Long term reading plans – objectives to cover in the year or in the case of years 3 and 4 / years 5 and 6 within the two year phase.
YEAR 1 READING
WAGOLL- Broad ambition Pupils
Decode
They read some high frequency and familiar words fluently and automatically.
They decode familiar and some unfamiliar words using blending as the prime approach.
Reading Aloud
They show some awareness of punctuation marks, e.g. pausing at full stops.
They use reasonable inference at a basic level, e.g. identifying who is speaking in a story.
Recall and basic literal comprehension
Some simple points from familiar texts are recalled.
They can locate pages/sections of text that are of interest to them, e.g. favourite
characters/ events/ information/ pictures.
Comment on features
Layout features
They use comments or questions about the meaning of parts of text, e.g. details of illustrations,
diagrams, and changes in font style.
They demonstrate some awareness of the meaning of simple text features, e.g. font styles, labels,
titles.
Language features
They can comment on obvious features of language, e.g. rhymes and refrains, significant words
and phrases.
Comparison and analysis
They can distinguish a few basic features of a well-known story and information texts, e.g. what
typically happens to good and bad characters, differences between types of text in which photos
or drawings are used.
They use some simple comments about preferences, mostly linked to own experiences.
Fiction:
Poetry/Stories/Fairy
stories/Traditional
tales
Nonfiction:
Recounts /Nonfiction Information
tests
LITERATURE SPINE
Class 2 at the Zoo -Lynne
Chapman
Room on The Broom -Julia
Donaldson
Jamela’s Dress
Niki Daly
The Enormous Crocodile Roald Dahl
Traditional Tales
The Raja and The Parrot –
embracing other cultures
3 Little pigs
Red Riding Hood
3 Billy Goat Gruff
POEMS TO RECITE
WAGOLL- More able
Decode
They are able to read a range of key words on sight.
They are able to decode unfamiliar words using appropriate strategies, e.g. blending sounds.
Reading Aloud
Some fluency and expression, e.g. speech marks.
Some fluency and expression, e.g. taking account of punctuation.
Recall and basic literal comprehension
They can recall some specific straightforward information when responding to some texts, e.g. names of
characters, main ingredients
They generally have a clear idea of where to look for information, e.g. about characters, topics.
Comment on features
Layout features
Shows awareness of the use of features of organisation, e.g. beginning and ending of a story, types of punctuation.
They can identify the general features of a few text types, e.g. information books, stories, print media
Language features
Some effective language choices are noted in some reading, e.g. 'slimy' is a good word there.
They provide comments based on textural cues, although they are sometimes misunderstood.
They are able to identify some familiar patterns of language, e.g. once upon a time, first, next, last.
Comparison, inference and analysis
They can attain simple, plausible inference about events and information using evidence from texts, e.g. how a character is
feeling, what make a plant grow.
They provide comments based on textural cues, although they are sometimes misunderstood.
Shows awareness that writers have viewpoints and purposes, e.g. 'tells you how to do something', 'she thinks it's not fair'
They are able to make simple statements about their likes and dislikes in reading, sometimes providing reasons.
Demonstrates awareness that books are set in different times and places.
Continuous on going skills
(C1) Read accurately by blending sounds in unfamiliar words containing GPCs
that have been taught.
(C2) Read common exception words, noting unusual correspondences between
spelling and sound and where these occur in the word.
(C3) Read other words of more than one syllable that contain taught GPCs.
(C4) 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.
(C5) Re-read these books to build up their fluency and confidence in word
reading.
(C6) Being encouraged to link what they read or hear read to their own
experiences.
(C7) Recognising and joining in with predictable phrases.
(C8) Discussing word meanings, linking new meanings to those already known.
(C9) Drawing on what they already know or on background information and
vocabulary provided by the teacher.
(C10) Checking that the text makes sense to them as they read and correcting
inaccurate reading.
(C11) Discussing the significance of the title and events.
(C12) Making inferences on the basis of what is being said and done.
(C13) Predicting what might happen on the basis of what has been read so far.
(C14) Participate in discussion about what is read to them, taking turns and
listening to what others say.(new)
Blocked
(G) Read words with contractions [for example, I'm,
I'll, we'll], and understand that the apostrophe
represents the omitted letter (s).
(T/P 1) Listening to and discussing a wide range of
poems, stories and non-fiction at a level beyond that
at which they can read independently.
(T/P 2) Becoming very familiar with key stories, fairy
stories and traditional tales, retelling them and
considering their particular characteristics.
(T/P 3) Learning to appreciate rhymes and poems,
and to recite some by heart.
Specifically taught through sequential and blocked
taught
Letters and Sounds phases
(PH 1) Apply phonic knowledge and skills as the route
to decode words.
(PH 2) Respond speedily with the correct sound to
graphemes (letters or groups of letters) for all 40+
phonemes, including, where applicable, alternative
sounds for graphemes.
(PH 3) Read words containing taught GPCs and -s, es, -ing, -ed, -er and -est endings.
2
Little Arabella Miller Traditional poem
TERMINOLOGY
Letter, capital letter
word, singular, plural
sentence
punctuation, full stop, question mark, exclamation
mark
Now we are six -AA Milne
DICTIONARY SKILLS
Worm Words -Tony Mitton
(C15) Explain clearly their understanding of what is read to them
Shaun Short -John Foster
Alphabetical order
Statutory requirements
The boundary between revision of work covered in Reception and the introduction of new work may vary
according to the programme used, but basic revision should include:

all letters of the alphabet and the sounds which they most commonly represent

consonant digraphs which have been taught and the sounds which they represent

vowel digraphs which have been taught and the sounds which they represent

the process of segmenting spoken words into sounds before choosing graphemes to represent the sounds

