfo
rmationconcisely
usingmodalverbsoradver
bstoindicatedegreesofpo
ssibility
usingrelativeclausesbeginn
ingwithwho,which,where,
when,whose,thatorwith
animplied(i.e.omitted)rel
ativepronoun
usingpassiveverbst
oaffectthepresentat
ionofinformationin
asentence
perfect
usingtheperfectfor
mofverbstomarkr
elationshipsoftimea
ndcause
usingexpandednoun
phrasestoconveyco
mplicatedinformation
concisely
usingmodalverbsor
adverbstoindicated
egreesofpossibility
usingrelativeclauses
beginningwithwho,
which,where,when,
whose,thatorwitha
nimplied(i.e.omitte
d)relativepronoun
Useofthesemi-colon,colon
anddashtomarkthe
boundarybetween
independentclauses[for
example,It’sraining;I’mfed
up]
Howhyphenscanbeusedto
avoidambiguity[for
example,maneatingshark
versusman-eatingshark,or
recoverversusre-cover]
Useofthesemi-colon,colon
anddashtomarkthe
boundarybetween
independentclauses[for
example,It’sraining;I’mfed
up]
Useofthecolontointroducea
listanduseofsemi-colons
withinlists,punctuationof
bulletpointstolist
information
Howhyphenscanbeusedto
avoidambiguity[forexample,
maneatingsharkversusmaneatingshark,orrecoverversus
re-cover]
Revision
Revision
spellsomewordswith‘silent’
letters[forexample,knight,
psalm,solemn]
EnglishAppendix1
usedictionariestocheckthe
spellingandmeaningof
words
usedictionariesto
checkthespellingand
meaningofwords
Punctuation
Revisionofpunctuation
coveredpreviously
Secureuseofcommas,
includingrelative/embedded
clauses
Speechmarks&related
punctuation
Apostrophesmarkomission
&possession
Ellipses
Useofthecolontointroducea
listanduseofsemi-colons
withinlists
Thecolonisusedto
introduceanideathatisan
explanationorcontinuation
oftheonethatcomesbefore
thecolon.EgYouareleft
withonlyoneoption:press
onuntilyouhavemastered
it.(De:De)
applytheirgrowing
knowledgeofrootwords,
prefixesandsuffixes
EnglishAppendix1
EgThereisonethingyou
needtoknowabout
coleslaw:itlooksandtastes
likeslurry.
Usingcommastoclarify
meaningoravoidambiguity
Spelling
(NBwordlistforyears5and
6runningalongside.)
usefurtherprefixesand
suffixesandunderstandthe
guidanceforaddingthem
cious
tious
cial
tial
ant/ance
ent/ence
able
ceable
usethefirstthreeorfour
lettersofawordtocheck
spelling,meaningorbothof
these
inadictionary
usedictionariestocheckthe
spellingandmeaningof
words
useathesaurus.
usedictionariestocheckthe
spellingandmeaningof
words
useathesaurus.
synonym,antonym
continuetodistinguish
betweenhomophonesand
otherwordswhichareoften
confuse
able
cible
geable
fer
hyphenatedwords
cei
ough
silentletters
usedictionariestocheckthe
spellingandmeaningof
words
useathesaurus.
Homophonese.g.
eligibleillegible
morningmourning
decentdescent
usedictionariestocheckthe
spellingandmeaningof
words
useathesaurus.
synonym,antonym
useathesaurus.
synonym,antonym
OngoingWriting
evaluateandeditby:assessingtheeffectivenessoftheirownandothers’writing
proposingchangestovocabulary,grammarandpunctuationtoenhanceeffects
andclarifymeaning␣ensuringtheconsistentandcorrectuseoftensethroughoutapieceofwriting␣ensuringcorrectsubjectandverbagreementwhenusingsingularandplural,
distinguishingbetweenthelanguageofspeechandwritingandchoosingtheappropriateregister
useathesaurus.
synonym,antonym