checking that the text makes sense to them as they read and correcting inaccurate reading during guided and independent reading use of the prompt, “you said…does that make sense?” discussing the significance of the title and events guided reading with a focus on language comprehension book-talk making inferences on the basis of what is being said and done guided reading with a focus on language comprehension book-talk predicting what might happen on the basis of what has been read so far guided reading with a focus on language comprehension book-talk reciprocal teaching participate in discussion about what is read to them, taking turns and listening to what others say guided reading with a focus on language comprehension book-talk explain clearly their understanding of what is read to them. reading aloud to children book-talk independent story retelling
develop their understanding of the concepts set out in English Appendix 2 by: leaving spaces between words joining words and joining clauses using and beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’ learning the grammar for year 1 in English Appendix 2 shared writing (including modelled, teacher scribed and supported composition) guided writing - transcriptional focus guided writing – compositional focus application of ‘Every Time We Write’ success criteria use the grammatical terminology in English Appendix 2 in discussing their writing. shared writing (including modelled, teacher scribed and supported composition) guided writing - transcriptional focus guided writing – compositional focus Year 2 Reading – word reading Key teaching strategies continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent North Somerset Learning Exchange Year 2-6 phonics and spelling programme guided reading with a focus on word recognition independent reading use of North Somerset Learning Exchange five prompts for decoding (blend it, digraph, split digraph) read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes North Somerset Learning Exchange Year 2-6 phonics and spelling programme guided reading with a focus on word recognition independent reading
Exchange five prompts for decoding re-read these books to build up their fluency and confidence in word guided reading with a focus on word recognition independent reading Year 2 Reading – comprehension Key teaching strategies develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently reading aloud to children guided reading with a focus on language comprehension book talk performance poetry discussing the sequence of events in books and how items of information are story mapping boxing-up becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional oral story-telling being introduced to non-fiction books that are structured in different using non-fiction across the curriculum (for example, recipe books, labelled diagrams, websites) recognising simple recurring literary language in stories and oral story-telling reading aloud to children guided reading with a focus on language comprehension book talk discussing and clarifying the meanings of words, linking new meanings to known systematic vocabulary development semantic strategies discussing their favourite words and book talk continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning book talk performance poetry understand both the books that they can already read accurately and fluently and those that they listen to by:
spell by: segmenting spoken words into phonemes and representing these by graphemes, spelling many 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 learning to spell more words with contracted forms learning the possessive apostrophe (singular) [for example, the girl’s book] distinguishing between homophones and regular, discrete teaching is spelling using the North Somerset Learning Exchange Year 2-6 phonics and spelling programme guided writing – transcriptional focus application of Every Time We Write success criteria add suffixes to spell longer words, including –ment, –ness, –ful, –less, regular, discrete teaching is spelling using the North Somerset Learning Exchange Year 2-6 phonics and spelling programme guided writing – transcriptional focus application of Every Time We Write success criteria apply spelling rules and guidance, as listed in English Appendix 1 regular, discrete teaching is spelling using the North Somerset Learning Exchange Year 2-6 phonics and spelling programme guided writing – transcriptional focus application of Every Time We Write success criteria write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far. regular, discrete teaching is spelling using the North Somerset Learning Exchange Year 2-6 phonics and spelling programme guided writing – transcriptional focus application of Every Time We Write success criteria Year 2 Writing – handwriting Key teaching strategies
learn how to use: sentences with different forms: statement, question, exclamation, command expanded noun phrases to describe and specify [for example, the blue butterfly] the present and past tenses correctly and consistently including the progressive form subordination (using when, if, that, or because) and (using or, and, or but) the grammar for year 2 in English Appendix 2 some features of written Standard English discrete grammar and punctuation teaching using the North Somerset Learning Exchange grammar and punctuation programme writer-talk shared writing (including modelled, teacher scribed and supported composition) guided writing - transcriptional focus guided writing – compositional focus application of ‘Every Time We Write’ success criteria use and understand the grammatical terminology in English Appendix 2 in discussing discrete grammar and punctuation teaching using the North Somerset Learning Exchange grammar and punctuation programme??? writer-talk shared writing (including modelled, teacher scribed and supported composition) guided writing - transcriptional focus guided writing – compositional focus Year 3 and 4 Reading – word reading Key teaching strategies 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 North Somerset Learning Exchange Year 2 – 6 phonics and spelling programme systematic vocabulary development semantic strategies read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word. Sight vocabulary reading strategies (ref North Somerset Learning Exchange Year 2-6 phonics and spelling programme)
Year 3 and 4 Reading – comprehension Key teaching strategies Develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction, poetry, plays, and reference books or textbooks reading aloud to children guided reading with a focus on language comprehension book talk reading across the curriculum reading books that are structured in different ways and reading for a range of purposes Ref. North Somerset Learning Exchange Principles for Medium Term Planning guided reading with a focus on language comprehension using dictionaries to check the meaning of words that they have read teacher modelling guided reading with a focus on language comprehension independent vocabulary work linked to guided reading zones of relevance increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally independent story-telling reading aloud to children guided reading with a focus on language comprehension monitoring of personal reading identifying themes and conventions in a wide range of books reading aloud to children guided reading with a focus on language comprehension book talk inc. likes/dislikes/puzzles/connections interpretive comprehension strategies (identifying themes or information) preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action performance poetry (ref: excellence and expectations) school productions discussing words and phrases that capture the reader’s interest and imagination book talk magpie books/pinch pads/word walls recognising some different forms of poetry [for example, free verse, reading poetry aloud booktalk
do not touch]. Year 3 and 4 Writing – composition Key teaching strategies plan their writing by: discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar discussing and recording ideas shared, guided and independent writing focusing on: writer-talk boxing-up writer’s grid draft and write by: composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2) organising paragraphs around a theme in narratives, creating settings, characters and plot in non-narrative material, using simple organisational devices [for example, headings and sub-headings] Using the North Somerset Learning Exchange punctuation and grammar programme for discrete teaching Shared, guided and independent writing focusing on: Oral retelling of quality extracts and whole texts Zones of relevance Writers’ grid Talking character/setting Talking the text evaluate and edit by: assessing the effectiveness of their own and others’ writing and suggesting improvements proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences shared, guided and independent writing focusing on: book-talk to evaluate the effectiveness of writing; peer and self-assessment (Ref: North Somerset Learning Exchange – A Guide to Feedback) proof-read for spelling and punctuation errors peer assessment Ref: North Somerset Learning Exchange – A Guide to Feedback read aloud their own writing, to a teacher modelling