words with adjacent consonants

guidance and rules which have been taught
Statutory requirements
Example words (non-statutory)
The sounds /f/, /l/, /s/, /z/ and /k/ spelt ff, ll, ss, zz and ck
off, well, miss, buzz, back
The /ŋ/ sound spelt n before k
bank, think, honk, sunk
Division of words into syllables
pocket, rabbit, carrot, thunder, sunset
-tch
catch, fetch, kitchen, notch, hutch
The /v/ sound at the end of words
have, live, give
3
Statutory requirements
Example words (non-statutory)
Adding s and es to words (plural of nouns and the third
person singular of verbs)
cats, dogs, spends, rocks, thanks, catches
Adding the endings –ing, –ed and –er to verbs where no
change is needed to the root word
hunting, hunted, hunter, buzzing, buzzed, buzzer,
jumping, jumped, jumper
Adding –er and –est to adjectives where no change is
needed to the root word
grander, grandest, fresher, freshest, quicker,
quickest
4
Vowel digraphs and trigraphs
Some may already be known, depending on the programmes used in Reception, but some will be new.
Vowel digraphs and trigraphs
Example words (non-statutory)
ai, oi
rain, wait, train, paid, afraid
oil, join, coin, point, soil
ay, oy
day, play, say, way, stay
boy, toy, enjoy, annoy
a–e
made, came, same, take, safe
e–e
these, theme, complete
i–e
five, ride, like, time, side
o–e
home, those, woke, hope, hole
u–e
June, rule, rude, use, tube, tune
ar
car, start, park, arm, garden
ee
see, tree, green, meet, week
ea (/i:/)
sea, dream, meat, each, read (present tense)
ea (/ɛ/)
head, bread, meant, instead, read (past tense)
er (/ɜ:/)
(stressed sound): her, term, verb, person
er (/ə/)
(unstressed schwa sound): better, under, summer,
winter, sister
ir
girl, bird, shirt, first, third
ur
turn, hurt, church, burst, Thursday
Vowel digraphs and trigraphs
Example words (non-statutory)
oo (/u:/)
food, pool, moon, zoo, soon
5
Vowel digraphs and trigraphs
Example words (non-statutory)
oo (/ʊ/)
book, took, foot, wood, good
oa
boat, coat, road, coach, goal
oe
toe, goes
ou
out, about, mouth, around, sound
ow (/aʊ/)
ow (/əʊ/)
ue
ew
now, how, brown, down, town
own, blow, snow, grow, show
blue, clue, true, rescue, Tuesday
new, few, grew, flew, drew, threw
ie (/aɪ/)
lie, tie, pie, cried, tried, dried
ie (/i:/)
chief, field, thief
igh
high, night, light, bright, right
or
for, short, born, horse, morning
ore
more, score, before, wore, shore
aw
saw, draw, yawn, crawl
au
author, August, dinosaur, astronaut
air
air, fair, pair, hair, chair
ear
dear, hear, beard, near, year
ear (/ɛə/)
bear, pear, wear
are (/ɛə/)
bare, dare, care, share, scared
Words ending –y (/i:/ or /ɪ/)
very, happy, funny, party, family
New consonant spellings ph and wh
dolphin, alphabet, phonics, elephant
6
Vowel digraphs and trigraphs
Example words (non-statutory)
when, where, which, wheel, while
Using k for the /k/ sound
Kent, sketch, kit, skin, frisky
Adding the prefix –un
unhappy, undo, unload, unfair, unlock
Compound words
football, playground, farmyard, bedroom,
blackberry
Common exception words
the, a, do, to, today, of, said, says, are, were, was,
is, his, has, I, you, your, they, be, he, me, she, we,
no, go, so, by, my, here, there, where, love, come,
some, one, once, ask, friend, school, put, push,
pull, full, house, our – and/or others, according to
the programme used
7
WAGOLL- Broad ambition Pupils
YEAR 2 READING
Reading Level 2-pupils will need to be secure in all these skills
Decode
They are able to read a range of key words on sight.
They are able to decode unfamiliar words using appropriate strategies, e.g. blending sounds.
Reading aloud, fluently and independently
Some fluency and expression, e.g. speech marks.
Some fluency and expression, e.g. taking account of punctuation.
Recall and basic literal comprehension
They can recall some specific straightforward information when responding to some
texts, e.g. names of characters, main ingredients
They generally have a clear idea of where to look for information, e.g. about characters,
topics.
Comment on features
Layout features
Shows awareness of the use of features of organisation, e.g. beginning and ending of a story,
types of punctuation.
They can identify the general features of a few text types, e.g. information books, stories, print
media
Language features
Some effective language choices are noted in some reading, e.g. 'slimy' is a good word there.
They provide comments based on textural cues, although they are sometimes misunderstood.
They are able to identify some familiar patterns of language, e.g. once upon a time, first, next,
last.
Comparison, inference and analysis
They can attain simple, plausible inference about events and information using evidence from
texts, e.g. how a character is feeling, what make a plant grow.
They provide comments based on textural cues, although they are sometimes misunderstood.
Shows awareness that writers have viewpoints and purposes, e.g. 'tells you how to do
something', 'she thinks it's not fair'
They are able to make simple statements about their likes and dislikes in reading, sometimes
providing reasons.
Demonstrates awareness that books are set in different times and places.
Fiction:
Poetry/Stories/Fairy
stories/Traditional
tales
Non fiction:
Recounts /Nonfiction Information
tests
LITERATURE SPINE
Silly Billy -Anthony Browne
Bog Baby -Jeanne Willis
Where the wild things are? Maurice Sendak
The Lighthouse Keeper’s series Ronda Armitage
Julia Donaldson books
Stickman
Zog
Room on the Broom
Monkey Puzzle
The Gruffalo
WAGOLL- More able
Reading aloud, fluently and independently
They demonstrate a range of strategies mostly effectively to read with fluency, understanding and expression.
Recall and basic literal comprehension
They can identify the simple, most obvious of a text, though there may also be some misunderstanding, e.g. about
information from different places in the text.
Some of their comments include quotations from or references to text, but are not always relevant, e.g. often retelling or
paraphrasing sections of the text rather than using it to support comment
Their responses to a text show meaning established at a literal level, e.g. 'walking good' means 'walking carefully' or based
on personal speculation e.g. a response based on what they personally would be feeling rather than feelings of character in
the text.
Comment on features
Layout features
They identify a few basic features of organisation in some texts with little or no linked comment, e.g. it tells you all the
different things you can do at the zoo
Language features
They can identify a few basic features of the writer's use of language but with little or no comment, e.g. 'there are lots of
adjectives' or 'he uses speech marks to show there are lots of people there'
Comparison, inference and analysis
They demonstrate straightforward inferences based on a single point of reference in the text, e.g. he was upset because it
says 'he is crying'
Their comments show they identify the main purpose of a text, e.g. 'the writer doesn't like violence'
They can express personal response but with little awareness of the writer's viewpoint or effect on the reader, e.g. 'she was
horrible just like my Nan is sometimes'
They can identify some simple connections between texts, e.g. similarities in plot, topic, or books by same author, about
same characters. They can recognise some features of the context of texts, e.g. historical setting, social or cultural
background
Continuous on going skills
(C16) Continue to apply phonic knowledge and skills as the route to decode
words until automatic decoding has become embedded and reading is
fluent.
(C17) Read accurately by blending the sounds in words that contain the
graphemes taught so far, especially recognising alternative sounds for
graphemes.
(C18) Read accurately words of two or more syllables that contain the same
graphemes as above.
(C19) Read words containing common suffixes.
(C20) Read most words quickly and accurately, without overt sounding and
blending, when they have been frequently encountered.
(C21) Read aloud books closely matched to their improving phonic
knowledge, sounding out unfamiliar words accurately, automatically and
without undue hesitation.
(C22) Re-read these books to build up their fluency and confidence in word
reading.
Blocked
Year 1 skills that may need revisiting and
supporting through Letters and Sounds support
teaching and phonic phases :
(PH 1) Apply phonic knowledge and skills as the route
to decode words.
(PH 2) Respond speedily with the correct sound to
graphemes (letters or groups of letters) for all 40+
phonemes, including, where applicable, alternative
sounds for graphemes.
(PH 3) Read words containing taught GPCs and -s, -es,
-ing, -ed, -er and -est endings
Blocked
(T/P 4) Listening to, discussing and expressing views
about a wide range of contemporary and (i) classic
poetry, (ii) stories and non-fiction at a level beyond that
at which they can read independently.
8
Traditional Tales
The 3 Billy Goats Gruff
The Gingerbread Man
Runaway Pizza
The 3 Little Pigs
Cultural texts
Yeh Shen and the Magic Fish
Poems to be recited:
See online Literature Spine for
more details
(C23) Discussing the sequence of events in books and how items of
information are related.
(C24) Discussing and clarifying the meanings of words, linking new
meanings to known vocabulary.
(C25) Discussing their favourite words and phrases.
(C26) Drawing on what they already know or on background information and
vocabulary provided by the teacher.
(C27) Checking that the text makes sense to them as they read and
correcting inaccurate reading.
(C28) Making inferences on the basis of what is being said and done.
(C29) Answering and asking questions.
(C30) Predicting what might happen on the basis of what has been read so
far.
(C31) Participate in discussion about books, poems and other works that are
read to them and those that they can read for themselves, taking turns and
listening to what others say.
(C32) Explain and discuss their understanding of books, poems and other
material, both those that they listen to and those that they have read
(C59) Provide reasoned justifications for their views.
(T/P 5) Becoming increasingly familiar with and retelling
a (iii) wider range of stories, (iv) fairy stories and (v)
traditional tales.
(T/P 6) Being introduced to non-fiction books that are
structured in different ways.
(T/P 7) Continuing to build up a repertoire of poems
learnt by heart, appreciating these and reciting some,
with appropriate intonation to make the meaning clear.
Recognising simple recurring literary language in stories
and poetry.
Skills and blocked through Letters and Sounds and
continuous thereafter :
(PH4) Read further common exception words, noting
unusual correspondences between spelling and sound
and where these occur in the word.
(PH5) Read accurately by blending the sounds in words
that contain the graphemes taught so far, especially
recognising alternative sounds for graphemes.
(PH6) Read accurately words of two or more syllables
that contain the same graphemes as above.
(PH7) Read words containing common
suffixes.containing taught GPCs and -s, -es, -ing, -ed, er and -est endings
TERMINOLOGY
Capital letter
Full stop
noun, noun
question, exclamation,
compound, suffix /prefix
adjective, adverb, verb,
tense (past, present)
apostrophe, comma
inverted commas – speech marks
singular
plural
connectives
openers
vowel consonant
Phase 5/6 phonic references eg split diagraph.
DICTIONARY SKILLS
Categorising alphabetically
Glossaries & dictionaries – locate word by initial letter
Write simple definitions.
SPOKEN LANGUAGE –
Speaking/Listening/Discussion skills (Sp/L/D)
(C1-Sp/L/D) Listen and respond appropriately to adults
and their peers.
(C2-Sp/L/D) Ask relevant questions to extend their
understanding and knowledge.
9
(C3-Sp/L/D) Use relevant strategies to build their
vocabulary
(C4-Sp/L/D) Articulate and justify answers, arguments
and opinions.
(C5-Sp/L/D) Give well-structured descriptions,
explanations and narratives for different purposes,
including for expressing feelings
(C6-Sp/L/D) Maintain attention and participate actively
in collaborative conversations, staying on topic and
initiating and responding to comments
(C7-Sp/L/D) Use spoken language to develop
understanding through speculating, hypothesising,
imagining and exploring ideas.
(C8-Sp/L/D) Speak audibly and fluently with an
increasing command of Standard English.
(C9-Sp/L/D) Participate in discussions, presentations,
performances, role play, improvisations and debates.
(C10-Sp/L/D) Gain, maintain and monitor the interest of
the listener(s).
(C11-Sp/L/D) Consider and evaluate different
viewpoints, attending to and building on the
contributions of others.
(C12-Sp/L/D) Select and use appropriate registers for
effective communication.
Statutory requirements
Example words (non-statutory)
The /dʒ/ sound spelt as ge and dge at the end of words, and sometimes spelt
badge, edge, bridge, dodge, fudge
as g elsewhere in words before e, i and y
age, huge, change, charge, bulge, village
gem, giant, magic, giraffe, energy
jacket, jar, jog, join, adjust
The /s/ sound spelt c before e, i and y
race, ice, cell, city, fancy
The /n/ sound spelt kn and (less often) gn at the beginning of words
knock, know, knee, gnat, gnaw
The /r/ sound spelt wr at the beginning of words
write, written, wrote, wrong, wrap
The /l/ or /əl/ sound spelt –le at the end of words
table, apple, bottle, little, middle
Statutory requirements
Example words (non-statutory)
The /l/ or /əl/ sound spelt –el at the end of words
camel, tunnel, squirrel, travel, towel, tinsel
The /l/ or /əl/ sound spelt –al at the end of words
metal, pedal, capital, hospital, animal
Words ending –il
pencil, fossil, nostril
The /aɪ/ sound spelt –y at the end of words
cry, fly, dry, try, reply, July
10
Adding –es to nouns and verbs ending in
–y
flies, tries, replies, copies, babies, carries
Adding –ed, –ing, –er and –est to a root word ending in –y with a consonant
before it
copied, copier, happier, happiest, cried, replied
…but copying, crying, replying
Adding the endings –ing, –ed, –er, –est and –y to words ending in –e with a
consonant before it
hiking, hiked, hiker, nicer, nicest, shiny
Adding –ing, –ed,
–er, –est and –y to words of one syllable ending in a single consonant letter
after a single vowel letter
patting, patted, humming, hummed, dropping, dropped, sadder, saddest, fatter, fattest, runner, runny
The /ɔ:/ sound spelt a before l and ll
all, ball, call, walk, talk, always
The /ʌ/ sound spelt o
other, mother, brother, nothing, Monday
The /i:/ sound spelt
–ey
key, donkey, monkey, chimney, valley
The /ɒ/ sound spelt a after w and qu
want, watch, wander, quantity, squash
The /ɜ:/ sound spelt or after w
word, work, worm, world, worth
The /ɔ:/ sound spelt ar after w
war, warm, towards
The /ʒ/ sound spelt s
television, treasure, usual
The suffixes –ment,
–ness, –ful , –less and –ly
enjoyment, sadness, careful, playful, hopeless, plainness (plain + ness), badly
Contractions
can’t, didn’t, hasn’t, couldn’t, it’s, I’ll
The possessive apostrophe (singular nouns)
Megan’s, Ravi’s, the girl’s, the child’s, the man’s
Words ending in –tion
station, fiction, motion, national, section
Homophones and near-homophones
there/their/they’re, here/hear, quite/quiet, see/sea, bare/bear, one/won, sun/son, to/too/two, be/bee,
blue/blew, night/knight
Common exception words
door, floor, poor, because, find, kind, mind, behind, child, children*, wild, climb, most, only, both, old, cold,
gold, hold, told, every, everybody, even, great, break, steak, pretty, beautiful, after, fast, last, past, father,
class, grass, pass, plant, path, bath, hour, move, prove, improve, sure, sugar, eye, could, should, would,
who, whole, any, many, clothes, busy, people, water, again, half, money, Mr, Mrs, parents, Christmas –
and/or others according to programme used.
merriment, happiness, plentiful, penniless, happily
Note: ‘children’ is not an exception to what has been taught so far but is included because of its relationship
with ‘child’.
11
WAGOLL- Broad ambition
YEAR 3 READING
Reading aloud fluently and independently
They demonstrate a range of strategies mostly effectively to read with fluency, understanding and expression.
Recall and basic literal comprehension
They can identify the simple, most obvious of a text, though there may also be some misunderstanding, e.g. about
information from different places in the text.
Some of their comments include quotations from or references to text, but are not always relevant, e.g. often retelling or
paraphrasing sections of the text rather than using it to support comment
Their responses to a text show meaning established at a literal level, e.g. 'walking good' means 'walking carefully' or
based on personal speculation e.g. a response based on what they personally would be feeling rather than feelings of
character in the text.
Comment on features
Layout features
They identify a few basic features of organisation in some texts with little or no linked comment, e.g. it tells you all the
different things you can do at the zoo
Language features
They can identify a few basic features of the writer's use of language but with little or no comment, e.g. 'there are lots of
adjectives' or 'he uses speech marks to show there are lots of people there'
Comparison, inference and analysis
They demonstrate straightforward inferences based on a single point of reference in the text, e.g. he was upset because
it says 'he is crying'
Their comments show they identify the main purpose of a text, e.g. 'the writer doesn't like violence'
They can express personal response but with little awareness of the writer's viewpoint or effect on the reader, e.g. 'she
was horrible just like my Nan is sometimes'
They can identify some simple connections between texts, e.g. similarities in plot, topic, or books by same author, about
same characters. They can recognise some features of the context of texts, e.g. historical setting, social or cultural
background
Fiction
Poetry
Play scripts
Myths
Legends
Traditional Tales
Books from other
cultures
Non fiction
Biography
Autobiography
Non chronological
reports
Explanation
Discursive
Recount
Persuasive
LITERATURE SPINE
The Twits - Roald Dahl
The Minipins - Roald Dahl – (picture rich)
The Great Piratical Rumbustification Margaret Mahy
James and the Giant Peach
-Roald Dahl
Willy The Wimp Anthony Browne – picture rich
The Great Kapok Tree
-Lynette Cherry (picture rich)
Traditional Tales
Cunning Jack
The story of The Three Little pigs
& The Real story of The Three Little Pigs
Jon Scieszka and Lane Smith
POEMS TO RECITE
The Dragon who ate our school
Nick Toscek
WAGOLL- More able
Reading aloud fluently and independently
They demonstrate a range of strategies mostly effectively to read with fluency, understanding and
expression.
Recall and basic literal comprehension
They can identify some relevant points.
Their comments are supported by some generally relevant textural reference or quotation,
e.g. reference is made to appropriate section of text but is unselective and lacks focus.
Comment on features
Language features
Some basic features of organisation at text level are identified, e.g. 'the writer uses bullet points for
the main reasons'
They can identify some basic features of the writer's use of language, e.g. 'all the questions make
you want to find out what happens next'
They make simple comments on the writer's choices, e.g. 'disgraceful is a good word to use to show
he is upset'
Layout features
They can identify the main purpose, e.g. 'its all about why going to the dentist is important and how
you should look after your teeth'
Comparison, inference and analysis
Their comments make inferences based on evidence from different points in the text, e.g.
interpreting a character's motive from their actions at different points
Their inferences to a text are often correct, but their comments are not always rooted securely in the
context of the text.
They identify structural choices with simple comments, e.g. 'he describes the accident first and then
goes back to tell you why the child was in the road'
Continuous on going skills
(C33) Apply their growing knowledge of root words,
prefixes and suffixes (etymology and morphology) as
listed in English Appendix 1, both to read aloud and to
understand the meaning of new words they meet.
(C34) Read further exception words, noting the unusual
correspondences between spelling and sound, and
where these occur in the word.
(C35) Using dictionaries to check the meaning of words
that they have read.
(C36) Discussing words and phrases that capture the
reader's interest and imagination.
(C37) Checking that the text makes sense to them,
discussing their understanding and explaining the
meaning of words in context.
(C38) Asking questions to improve their understanding
of a text.
(C39) Drawing inferences such as inferring characters'
feelings, thoughts and motives from their actions, and
justifying inferences with evidence.(L3/4)
(C40) Predicting what might happen from details stated
and implied.
BLOCKED
(T/P1) Reading books that are structured in different ways and
reading for a range of purposes.
(T/P2) Listening to and discussing a wide range of fiction,
poetry, plays, non-fiction and reference books or textbooks.
(T/P3) Increasing their familiarity with a wide range of books,
including (i) fairy stories, (ii) myths and (iii) legends, and
retelling some of these orally.
(T/P4) Preparing
poems and recognising some different forms of poetry [for
example, free verse, narrative poetry
(T/P5) Preparing play scripts to read aloud and to perform,
showing understanding through intonation, tone, volume and
action.
(T/P6) Retrieve and record information from non-fiction.
TERMINOLOGY
preposition conjunction
word family, prefix
clause, subordinate clause
direct speech
consonant, consonant letter vowel, vowel letter
inverted commas (or ‘speech marks’)
12
See online Literature Spine for more
details
(C41) Identifying main ideas drawn from more than one
paragraph and summarising these.
(C42) Identifying how language, structure, and
presentation contribute to meaning.(L3/4)
(C43) Participate in discussion about both books that
are read to them and those they can read for
themselves, taking turns and listening to what others
say previously speaking and listening skills
DICTIONARY SKILLS
Alphabetical order to 3 letters
Use of glossaries / Index & contents page
Technical vocabulary – noun/verb/adjective
SPOKEN LANGUAGE –
Speaking/Listening/Discussion skills (Sp/L/D)
(C1-Sp/L/D) Listen and respond appropriately to adults and
their peers.
(C2-Sp/L/D)Ask relevant questions to extend their
understanding and knowledge.
(C3-Sp/L/D) Use relevant strategies to build their vocabulary
(C4-Sp/L/D) Articulate and justify answers, arguments and
opinions.
(C5-Sp/L/D) Give well-structured descriptions, explanations and
narratives for different purposes, including for expressing
feelings
(C6-Sp/L/D) Maintain attention and participate actively in
collaborative conversations, staying on topic and initiating and
responding to comments
(C7-Sp/L/D) Use spoken language to develop understanding
through speculating, hypothesising, imagining and exploring
ideas.
(C8-Sp/L/D) Speak audibly and fluently with an increasing
command of Standard English.
(C9-Sp/L/D) Participate in discussions, presentations,
performances, role play, improvisations and debates.
(C10-Sp/L/D) Gain, maintain and monitor the interest of the
listener(s).
(C11-Sp/L/D) Consider and evaluate different viewpoints,
attending to and building on the contributions of others.
(C12-Sp/L/D) Select and use appropriate registers for effective
communication.
13
Statutory requirements – SPELLING ACROSS YEAR 3 & 4
Example words (non-statutory)
Revision of work from years 1 and 2
Adding suffixes beginning with vowel letters to words of more than one syllable
The /ɪ/ sound spelt y elsewhere than at the end of words
The /ʌ/ sound spelt ou
More prefixes
forgetting, forgotten, beginning, beginner, prefer, preferred
gardening, gardener, limiting, limited, limitation
myth, gym, Egypt, pyramid, mystery
young, touch, double, trouble, country
illegal, illegible
immature, immortal, impossible, impatient, imperfect
irregular, irrelevant, irresponsible
re–: redo, refresh, return, reappear, redecorate
sub–: subdivide, subheading, submarine, submerge
inter–: interact, intercity, international, interrelated (inter + related)
super–: supermarket, superman, superstar
anti–: antiseptic, anti-clockwise, antisocial
auto–: autobiography, autograph
The suffix –ation
information, adoration, sensation, preparation, admiration
The suffix –ly
sadly, completely, usually (usual + ly), finally (final + ly), comically (comical + ly)
happily, angrily gently, simply, humbly, nobly basically, frantically, dramatically
Words with endings sounding like /ʒə/ or /tʃə/
measure, treasure, pleasure, enclosure
creature, furniture, picture, nature, adventure
Endings which sound like /ʒən/
division, invasion, confusion, decision, collision, television
The suffix –ous
poisonous, dangerous, mountainous, famous, various tremendous, enormous, jealous
humorous, glamorous, vigorous courageous, outrageous serious, obvious, curious hideous,
spontaneous, courteous
Endings which sound like /ʃən/, spelt –tion, –sion, –ssion, –cian
invention, injection, action, hesitation, completion
expression, discussion, confession, permission, admission
expansion, extension, comprehension, tension musician, electrician, magician, politician,
mathematician
Words with the /k/ sound spelt ch (Greek in origin)
Words with the /ʃ/ sound spelt ch (mostly French in origin)
scheme, chorus, chemist, echo, character
chef, chalet, machine, brochure
Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin)
league, tongue, antique, unique
Words with the /s/ sound spelt sc (Latin in origin)
science, scene, discipline, fascinate, crescent
14
vein, weigh, eight, neighbour, they, obey
Words with the /eɪ/ sound spelt ei, eigh, or ey
Possessive apostrophe with plural words
girls’, boys’, babies’, children’s, men’s, mice’s
Homophones and near-homophones
accept/except, affect/effect, ball/bawl, berry/bury, brake/break, fair/fare, grate/great,
groan/grown, here/hear, heel/heal/he’ll, knot/not, mail/male, main/mane, meat/meet,
medal/meddle, missed/mist, peace/piece, plain/plane, rain/rein/reign, scene/seen,
weather/whether, whose/who’s
YEAR 3 /4 WORD LIST
accident(ally)
actual(ly)
address
answer
appear
arrive
believe
bicycle
breath
breathe
build
busy/business
calendar
caught
centre
century
certain
circle
complete
consider
continue
decide
describe
different
difficult
disappear
early
knowledge
purpose
earth
learn
quarter
eight/eighth
length
question
enough
library
recent
exercise
material
regular
experience
medicine
reign
experiment
mention
remember
extreme
minute
sentence
famous
natural
separate
favourite
naughty
special
February
notice
straight
forward(s)
occasion(ally)
strange
fruit
often
strength
grammar
opposite
suppose
group
ordinary
surprise
guard
particular
therefore
guide
peculiar
though/although
heard
perhaps
thought
heart
popular
through
height
position
various
history
possess(ion)
weight
imagine
possible
woman/women
increase
potatoes
important
pressure
interest
probably
island
promise
15
YEAR 4 READING
WAGOLL- Broad ambition Pupils
WAGOLL- More able
Reading aloud fluently and independently
They demonstrate a range of strategies mostly effectively to read with fluency, understanding and expression.
Recall and basic literal comprehension
They can identify the simple, most obvious of a text, though there may also be some misunderstanding, e.g. about
information from different places in the text.
Some of their comments include quotations from or references to text, but are not always relevant, e.g. often retelling or
paraphrasing sections of the text rather than using it to support comment
Their responses to a text show meaning established at a literal level, e.g. 'walking good' means 'walking carefully' or
based on personal speculation e.g. a response based on what they personally would be feeling rather than feelings of
character in the text.
Comment on features
Layout features
They identify a few basic features of organisation in some texts with little or no linked comment, e.g. it tells you all the
different things you can do at the zoo
Language features
They can identify a few basic features of the writer's use of language but with little or no comment, e.g. 'there are lots of
adjectives' or 'he uses speech marks to show there are lots of people there'
Comparison and analysis
They demonstrate straightforward inferences based on a single point of reference in the text, e.g. he was upset because
it says 'he is crying'
Their comments show they identify the main purpose of a text, e.g. 'the writer doesn't like violence'
They can express personal response but with little awareness of the writer's viewpoint or effect on the reader, e.g. 'she
was horrible just like my Nan is sometimes'
They can identify some simple connections between texts, e.g. similarities in plot, topic, or books by same author, about
same characters. They can recognise some features of the context of texts, e.g. historical setting, social or cultural
background
Reading aloud and independently
They demonstrate a range of strategies mostly effectively to read with fluency, understanding and
expression.
Recall and basic-literal comprehension and supporting their arguments referring back to the
text
They can identify some relevant points.
Their comments are supported by some generally relevant textural reference or quotation,
e.g. reference is made to appropriate section of text but is unselective and lacks focus.
Comment on features
Language features
Some basic features of organisation at text level are identified, e.g. 'the writer uses bullet points for
the main reasons'
They can identify some basic features of the writer's use of language, e.g. 'all the questions make
you want to find out what happens next'
They make simple comments on the writer's choices, e.g. 'disgraceful is a good word to use to show
he is upset'
Layout features
They can identify the main purpose, e.g. 'its all about why going to the dentist is important and how
you should look after your teeth'
They identify structural choices with simple comments, e.g. 'he describes the accident first and then
goes back to tell you why the child was in the road'
Fiction
Blocked
(T/P 1) Reading books that are structured in different ways and reading for a range of
purposes.
(T/P2) Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and
reference books or textbooks.
(T/P3) Increasing their familiarity with a wide range of books, including (i) fairy stories,
(ii) myths and (iii) legends, and retelling some of these orally.
(T/P4) Preparing
poems and recognising some different forms of poetry [for example, free verse,
narrative poetry
(T/P5) Preparing play scripts to read aloud and to perform, showing understanding
through intonation, tone, volume and action.
(T/P6) Retrieve and record information from non-fiction.
Poetry
Playscripts
Myths
Legends
Traditional Tales
Books from other cultures
Non fiction
Biography
Autobiography
Non chronological reports
Explanation
Discursive
Recount
Persuasive
LITERATURE SPINE
Georges Marvellous Medicine
Roald Dahl
Bill’s New Frock -Anne Fine
Charlie & The Chocolate Factory
Roald Dahl
BFG - Roald Dahl
Arthurian Legends - Enid Blyton
The Iron Man - Ted Hughes
Series of Myths/Legends
inc
Perseus
Jason
Persephone
Traditional story
Sleeping Beauty
The Practical Princess
Continuous on going skills
(C33) Apply their growing
knowledge of root words,
prefixes and suffixes (etymology
and morphology) as listed in
English Appendix 1, both to read
aloud and to understand the
meaning of new words they
meet.
(C34) Read further exception
words, noting the unusual
correspondences between
spelling and sound, and where
these occur in the word.
(C35) Using dictionaries to
check the meaning of words that
they have read.
(C36) Discussing words and
phrases that capture the reader's
interest and imagination.
Comparison, inference and analysis
Their comments make inferences based on evidence from different points in the text, e.g.
interpreting a character's motive from their actions at different points
Their inferences to a text are often correct, but their comments are not always rooted securely in the
context of the text.
TERMINOLOGY
modal verb, relative pronoun
relative clause
parenthesis, bracket, dash
16
POEMS TO RECITE
A slash of Blue
How doth the little crocodile
As I was going to St Ives
(C37) Checking that the text
makes sense to them,
discussing their understanding
and explaining the meaning of
words in context.
(C38) Asking questions to
improve their understanding of a
text.
(C39) Drawing inferences such
as inferring characters' feelings,
thoughts and motives from their
actions, and justifying inferences
with evidence.
(C40) Predicting what might
happen from details stated and
implied.
(C41) Identifying main ideas
drawn from more than one
paragraph and summarising
these.
(C42) Identifying how language,
structure, and presentation
contribute to meaning.
(C43) Participate in discussion
about both books that are read
to them and those they can read
for themselves, taking turns and
listening to what others say
previously speaking and
listening skills
cohesion, ambiguity
DICTIONARY SKILLS
Alphabetical order to 3 letters
Use of glossaries / Index & contents page
Technical vocabulary – noun/verb/adjective
& USE OF THESAURUS
SPOKEN LANGUAGE –
Speaking/Listening/Discussion skills (Sp/L/D)
(C1-Sp/L/D) Listen and respond appropriately to adults and their peers.
(C2-Sp/L/D) Ask relevant questions to extend their understanding and knowledge.
(C3-Sp/L/D) Use relevant strategies to build their vocabulary
(C4-Sp/L/D) Articulate and justify answers, arguments and opinions.
(C5-Sp/L/D) Give well-structured descriptions, explanations and narratives for different
purposes, including for expressing feelings
(C6-Sp/L/D) Maintain attention and participate actively in collaborative conversations,
staying on topic and initiating and responding to comments
(C7-Sp/L/D) Use spoken language to develop understanding through speculating,
hypothesising, imagining and exploring ideas.
(C8-Sp/L/D) Speak audibly and fluently with an increasing command of Standard
English.
(C9-Sp/L/D) Participate in discussions, presentations, performances, role play,
improvisations and debates.
(C10-Sp/L/D) Gain, maintain and monitor the interest of the listener(s).
(C11-Sp/L/D) Consider and evaluate different viewpoints, attending to and building on
the contributions of others.
(C12-Sp/L/D) Select and use appropriate registers for effective communication.
17
Statutory requirements – SPELLING ACROSS YEAR 3 & 4
Example words (non-statutory)
Revision of work from years 1 and 2
Adding suffixes beginning with vowel letters to words of more than one syllable
The /ɪ/ sound spelt y elsewhere than at the end of words
The /ʌ/ sound spelt ou
More prefixes
forgetting, forgotten, beginning, beginner, prefer, preferred
gardening, gardener, limiting, limited, limitation
myth, gym, Egypt, pyramid, mystery
young, touch, double, trouble, country
illegal, illegible
immature, immortal, impossible, impatient, imperfect
irregular, irrelevant, irresponsible
re–: redo, refresh, return, reappear, redecorate
sub–: subdivide, subheading, submarine, submerge
inter–: interact, intercity, international, interrelated (inter + related)
super–: supermarket, superman, superstar
anti–: antiseptic, anti-clockwise, antisocial
auto–: autobiography, autograph
The suffix –ation
information, adoration, sensation, preparation, admiration
The suffix –ly
sadly, completely, usually (usual + ly), finally (final + ly), comically (comical + ly)
happily, angrily gently, simply, humbly, nobly basically, frantically, dramatically
Words with endings sounding like /ʒə/ or /tʃə/
measure, treasure, pleasure, enclosure
creature, furniture, picture, nature, adventure
Endings which sound like /ʒən/
division, invasion, confusion, decision, collision, television
The suffix –ous
poisonous, dangerous, mountainous, famous, various tremendous, enormous, jealous
humorous, glamorous, vigorous courageous, outrageous serious, obvious, curious hideous,
spontaneous, courteous
Endings which sound like /ʃən/, spelt –tion, –sion, –ssion, –cian
invention, injection, action, hesitation, completion
expression, discussion, confession, permission, admission
expansion, extension, comprehension, tension musician, electrician, magician, politician,
mathematician
Words with the /k/ sound spelt ch (Greek in origin)
Words with the /ʃ/ sound spelt ch (mostly French in origin)
scheme, chorus, chemist, echo, character
chef, chalet, machine, brochure
Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin)
league, tongue, antique, unique
Words with the /s/ sound spelt sc (Latin in origin)
science, scene, discipline, fascinate, crescent
18
vein, weigh, eight, neighbour, they, obey
Words with the /eɪ/ sound spelt ei, eigh, or ey
Possessive apostrophe with plural words
girls’, boys’, babies’, children’s, men’s, mice’s
Homophones and near-homophones
accept/except, affect/effect, ball/bawl, berry/bury, brake/break, fair/fare, grate/great,
groan/grown, here/hear, heel/heal/he’ll, knot/not, mail/male, main/mane, meat/meet,
medal/meddle, missed/mist, peace/piece, plain/plane, rain/rein/reign, scene/seen,
weather/whether, whose/who’s
YEAR 3 /4 WORD LIST
accident(ally)
actual(ly)
address
answer
appear
arrive
believe
bicycle
breath
breathe
build
busy/business
calendar
caught
centre
century
certain
circle
complete
consider
continue
decide
describe
different
difficult
disappear
early
knowledge
purpose
earth
learn
quarter
eight/eighth
length
question
enough
library
recent
exercise
material
regular
experience
medicine
reign
experiment
mention
remember
extreme
minute
sentence
famous
natural
separate
favourite
naughty
special
February
notice
straight
forward(s)
occasion(ally)
strange
fruit
often
strength
grammar
opposite
suppose
group
ordinary
surprise
guard
particular
therefore
guide
peculiar
though/although
heard
perhaps
thought
heart
popular
through
height
position
various
history
possess(ion)
weight
imagine
possible
woman/women
increase
potatoes
important
pressure
interest
probably
island
promise
19
YEAR 5 READING
WAGOLL- Broad ambition
Reading aloud fluently and independently
They demonstrate a range of strategies mostly effectively to read with fluency, understanding and expression.
Recall and basic literal comprehension
They can identify the simple, most obvious of a text, though there may also be some misunderstanding, e.g. about
information from different places in the text.
Some of their comments include quotations from or references to text, but are not always relevant, e.g. often retelling or
paraphrasing sections of the text rather than using it to support comment
Their responses to a text show meaning established at a literal level, e.g. 'walking good' means 'walking carefully' or
based on personal speculation e.g. a response based on what they personally would be feeling rather than feelings of
character in the text.
Comment on features
Layout features
They identify a few basic features of organisation in some texts with little or no linked comment, e.g. it tells you all the
different things you can do at the zoo
Language features
They can identify a few basic features of the writer's use of language but with little or no comment, e.g. 'there are lots of
adjectives' or 'he uses speech marks to show there are lots of people there'
Comparison and analysis
They demonstrate straightforward inferences based on a single point of reference in the text, e.g. he was upset because
it says 'he is crying'
Their comments show they identify the main purpose of a text, e.g. 'the writer doesn't like violence'
They can express personal response but with little awareness of the writer's viewpoint or effect on the reader, e.g. 'she
was horrible just like my Nan is sometimes'
They can identify some simple connections between texts, e.g. similarities in plot, topic, or books by same author, about
same characters. They can recognise some features of the context of texts, e.g. historical setting, social or cultural
background
Fiction
Poetry
Play
Myths
Legends
Traditional Tales
Books from other cultures
(T/P12) Retrieve, record
and present information
from non-fiction.
Non-fiction will include
Biography
LITERATURE SPINE
The Suitcase Kid -Jacqueline
Wilson
War Horse -Michael Morpurgo
The Firework Maker’s Daughter Philip Pullman
The Witches -Roald Dahl
The Secret Garden -Francis
Hodgson Burnett
Stig of The Dump -Clive King
WAGOLL- More able
Reading aloud and independently
They demonstrate a range of strategies mostly effectively to read with fluency, understanding and
expression.
Recall and basic-literal comprehension and supporting their arguments referring back to the
text
They can identify some relevant points.
Their comments are supported by some generally relevant textural reference or quotation,
e.g. reference is made to appropriate section of text but is unselective and lacks focus.
Comment on features
Language features
Some basic features of organisation at text level are identified, e.g. 'the writer uses bullet points for
the main reasons'
They can identify some basic features of the writer's use of language, e.g. 'all the questions make
you want to find out what happens next'
They make simple comments on the writer's choices, e.g. 'disgraceful is a good word to use to show
he is upset'
Layout features
They can identify the main purpose, e.g. 'its all about why going to the dentist is important and how
you should look after your teeth'
They identify structural choices with simple comments, e.g. 'he describes the accident first and then
goes back to tell you why the child was in the road'
Comparison, inference and analysis
Their comments make inferences based on evidence from different points in the text, e.g.
interpreting a character's motive from their actions at different points
Their inferences to a text are often correct, but their comments are not always rooted securely in the
context of the text.
Continuous on going skills
(C44) Apply their growing knowledge of root words, prefixes and
suffixes (morphology and etymology), as listed in English Appendix 1,
both to read aloud and to understand the meaning of new words that
they meet.
(C45) Recommending books that they have read to their peers,
giving reasons for their choices.
(C46) Identifying and discussing themes and conventions in and
across a wide range of writing.
(C47) Making comparisons within and across books.
(C48) Checking that the book makes sense to them, discussing their
understanding and exploring the meaning of words in context.
(C49) Asking questions to improve their understanding.
(C50) Drawing inferences such as inferring characters' feelings,
thoughts and motives from their actions, and justifying inferences with
evidence.
(C51) Predicting what might happen from details stated and implied.
Blocked
(T/P 7) Continuing to read and discuss an increasingly
wide range of fiction, poetry, plays, non-fiction and
reference books or textbooks.
(T/P 8) Reading books that are structured in different
ways and reading for a range of purposes
(T/P 9) Increasing their familiarity with a wide range of
books, including (i) myths, (ii) legends and (iii)
traditional stories, (iv) modern fiction,(v) fiction from our
literary heritage, and (vi) books from other cultures and
traditions.
(T/P 10) Preparing poems and learning a wider range of
poetry by heart.
(T/P 11) Plays to read aloud and to perform, showing
understanding through intonation, tone and volume so
that the meaning is clear to an audience.
20
Autobiography
Non chronological reports
Explanation
Discursive
Recount
Persuasive
Greek Myths – picture rich text
POEMS TO RECITE
Flander’s Field
John McCrae
Dentist and the Crocodile
Roald Dahl
The Tyger
William Blake
(C52) Summarising the main ideas drawn from more than one
paragraph, identifying key details that support the main ideas.
(C53)Identifying how language, structure and presentation contribute to
meaning.
(C54)Discuss and evaluate how authors use language, including
figurative language, considering the impact on the reader.
(C55) Distinguish between statements of fact and opinion.
(C56) Retrieve, record and present information from non-fiction.
(C57)Participate in discussions about books that are read to them and
those they can read for themselves, building on their own and others'
ideas and challenging views courteously.
(C58) Explain and discuss their understanding of what they have read,
including through formal presentations and debates, maintaining a
focus on the topic and using notes where necessary.
(C59) Provide reasoned justifications for their views.
TERMINOLOGY
subject, object
active, passive
synonym, antonym , ellipsis, hyphen,
colon, semi-colon, bullet points
DICTIONARY SKILLS
Independent dictionary skills
SPOKEN LANGUAGE –
Speaking/Listening/Discussion skills (Sp/L/D)
(C1-Sp/L/D) Listen and respond appropriately to adults
and their peers.
(C2-Sp/L/D) Ask relevant questions to extend their
understanding and knowledge.
(C3-Sp/L/D) Use relevant strategies to build their
vocabulary
(C4-Sp/L/D) Articulate and justify answers, arguments
and opinions.
(C5-Sp/L/D) Give well-structured descriptions,
explanations and narratives for different purposes,
including for expressing feelings
(C6-Sp/L/D) Maintain attention and participate actively
in collaborative conversations, staying on topic and
initiating and responding to comments
(C7-Sp/L/D) Use spoken language to develop
understanding through speculating, hypothesising,
imagining and exploring ideas.
(C8-Sp/L/D) Speak audibly and fluently with an
increasing command of Standard English.
(C9-Sp/L/D) Participate in discussions, presentations,
performances, role play, improvisations and debates.
(C10-Sp/L/D) Gain, maintain and monitor the interest of
the listener(s).
(C11-Sp/L/D) Consider and evaluate different
viewpoints, attending to and building on the
contributions of others.
(C12-Sp/L/D) Select and use appropriate registers for
effective communication.
21
Statutory requirements
Example words (non-statutory)
Endings which sound like /ʃəs/ spelt –cious or –tious
vicious, precious, conscious, delicious, malicious, suspicious
Endings which sound like /ʃəl/
ambitious, cautious, fictitious, infectious, nutritious
official, special, artificial, partial, confidential, essential
Words ending in –ant,
observant, observance, (observation), expectant (expectation), hesitant, hesitancy
–ance/–ancy,
(hesitation), tolerant, tolerance (toleration), substance (substantial)
–ent,
–ence/–ency
innocent, innocence, decent, decency, frequent, frequency, confident, confidence
(confidential)
assistant, assistance, obedient, obedience, independent, independence
Statutory requirements
Example words (non-statutory)
Words ending in –able and
–ible
adorable/adorably (adoration),
Words ending in –ably and
–ibly
Adding suffixes beginning with vowel letters to words ending in –fer
applicable/applicably (application), considerable/considerably (consideration),
tolerable/tolerably (toleration)
changeable, noticeable, forcible, legible
dependable, comfortable, understandable, reasonable, enjoyable, reliable
possible/possibly, horrible/horribly, terrible/terribly, visible/visibly, incredible/incredibly,
sensible/sensibly
referring, referred, referral, preferring, preferred, transferring, transferred
reference, referee, preference, transference
Use of the hyphen
co-ordinate, re-enter,
co-operate, co-own
Statutory requirements
Example words (non-statutory)
Words with the /i:/ sound spelt ei after c
deceive, conceive, receive, perceive, ceiling
Words containing the letter-string ough
ought, bought, thought, nought, brought, fought
rough, tough, enough, cough
though, although, dough, through, thorough, borough
plough, bough
Words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the
word)
doubt, island, lamb, solemn, thistle, knight
Statutory requirements
Example words (non-statutory)
Homophones and other words that are often confused
advice/advise
device/devise
licence/license
practice/practise
22
prophecy/prophesy
farther: further
father: a male parent
guessed: past tense of the verb guess
guest: visitor
heard: past tense of the verb hear
herd: a group of animals
led: past tense of the verb lead
lead: present tense of that verb, or else the metal which is very heavy (as heavy as
lead)
morning: before noon
mourning: grieving for someone who has died
past: noun or adjective referring to a previous time (e.g. In the past) or preposition or
adverb showing place (e.g. he walked past me)
passed: past tense of the verb ‘pass’ (e.g. I passed him in the road)
precede: go in front of or before
proceed: go on
Homophones and other words that are often confused (continued)
principal: adjective – most important (e.g. principal ballerina) noun – important person
(e.g. principal of a college)
principle: basic truth or belief
profit: money that is made in selling things
prophet: someone who foretells the future
stationary: not moving
stationery: paper, envelopes etc.
steal: take something that does not belong to you
steel: metal
wary: cautious
weary: tired
who’s: contraction of who is or who has
whose: belonging to someone (e.g. Whose jacket is that?)
23
Word list – years 5 and 6
accommodate
criticise (critic + ise)
individual
relevant
accompany
curiosity
interfere
restaurant
according
definite
interrupt
rhyme
achieve
desperate
language
rhythm
aggressive
determined
leisure
sacrifice
amateur
develop
lightning
secretary
ancient
dictionary
marvellous
shoulder
apparent
disastrous
mischievous
signature
appreciate
embarrass
muscle
sincere(ly)
attached
environment
necessary
soldier
available
equip (–ped, –ment)
neighbour
stomach
average
especially
nuisance
sufficient
awkward
exaggerate
occupy
suggest
bargain
excellent
occur
symbol
bruise
existence
opportunity
system
category
explanation
parliament
temperature
cemetery
familiar
persuade
thorough
committee
foreign
physical
twelfth
communicate
forty
prejudice
variety
community
frequently
privilege
vegetable
competition
government
profession
vehicle
conscience*
guarantee
programme
yacht
conscious*
harass
pronunciation
controversy
hindrance
queue
convenience
identity
recognise
correspond
immediate(ly)
recommend
24
WAGOLL- Broad ambition Pupils
YEAR 6 READING
Reading aloud and independently
They demonstrate a range of strategies mostly effectively to read with fluency, understanding
and expression.
Recall and basic-literal comprehension and supporting their arguments referring back to
the text
They can identify some relevant points.
Their comments are supported by some generally relevant textural reference or
quotation, e.g. reference is made to appropriate section of text but is unselective and
lacks focus.
Comment on features
Language features
Some basic features of organisation at text level are identified, e.g. 'the writer uses bullet points
for the main reasons'
They can identify some basic features of the writer's use of language, e.g. 'all the questions
make you want to find out what happens next'
They make simple comments on the writer's choices, e.g. 'disgraceful is a good word to use to
show he is upset'
Layout features
They can identify the main purpose, e.g. 'its all about why going to the dentist is important and
how you should look after your teeth'
They identify structural choices with simple comments, e.g. 'he describes the accident first and
then goes back to tell you why the child was in the road'
Comparison, inference and analysis
Their comments make inferences based on evidence from different points in the text, e.g.
interpreting a character's motive from their actions at different points
Their inferences to a text are often correct, but their comments are not always rooted securely in
the context of the text.
Fiction
Poetry
Play
Myths
Legends
Traditional Tales
Books from other
cultures
(T/P12) Retrieve,
record and present
information from
non-fiction.
Non-fiction will
include
Biography
Autobiography
Non chronological
reports
Explanation
Discursive
LITERATURE SPINE
Kensuke’s Kingdom - Michael
Morpurgo
Butterfly Lion -Michael Morpurgo
Storm -Kevin Crossley-Holland
Fairs Fair – Picture rich text
Leon Garfield
Anne Frank (non-fiction diary)
Anne Frank
The Fib (short stories) -George
Layton
Lizzie Zip Mouth -Jacqueline
Wilson
POEMS TO RECITE
Invictus
William Ernest Henley
The Tide Rises
The Tide Falls
Henry Wadsworth Longfellow
WAGOLL- More able
Recall and basic-literal comprehension and supporting their arguments referring back to the text
They clearly identify the most relevant points in a text, including those selected from different places in the text.
Their comments are generally supported by relevant textural reference or quotation, even when points they make
are not always accurate.
Comment on features
Layout features
They clearly identify various features relating to organisation at text level, including form, with some explanation, e.g. 'each
section starts with a question as if he's answering from a crowd'.
Their comments on structural choices show some general awareness of the author's craft, e.g. 'It tells you all the things a
burglar can do to your house before explaining how the alarm can protect you'.
Language features
They identify various features of the writer's use of language with some explanation, e.g. 'when it gets to the climax they
speak in short sentences and quickly which makes it more tense'.
Their comments show some awareness of the effect of the writer's language choices, e.g. 'inked up' is a good way of
describing how Blackberry's go a bluey black as they ripe.
Comparison, inference and analysis
Their comments develop an explanation of inferred meanings drawing on evidence across the text, e.g. 'you know her dad
was lying because earlier she saw him take the letter'
Comments make inferences and deductions based on textural evidence, e.g. in drawing conclusions about a character's
feelings on the basis of their speech and actions.
They clearly identify the main purpose of a text, often through general overview, e.g. 'the writer is strongly against war and
wants to persuade the reader to agree'
They clearly identify a viewpoint in texts with some, often limited, explanation, e.g. 'at the end he knows he's done wrong and
makes the snake sound attractive and mysterious'.
They show a general awareness of effect on the reader, with some, often limited, explanation, e.g. 'you'd be persuaded to
sign up because 25p a week doesn't seem that much to help someone see'.Their comments identify similarities and
differences between texts, or versions, with some explanation, e.g. narrative conventions in traditional tales or stories from
different cultures, ballads, newspaper reports.They show some explanation of how the contexts in which texts are written and
read contribute to meaning, e.g. how historical context influenced adverts or war reports from different times/places; or how a
novel relates to when/where it was written.
Continuous on going skills
(C44) Apply their growing knowledge of root words, prefixes and suffixes
(morphology and etymology), as listed in English Appendix 1, both to read
aloud and to understand the meaning of new words that they meet.
(C45) Recommending books that they have read to their peers, giving
reasons for their choices.
(C46) Identifying and discussing themes and conventions in and across
a wide range of writing.
(C47) Making comparisons within and across books.
(C48) Checking that the book makes sense to them, discussing their
understanding and exploring the meaning of words in context.
(C49) Asking questions to improve their understanding.
(C50) Drawing inferences such as inferring characters' feelings, thoughts
and motives from their actions, and justifying inferences with evidence.
(C51) Predicting what might happen from details stated and implied.
(C52) Summarising the main ideas drawn from more than one
paragraph, identifying key details that support the main ideas.
(C53) Identifying how language, structure and presentation contribute to
meaning.
(C54) Discuss and evaluate how authors use language, including figurative
language, considering the impact on the reader.
(C55) Distinguish between statements of fact and opinion.
Blocked
(T/P 7) Continuing to read and discuss an increasingly
wide range of fiction, poetry, plays, non-fiction and
reference books or textbooks.
(T/P 8) Reading books that are structured in different
ways and reading for a range of purposes
(T/P 9) Increasing their familiarity with a wide range of
books, including (i) myths, (ii) legends and (iii) traditional
stories, (iv) modern fiction, (v) fiction from our literary
heritage, and (vi) books from other cultures and
traditions.
(T/P 10) Preparing poems and learning a wider range of
poetry by heart.
(T/P11) plays to read aloud and to perform, showing
understanding through intonation, tone and volume so
that the meaning is clear to an audience.
TERMINOLOGY
Subject vocabulary
Common idioms
Synonyms for ...
Shades of meaning ...
Emotions (abstract nouns eg happiness
25
Recount
Persuasive
The Flattered Flying Fish
E. V. Rieu
(C56) Retrieve, record and present information from non-fiction.
(C57) Participate in discussions about books that are read to them and those
they can read for themselves, building on their own and others' ideas and
challenging views courteously.
(C58) Explain and discuss their understanding of what they have read,
including through formal presentations and debates, maintaining a focus on
the topic and using notes where necessary.
(C59) Provide reasoned justifications for their views.
determiner
Adverbs
Sentence types
Imperative / Interrogative / Exclamatory statement
Terminology as Year 5
DICTIONARY SKILLS
Independent dictionary skills
SPOKEN LANGUAGE –
Speaking/Listening/Discussion skills (Sp/L/D)
(C1-Sp/L/D) Listen and respond appropriately to adults
and their peers.
(C2-Sp/L/D) Ask relevant questions to extend their
understanding and knowledge.
(C3-Sp/L/D) Use relevant strategies to build their
vocabulary
(C4-Sp/L/D) Articulate and justify answers, arguments
and opinions.
(C5-Sp/L/D) Give well-structured descriptions,
explanations and narratives for different purposes,
including for expressing feelings
(C6-Sp/L/D) Maintain attention and participate actively
in collaborative conversations, staying on topic and
initiating and responding to comments
(C7-Sp/L/D) Use spoken language to develop
understanding through speculating, hypothesising,
imagining and exploring ideas.
(C8-Sp/L/D) Speak audibly and fluently with an
increasing command of Standard English.
(C9-Sp/L/D) Participate in discussions, presentations,
performances, role play, improvisations and debates.
(C10-Sp/L/D) Gain, maintain and monitor the interest of
the listener(s).
(C11-Sp/L/D) Consider and evaluate different
viewpoints, attending to and building on the
contributions of others.
(C12-Sp/L/D) Select and use appropriate registers for
effective communication.
26
Statutory requirements
Example words (non-statutory)
Endings which sound like /ʃəs/ spelt –cious or –tious
vicious, precious, conscious, delicious, malicious, suspicious
Endings which sound like /ʃəl/
ambitious, cautious, fictitious, infectious, nutritious
official, special, artificial, partial, confidential, essential
Words ending in –ant,
observant, observance, (observation), expectant (expectation), hesitant, hesitancy
–ance/–ancy,
(hesitation), tolerant, tolerance (toleration), substance (substantial)
–ent,
–ence/–ency
innocent, innocence, decent, decency, frequent, frequency, confident, confidence
(confidential)
assistant, assistance, obedient, obedience, independent, independence
Statutory requirements
Example words (non-statutory)
Words ending in –able and
–ible
adorable/adorably (adoration),
Words ending in –ably and
–ibly
Adding suffixes beginning with vowel letters to words ending in –fer
applicable/applicably (application), considerable/considerably (consideration),
tolerable/tolerably (toleration)
changeable, noticeable, forcible, legible
dependable, comfortable, understandable, reasonable, enjoyable, reliable
possible/possibly, horrible/horribly, terrible/terribly, visible/visibly, incredible/incredibly,
sensible/sensibly
referring, referred, referral, preferring, preferred, transferring, transferred
reference, referee, preference, transference
Use of the hyphen
co-ordinate, re-enter,
co-operate, co-own
Statutory requirements
Example words (non-statutory)
Words with the /i:/ sound spelt ei after c
deceive, conceive, receive, perceive, ceiling
Words containing the letter-string ough
ought, bought, thought, nought, brought, fought
rough, tough, enough, cough
though, although, dough, through, thorough, borough
plough, bough
Statutory requirements
Example words (non-statutory)
Homophones and other words that are often confused
advice/advise
device/devise
licence/license
practice/practise
prophecy/prophesy
farther: further
father: a male parent
27
guessed: past tense of the verb guess
guest: visitor
heard: past tense of the verb hear
herd: a group of animals
led: past tense of the verb lead
lead: present tense of that verb, or else the metal which is very heavy (as heavy as
lead)
morning: before noon
mourning: grieving for someone who has died
past: noun or adjective referring to a previous time (e.g. In the past) or preposition or
adverb showing place (e.g. he walked past me)
passed: past tense of the verb ‘pass’ (e.g. I passed him in the road)
precede: go in front of or before
proceed: go on
Homophones and other words that are often confused (continued)
principal: adjective – most important (e.g. principal ballerina) noun – important person
(e.g. principal of a college)
principle: basic truth or belief
profit: money that is made in selling things
prophet: someone who foretells the future
stationary: not moving
stationery: paper, envelopes etc.
steal: take something that does not belong to you
steel: metal
wary: cautious
weary: tired
who’s: contraction of who is or who has
whose: belonging to someone (e.g. Whose jacket is that?)
28
Word list – years 5 and 6
accommodate
criticise (critic + ise)
individual
relevant
accompany
curiosity
interfere
restaurant
according
definite
interrupt
rhyme
achieve
desperate
language
rhythm
aggressive
determined
leisure
sacrifice
amateur
develop
lightning
secretary
ancient
dictionary
marvellous
shoulder
apparent
disastrous
mischievous
signature
appreciate
embarrass
muscle
sincere(ly)
attached
environment
necessary
soldier
available
equip (–ped, –ment)
neighbour
stomach
average
especially
nuisance
sufficient
awkward
exaggerate
occupy
suggest
bargain
excellent
occur
symbol
bruise
existence
opportunity
system
category
explanation
parliament
temperature
cemetery
familiar
persuade
thorough
committee
foreign
physical
twelfth
communicate
forty
prejudice
variety
community
frequently
privilege
vegetable
competition
government
profession
vehicle
conscience*
guarantee
programme
yacht
conscious*
harass
pronunciation
controversy
hindrance
queue
convenience
identity
recognise
correspond
immediate(ly)
recommend
29
Long term writing plans – objectives to cover in the year or in the case of years 3 and 4 / years 5 and 6 within the two year phase.
YEAR R WRITING
WAGOLL- Broad ambition Pupils
Pupils will need to be secure in all these skills
SENTENCE STRUCTURE AND PUNCTUATION

Say a sentence, write and read it back to check it make sense

Simple sentences and phrases working towards grammatical accuracy using
strategy SAY-STRETCH-WRITE-CHECK

Some awareness of where to use capital letters and full stops
TEXT STRUCTURE AND ORGANISATION

FICTION Retell simple five part story:

Once upon a time

First,Then,Next

But

So

Finally,... happily ever after

NON-FICTION

Simple factual sentences based around a theme:

Names

Labels

Captions

Lists

Diagrams

Message
COMPOSITION AND EFFECT

Some awareness of simple features of writing appropriate to the task

Some detail included through simple description (e.g. colour, size, simple
emotion).
SPELLING

Correct spelling of simple high-frequency words.

Phonetically plausible attempts at words with diagraphs – two letters
representing one phoneme – (e.g. th, ch, st, sh...) and double letter vowel
diagraphs (‘oo’, ‘ee’).

Sufficient number of recognisable words present for writing to be readable.
HANDWRITING AND PRESENTATION

Most letters correctly formed but may be inconsistent in size and orientation.

Upper and lower case letters are sometimes distinguished.
Spaces apparent between words but may be inconsistent.
WAGOLL- More able. Pupils capable of achieving equivalent to Exceeding Early Learning Goal on exit
Pupils will need to be secure in all these skills
SENTENCE STRUCTURE AND PUNCTUATION

Some simple openings to start a sentence or phrase, generally with a pronoun or subject.

Simple sentences and phrases working towards grammatical accuracy

Some sentence-like structure emerging through the linking of ideas / clauses Some awareness
of where to use capital letters and full stops
TEXT STRUCTURE AND ORGANISATION

A simple opening or closing phrase (often formulaic) may be present (e.g. one day, once upon
a time, the end).

Ideas/events may be put into an appropriate order or sequence

Some ideas/events linked together by connecting vocaby (eg time connectives)
COMPOSITION AND EFFECT

Some awareness of purpose of writing with basic ideas and relevant content

Some awareness of simple features of writing appropriate to the task

Some appropriate simple) word choice helps to convey information and ideas.

Some detail included through simple description (e.g. colour, size, simple emotion).
SPELLING

Correct spelling of simple high-frequency words.

Phonetically plausible attempts at words with diagraphs – two letters representing one
phoneme – (e.g. th, ch, st, sh...) and double letter vowel diagraphs (‘oo’, ‘ee’).

Sufficient number of recognisable words present for writing to be readable.
HANDWRITING AND PRESENTATION

Most letters correctly formed but may be inconsistent in size and orientation.

Upper and lower case letters are sometimes distinguished.

Spaces apparent between words but may be inconsistent.

ICT skills emerging (e.g. can type own name on a keyboard).
30
GENRES
Narrative
*Simple stories
that children can
innovate
*Stories set in
familiar places
*Stories and that
use the
language of fairy
tales
*Stories with
imaginary
settings
*Stories linked
to children’s
interests
*Stories linked
to the Theme
Non fiction:
*Factual writing
linked to a story
*Labels
*Lists
*Captions
*Diagrams
*Message
*Letter
Poetry:
Poems that use
pattern, rhyme
and description.
LITERATURE SPINE
Aliens Love Underpants
Clare Freedman & Ben Croft
Whatever Next
Jill Murphy
Fabulous Fairy Feast
Julia Donaldson
COMPOSITION
Continuous on going skills
PLAN
C1. Saying out loud what they are going to write about.
DRAFT & WRITE
C2. Composing a sentence orally before writing it. Using strategy SAY
STRETCH WRITE CHECK
EVALUATE
C3. Re-reading what they have written to check that it makes sense.
George and the Dragon -Chris Wormell
Word level
Eliot Midnight Superhero
Anne Cottringer
The Tiny seed
Lila Pirate
George Birkett
Pirate Small in Big Trouble
Julia Sykes
Edward goes exploring
David Pace
Giraffes can’t Dance Little Robin Red Vest -Jan Fearnley
Poems to recite
The Wind -Christina Rosetti
I’d love to be a Fairy’s Child -Robert
Graves
Friends Abbie -Farwell Brown
Little Things -Ebenezer Cobham
Twinkle Twinkle (4 verses)
www.poetry4kids.com
Kenn Nesbitt
Introduce
Determiners: The a my your an this that his her their some all
Prepositions: up down in into out to onto
Adjectives old big little W1. Starting to use and understand describing
words
Sentence level
Introduce
S1. Joining words and joining clauses using 'and'
S2. Understanding how words can combine to make sentences.
Text level
T1. Sequencing sentences to form short narratives.
Punctuation
P1. Using a capital letter for names of people, places, the days of the
week, and the personal pronoun 'I'.
P2. Beginning to punctuate sentences using a capital letter and a full stop,
question mark or exclamation mark.
WOW experiences (to stimulate writing opportunities)








Visit to the theatre
Visit to an art gallery/museum
Celebration days
Visit to a country park
Visit from a fairytale character (The Wish Fairy, Snow
White, Prince Charming, Wicked Witch)
Visit to a fitness Centre
Letters from relevant characters eg Sportacus
Video message from characters eg Pirate Pete
TRANSCRIPTION
Blocked - spellings
Specifically taught through sequential and blocked
Letters and Sounds phases (phase 5 and 6)
Write from memory simple sentences dictated by the
teacher that include words using the GPCs and
common exception words taught so far.
Spell words containing each of the 40+ phonemes
already taught.
Spell common exception words.
Naming the letters of the alphabet in order.
Using letter names to distinguish between alternative
spellings of the same sound.
Add suffixes using the spelling rule for adding -s or es as the plural marker for nouns and the third
person singular marker for verbs.
HANDWRITING: Ongoing skills
Sit correctly at a table, holding a pencil comfortably
and correctly.
Begin to form lower-case letters in the correct
direction, starting and finishing in the right place.
Form capital letters.
Form digits 0-9.
Understand which letters belong to which
handwriting 'families' (i.e. letters that are formed in
similar ways) and to practise these.
Leaving spaces between words.
TERMINOLOGY: Ongoing
Finger spaces, letter, capital letter, word,
sentence, full stop, question mark,
exclamation mark
SPOKEN LANGUAGE – (Years 1-6)
Speaking/Listening/Discussion skills (Sp/L/D)
(C1-Sp/L/D) Listen and respond appropriately to
adults and their peers.
(C2-Sp/L/D) Ask relevant questions to extend their
understanding and knowledge.
(C3-Sp/L/D) Use relevant strategies to build their
vocabulary
(C4-Sp/L/D) Articulate and justify answers, arguments
and opinions.
(C5-Sp/L/D) Give well-structured descriptions,
explanations and narratives for different purposes,
31
including for expressing feelings
(C6-Sp/L/D) Maintain attention and participate
actively in collaborative conversations, staying on
topic and initiating and responding to comments
(C7-Sp/L/D) Use spoken language to develop
understanding through speculating, hypothesising,
imagining and exploring ideas.
(C8-Sp/L/D) Speak audibly and fluently with an
increasing command of Standard English.
(C9-Sp/L/D) Participate in discussions, presentations,
performances, role play, improvisations and debates.
(C10-Sp/L/D) Gain, maintain and monitor the interest
of the listener(s).
(C11-Sp/L/D) Consider and evaluate different
viewpoints, attending to and building on the
contributions of others.
(C12-Sp/L/D) Select and use appropriate registers for
effective communication.
32
YEAR 1 WRITING
WAGOLL- Broad ambition Pupils
Pupils will need to be secure in all these skills
SENTENCE STRUCTURE AND PUNCTUATION

Some simple openings to start a sentence or phrase, generally with a pronoun or subject.

Simple sentences and phrases working towards grammatical accuracy

Some sentence-like structure emerging through the linking of ideas / clauses Some
awareness of where to use capital letters and full stops
TEXT STRUCTURE AND ORGANISATION

A simple opening or closing phrase (often formulaic) may be present (e.g. one day, once upon
a time, the end).

Ideas/events may be put into an appropriate order or sequence

Some ideas/events linked together by connecting vocaby (eg time connectives)
COMPOSITION AND EFFECT

Some awareness of purpose of writing with basic ideas and relevant content

Some awareness of simple features of writing appropriate to the task

Some appropriate simple) word choice helps to convey information and ideas.

Some detail included through simple description (e.g. colour, size, simple emotion).
SPELLING

Correct spelling of simple high-frequency words.

Phonetically plausible attempts at words with diagraphs – two letters representing one
phoneme – (e.g. th, ch, st, sh...) and double letter vowel diagraphs (‘oo’, ‘ee’).

Sufficient number of recognisable words present for writing to be readable.
HANDWRITING AND PRESENTATION

Most letters correctly formed but may be inconsistent in size and orientation.

Upper and lower case letters are sometimes distinguished.

Spaces apparent between words but may be inconsistent.

ICT skills emerging (e.g. can type own name on a keyboard).
GENRES
Narrative
*Stories set in
places children
have been
*Stories and
plays that use
the language of
fairy tales
*Stories with
imaginary
settings
LITERATURE SPINE
Class 2 at the Zoo -Lynne
Chapman
Room on The Broom -Julia
Donaldson
Jamela’s Dress - Niki Daly
The Enormous Crocodile -Roald
Dahl
Traditional Tales
The Raja and The Parrot –
WAGOLL- More able.
Pupils will need to be secure in all these skills
SENTENCE STRUCTURE AND PUNCTUATION

Primarily simple sentences, working towards grammatical accuracy

Simple connectives (and, but, then) connect clauses to link ideas within
sentences.

Tense is usually consistent within the form of writing

Some use of capital letters and full stops to demarcate sentences.

Possible use of question marks, exclamation marks and commas in a list.
TEXT STRUCTURE AND ORGANISATION

A simple opening or ending

Some attempt to organise and group related ideas together.

Some attempt to sequence ideas or events

Related sentences linked by pronouns or simple time connectives
COMPOSITION AND EFFECT

Some awareness of features of writing appropriate to the task

Some detail included through adventurous word choice

Viewpoint may be indicated by simple comments, questions or actions

Some vocabulary chosen for effect or appropriateness to task.
SPELLING

Correct spelling of most high frequency function words.

Correct spelling of most common single morpheme (root word) nouns, verbs
and adjectives

Phonetic attempts at diagraphs and vowel diagraphs
HANDWRITING AND PRESENTATION

Letters adopt correct shape but may be inconsistent in size, orientation and
appropriate case.

Letter formation clear with obvious ascenders and descenders. Upper/Lower
case generally not mixed within words.
COMPOSITION
Continuous on going skills
PLAN
C1. Saying out loud what they are going to write about.
DRAFT & WRITE
C2. Composing a sentence orally before writing it.
EVALUATE
C3. Re-reading what they have written to check that it makes sense.
C4. Discuss what they have written with the teacher or other pupils.
C5. Read aloud their writing clearly enough to be heard by their peers and the
teacher.
Word level
TRANSCRIPTION
Blocked - spellings
Specifically taught through sequential and blocked
Letters and Sounds phases (phase 5 and 6)
Write from memory simple sentences dictated by the
teacher that include words using the GPCs and
common exception words taught so far.
Spell words containing each of the 40+ phonemes
already taught.
Spell common exception words.
Spell the days of the week.
Naming the letters of the alphabet in order.
Using letter names to distinguish between alternative
33
embracing other cultures
See spellings – suffixes and prefixes and terminology
W1. Starting to use and understand describing words
Non fiction:
*Labels
*Lists
*Captions
*Instructions
*Recount
*Glossaries
*Presenting
information
Poetry:
Poems that use
pattern, rhyme
and description.
3 Little pigs
Red Riding Hood
3 Billy Goat Gruff
Sentence level
POEMS TO RECITE
Worm Words -Tony Mitton
Text level
S1. Joining words and joining clauses using 'and'.
S2. Understanding how words can combine to make sentences.
T1. Sequencing sentences to form short narratives.
Shaun Short -John Foster
Little Arabella Miller -Traditional
poem
Now we are six -AA Milne
Punctuation
P1. Using a capital letter for names of people, places, the days of the week,
and the personal pronoun 'I'.
P2. Beginning to punctuate sentences using a capital letter and a full stop,
question mark or exclamation mark.
WOW experiences (to stimulate writing opportunities)



Visit to the theatre
Visit to an art gallery/museum
Celebration days
spellings of the same sound.
Add suffixes using the spelling rule for adding -s or -es
as the plural marker for nouns and the third person
singular marker for verbs.
Add prefixes using the prefix un-.
Add suffixes using -ing, -ed, -er and -est where no
change is needed in the spelling of root words [for
example, helping, helped, helper, eating, quicker,
quickest].
Understanding regular plural noun suffixes -s or es [dog, dogs, wish, wishes], including the effects
of these suffixes on the meaning of the noun.
Understanding suffixes that can be added to verbs
where no change is needed in the spelling of the
root words [helping, helped, helper].
Understanding how the prefix un- changes the
meaning of verbs and adjectives (eg unhappy or
untie)
Apply simple year 1 spelling rules and guidance. See
spelling appendix.
Exception words: See attached spelling appendix
HANDWRITING: Ongoing skills
Sit correctly at a table, holding a pencil comfortably
and correctly.
Begin to form lower-case letters in the correct
direction, starting and finishing in the right place.
Form capital letters.
Form digits 0-9.
Understand which letters belong to which handwriting
'families' (i.e. letters that are formed in similar ways)
and to practise these.
Leaving spaces between words.
TERMINOLOGY: Ongoing
letter, capital letter, word, singular, plural,
describing word, sentence, punctuation, full
stop, question mark, exclamation mark,
SPOKEN LANGUAGE –
Speaking/Listening/Discussion skills (Sp/L/D)
(C1-Sp/L/D) Listen and respond appropriately to adults
and their peers.
(C2-Sp/L/D) Ask relevant questions to extend their
understanding and knowledge.
(C3-Sp/L/D) Use relevant strategies to build their
vocabulary
(C4-Sp/L/D) Articulate and justify answers, arguments
and opinions.
34
(C5-Sp/L/D) Give well-structured descriptions,
explanations and narratives for different purposes,
including for expressing feelings
(C6-Sp/L/D) Maintain attention and participate actively
in collaborative conversations, staying on topic and
initiating and responding to comments
(C7-Sp/L/D) Use spoken language to develop
understanding through speculating, hypothesising,
imagining and exploring ideas.
(C8-Sp/L/D) Speak audibly and fluently with an
increasing command of Standard English.
(C9-Sp/L/D) Participate in discussions, presentations,
performances, role play, improvisations and debates.
(C10-Sp/L/D) Gain, maintain and monitor the interest of
the listener(s).
(C11-Sp/L/D) Consider and evaluate different
viewpoints, attending to and building on the
contributions of others.
(C12-Sp/L/D) Select and use appropriate registers for
effective communication.
35
YEAR 2 WRITING
WAGOLL- Broad ambition Pupils
Pupils will need to be secure in all these skills
SENTENCE STRUCTURE AND PUNCTUATION

Primarily simple sentences, working towards grammatical accuracy

Simple connectives (and, but, then) connect clauses to link ideas within
sentences.

Tense is usually consistent within the form of writing

Some use of capital letters and full stops to demarcate sentences.

Possible use of question marks, exclamation marks and commas in a list.
TEXT STRUCTURE AND ORGANISATION

A simple opening or ending

Some attempt to organise and group related ideas together.

Some attempt to sequence ideas or events

Related sentences linked by pronouns or simple time connectives
COMPOSITION AND EFFECT

Some awareness of features of writing appropriate to the task

Some detail included through adventurous word choice

Viewpoint may be indicated by simple comments, questions or actions

Some vocabulary chosen for effect or appropriateness to task.
SPELLING

Correct spelling of most high frequency function words.

Correct spelling of most common single morpheme (root word) nouns,
verbs and adjectives

Phonetic attempts at diagraphs and vowel diagraphs
HANDWRITING AND PRESENTATION

Letters adopt correct shape but may be inconsistent in size, orientation
and appropriate case.

Letter formation clear with obvious ascenders and descenders.
Upper/Lower case generally not mixed within words.
GENRES
Narrative
*Stories set in
places children
have been
*Stories and plays
that use the
LITERATURE SPINE
Silly Billy -Anthony Browne
Bog Baby -Jeanne Willis
Where the wild things are Maurice Sendak
WAGOLL- More able.
Pupils will need to be secure in all these skills
SENTENCE STRUCTURE AND PUNCTUATION

Simple connectives (and, but, so) used to link clauses. Some subordination (when, if, as,
because...) may form complex sentences.

Tense choice generally appropriate to task. Simple noun phrases with some limited expansion.

Sentences accurately demarcated, using capital letters and full stops.

Speech marks, exclamation and question marks are generally appropriate.

Use of commas in a list. Possible attempts at comma splicing.
TEXT STRUCTURE AND ORGANISATION

A brief introduction (opening) and / or ending.

Simple text structure with an attempt to organise related ideas in sections.

Some attempt to sequence ideas logically.

Sentences within paragraphs linked through simple connectives or pronouns.

Simple adverbials link sentences, sections or paragraphs (later that morning, after tea).

Some linking of ideas / events – flow may be disjointed or abrupt.
COMPOSITION AND EFFECT

Some awareness of purpose through selection of relevant content and an attempt to interest the
reader.

Some awareness of features of writing appropriate to the selected task

Some detail / description of events expanded through vocabulary (e.g. simple adverbs, adjectives)
or explanation.

A viewpoint which may not always be consistent or maintained.

Some selected vocabulary for effect or appropriateness to task.
SPELLING

Correct spelling of simple subordinating / adverbial connectives (e.g. because, when, where, then,
before, after, until...). These are known as function words.

Correct spelling of common nouns, verbs, adjectives and adverbs including compound words and
words developed from a root word (morpheme), by use of a suffix or appropriate addition of a
further word (e.g. fire, firing, fireman, jump, jumping, jumper, red, redder, cherry-red...).

Phonetically plausible spellings of less familiar words.

Common errors of inflected endings (e.g. speaked as opposed to spoke)
HANDWRITING AND PRESENTATION

The script should be legible, showing regularity of letter formation and spacing.

A personal style may be developing.

Writing may be joined.
COMPOSITION
Continuous on going skills
TRANSCRIPTION
Blocked - spellings
PLAN
C6. Writing narratives about personal experiences and those of others (real
and fictional).
C7. Writing about real events.
C8. Writing for different purposes.
Year 1 skills that may need revisiting and
supporting through Letters and Sounds
Segmenting spoken words into phonemes and
representing these by graphemes, spelling many
36
language of fairy
tales and
traditional tales
*Stories that mimic
significant authors
Non fiction:
*Labels
*Lists
*Captions
*Instructions
*Recount
*Glossaries
*Presenting
information
*Non-chronological
reports
Poetry:
*Contemporary
and classic poetry
*Poems that use
oattern, rhyme and
description.
*Nonsense poems
and humorous
poems
The Lighthouse Keeper’s series Ronda Armitage
Julia Donaldson books
Stickman
Zog
Room on the Broom
Monkey Puzzle
The Gruffalo
C9. Planning or saying out loud what they are going to write about.
DRAFT
C10. Encapsulating what they want to say, sentence by sentence.
EVALUATE
C11. Evaluating their writing with the teacher and other pupils.
C12. Proof-reading to check for errors in spelling, grammar and punctuation
[for example ends of sentences punctuated correctly].
C13. Read aloud what they have written with appropriate intonation to make
the meaning clear.
Traditional Tales
The 3 Billy Goats Gruff
The Gingerbread Man
Runaway Pizza – Brenda Parkes
The 3 Little Pigs
Word level
Cultural texts
Yeh Shen and the Magic Fish
The turtle that danced with the
crane
Sentence level
Poems to be recited:
Grasshopper - Grace Nichols
A Child’s Thought – Robert Louis
Stevenson
Ning Nang Nong – Spike Milligan
See ongoing terminology (noun, noun phrase, adjective, verb,
tense,)
W2. Writing down ideas and/or key words, including new vocabulary.
S3. Subordination (using when, if, that, or because) and co-ordination (using
or, and, but).
S4. Expanded noun phrases to describe and specify [for example, the blue
butterfly].
S5. Sentences with different forms: statement, question, exclamation,
command.
Text level
T2. Using the present and past tenses correctly and consistently.
T3. Using tenses in the progressive form (eg she is drumming, he was
shouting)
Punctuation
P3. Learning how to use both familiar and new punctuation correctly,
including full stops, capital letters, exclamation marks, and question marks.
P4. Learning to use apostrophes to mark where letters are missing in
spelling: the (single) possessive apostrophe (the girl's book) and contractions
(didn’t)
P5. Learning how to use commas for lists.
WOW experiences (designed to stimulate writing opportunities)
 Visit to the woods
 Visit to the theatre
 Visit to an art gallery/museum
 Living eggs in class
 Visit to the seaside
correctly.
Learning new ways of spelling phonemes for which
one or more spellings are already known, and learn
some words with each spelling, including a few
common homophones.
Learning to spell common exception words. See
spelling appendix.
Learning to spell more words with contracted forms. Ie,
Distinguishing between homophones and nearhomophones.
Add suffixes to spell longer words, including -ment, ness, -ful, -less, -ly.
Understanding the formation of nouns using suffixes
such as -ness, -er and compounding [e.g. whiteboard,
superman]
Understanding the formation of adjectives using
suffixes such as -ful, -less.
Understanding the use of the suffixes -er, -est in
adjectives and the use of the -ly in Standard English to
turn adjectives into adverbs.
Exception words: See attached spelling appendix
Apply year 2 spelling rules and guidance.
HANDWRITING: Ongoing skills
Write capital letters and digits of the correct size,
orientation and relationship to one another and to lower
case letters.
Use spacing between words that reflects the size of the
letters.
Start using some of the diagonal and horizontal strokes
needed to join letters and understand which letters,
when adjacent to one another, are best left unjoined.
TERMINOLOGY: Ongoing
Noun, noun phrase, statement, question,
exclamation, command, compound, adjective,
verb, suffix, tense (past present), apostrophe,
comma
SPOKEN LANGUAGE –
Speaking/Listening/Discussion skills (Sp/L/D)
(C1-Sp/L/D) Listen and respond appropriately to adults
and their peers.
(C2-Sp/L/D) Ask relevant questions to extend their
understanding and knowledge.
(C3-Sp/L/D) Use relevant strategies to build their
vocabulary
(C4-Sp/L/D) Articulate and justify answers, arguments
and opinions.
(C5-Sp/L/D) Give well-structured descriptions,
explanations and narratives for different purposes,
37
including for expressing feelings
(C6-Sp/L/D) Maintain attention and participate actively
in collaborative conversations, staying on topic and
initiating and responding to comments
(C7-Sp/L/D) Use spoken language to develop
understanding through speculating, hypothesising,
imagining and exploring ideas.
(C8-Sp/L/D) Speak audibly and fluently with an
increasing command of Standard English.
(C9-Sp/L/D) Participate in discussions, presentations,
performances, role play, improvisations and debates.
(C10-Sp/L/D) Gain, maintain and monitor the interest of
the listener(s).
(C11-Sp/L/D) Consider and evaluate different
viewpoints, attending to and building on the
contributions of others.
(C12-Sp/L/D) Select and use appropriate registers for
effective communication.
38
YEAR 3 WRITING
WAGOLL- Broad ambition Pupils
Pupils will need to be secure in all these skills
SENTENCE STRUCTURE AND PUNCTUATION

Simple connectives (and, but, so) used to link clauses. Some
subordination (when, if, as, because...) may form complex sentences.

Tense choice generally appropriate to task. Simple noun phrases with
some limited expansion.

Sentences accurately demarcated, using capital letters and full stops.

Speech marks, exclamation and question marks are generally appropriate.

Use of commas in a list. Possible attempts at comma splicing.
TEXT STRUCTURE AND ORGANISATION

A brief introduction (opening) and / or ending.

Simple text structure with an attempt to organise related ideas in sections.

Some attempt to sequence ideas logically.

Sentences within paragraphs linked through simple connectives or
pronouns.

Simple adverbials link sentences, sections or paragraphs (later that
morning, after tea).

Some linking of ideas / events – flow may be disjointed or abrupt.
COMPOSITION AND EFFECT

Some awareness of purpose through selection of relevant content and an
attempt to interest the reader.

Some awareness of features of writing appropriate to the selected task

Some detail / description of events expanded through vocabulary (e.g.
simple adverbs, adjectives) or explanation.

A viewpoint which may not always be consistent or maintained.

Some selected vocabulary for effect or appropriateness to task.
SPELLING

Correct spelling of simple subordinating / adverbial connectives (e.g.
because, when, where, then, before, after, until...). These are known as
function words.

Correct spelling of common nouns, verbs, adjectives and adverbs
including compound words and words developed from a root word
(morpheme), by use of a suffix or appropriate addition of a further word
(e.g. fire, firing, fireman, jump, jumping, jumper, red, redder, cherry-red...).

Phonetically plausible spellings of less familiar words.

Common errors of inflected endings (e.g. speaked as opposed to spoke)
HANDWRITING AND PRESENTATION

The script should be legible, showing regularity of letter formation and
spacing.

A personal style may be developing.

Writing may be joined.
WAGOLL- More able.
Pupils will need to be secure in all these skills
SENTENCE STRUCTURE AND PUNCTUATION

Simple and complex sentences, generally grammatically accurate

Some use of appropriate subordinating connectives, which link clauses or aid explanation

Variation of sentence structure through a range of openings, adverbials (some time later, as we
ran...), subject reference (they, the boys) and modals (might, could, would...).

Appropriate choice of tense and adaptation of verb form. Expanded noun phrases add detail
(delicate, tiny wings).

Most sentences accurately demarcated, including question and exclamation marks, speech marks
with some associated speech punctuation, commas in a list.

Some use of commas to mark phrases or clauses.
TEXT STRUCTURE AND ORGANISATION

An appropriate opening and closing, which may be linked.

Organisation through sequencing or logical transition

Text organised into paragraphs or sections, which may be extended and developed, usually
around a main point or idea.

Connections within and between paragraphs, maintained through use of adverbials, connectives,
pronouns.

Links established between paragraphs, although transitions may be awkward or abrupt.
COMPOSITION AND EFFECT

A clear understanding of the purpose of the writing, incorporating relevant content to inform /
engage the reader.

Features of writing should be clear and appropriate to the task

Elaboration of detail / events, supported through vocabulary or through explanation.

A viewpoint which is established and generally maintained.

Some straightforward stylistic features used to support the purpose (e.g. word choice for effect or
emphasis...).
SPELLING

Correct spelling of most common grammatical function words (when, while, despite, without...).

Correct spelling of most common grammatical content (lexical) words including those constructed
from prefixes, suffixes and root words (e.g. remarkable, excitement, misheard, unhappiness,
belonging, flowerpot...).

Correct inflections (adaptation of verb or noun to form correct relationship within a sentence) for
past and present
HANDWRITING AND PRESENTATION

The script should be legible with some accuracy and consistency of letter formation, size and
spacing.

A personal style should be apparent with some evidence of joining.

A judgement should be made based on the overall piece of work
39
COMPOSITION
Continuous on going skills
TRANSCRIPTION
Blocked - spellings (refer to Support for Spellings
POEMS TO RECITE
PLAN
C14. Discussing writing similar to that which they are planning to write in order
to understand and learn from its structure, vocabulary and grammar.
C15.Discussing and recording ideas.
DRAFT
C16.Composing and rehearsing sentences orally (including dialogue),
progressively building a varied and rich vocabulary and an increasing range of
sentence structures (English Appendix 2).
C17. Organising paragraphs around a theme.
C18. Creating settings, characters and plot in narratives.
C19. Using simple organisational devices in non-narrative material [for
example, headings and sub-headings].
C20. Using headings and sub-headings to aid presentation.
EVALUATE
C21. Assessing the effectiveness of their own and others' writing and
suggesting improvements.
C22.Proof-read for spelling and punctuation errors.
C23. Read aloud their own writing, to a group or the whole class, using
appropriate intonation and controlling the tone and volume so that the
meaning is clear.
C24. Proposing changes to grammar and vocabulary to improve consistency,
including the accurate use of pronouns in sentences paragraphs as a way to
group related material.
The Dragon who ate our school
Nick Toscek
Word level
GENRES
LITERATURE SPINE
Narrative
*Stories set in
places children
have been
*Stories: fairies,
myths and
legends; including
books and authors
that they might not
choose themselves
The Twits - Roald Dahl
The Lion The Witch and the
Wardrobe - C.S. Lewis
The Minipins - Roald Dahl –
(picture rich)
The Great Piratical
Rumbustification - Margaret Mahy
James and the Giant Peach
-Roald Dahl
Willy The Wimp Anthony Browne – picture rich
The Great Kapok Tree
-Lynette Cherry (picture rich)
Non fiction:
*Labels
*Lists
*Captions
*Instructions
*Recount
*Glossaries
*Presenting
information
*Non-chronological
reports
*Dictionaries
Poetry:
*Contemporary
and classic poetry
*Learning by heart
and performing a
significant poem
*Shape poems
*Calligrams
Traditional Tales
Cunning Jack
The story of The Three Little pigs
& The Real story of The Three
Little Pigs
Jon Scieszka and Lane Smith
See ongoing terminology
See spellings (right)
Sentence level
S6. Using conjunctions, adverbs and prepositions to express time and cause
S7. Extending the range of sentences with more than one clause by using a
wider range of conjunctions, including when, if, because, although
(subordinate clauses)
Text level
T4.Using the present perfect form of verbs in contrast to the past tense.
as a resource). Revise phase 5 and 6 accordinlgy..
Write from memory simple sentences, dictated by the
teacher, that include words and punctuation taught so
far.
Use further prefixes and suffixes and understand how
to add them.
Adding the prefixes -dis and –mis for negative
meanings, ie disappoint, disagree, disobey,
misbehave, mislead, misspell
The prefix in- incorrect, inactive
Formation of nouns using a range of prefixes such
as super- anti- auto- ie, supermarket, superstar,
anti-clockwise, anti-social autograph, automatic
Understanding the use of the forms a or an
according to whether the next word begins with a
consonant or a vowel [for example, a rock, an
open box].
Understanding word families based on common
words, showing how words are related in form and
meaning [for example, solve, solution, solver,
dissolve, insoluble].
The suffix –ly added to an adjective to form a verb, ie
sadly, completely, usually. See exceptions (eg angrily,
gently, basically) in spelling appendix.
Words that end end in –ure, ie measure, treasure,
pleasure and –ture, ie picture, creature, furniture
Words with the sound spelt ch, ie chef, chalet,
machine, brochure
Words with the sound spelt ei, eigh, or ey, ie vein,
weigh, eight, neighbour, they, obey
Spell further homophones.
Use the first two or three letters of a word to check its
spelling in a dictionary.
Exception words: See attached spelling appendix
Apply year 3-4 spelling rules and guidance.
40
Punctuation
P6.Beginning to use inverted commas to punctuate direct speech.
WOW experiences (designed to stimulate writing opportunities)
 Celebration days
HANDWRITING: Ongoing skills
Use the diagonal and horizontal strokes that are
needed to join letters and understand which letters,
when adjacent to one another, are best left unjoined.
Increase the legibility, consistency and quality of their
handwriting [for example, by ensuring that the
downstrokes of letters are parallel and equidistant;
that lines of writing are spaced sufficiently so that the
ascenders and descenders of letters do not touch].
TERMINOLOGY: Ongoing
Adverb, preposition, conjunction, word
family, prefix, clause, subordinate clause,
direct speech, consonant, consonant letter
vowel, vowel letter, inverted commas (or
‘speech marks’).
SPOKEN LANGUAGE –
Speaking/Listening/Discussion skills (Sp/L/D)
(C1-Sp/L/D) Listen and respond appropriately to adults
and their peers.
(C2-Sp/L/D) Ask relevant questions to extend their
understanding and knowledge.
(C3-Sp/L/D) Use relevant strategies to build their
vocabulary
(C4-Sp/L/D) Articulate and justify answers, arguments
and opinions.
(C5-Sp/L/D) Give well-structured descriptions,
explanations and narratives for different purposes,
including for expressing feelings
(C6-Sp/L/D) Maintain attention and participate actively
in collaborative conversations, staying on topic and
initiating and responding to comments
(C7-Sp/L/D) Use spoken language to develop
understanding through speculating, hypothesising,
imagining and exploring ideas.
(C8-Sp/L/D) Speak audibly and fluently with an
increasing command of Standard English.
(C9-Sp/L/D) Participate in discussions, presentations,
performances, role play, improvisations and debates.
(C10-Sp/L/D) Gain, maintain and monitor the interest of
the listener(s).
(C11-Sp/L/D) Consider and evaluate different
viewpoints, attending to and building on the
contributions of others.
(C12-Sp/L/D) Select and use appropriate registers for
effective communication.
41
YEAR 4 WRITING
WAGOLL- Broad ambition Pupils
Pupils will need to be secure in all these skills
SENTENCE STRUCTURE AND PUNCTUATION

Simple and complex sentences, generally grammatically accurate

Some use of appropriate subordinating connectives, which link clauses or
aid explanation

Variation of sentence structure through a range of openings, adverbials
(some time later, as we ran...), subject reference (they, the boys) and
modals (might, could, would...).

Appropriate choice of tense and adaptation of verb form. Expanded noun
phrases add detail (delicate, tiny wings).

Most sentences accurately demarcated, including question and
exclamation marks, speech marks with some associated speech
punctuation, commas in a list.

Some use of commas to mark phrases or clauses.
TEXT STRUCTURE AND ORGANISATION

An appropriate opening and closing, which may be linked.

Organisation through sequencing or logical transition

Text organised into paragraphs or sections, which may be extended and
developed, usually around a main point or idea.

Connections within and between paragraphs, maintained through use of
adverbials, connectives, pronouns.

Links established between paragraphs, although transitions may be
awkward or abrupt.
COMPOSITION AND EFFECT

A clear understanding of the purpose of the writing, incorporating relevant
content to inform / engage the reader.

Features of writing should be clear and appropriate to the task

Elaboration of detail / events, supported through vocabulary or through
explanation.

A viewpoint which is established and generally maintained.

Some straightforward stylistic features used to support the purpose (e.g.
word choice for effect or emphasis...).
SPELLING

Correct spelling of most common grammatical function words (when,
while, despite, without...).

Correct spelling of most common grammatical content (lexical) words
including those constructed from prefixes, suffixes and root words (e.g.
remarkable, excitement, misheard, unhappiness, belonging, flowerpot...).

Correct inflections (adaptation of verb or noun to form correct relationship
within a sentence) for past and present
HANDWRITING AND PRESENTATION

The script should be legible with some accuracy and consistency of letter
formation, size and spacing.

A personal style should be apparent with some evidence of joining.
A judgement should be made based on the overall piece of work
WAGOLL- More able.
Pupils will need to be secure in all these skills
SENTENCE STRUCTURE AND PUNCTUATION

Simple and complex sentences, generally grammatically accurate

Some use of appropriate subordinating connectives, which link clauses or aid explanation

Variation of sentence structure through a range of openings, adverbials (some time later, as we
ran...), subject reference (they, the boys) and modals (might, could, would...).

Appropriate choice of tense and adaptation of verb form. Expanded noun phrases add detail
(delicate, tiny wings).

Most sentences accurately demarcated, including question and exclamation marks, speech marks
with some associated speech punctuation, commas in a list.

Some use of commas to mark phrases or clauses.
TEXT STRUCTURE AND ORGANISATION

An appropriate opening and closing, which may be linked.

Organisation through sequencing or logical transition

Text organised into paragraphs or sections, which may be extended and developed, usually around
a main point or idea.

Connections within and between paragraphs, maintained through use of adverbials, connectives,
pronouns.

Links established between paragraphs, although transitions may be awkward or abrupt.
COMPOSITION AND EFFECT

A clear understanding of the purpose of the writing, incorporating relevant content to inform /
engage the reader.

Features of writing should be clear and appropriate to the task

Elaboration of detail / events, supported through vocabulary or through explanation.

A viewpoint which is established and generally maintained.

Some straightforward stylistic features used to support the purpose (e.g. word choice for effect or
emphasis...).
SPELLING

Correct spelling of most common grammatical function words (when, while, despite, without...).

Correct spelling of most common grammatical content (lexical) words including those constructed
from prefixes, suffixes and root words (e.g. remarkable, excitement, misheard, unhappiness,
belonging, flowerpot...).

Correct inflections (adaptation of verb or noun to form correct relationship within a sentence) for
past and present
HANDWRITING AND PRESENTATION

The script should be legible with some accuracy and consistency of letter formation, size and
spacing.

A personal style should be apparent with some evidence of joining.

A judgement should be made based on the overall piece of work
42
GENRES
Narrative
*Stories set in
places children
have been
*Stories: fairies,
myths and
legends; including
books and authors
that they might not
choose themselves
Non fiction:
*Labels
*Lists
*Captions
*Instructions
*Recount
*Glossaries
*Presenting
information
*Non-chronological
reports
*Dictionaries
LITERATURE SPINE
Georges Marvellous Medicine
Roald Dahl
Bill’s New Frock -Anne Fine
Charlie & The Chocolate Factory
Roald Dahl
BFG - Roald Dahl
Arthurian Legends - Enid Blyton
The Iron Man - Ted Hughes
Series of Myths/Legends
inc
Perseus
Jason
Persephone
Traditional story
Sleeping Beauty
The Practical Princess
POEMS TO RECITE
A slash of Blue
How doth the little crocodile
Poetry:
*Contemporary
and classic poetry
*Learning by heart
and performing a
significant poem
*Shape poems
*Calligrams
As I was going to St Ives
COMPOSITION
Continuous on going skills
TRANSCRIPTION
PLAN
C25. Discussing writing similar to that which they are planning to write in
order to understand and learn from its structure, vocabulary and grammar.
C26.Discussing and recording ideas.
DRAFT
C27.Composing and rehearsing sentences orally (including dialogue),
progressively building a varied and rich vocabulary and an increasing range
of sentence structures
C28. Organising paragraphs around a theme.
C29. Creating settings, characters and plot in narratives.
C30. Using simple organisational devices in non-narrative material [for
example, headings and sub-headings].
EVALUATE
C31. Assessing the effectiveness of their own and others' writing and
suggesting improvements.
C32.Proof-read for spelling and punctuation errors.
C33. Read aloud their own writing, to a group or the whole class, using
appropriate intonation and controlling the tone and volume so that the
meaning is clear.
C34. Proposing changes to grammar and vocabulary to improve consistency,
including the accurate use of pronouns in sentences paragraphs as a way to
group related material.
Word level
See ongoing terminology
See spellings (right)
W3. Understanding Standard English forms for verb inflections instead of
local spoken forms [for example, we were instead of we was, or I did instead
of I done].
Sentence level
S8. Using expanded noun phrases to convey complicated information
concisely (eg the teacher expanded to: the strict maths teacher with curly
hair).
S9.Using fronted adverbials.
Text level
T5. Choosing nouns or pronouns appropriately for clarity and cohesion and to
avoid repetition.
Punctuation
P7. Using commas after fronted adverbials.
P8. Indicating possession by using the possessive apostrophe with plural
nouns.
P9. Use and understand the grammatical terminology in Year 4 grammar
accurately and appropriately when discussing their writing and reading.
P10. Using and punctuating direct speech.
Blocked - spellings (refer to Support for Spellings
as a resource). Revise Year 1 and 2 accordingly.
Write from memory simple sentences, dictated by the
teacher, that include words and punctuation taught so
far.
Understanding the formation of nouns using a range of
prefixes.
Words beginning in -il, ie illegal, illegible
Words beginning with –im, ie immature, immortal,
impossible, impatient
Words beginning with ir-, ie irregular, irresponsible
Words beginning with re-, ie redo, refresh, return,
reappear
Words beginning with sub- ie, submarine, subheading
Words beginning with inter-, ie interact, international
Words ending in -tion, -sion, -ssion,--cian, ie invention,
injection, completion, expression, discussion, tension,
musician.
Words ending in –ous, ie poisonous, dangerous,
various, famous.
Words ending with the /g/ sound spelt – gue and /k/
sound spelt –que, ie league, tongue, antique, unique
Words with the /s/ sound spelt sc, ie science, scene,
discipline, fascinate
Spell further homophones and near homophones (See
spelling appendix)
Exception words: See attached spelling appendix
Apply year 3-4 spelling rules and guidance.
HANDWRITING: Ongoing skills
Use the diagonal and horizontal strokes that are
needed to join letters and understand which letters,
when adjacent to one another, are best left unjoined.
Increase the legibility, consistency and quality of their
handwriting [for example, by ensuring that the
downstrokes of letters are parallel and equidistant; that
lines of writing are spaced sufficiently so that the
ascenders and descenders of letters do not touch].
TERMINOLOGY: Ongoing
determiner, pronoun, possessive pronoun,
adverbial
43
WOW experiences (designed to stimulate writing opportunities)
 Nature walk (eg Jumbles)
 Visit to Jodrell Bank
 Visit to a museum/hall
SPOKEN LANGUAGE –
Speaking/Listening/Discussion skills (Sp/L/D)
(C1-Sp/L/D) Listen and respond appropriately to adults
and their peers.
(C2-Sp/L/D) Ask relevant questions to extend their
understanding and knowledge.
(C3-Sp/L/D) Use relevant strategies to build their
vocabulary
(C4-Sp/L/D) Articulate and justify answers, arguments
and opinions.
(C5-Sp/L/D) Give well-structured descriptions,
explanations and narratives for different purposes,
including for expressing feelings
(C6-Sp/L/D) Maintain attention and participate actively
in collaborative conversations, staying on topic and
initiating and responding to comments
(C7-Sp/L/D) Use spoken language to develop
understanding through speculating, hypothesising,
imagining and exploring ideas.
(C8-Sp/L/D) Speak audibly and fluently with an
increasing command of Standard English.
(C9-Sp/L/D) Participate in discussions, presentations,
performances, role play, improvisations and debates.
(C10-Sp/L/D) Gain, maintain and monitor the interest of
the listener(s).
(C11-Sp/L/D) Consider and evaluate different
viewpoints, attending to and building on the
contributions of others.
(C12-Sp/L/D) Select and use appropriate registers for
effective communication.
44
YEAR 5 WRITING
WAGOLL- Broad ambition Pupils
Writing Level 4-pupils will need to be secure in all these skills
SENTENCE STRUCTURE AND PUNCTUATION

Simple and complex sentences, generally grammatically accurate

Some use of appropriate subordinating connectives, which link clauses or
aid explanation

Variation of sentence structure through a range of openings, adverbials
(some time later, as we ran...), subject reference (they, the boys) and
modals (might, could, would...).

Appropriate choice of tense and adaptation of verb form. Expanded noun
phrases add detail (delicate, tiny wings).

Most sentences accurately demarcated, including question and
exclamation marks, speech marks with some associated speech
punctuation, commas in a list.

Some use of commas to mark phrases or clauses.
TEXT STRUCTURE AND ORGANISATION

An appropriate opening and closing, which may be linked.

Organisation through sequencing or logical transition

Text organised into paragraphs or sections, which may be extended and
developed, usually around a main point or idea.

Connections within and between paragraphs, maintained through use of
adverbials, connectives, pronouns.

Links established between paragraphs, although transitions may be
awkward or abrupt.
COMPOSITION AND EFFECT

A clear understanding of the purpose of the writing, incorporating relevant
content to inform / engage the reader.

Features of writing should be clear and appropriate to the task

Elaboration of detail / events, supported through vocabulary or through
explanation.

A viewpoint which is established and generally maintained.

Some straightforward stylistic features used to support the purpose (e.g.
word choice for effect or emphasis...).
SPELLING

Correct spelling of most common grammatical function words (when,
while, despite, without...).

Correct spelling of most common grammatical content (lexical) words
including those constructed from prefixes, suffixes and root words (e.g.
remarkable, excitement, misheard, unhappiness, belonging, flowerpot...).

Correct inflections (adaptation of verb or noun to form correct relationship
within a sentence) for past and present
HANDWRITING AND PRESENTATION

The script should be legible with some accuracy and consistency of letter
formation, size and spacing.

A personal style should be apparent with some evidence of joining.
WAGOLL- More able.
HA pupils will need to be secure in all these skills for Level 5 Writing
TEXT STRUCTURE AND ORGANISATION

An appropriate introduction or opening linked to a closing paragraph, summary or conclusion.

Sequencing and structured organisation of information/events developed in greater depth within
paragraphs and/or sections.

Some shaping of paragraphs may be evident to highlight or prioritise information, provide
chronological links, build tension or interject comment or reflection.

A range of cohesive devices used to develop or elaborate ideas both within and between
paragraphs (e.g. pronouns, adverbials, connectives, subject specific vocabulary, phrases or chains
of reference).
COMPOSITION AND EFFECT

Purpose of writing is clear and generally maintained – there may be some effective selection and
placing of content.

Features of selected form are clearly established (

Greater development of ideas through elaboration, nominalisation, imaginative detail, precise
vocabulary.

Established and controlled viewpoint with some development of opinion, attitude, position or
stance.

Varied stylistic features may support both purpose and effect (e.g. alliteration, metaphors, puns,
emotive words, vivid vocabulary...).
SPELLING

Correct spelling of grammatical function words (e.g. although, nevertheless, meanwhile,
whereas...)

Correct spelling of almost all inflected words (adaptation of verb or noun to form correct
relationship within a sentence) to alter tense and to create plurals (e.g. final/finally,
age/aged/ageing, berry/berries, wife/wives...)

Correct spelling of most derivational prefixes and suffixes (addition of a prefix or suffix to create a
new word with a different meaning: (e.g. act/actor, able/ability, prince/princess, healthy/unhealthy,
large/enlarge...)

Correct spelling of most content (lexical) words.

Consideration should be given to phonetically plausible spelling of unstressed syllables in content
words (e.g. category, integrate, benefit) and to double consonants in prefixes (e.g. address,
irritable, appoint...).
HANDWRITING

Handwriting is clear, joined and fluent.

Adapted where appropriate to a range of tasks.
45
GENRES
LITERATURE SPINE
Narrative
*Stories that
develop characters,
settings and plot
*Fiction from our
literacy heritage
*Plays that identify
issues/dilemmas
*Plays that
persuade
*Diaries and letters
(first person writing)
The Suitcase Kid -Jacqueline
Wilson
Non fiction:
*Instructions
*Recount
*Persuasion
*Explanations
*Non-chronological
reports
*Topic text
*Dictionaries
Stig of The Dump -Clive King
Poetry:
*Contemporary and
classic poetry
*Poems that
convey an image
(simile, word play,
rhyme and
metaphor)
*Learning by heart
and performing a
significant poem.
War Horse -Michael Morpurgo
The Firework Maker’s Daughter Philip Pullman
The Witches -Roald Dahl
The Secret Garden -Francis
Hodgson Burnett
Greek Myths – picture rich text
POEMS TO RECITE
Flander’s Field
John McCrae
Dentist and the Crocodile
Roald Dahl
The Tyger
William Blake
COMPOSITION
Continuous on going skills
TRANSCRIPTION
Blocked - spellings (refer to Support for Spellings
PLAN
C35. Identifying the audience for and purpose of the writing, selecting the
appropriate form and using other similar writing as models for their own.
C36. Noting and developing initial ideas, drawing on reading and research
where necessary.
C37. Considering how authors have developed characters and settings in
what pupils have read, listened to or seen performed in narratives.
DRAFT
C38.Selecting appropriate grammar and vocabulary, understanding how
such choices can change and enhance meaning.
C39. Describing settings, characters and atmosphere and integrating
dialogue to convey character and advance the action in narratives.
C40. Precising longer passages.
C41. Using a wide range of devices to build cohesion within and across
paragraphs.
C42. Using further organisational and presentational devices to structure text
and to guide the reader [for example, headings, bullet points, underlining].
EVALUATE
C43. Assessing the effectiveness of their own and others' writing.
C44. Proposing changes to vocabulary, grammar and punctuation to
enhance effects and clarify meaning.
C45. Proof-read for spelling and punctuation errors.
C46. Perform their own compositions, using appropriate intonation, volume,
and movement so that meaning is clear.
C47. Ensuring the consistent and correct use of tense throughout a piece of
writing.
C.48 Ensuring correct subject and verb agreement when using singular and
plural, distinguishing between the language of speech and writing and
choosing the appropriate register.
Word level
See ongoing terminology
See spellings (right)
Sentence level
S10. Using relative clauses beginning with who, which, where, when, whose,
that or with an implied (i.e. omitted) relative pronoun
S11.Using modal verbs or adverbs to indicate degrees of possibility.
as a resource).
Use further prefixes and suffixes and understand the
guidance for adding them.
Words ending in –able and -ible
Words ending in -ably and -ibly
ie, adorable/adorably, considerable/considerably,
possible/possibly, terrible/terribly. See spelling
appendix for further rules.
Adding suffixes beginning with vowel letters to words
ending in –fer, ie referring, preferred, transferring
The r is not doubled if the –fer is on longer stressed, ie
reference, referee
The ‘i’ before ‘e’e except after ‘c’, ie deceive, conceive,
receive.
See spelling appendix for exceptions
Words containing the letter string –ough
Ie, ought, bought, thought, rough, cough, enough,
although, thorough
Word with silent letters, ie doubt, island, lamb, solemn,
thistle, knight
Continue to distinguish between homophones and
other words which are often confused. Refer to spelling
appendix for a long list.
Use knowledge of morphology and etymology in
spelling and understand that the spelling of some
words needs to be learnt specifically, as listed in
spelling appendix.
Use dictionaries to check the spelling and meaning of
words.
Use the first three or four letters of a word to check
spelling, meaning or both of these in a dictionary.
Converting nouns or adjectives into verbs using
suffixes [for example, –ate; –ise; –ify]
Understanding verb prefixes [for example, dis–,
de–, mis–, over– and re–].
Exception words: See attached spelling list
Apply year 5-6 spelling rules and guidance.
Text level
T6. Understanding linking ideas across paragraphs using adverbials of time
[for example, later], place [for example, nearby] and number [for example,
secondly] or tense choices [for example, he had seen her before].
T7. Understanding devices to build cohesion within a paragraph [for
example, then, after that, this, firstly].
HANDWRITING: Ongoing skills
Choosing which shape of a letter to use when given
choices and deciding whether or not to join specific
46
letters.
Choosing the writing implement that is best suited for a
task.
Punctuation
P11. Using brackets, dashes or commas to indicate parenthesis.
P12. Using commas to clarify meaning or avoid ambiguity in writing.
P13. Use and understand the grammatical terminology in Year 5 accurately
and appropriately in discussing their writing and reading.
TERMINOLOGY: Ongoing
modal verb, relative pronoun, relative clause,
parenthesis, bracket, dash, cohesion,
ambiguity
WOW experiences (designed to stimulate writing opportunities)
 Visit to a recycling centre
SPOKEN LANGUAGE –
Speaking/Listening/Discussion skills (Sp/L/D)
(C1-Sp/L/D) Listen and respond appropriately to adults
and their peers.
(C2-Sp/L/D) Ask relevant questions to extend their
understanding and knowledge.
(C3-Sp/L/D) Use relevant strategies to build their
vocabulary
(C4-Sp/L/D) Articulate and justify answers, arguments
and opinions.
(C5-Sp/L/D) Give well-structured descriptions,
explanations and narratives for different purposes,
including for expressing feelings
(C6-Sp/L/D) Maintain attention and participate actively
in collaborative conversations, staying on topic and
initiating and responding to comments
(C7-Sp/L/D) Use spoken language to develop
understanding through speculating, hypothesising,
imagining and exploring ideas.
(C8-Sp/L/D) Speak audibly and fluently with an
increasing command of Standard English.
(C9-Sp/L/D) Participate in discussions, presentations,
performances, role play, improvisations and debates.
(C10-Sp/L/D) Gain, maintain and monitor the interest of
the listener(s).
(C11-Sp/L/D) Consider and evaluate different
viewpoints, attending to and building on the
contributions of others.
(C12-Sp/L/D) Select and use appropriate registers for
effective communication.
47
YEAR 6 WRITING
WAGOLL- Broad ambition Pupils
Pupils will need to be secure in all these skills
SENTENCE STRUCTURE AND PUNCTUATION

Simple and complex sentences, generally grammatically accurate

Some use of appropriate subordinating connectives, which link clauses or
aid explanation

Variation of sentence structure through a range of openings, adverbials
(some time later, as we ran...), subject reference (they, the boys) and
modals (might, could, would...).

Appropriate choice of tense and adaptation of verb form. Expanded noun
phrases add detail (delicate, tiny wings).

Most sentences accurately demarcated, including question and
exclamation marks, speech marks with some associated speech
punctuation, commas in a list.

Some use of commas to mark phrases or clauses.
TEXT STRUCTURE AND ORGANISATION

An appropriate opening and closing, which may be linked.

Organisation through sequencing or logical transition

Text organised into paragraphs or sections, which may be extended and
developed, usually around a main point or idea.

Connections within and between paragraphs, maintained through use of
adverbials, connectives, pronouns.

Links established between paragraphs, although transitions may be
awkward or abrupt.
COMPOSITION AND EFFECT

A clear understanding of the purpose of the writing, incorporating relevant
content to inform / engage the reader.

Features of writing should be clear and appropriate to the task

Elaboration of detail / events, supported through vocabulary or through
explanation.

A viewpoint which is established and generally maintained.

Some straightforward stylistic features used to support the purpose (e.g.
word choice for effect or emphasis...).
SPELLING

Correct spelling of most common grammatical function words (when,
while, despite, without...).

Correct spelling of most common grammatical content (lexical) words
including those constructed from prefixes, suffixes and root words (e.g.
remarkable, excitement, misheard, unhappiness, belonging, flowerpot...).

Correct inflections (adaptation of verb or noun to form correct relationship
within a sentence) for past and present
HANDWRITING AND PRESENTATION

The script should be legible with some accuracy and consistency of letter
formation, size and spacing.

A personal style should be apparent with some evidence of joining.
WAGOLL- More able.
TEXT STRUCTURE AND ORGANISATION

An appropriate introduction or opening linked to a closing paragraph, summary or conclusion.

Sequencing and structured organisation of information/events developed in greater depth within
paragraphs and/or sections.

Some shaping of paragraphs may be evident to highlight or prioritise information, provide
chronological links, build tension or interject comment or reflection.

A range of cohesive devices used to develop or elaborate ideas both within and between
paragraphs (e.g. pronouns, adverbials, connectives, subject specific vocabulary, phrases or chains
of reference).
COMPOSITION AND EFFECT

Purpose of writing is clear and generally maintained – there may be some effective selection and
placing of content.

Features of selected form are clearly established (

Greater development of ideas through elaboration, nominalisation, imaginative detail, precise
vocabulary.

Established and controlled viewpoint with some development of opinion, attitude, position or
stance.

Varied stylistic features may support both purpose and effect (e.g. alliteration, metaphors, puns,
emotive words, vivid vocabulary...).
SPELLING

Correct spelling of grammatical function words (e.g. although, nevertheless, meanwhile,
whereas...)

Correct spelling of almost all inflected words (adaptation of verb or noun to form correct
relationship within a sentence) to alter tense and to create plurals (e.g. final/finally,
age/aged/ageing, berry/berries, wife/wives...)

Correct spelling of most derivational prefixes and suffixes (addition of a prefix or suffix to create a
new word with a different meaning: (e.g. act/actor, able/ability, prince/princess, healthy/unhealthy,
large/enlarge...)

Correct spelling of most content (lexical) words.

Consideration should be given to phonetically plausible spelling of unstressed syllables in content
words (e.g. category, integrate, benefit) and to double consonants in prefixes (e.g. address,
irritable, appoint...).
HANDWRITING

Handwriting is clear, joined and fluent.

Adapted where appropriate to a range of tasks.
48
GENRES
Narrative
*Stories that
develop characters,
settings and plot
*Fiction from our
literacy heritage
*Plays that identify
issues/dilemmas
*Plays that
persuade
*Diaries and letters
(first person writing)
Non fiction:
*Instructions
*Recount
*Persuasion
*Explanations
*Non-chronological
reports
*Topic text
*Dictionaries
*Biographies
*Journalistic writing
*Argument
*Formal/impersonal
writing
Poetry:
*Contemporary and
classic poetry
*Poems that convey
an image (simile,
word play, rhyme
and metaphor)
*Learning by heart
and performing a
significant poem.
LITERATURE SPINE
Kensuke’s Kingdom - Michael
Morpurgo
Butterfly Lion -Michael Morpurgo
Storm -Kevin Crossley-Holland
Fairs Fair – Picture rich text
Leon Garfield
Anne Frank (non-fiction diary)
Anne Frank
The Fib (short stories) -George
Layton
Lizzie Zip Mouth -Jacqueline
Wilson
POEMS TO RECITE
Invictus
William Ernest Henley
The Tide Rises
The Tide Falls
Henry Wadsworth Longfellow
The Flattered Flying Fish
E. V. Rieu
COMPOSITION
Continuous on going skills
PLAN
C49. Identifying the audience for and purpose of the writing, selecting the
appropriate form and using other similar writing as models for their own.
C50. Noting and developing initial ideas, drawing on reading and research
where necessary.
C51. Considering how authors have developed characters and settings in
what pupils have read, listened to or seen performed in narratives.
DRAFT
C52. Selecting appropriate grammar and vocabulary, understanding how
such choices can change and enhance meaning.
C53. Describing settings, characters and atmosphere and integrating
dialogue to convey character and advance the action in narratives.
C54. Precising longer passages.
C55. Using a wide range of devices to build cohesion within and across
paragraphs.
C56. Using further organisational and presentational devices to structure text
and to guide the reader [for example, headings, bullet points, underlining].
C57. Linking ideas across paragraphs using a wider range of cohesive
devices: repetition of a word or phrase, grammatical connections [for
example, the use of adverbials such as on the other hand, in contrast, or as a
consequence], and ellipsis.
EVALUATE
C58. Assessing the effectiveness of their own and others' writing.
Proposing changes to vocabulary, grammar and punctuation to enhance
effects and clarify meaning.
C59. Proof-read for spelling and punctuation errors.
C60. Perform their own compositions, using appropriate intonation, volume,
and movement so that meaning is clear.
C61. Using further organisational and presentational devices to structure text
and to guide the reader [for example, headings, bullet points, underlining].
C62. Ensuring the consistent and correct use of tense throughout a piece of
writing.
C63. Ensuring correct subject and verb agreement when using singular and
plural, distinguishing between the language of speech and writing and
choosing the appropriate register.
TRANSCRIPTION
Blocked - spellings (refer to Support for Spellings
as a resource).
Use further prefixes and suffixes and understand the
guidance for adding them.
Suffixes –cious and –tious
Ie, vicious, precious, conscious, delicious, malicious,
ambitious, cautious, fictitious
Suffixes –cial, ie official, special, artificial, essential
Suffixes -ant and –ance – ancy –ation –ent – ence/ency
Ie, observant, expectant, substance, hesitancy,
innocent, tolerance, confidence, frequency
Use of the hyphen, ie co-ordinate, re-enter, co-operate
Continue to distinguish between homophones and
other words which are often confused. Refer to
spelling appendix
Use knowledge of morphology and etymology in
spelling and understand that the spelling of some
words needs to be learnt specifically, as listed in the
spelling appendix.
Use dictionaries to check the spelling and meaning of
words.
Use the first three or four letters of a word to check
spelling, meaning or both of these in a dictionary.
Use a thesaurus.
Exception words: See attached spelling list
HANDWRITING: Ongoing skills
Choosing which shape of a letter to use when given
choices and deciding whether or not to join specific
letters.
Choosing the writing implement that is best suited for a
task.
Word level
See ongoing terminology
See spellings (right)
W4. Understanding how words are related by meaning as synonyms and
antonyms [for example, big, large, and little].
TERMINOLOGY: Ongoing
Subject, object, active, passive, synonym,
antonym, ellipsis, hyphen, colon, semi-colon,
bullet points
49
Sentence level
S12. Using the perfect form of verbs to mark the relationships of time and
cause
S13. Using expanded noun phrases to convey complicated information
concisely
S14. Recognising vocabulary and structures that are appropriate for formal
speech and writing, including subjunctive forms.
S15. Using passive verbs to affect the presentation of information in a
sentence.
Text level
T8. Understanding linking ideas across paragraphs using adverbials of time
[for example, later], place [for example, nearby] and number [for example,
secondly] or tense choices [for example, he had seen her before].
T9. Understanding devices to build cohesion within a paragraph [for example,
then, after that, this, firstly].
Punctuation
P14. Using hyphens to avoid ambiguity.
P15. Using semi-colons, colons or dashes to mark boundaries between
independent clauses.
P16. Using a colon to introduce a list.
P17. Punctuating bullet points consistently.
P18. Use and understand the grammatical terminology in Year 6 accurately
and appropriately in discussing their writing and reading.
WOW experiences (designed to stimulate writing opportunities)
 Falcon show
 Visit to the museum
 Safety activities
 Theatre visit
 Robin Wood trip
 Rivington walk
SPOKEN LANGUAGE –
Speaking/Listening/Discussion skills (Sp/L/D)
(C1-Sp/L/D) Listen and respond appropriately to adults
and their peers.
(C2-Sp/L/D) Ask relevant questions to extend their
understanding and knowledge.
(C3-Sp/L/D) Use relevant strategies to build their
vocabulary
(C4-Sp/L/D) Articulate and justify answers, arguments
and opinions.
(C5-Sp/L/D) Give well-structured descriptions,
explanations and narratives for different purposes,
including for expressing feelings
(C6-Sp/L/D) Maintain attention and participate actively
in collaborative conversations, staying on topic and
initiating and responding to comments
(C7-Sp/L/D) Use spoken language to develop
understanding through speculating, hypothesising,
imagining and exploring ideas.
(C8-Sp/L/D) Speak audibly and fluently with an
increasing command of Standard English.
(C9-Sp/L/D) Participate in discussions, presentations,
performances, role play, improvisations and debates.
(C10-Sp/L/D) Gain, maintain and monitor the interest of
the listener(s).
(C11-Sp/L/D) Consider and evaluate different
viewpoints, attending to and building on the
contributions of others.
(C12-Sp/L/D) Select and use appropriate registers for
effective communication.
50
Our Literature Spine Years 1 to 6
Core Text
Unit
Plan
IPC
linked
text
Guided/
Reciprocal
Reading
Aut 1
Genre
Who’s Our
New Teacher
Narrativ
e
IPC A-B
Rigby
Local
Area
Walk
Narrative
Class Two at
the Zoo
Stories
with
familiar
settings
Rigby
Trip to
Blackpool
Zoo
Stories
with
familiar
settings
Aaaarrrgh
Spider
Class Novel/
Class
interest
Author Study
First
Hand
Experien
ce/
Current
events
Range Of
Atlases
&
Maps
Aut 1
Genre
Nonfiction
Nonfiction
Recount
s
Recount
s
GEOGR
APHY
Local
Area
Study
Linked poetry/
comprehension
IPC A-B
GEOGR
APHY
Local
Area
Study
Map of
Zoo &
Leaflets
Pre interventi
on
Parent
workshop
Aut 2
51
Wiggly
Earthworm
Genre
Poetry
Nobody Likes
Me
Pattern and
Rhyme
Peter Ate A
Worm
Aut 2
Poetry
IPC
Pattern
and
Rhyme
Magic
Toymake
r
Worm by
Spike Milligan
Range of Non
fiction texts
Non
Fiction
Labels,
Lists &
Captions
Non Fiction
Labels, Lists
& Captions
Genre
Worm
Dance
History
Genre
Spr 1
Rigby
IPC
Rigby
Magic
Toymake
r
Toys
Looking at
Teddy Bears
History
Collins
Primary
Literacy
Non
Fiction
Instruction
IPC
Significa
nt
Magic
Grandad
Rigby
Visits of
Toy Lady
(Jane
from
History
Alive)
Grand
parent
gene
ration
(John
McQuilla
n)
Trip to
The
Lowry
52
Non Fiction
Fruit Kebabs
Instructions
Marsh Mallow
Snowmen
(Twinkle)
Spr 1
Jack and the
Beanstalk
Narrative
Red Riding
Hood
Traditional
Tales
Three Billy
Goats Gruff
Spr 2
Poetry
Humourous
Poems
Individual
s of the
Past
History
How to Make
a Bird Feeder
(Rigby)
Genre
Genre
s
Where
Teachers
Keep Their
Pets
Narrative
IPC
Traditiona
l Tales
Significa
nt
Individual
s of the
Past
Rigby
History
Poetry
IPC
Humouro
us Poems
Super
Humans
Science
Peter Piper
How to
Rigby
Walk in
the
Woods
Spr 2
53
Choose a
Pet by
Clare
Chandler
Changes
by
Christine
Moorcroft
Non
Fiction
Genre
Recounts
IPC
Super
Humans
Non Fiction
Recounts
Science
Rigby
Trip to
Smithills
Farm
54
Sum 1
Genre
The Parrot &
Raja
(2simple)
India
Narrative
Stories
from
other
Cultures
Handa’s
Surprise
Africa
Narrative
IPC
Rigby
Stories
Green
from other Fingers
Cultures
Science
Jamela’s
Dress
Caribbean
Sum 1
Genre
Non
Fiction
Instructio
ns
My Bean
Diary
By Rhonda
Jenkin
Non
Fiction
Instructio
ns
IPC
Green
Fingers
Science
Rigby
Trip to
B&Q
Garden
Centre
55
Sum 2
Narrative
IPC
Genre
Fantasy
Stories
All
Dressed
Up
Narrative
Fantasy
Stories
Science
Sum 2
Poetry
IPC
Genre
Using the
Senses
All
Dressed
Up
Poetry
Using
the
Senses
Non Fiction
IPC
Genre
Labels,
Lists &
Captions
All
Dressed
Up
Science
Labels,
Lists &
Captions
Rigby
Science
Sum 2
Non
Fiction
Rigby
Rigby
56
Year 2
Aut 1
Genre
Stories
with
amiliar
settings
Silly Billy
How are
You?
Where the
Wild things
are
Rigby
Rocket
guided
reading
scheme
Trees Letts
Literacy activity
book 1
Comprehension
The Owl who
was afraid of
the dark
Find and read
two other
stories set in
the woods
Visit to
the
woods
Pre-read
and
discuss
key
vocabular
y linked
to the
genre/set
ting
Pantomi
Pre-read
Anthony
Browne
Lost in
The
woods
Bog baby
Poetry
3
Silly
Stuff
Aut 2
Fiction 1
Poetry 3
The Giant’s
accidents Letts
book 2
comprehension
Ning Nang
Nong
The Three
Fiction 2
Celebrati
Rigby
Letts activity book
The
Can you find
Elves and
Genre
57
Billy Goats
Gruff
Traditioal tales
ons
Non-Fiction
1
Rocket
guided
reading
scheme
1 A recipe for a
ginger breadman
me
and
discuss
Christma key
s/Divali
vocabular
celebratio y linked
ns
to the
genre
Nativity
performa
nce
the
shoemaker
A selection
of
instructional
texts linked
to the IPC
unit
celebrations
Spring
1
Time
Traveller
s
Genre
Poetry
2
Really
Looking
and read any
other Grimm’s
fairytales?
The
Runaway
Pizza
nstructi
ons
Informa
tion
texts
Gingerbread
man
A selection of
non-fiction
texts related to
the IPC unit
Time travellers
Nonfiction
2
Rigby
Rocket
guided
reading
scheme
Letts book 2 An
animal dictionary
comprehension
Key
comprehensions
starter Invention:
the vacuum
cleaner
Grace Nichols
First Spring
Poetry 2
A Range of
History
books about
famous
people from
the past
What can you
find out about
Samuel
Crompton?
Where is his
statue?
Trip to
Hall ith
Wood
What signs of
spring can you
see? Why do
the season
change?
Spring
walk
Visitor
Samuel
Pepys in
role play
Pre-read
and
discuss
key
vocabula
ry linked
to the
genre/hi
story
mp
A
selection
of Spring
poems
and texts
58
Spring
2
The turtle who
Stories danced with
from a
the crane
different
culture
Narrative
2
What’s it
made
from
(Material
s) unit
IPC
Rigby
Rocket
guided
reading
scheme
Summe
r1
Genre
Poetry
1
Pattern
s on the
page
Yeh Shen
What story
does the story
of Yeh Shen
remind you of?
How is it
different?
The Giraffe
and the Pelly
and Me
Roald Dahl
Which other
books have
you read by
Dahl?
Learning about
each other Key
comprehension
bk 1
SATS-a
range
of
writing
opportu
nities
for
assess
ment
purpose
s
NonChronol
ogical
reports
Enough for two
comprehension
Letts 1
Flowers
and
insects
A selection of
information
texts/report
texts
Nonfiction 3
Grasshopper 1
by Grace
Nichols
Poetry 1
Patterns
on the
page
Rigby
Rocket
guided
reading
scheme
The Caterpillar
Letts book 2
comprehension
A vetenarian
surgeon Letts
book 3
comprehension
Non-chron
If I were (a lizard)
Key
comprehension
Letts yr 2 book 1
helping poem
comprehension
Jumbles
nature
walk
Pre-read
and
discuss
key
vocabula
ry linked
to the
genre/hi
story
Room on
the
Broom
Pre-read
and
discuss
key
vocabula
ry linked
to the
genre/hi
story
Hairy
McClairy
Summe
r2
Genre
Stories
by the
same
author
59
Narrative
3
The
Lighthouse
keepers lunch
(and other
books in the
series)
Rhonda and
David
Armitage
Hooray
lets go
on
holiday!
IPC Unit
Rigby
Rocket
guided
reading
scheme
The Sandcastle
Key
comprehension
bk 1
stories
By Julia
Donaldson
The
Stickman
A letter from
Sarah Key
comprehension
bk1
The Gruffalo
The
Gruffalo’s
child
Which other
stories have
these authors
written?
Trip to
Fleetwoo
d to look
at the
history/sa
side
Pre-read
and
discuss
key
vocabula
ry linked
to the
genre/hi
story
Dick
King
Smith
Collectio
n
Aut 1
Genre
Stories
with
amiliar
settings
60
Silly Billy
Traditio-al
ales
nstruction
How are
You?
Where the
Wild things
are
Rigby
Rocket
guided
reading
scheme
Trees Letts
Literacy
activity book 1
Comprehensio
n
The Owl who
was afraid of
the dark
Find and read
two other
stories set in
the woods
The
Gingerbread
man
Can you find
and read any
other Grimm’s
fairytales?
Visit to
the
woods
Pre-read
and
discuss
key
vocabular
y linked
to the
genre/set
ting
Anthony
Browne
Lost in
The
woods
Bog baby
Poetry 3
Silly Stuff
Aut 2
Genre
Fiction 1
Poetry 3
The Giant’s
accidents
Letts book 2
comprehensio
n
Ning Nang
Nong
The Three
Billy Goats
Gruff
Fiction 2
NonFiction 1
Celebration
s
Rigby
Rocket
guided
reading
scheme
Letts activity
book 1 A
recipe for a
ginger
breadman
The
Runaway
Pantomi
me
Pre-read
and
discuss
Christma key
s/Divali
vocabular
celebratio y linked
ns
to the
Elves and
the
shoemaker
61
s
Pizza
Nativity
performa
nce
A selection
of
instructional
texts linked
to the IPC
unit
celebrations
Spring
1
Time
Traveller
s
Genre
Informa
tion
texts
genre
A selection of
non-fiction
texts related to
the IPC unit
Time travellers
Nonfiction
2
Rigby
Rocket
guided
reading
scheme
Letts book 2 An
animal dictionary
comprehension
A Range of
History
books about
famous
people from
the past
Key
comprehensions
starter Invention:
the vacuum
cleaner
Grace Nichols
First Spring
Poetry
2
Really
Looking
Poetry 2
Spring
2
The turtle who
What’s it
made
from
(Material
Rigby
Rocket
guided
reading
Enough for two
comprehension
Letts 1
Yeh Shen
What can you
find out about
Samuel
Crompton?
Where is his
statue?
Trip to
Hall ith
Wood
What signs of
spring can you
see? Why do
the season
change?
Spring
walk
What story
does the story
of Yeh Shen
remind you of?
Visitor
Samuel
Pepys in
role play
Pre-read
and
discuss
key
vocabula
ry linked
to the
genre/hi
story
A
selection
of Spring
poems
and texts
Pre-read
and
discuss
key
Room on
the
Broom
62
Stories danced with
from a
the crane
different
culture
Narrative
2
s) unit
IPC
scheme
Summe
r1
Genre
Poetry
1
Pattern
s on the
page
Summe
r2
vocabula
ry linked
to the
genre/hi
story
Learning about
each other Key
comprehension
bk 1
SATS-a
range
of
writing
opportu
nities
for
assess
ment
purpose
s
NonChronol
ogical
reports
How is it
different?
Flowers
and
insects
Rigby
Rocket
guided
reading
scheme
The Caterpillar
Letts book 2
comprehension
A selection of
information
texts/report
texts
Nonfiction 3
Grasshopper 1
by Grace
Nichols
Poetry 1
Patterns
on the
page
If I were (a lizard)
Key
comprehension
Narrative
3
Letts yr 2 book 1
helping poem
comprehension
The Sandcastle
Key
comprehension
bk 1
Hooray
lets go
on
holiday!
Rigby
Rocket
guided
reading
The Giraffe
and the Pelly
and Me
Roald Dahl
Which other
books have
you read by
Dahl?
stories
By Julia
Donaldson
The
Which other
stories have
these authors
Jumbles
nature
walk
Pre-read
and
discuss
key
vocabula
ry linked
to the
genre/hi
story
Hairy
McClairy
Trip to
Fleetwoo
d to look
at the
Pre-read
and
discuss
key
Dick
King
Smith
Collectio
A vetenarian
surgeon Letts
book 3
comprehension
Non-chron
Genre
Stories
by the
same
author
63
The
Lighthouse
keepers lunch
(and other
books in the
series)
Rhonda and
David
Armitage
IPC Unit
scheme
Stickman
A letter from
Sarah Key
comprehension
bk1
The Gruffalo
The
Gruffalo’s
child
written?
history/sa
side
vocabula
ry linked
to the
genre/hi
story
n
64
Aut 1
Range of nonGenre
fiction books
nformat
on
exts
Inc website on
Senses
http://www.child
rensuniversity.
manchester.ac.
uk/interactives
/science/braina
ndsenses/
Nonfiction
unit 1
Fiction/n
on-fiction
Features
of
IPC How
Humans
Work
Inference
training
resources
Non-fiction
Human
Body
Adventures
Alison
Blank
COMPREHENSIO
N
How we digest our
food p18
Scholastic Lit skills
3
A varied diet is
best p26
Scholastic Lit skills
3
Me Moving POEM
P58
Scholastic Lit skills
3
Your Body
Up close
Jillian
Powell
Dr Suess
Your skeleton p12
Scholastic Lit skills
4
How to help if
someone is hurt
p38
Scholastic Lit skills
4
You should look
after your teeth
p34 Scholastic Lit
skills 1
Exercise is good
for you p46
Scholastic Lit skills
1
Reading
Challenge
Find and read
2 other books
by Dr Suess
Inside your
Outside
Dr Suess
Visit from
school
nurse
Exit
event –
IPC
Health
exhibition
-parents
invited
Pre read
and
discuss
Class
novel
Dr Suess
Introductio
n to Yr 3
reading
expectation
s
Non-fiction
Fiction/nonfiction
Aut 1
Genre
Descript
ve
poetry
65
Using a dictionary
and thesaurus p20
Letts activity book
yr 3
Newspaper First
news
Selection of
poetry
*Autumn
metaphor
*woodland walk
Poetry
unit 1
Senses
poetry
inc
shape
poetry
As class
novel
The
Minpins
Roald Dahl
Playing with
words p32 Letts
Literacy 3
Shape poems
P8
Letts literacy
Activity book 3
The Minpins
Roald Dahl
Roald Dahl
Reading
Challenge
Read James &
The Giant
Peach.
Compare –
how are the
main
characters
alike
Visit to
country
park for
woodland
walk
Feely
bags
Textures
Nature;s
shapes
Acorn
pinecone
James & The
Giant Peach
Roald Dahl
66
Aut 2
Genre
Classic
Author
/
humour
Aut 2
The Twits
Roald Dahl
Unit Plan
Narrative
1
Dialogue
IPC
Bright
Sparks
Reading
focus –
character
The Talking
Bowtie
Morris Lurie
Various
instruction
texts
Core text –
The Twits
COMPREHENSI
ON
A Famous Author
p 52
Nelson NonFiction skills
2
Roald Dahl
The Minpins
Roald Dahl
Roald Dahl
web
site
Differentiated
Instructions
Unit Plan
Nonfiction 2
Instruction
s
Links to
IPC topic
Biography
Visit from
Mr/Mrs
Twit
NATION
AL FILM
FESTIVA
L
-cinema
visit-TBA
Link to
core text
Instruction
s to
* fly like
Mrs T
*Make
bird pie
Seasonal poem
Twas The Night
Before Christmas
Clement C Moore
Synony
ms for
said
Reading is
Family Fun
Characteris
ation
Family
interaction
Complet
e the
Twits
Revolting
rhymes
Rhoald
Dahl
You
Wouldn’t
want to
live
without
electricity
The Twits
Christma
s
Tradition
s/
British
values
Speech
bubbles
What
would
….
Say?
Theatre
visitPANTOM
INE
Spr 1
Genre
Traditio
nal Tale
Genre
Informa
tion
texts
Genre
Picture
rich
textStories
from
other
cultures
67
CUNNING
JACK
Martin
Waddell
Unit Plan
Narrative
2
Plot focus
Geog
(not
linked)
THE
The Spotted
PRACTICA Handkerchief
L
PRINCESS
Jay Williams
As poetry
Role play
- hot seat
Cunning
Jack/Rob
ber Chief
COMPREHENSI
ON
The Grimm
Brothers
p 10
Nelson NonFiction skills
1
Selected
Big Book pupils with
Tradition parents/
al Tale
1:1
Features With TA
of
Tradition
al tales
The Practical
Princess
questions
Film/research
South America
Atlas
Non/chron
extracts
Spring
Assessme
nt
Nonfiction
letter
Non fiction
Nonchronologi
cal
reports
IPC/Geo
g
Different
places
similar
lives
Focus South
America
Non- fiction
Helen
Sharman
Footsteps in
Space (opt)
Teacher
guided - go
over reading
tests
answers
Comprehension
Jaguar poem
The Great
Kapok Tree
Lynne
Cherry
STORIES
FROM
ANOTHER
CULTURE
Lynne Cherry
(other cultures)
Tim
Peake –
first
British
astronaut
on the
Internatio
nal
Space
Station
Read
The
Great
Kapok
tree
Prior to
class
Guided/r
ecip
Aladdin
and the
enchante
d lamp
Philip
Pullman
Spr 2
Genre
Picture
rich text
Spr 2
Genre
Classic
poetry
68
The Tunnel
Anthony
Brown
Unit plan
Narrative
2
Settings
Ipc
Scaveng
ers &
Settlers
(History)
Willy the
Wimp
Anthony
Browne
Reading Books is
a good hobby
p18
Scholastic Lit
skills 4
Computers or
books
P32
Scholastic Lit
skills 4
Why do we need
fire? p16
Scholastic Lit
skills 1
How to cross the
road p20
Scholastic Lit
skills 1
FROM A
RAILWAY
CARRIAGE
Robert Louis
Stevenson
Poetry
Unit plan
performan
ce poetry
Questions linked
to FROM A
RAILWAY
CARRAGE
Stig of the
dump
Anthony Brown World
Book Day
Reading
Challenge
Guiness
Read a 2nd
World
book by
Record
Anthony Brown Breaker
Create a
Book
character mind Quiz
map
Visit to
book
shop
Inferenc
e from
pictures
Inferenc
e
training
The Tunnel
Anthony
Brown
69
Sum 1
Genre
Informati
on text
First
Encyclopedia
–Neil Morris
selected
pages
Non
Fiction 2
Myth
Persephone
Animated film
& text
Volcano
poem
Mr R
Volcano
poem
Mr R
Informatio
n texts
COMPREHENSI
ON
Fire Beneath or
Feet
p 58
Nelson NonFiction skills
2
D K Ultimate
Visual
Dictionary –
elected
pages
Genre
Myth
Active
Planet
GEOG
Unit Plan
Narrative
- myth
COMPREHENSI
ON
Theseus & the
Minotaur p8
Scholastic Lit
skills 3
The Firework
Maker’s
Daughter
Philip
Pullman
Philip Pullman
Challenge
Name 5 books
that he has
written.
Find out Who
inspires him?
Volcano
model
erupts!
Bicarbon
ate of
soda
experime
nt.
Myth
Persephon
e
Animated
film & text
Greek
Myths
Marcia
Williams
70
Genre
Poetry
with
humour
The Dragon
who ate our
school, Nick
Toczek
Stories
from
other
cultures
Unit Plan
Humorous
poetry –
Recital
and
focused
inference
Ipc
Let’s
Plant it
As class
novel
COMPREHENSI
ON
How to grow
tomatoes p14
Scholastic Lit
skills 3
How bees talk
p4
Scholastic Lit
skills 4
Portrait of a
Dragon
Moira
Andrew
Visit to
garden
centre
The Loch Ness
Monster p 84
Nelson NonFiction skills
3
Dragon World p
92
Nelson NonFiction skills
3
The Dragon
on The Roof
Terry Jones
Discussion
focus/
environmental
issues
Evidence
of
dragon
poems
Pie
Corbett
71
Year 4
Aut 1
Genre
Grandfathers
Journey
(Allen Say)
Recoun
ts
Aut 1
Genre
Non Fiction
Websites:
Treasure
House –
Comprehen
sion (Pupil
Book 4)
Jamie’s
Weekend
Key
Comprehen
sion Book
1 / Book 2
Topic:
Sound
and Light
Revise
Wise
KS2
Newspa
pers
Websites:
Treasure
House –
Comprehen
sion (Pupil
Book 4)
Sue Palmers
Journalistic
Key
Read and
Respond:
Activities
Based on
the Iron
Man
The Book
Box: Book 8
The Iron
Man
Twinkle
Non Fiction
Roald Dahl
Charlie and
the
Chocolate
Factory
JB
Primary
Science
TES
Range of
Newspaper
Texts
Iron Man
Topic:
Sound
and Light
JB
Primary
Science
Revise
Wise
KS2
Iron Man
Ted Hughes
Allen Say
Reader
of the
Week
20 Club
Recount
of Eid
Skills: 1st / 3rd
Person
Apostrophes
Pre-read
and
discuss
topic
vocabular
y and
create
semantic
webs.
Introductio
n to Y4
Parents
meeting –
reading
expectation
covered
The Iron Man
Trip to
MOSI
Grandfathers
Journey (Allen
Say)
Treasure House
Vocabulary and
Punctuation
Treasure House
Comprehension
Skills: Formal
Language
Synonyms
Alliterations
Headlines
Similes
Key Stage 2
Literacy Activity
Book 2
Roald Dahl
(Boy)
Roald Dahl
Jeff Kinney
Reader
of the
Week
The
Crash at
The
Valley
Pre-read Entry and
and
Exit Events
discuss
(IPC)
topic
vocabular
y and
create
semantic
webs.
Stig of the
Dump
72
Features
Key Stage 2
Literacy
Activity Book
(Non –
Fiction)
The Valley
News
First News
Comprehen
sion Book
1 / Book 2
Key
Comprehension
Book 2 (Page 48)
TES
Scholastic 50
Shared Texts
(Page 10-25)
Twinkle
Aut 2
Operation
Gadget Man
Fiction
Genre
Websites:
Narrativ
e
Treasure
House –
Compreh
ension
(Pupil
Book 4)
Egypt
Bill’s New
Frock
We are
sailing
down
Egypt (
Laurie
Kreps /
Anne
Wilson)
Skills: SemiColon
Fronted
Adverbials
I Was There
Sue Reid
Malorie
Blackman
Sue Reid
Key Stage 2
Literacy Activity
Book (Teaching
and Learning) – A
woman’s place is
at the Loom.
Key
Compreh
ension
Book 1 /
Book 2
Egyptian
Writing
using
artefacts
(Linked
to IPC)
Health and
Beauty
Pre-read Entry and
and
Exit Events
discuss
(IPC)
73
topic
vocabula
ry and
create
semantic
webs.
Operatio
n Gadget
Man
Egyptian
Visitor
Farming
TES
Cinema
Trip
(Depend
ent on
Movie
Choice)
Contents Page,
Index and
Glossary
Twinkle
Letts Success
English Year 4
(Page 68)
Aut 2
Fiction
NonChronol
ogical
Reports
Websites:
I was there
Tutankhamum’
s tomb
Sue Reid
Treasure
House –
Compreh
ension
(Pupil
Book 4)
Key
Compreh
ension
Book 1 /
Book 2
TES
Egypt
Sue Reid
Skills: Glossary
Bullet Points
Ancient
Egypt –
Eye
Witness
Bill’s New
Frock
Library
Loans
Nelson:
Developing NonFiction Skills
Book 3 (Page
4/20/24)
Scholastic 50
Shared Texts
(Page 40/41)
I Was There
Sue Reid
Christma
s
Tradition
s–
Creating
a recount
Egyptian
Writing
using
artefacts
(Linked
to IPC)
Egyptian
Visitor
Pre-read Entry and
and
Exit Events
discuss
(IPC)
topic
vocabula
ry and
create
semantic
webs.
I was
there
Tutankha
mum’s
tomb
Spring
1
Genre
Persua
sive
Writing
Spring
1
74
Twinkle
Dear Mr
Owen, A letter
to the
Planning
Officer
(Literacy
Directions –
Teaching
Anthology Big
Book) Year 5
Fiction
Rainfores
ts
Rainforests
at Risk
Websites:
Treasure
House –
Compreh
ension
(Pupil
Book 4)
Key
Comprehension
Book 2 –
Computer
Healthy Page
70/71
KS2 Literacy
Activity Book
Year 4 – Looking
after the Earth
(Page 84-85).
Key
Compreh
ension
Book 1 /
Book 2
Key
Comprehension
Book – How can
we stop our world
getting warmer?
(Page 60-61)
TES
Clive King
Lancaste
r Butterfly
House
Link to
Fair
Trade /
Rainfores
t Alliance
Stig of the
Dump (Clive
king)
Pre-read Entry and
and
Exit Events
discuss
(IPC)
topic
vocabula
ry and
create
semantic
webs.
Read and
Respond –
Activities
based on
Stig of the
Dump
Read
and
Respond
–
Activities
based on
Stig of
the
Dump
Twinkle
McCavity the
Cat
Fiction
Websites:
Genre
Poetry
The Bully
Treasure
House –
Compreh
ension
(Pupil
Book 4)
Key
Rainfores
ts
Cheating at
Conkers –
David Orme
Skills: Rhyme /
Alliteration /
Simile /
Metaphors
Clive King
David Orme
A storm in the
Rain forest
Stig of the
Dump (Clive
king)
Read and
Stig of
the
Dump
(Clive
king)
Class
Assembly
based on
McCavity
the Cat
Pre-read Entry and
and
Exit Events
discuss
(IPC)
topic
vocabula
ry and
create
semantic
webs.
Stig of
the
Dump
(Clive
king)
Spr 2
genre
Explana
tion
Texts
75
Compreh
ension
Book 1 /
Book 2
Key
Comprehension
Book 1 and 2
(Page 54, 72-73)
Respond –
Activities
based on
Stig of the
Dump
Read
and
Respond
–
Activities
based on
Stig of
the
Dump
TES
KS2 Literacy
Activity Book
Year 4 – A potpourri of Poems
(Page 82-83)
Twinkle
How to Fly a
Hot Air
Balloon
Fiction
Websites:
Treasure
House –
Compreh
ension
(Pupil
Book 4)
Key
Compreh
ension
Book 1 /
Book 2
TES
The
Nature of
Life
Cheating at
Conkers –
David Orme
Skills: Specialised
Vocabulary
Introduction
Summary
Logical Steps
Diagrams
Glossary
Key
Comprehension
Book 1 (Page 5455) ideas for
Poems
Key
Comprehension
Book 2 (Page 7475) Explanation
Letter
Twinkle
KS3 Activity Book
Year 4 – Healthy
Gangsta
Granny –
David
Walliams
David
Walliams
Butterfly
Park –
Life
Cycle of
a
Butterfly
Pre-read Entry and
and
Exit Events
discuss
(IPC)
topic
vocabula
ry and
create
semantic
webs.
Gangsta
Granny –
David
Walliams
76
and Beauty (Page
52-53)
Farming in
Ancient Egypt
(Page 54-55)
77
Sum 1
Genre
Myths
and
Legends
The Legend
of King Arthur
–
Knights of
The Round
Table
Enid Blighton
Fiction
Shake It
Websites:
Revise
Wise
KS2
Treasure
House –
Compreh
ension
(Pupil
Book 4)
The Legend
of the Frogs
The Legend
of Robin
Hood
See individual
Myths and
Legends.
Goth Girl –
Chris Ridell
Chris Ridell
Linked to
‘The
Lifecycle
of the
Frog’.
Pre-read Entry and
and
Exit Events
discuss
(IPC)
topic
vocabular
y and
create
semantic
webs.
Goth
GirlChris
Ridell
Jacqueline
Morley
Send my
Friend to
School
Pre-read Entry and
and
Exit Events
discuss
(IPC)
topic
vocabular
y and
create
semantic
webs.
Goth
GirlChris
Ridell
Literacy
Directions –
Teaching
anthology Page
25-41 BIG BOOK
The Legend of
King Arthur
Key
Compreh
ension
Book 1 /
Book 2
The Legend of
Robin Hood
Myths and
Legends Website
TES
Twinkle
Sum 1
Genre
Discursiv
e/
Balanced
Argumen
ts
KS2 Literacy
Activity Book
Year 4 –
Page 76-77 –
Our
feathered
Friends
Literacy
Directions
Anthology
Year 4 Big
Book (Page
58-59)
Adverts
Fiction
Shake It
Speech
Websites:
Treasure
House –
Compreh
ension
(Pupil
Book 4)
Key
Compreh
ension
Book 1 /
The Legend
of Robin
Hood
Key
Comprehension
Book 1 (Page 6061) How can we
strop our world
getting smaller?
Geraldine
McCaughrean
Goth Girl –
Chris Ridell
78
Book 2
Page 60-61
(Letters
about
Closure of
Libraries)
TES
Twinkle
Sum 2
Genre
Fiction
Websites:
Tradition
al Tales
Paintings
, Pictures
and
Photos
Treasure
House –
Comprehen
sion (Pupil
Book 4)
Grandpa
Chatterjee
Key
Comprehension
Book 2 (Page
22-23) Mrs Goat
and her Seven
Little Kids
Grandpa
Chatterji –
Jamila Gavin
Paintings
Character
Description
Jamilla Gavin
Websites:
Stories
from
another
culture
Treasure
House –
Comprehen
sion (Pupil
Book 4)
Key
Comprehen
sion Book
Gra
Ch
–J
Ga
Key
Comprehension
1 (Page 16) The
Boy and the Lion
TES
Sum 2
Genre
Pre-read Entry and
and
Exit Events
discuss
(IPC)
topic
vocabular
y and
create
semantic
webs.
Morals
Grandpa
Chatterji –
Jamila
Gavin
Key
Comprehen
sion Book
1 / Book 2
Twinkle
Fiction
Character
Description
Key
Comprehension
1: Cultural
Poems
KS2 Literacy
Activity Book
Year 4 – Page
70-71 – Nnenna
and Mrs Exelu
Grandpa
Chatterji –
Jamila Gavin
Pre-read Entry and
and
Exit Events
discuss
(IPC)
topic
vocabular
y and
create
semantic
webs.
Gra
Ch
–J
Ga
79
1 / Book 2
TES
Twinkle
KS2 Literacy
Activity Book
Year 4 – Page
64-65 Leila
KS2 Literacy
Activity Book
Year 4 – Page
62-63 The
Journey
Key
Comprehension
Book 1 (Page
62-63) Gulnara
the Brave
80
Year 5
Aut 1
Genre
Explanation
Sui
tcase Kid
Websites:
Woodlands
junior –
non-fiction
Water for
everywhe
re
Letts
comprehension
Year 5
Li
zzie
Zipmouth
Primary
resources –
non-fiction
Collins comp 5:
Shen Nung
Jacqueline
Wilson
Recycling
Centre
Suit
case Kid
Collins
Composition:
TES
Espresso
BBC
Aut 1
Genre
Narrative
Sui
tcase Kid
Websites:
Woodlands
junior –
non-fiction
Primary
resources –
non-fiction
Water for
everywhe
re
Where on
Earth? A
study of
water
Why do you turn
your head
Susanna?
Jacqueline
Wilson
Suit
case Kid
Burrs
Park
Pre read
and
discuss
class
novel.
What
type of
book is
it?
(Non/ficti
on?). Are
we
familiar
with the
author?
What can
we infer
from the
cover.
Continual
dialogue
with
parents
through
home
school
reading
book,
homework,
assertive
mentoring
meetings
and
general
open-door
policy.
Pre read
and
discuss
class
novel.
What
type of
book is
it?
(Non/ficti
on?). Are
Continual
dialogue
with
parents
through
home
school
reading
book,
homework,
assertive
G
ansta
Granny
The Witches
The Suitcase
Kid
Lizzie
Zipmouth
G
ansta
Granny
The Witches
81
TES
Espresso
BBC
we
familiar
with the
author?
What can
we infer
from the
cover?
mentoring
meetings
and
general
open-door
policy.
The Suitcase
Kid
Lizzie
Zipmouth
82
Aut 2
Informatio
n Text
Space
Explorers
Genre
M
yths and
legends
The Boy
from
Faraway
Space Oddity
Websites:
Woodland
s junior –
non-fiction
Primary
resources
– nonfiction
TES
Espresso
BBC
Aut 2
Traditiona
l tales
Websites:
Woodland
s junior –
non-fiction
Traditional
tales
Primary
resources
– nonfiction
TES
Espresso
Space
Explorers
The Boy
from
Faraway
The Cyclone
Pantomi
me
Pre read
and
discuss
class
novel.
What
type of
book is
it?
(Non/ficti
on?).
Are we
familiar
with the
author?
What
can we
infer
from the
cover.
Pre read
and
discuss
class
novel.
What
type of
book is
it?
(Non/ficti
on?).
Are we
familiar
with the
author?
What
can we
Continual
dialogue
with parents
through
home
school
reading
book,
homework,
assertive
mentoring
meetings
and general
open-door
policy.
Continual
dialogue
with parents
through
home
school
reading
book,
homework,
assertive
mentoring
meetings
and general
open-door
policy.
Danny
the
champio
n of the
world
Danny
the
champio
n of the
world
83
BBC
infer
from the
cover.
Spr 1
Genre
Genre
Genre
Websites:
Woodland
s junior –
non-fiction
May the
force be
with you
Primary
resources
– nonfiction
Terry Pratchett
Terry
Pratchett
dragons at
crumbling
castle age
TES
Espresso
BBC
Websites:
Woodland
s junior –
non-fiction
Primary
resources
– nonfiction
TES
May the
force be
with you
Terry Pratchett
Terry
Pratchett
dragons at
crumbling
castle age
Pre read
and
discuss
class
novel.
What
type of
book is
it?
(Non/ficti
on?).
Are we
familiar
with the
author?
What
can we
infer
from the
cover?
Pre read
and
discuss
class
novel.
What
type of
book is
it?
(Non/ficti
on?).
Are we
Continual
dialogue
with parents
through
home
school
reading
book,
homework,
assertive
mentoring
meetings
and general
open-door
policy.
Continual
dialogue
with parents
through
home
school
reading
book,
homework,
assertive
mentoring
meetings
The
Witches
The
Witches
84
Espresso
BBC
Spr 2
genre
Websites:
Woodland
s junior –
non-fiction
St
reet Child
Primary
resources
– nonfiction
TES
Espresso
BBC
What
price
progress
?
Barrow
Bridge
Oliver Twist
Street Child
familiar
with the
author?
What
can we
infer
from the
cover?
and general
open-door
policy.
Pre read
and
discuss
class
novel.
What
type of
book is
it?
(Non/ficti
on?).
Are we
familiar
with the
author?
What
can we
infer
from the
cover?
Continual
dialogue
with parents
through
home
school
reading
book,
homework,
assertive
mentoring
meetings
and general
open-door
policy.
85
Spr 2
Genre
Websites:
Woodland
s junior –
non-fiction
Str
eet Child
Primary
resources
– nonfiction
TES
Espresso
BBC
What
price
progress
?
Barrow
Bridge
Oliver Twist
Street Child
Pre read
and
discuss
class
novel.
What
type of
book is
it?
(Non/ficti
on?).
Are we
familiar
with the
author?
What
can we
infer
from the
cover?
Exit event
assembly.
Continual
dialogue
with parents
through
home
school
reading
book,
homework,
assertive
mentoring
meetings
and general
open-door
policy.
86
Sum 1
Genre
Myths
and
Legends.
Play
scripts
The
Great,
the Bold
and the
Brave
Greeks
Myths and
Legends
(range of)
The magic of
myths
Aesop
Chester
Roman
Museum
Pre read
and
discuss
class
novel.
What
type of
book is
it?
(Non/ficti
on?). Are
we
familiar
with the
author?
What can
we infer
from the
cover?
Continual
dialogue
with
parents
through
home
school
reading
book,
homework,
assertive
mentoring
meetings
and
general
open-door
policy.
Non/ficti
on
Homer
Chester
Roman
Museum
Pre read
and
discuss
class
novel.
What
type of
book is
it?
(Non/ficti
on?). Are
Continual
dialogue
with
parents
through
home
school
reading
book,
homework,
assertive
Fiction
Letts
comprehension
Year 5
Euridice
and
Phersophon
e. Deadalus
and Icarus,
The Iliad
The Odyssey
Theseus and
the Minotaur
The Greeks (Sue
Palmer)
Legends of
Ancient Greece
Greeks myths
(cartoon)
Collins comp 5:
Trojan War
Sum 1
Genre
Newspap
er reports
Greeks
Myths and
Legends
(range of)
The
Great,
the Bold
and the
Brave
Collins
Composition:
Stage directions
The magic of
myths
Letts
comprehension
Year 5
Euridice and The Iliad
Phersophon
e. Deadalus The Odyssey
and Icarus,
87
The Greeks (Sue
Palmer)
Legends of
Ancient Greece
Greeks myths
(cartoon)
we
familiar
with the
author?
What can
we infer
from the
cover?
mentoring
meetings
and
general
open-door
policy.
88
Sum 2
Genre
Poetry
Existing,
Endange
red and
Extinct.
Dinosaurs
Eye see
The
Navigator
Series
Insect Info
What Am I
Collins
Key comp 3:
Insect,
colour,
camouflage
The
Highwayma
n
Sum 2
Genre
Instructions
Dinosaurs with
two brains
Existing,
Endange
red and
Extinct.
Dinosaurs
Eye see
The
Navigator
Series
Insect Info
What Am I
Collins
Key comp 3:
Insect,
colour,
camaflage
Dinosaurs with
two brains
Alfred Noyes
Jumbles
Pre read
and
discuss
class
novel.
What
type of
book is
it?
(Non/ficti
on?). Are
we
familiar
with the
author?
What can
we infer
from the
cover?
Pre read
and
discuss
class
novel.
What
type of
book is
it?
(Non/ficti
on?). Are
we
familiar
with the
author?
What can
we infer
from the
Danny
the
champio
n of the
world.
89
cover?
Year 6
Aut 1
Non-fiction
Genre Journalistic
Range of
Non Fiction
–
newspaper
reports
Non
Fiction
100 shared
Literacy
texts - Y6
Journalistic
Woodlan
ds junior
– nonfiction
Sue Palmer
– big book reports
Primary
resource
s – nonfiction
AD 900
Website
s:
‘The Balaclava
story’ George
Layton (from
The Fib)
Ginn – Key
comprehension
book 4 – Unit 1
– ‘Pinecones’
Ginn – Key
comprehension
book 3 – Unit
26
‘Newspaper
article’
CGP – 10
minute reading
tests – Book 2
– Non-fiction
reports
TES
Bomber’s
Moon
Michael
Morpurgo and
Kevin Crossley
Holland
World
Museum
(Liverpoo
l)
Pre-read
and
discuss
topic
vocabular
y and
create
semantic
webs.
Introductio
n to Y6
Parents
meeting –
reading
expectation
covered
Fiction and
non-fiction
books
Michael
Morpurgo and
Kevin Crossley
Holland
Fossil
Visitor
Pre-read Entry and
and
Exit events
discuss
(IPC)
topic
vocabular
y and
create
semantic
webs.
Fiction and
non-fiction
books
The Sleeping
Sword –
Michael
Morpurgo
Twinkle
Aut 1
Non-fiction
Range of
Non Fiction
Non
Fiction
Science/
History
Genre biography
Charles
Darwin biography
Website
s:
“Out of
Africa”
Woodlan
ds junior
– non-
Mary
Anning –
study
100 shared
Literacy
‘The Firework
Display’
George Layton
(from The Fib)
Ginn – Key
Comp. bk. 4)
Ginn – Key
comprehension
book 4 –Unit 4
– ‘A note about
the next story’
War Horse
90
texts - Y6
fiction
Primary
resource
s – nonfiction
TES
Twinkle
and
biograph
y
Charles
Darwin –
study
and
biograph
y
CGP – 10
minute reading
tests – Book 2
– Non-fiction
reports
The Sleeping
Sword –
Michael
Morpurgo
Aut 2
Fiction
Genre Narrativ
e
Aut 2
Fiction
Genre Poetry
91
Range of
narrative
extracts
100 shared
Literacy texts Y6 - Narrative
Poetry
Websites:
Woodland
s junior –
non-fiction
Out Of
Africa
(Links to
‘Butterfly
Lion’
Storm –
Kevin
Crossley
Holland
Butterfly Lion
Twinkle
Ginn – Key
comprehension
book 4 –‘ Sword
In the Stone’
Narrative
Unit 1
CGP – 10 minute
reading tests –
Book 2 – Set C,
test 4 ‘The Three
Sisters’
Flattered Flying
Fish (Poem)
TES
100 shared
Literacy texts Y6 - Poetry
Websites:
Woodland
s junior –
non-fiction
Primary
resources
– nonfiction
TES
Twinkle
Bomber’s
Moon
Michael
Morpurgo
and Kevin
Crossley
Holland
Entry
event in
hall
Pre-read
and
discuss
class
novel
Entry and
Exit events
(IPC)
Fiction
and
nonfiction
books
Michael
Morpurgo
and Kevin
Crossley
Holland
Exit event
in hall
Pre-read
and
discuss
class
novel
Entry and
Exit events
(IPC)
Fiction
and
nonfiction
books
Ginn – Key
comprehension
book 4 –‘ Twist of
Gold’ Michael
Morpurgo
Primary
resources
– nonfiction
Range of
narrative
extracts
Ginn – Key
comprehension
book 3 –‘ The Air
Raid’
Out Of
Africa
(Links to
‘Butterfly
Lion’
‘The
Christmas
Party’
George
Layton
‘The Day the Sun
Got Stuck’ –
Imagery (Judith
Green)
The Fog (Poem)
– William Henry
Davies
Butterfly Lion
Aladd
Spr 1
Nonfiction
Genre Informa
tion text
92
Ginn – Key
comprehension
book 3 – Unit 1‘ A
thoroughly
Modern
Grandma’
Ginn – Key
comprehension
book 4 –‘The
Outing’ Unit 4
Ginn – Key
comprehension
book 3 –
‘Remember Me?’
Range of Non
Fiction –
newspaper
reports
Non
Fiction
Websites:
‘Salt is
Special’
Information
text
100 shared
Literacy texts Y6
Nonchronological
reports
Woodland
s junior –
non-fiction
‘Fair’s Fair’
Leon
Garfield
Sue Palmer –
big book reports
Primary
resources
– nonfiction
TES
‘Look
Hear’
(Science)
CGP – 10 minute
reading tests –
Book 2 – Set C,
test 4 ‘The Three
Sisters’
Ginn – Key
comprehension
book 3 – Unit 6 –
‘Earthquakes’
Bomber’s
Moon
Ginn – Key
comprehension
book 3 – Unit 29
‘Noise’
Ginn – Key
comprehension
book 4 – Unit 9
‘Salt is Special’
War Horse –
Michael
Morpurgo
Michael
Morpurgo
and Kevin
Crossley
Holland
Eureks
Museum
(Halifax)
Pre-read
and
discuss
topic
vocabula
ry and
create
semantic
webs.
Fiction
and
nonfiction
books
Spr 2
Fiction/
Nonfiction
Genre (Revisio
n–
various
genres
–
reading
and
SPAG
focus)
Sum 1
Non-
93
CGP – 10 minute
reading tests –
Book 2 – Nonfiction reports
Twinkle
Range of Non
Fiction/fiction
–
Non
Fiction
Websites:
Wiki –
Research on
Scientists (link
to IPC topic)
100 shared
Literacy texts Y6
Sue Palmer –
big books -
Woodland
s junior –
non-fiction
‘Full
Power’
(Science
–
Electricity
and
energy)
‘Battery
Power’
‘Fair’s Fair’
Leon
Garfield
Primary
resources
– nonfiction
Ginn – Key
comprehension
book 3 – Unit 33
– ‘The Cyclone’
‘Goodnight
Mr Tom’
Michelle
Magorian
Michelle
Magorian
Entry
event in
hall
Pre-read
and
discuss
topic
vocabula
ry and
create
semantic
webs.
Pre-SATs
meeting
Fiction
and
nonfiction
books
‘Goodnight
Mr Tom’
Michelle
Magorian
‘Send My
Friend to
Pre-read
and
Pre-SATs
meeting
Fiction
and
Ginn – Key
comprehension
book 3 – Unit 29
‘Noise’
Ginn – Key
comprehension
book 4 – Unit 3
‘Battery Power’
TES
CGP – 10 minute
reading tests –
Book 2 – Nonfiction reports
BBC
revisewis
e
Wiki –
Research
on
Scientists
(link to
IPC topic)
‘Send My
Friend to
Websites:
‘Send My
‘Full
Power’
‘Giant’s
Necklace’
CGP – 10 minute
reading tests –
fiction
Genre Letter
writing
Sum 2
Fiction
Genre Diary
94
School’
campaign –
Writing for a
real reason
(letters to local
MP)
Writing
persuasive
letter –
Fairtrade (to
parents)
Range of Non
Fiction/fiction
letters–
100 shared
Literacy texts Y6
Friend to
School’
DVD
Fairtrade
Foundatio
n
(Science
–
Electricity
and
energy)
Michael
Morpurgo
Book 2 –
Set A test 4
‘Challenging
Captivity’ - letter
Woodland
s junior –
non-fiction
Collins book 6 –
Non-fiction
(emails)
‘Climate change,
what climate
change?’
Revisewis
e DVD letters
Ginn – Key
comprehension
book 3 –
Primary
resources
– nonfiction
Ginn – Key
comprehension
book 4 –
School’
campaign
Michelle
Magorian
Exit
event in
hall
discuss
topic
vocabula
ry and
create
semantic
webs.
nonfiction
books
TES
Sue Palmer –
big books –
Persuasive
Letters
Range of
narrative
extracts
topic)
Narrative
Unit 1
100 shared
Literacy texts Y6 – Diary
Websites:
Woodland
s junior –
non-fiction
Sue Palmer –
Primary
Going
Global
(Links to
Fairtrade
)
‘The Long
Walk’
George
Layton
Flattered Flying
Fish (Poem)
Butterfly Lion
Kensuke’s
Kingdom
Ginn – Key
comprehension
book 4 –‘Anne
Frank’s Diary’
Unit 6
Eleanor
Roosevelt
Y6
Leaver’s
assembly
Blackpool
Visit (end
of 6Y trip)
Pre-read
and
discuss
class
novel
Entry and
Exit events
(IPC)
Fiction
and
nonfiction
books
95
big books –
Diaries
‘Giant’s
Necklace’
Michael
Morpurgo
resources
– nonfiction
CGP – 10 minute
reading tests –
TES
Twinkle
Diary of
Anne Frank
Diary entry
for main
character
(Michael)
(Diary entry for
main character
– Cherry)
Genre
96
Book bands related to year group expectations
97