English scheme of work from the St Marks Teaching School 20-1-14 Reading Writing Speaking and Listening 1 2 3 4 5 6 : Word Apply phonic knowledge to decode words. Use graphaphonic knowledge for all 44 phonemes. Blend for reading the taught GPC’ and endings: –s, -es, -ing, –ed –er -est Read contractions exception words as well as words with more than one syllable. Read decodable books aloud, applying phonic skills as the primary strategy. Reread for fluency and confidence. Continue to apply phonic knowledge as the primary strategy to decode. In addition children should be taught: Blending sounds including alternative sounds for graphemes. words of two or more syllables. Common suffixes Common exception words. To read most words without overt sounding and blending. Read decodable books matched to their improving phonic knowledge. Apply growing knowledge of root words, prefixes and suffixes. Read further exception words. Note unusual correspondences between spelling and sound and where these apply in words. Apply growing knowledge of root words, prefixes and suffixes. Read aloud with understanding of new words they meet. 1 2 3 4 5 6
to others. Understand the books they read and listen to by: Drawing on what they know or on provided information and vocabulary Checking for sense and self-correcting inaccurate reading Making inference , asking and answering questions Participate in discussions about books and other works that are read to them, taking it in turns and listening to what others say. Explain and discuss their understanding of texts that they read and that they listen to Ask questions and draw inferences Predict what happens next; summarise paragraphs Identify how language, structure and presentation contribute to meaning Retrieve and record information from text By discussing books read to them and those read by themselves an audience. Check that books make sense to them, discussing content and meaning of words. Ask questions to improve understanding. Draw on inferences such as character feelings, thoughts and motives, providing evidence and justifying reasoning. Make predictions from details stated and implied and summarise information and key events. Identify how language, including figurative language, structure and presentation contribute to meaning. Distinguish between fact and opinion. Retrieve, record and present information from non-fiction. Year 1 2 3 4 5 6 Writing: Spell: Words containing the 44 Spell by: Segmenting words Use further prefixes and suffixes and rule for applying Use further prefixes and suffixes and rule for applying them.
Transcription Spelling (See English Appendix 1) phonemes taught. Common exception words and days of the week. Name: Letters of the alphabet in order and use letter names to distinguish between alternative spellings. Add Prefixes and suffixes: Use spelling rules for adding –s or –es. Using prefix –un Using –ing, -ed, -er, -est- where the root word doesn’t change. Apply simple spelling rules (see appendix 1) Write from memory simple sentences dictated by the teacher including skills taught so far. using graph aphonics. Learning new ways of spelling homophones. Learn to spell common exception words. Learn to spell more simple contractions. Learning the possessive apostrophe (singular) Distinguishing between homophones and near homophones. (See appendix 1) Add suffixes including –ment, -full, -less, -ly Apply simple spelling rules (see appendix 1) Write from memory simple sentences dictated by the teacher including skills taught so far. them. Spell further homophones. Spell words that are often misspelt. Place the possessive apostrophe accurately. Use the first two or three letters in a word to check spellings. Write from memory simple sentences dictated by the teacher including skills taught so far. Spell words with ‘silent’ letters Continue to spell homophones and other words which are often confused. Use knowledge of morphology and etymology in spelling. Use dictionaries to check spellings and meaning of words using the first 3 or four letters. Use a thesaurus. Year 1 2 3 4 5 6 Handwriting and Sit correctly at a table holding a pencil comfortably and correctly. Form lower-case letters of the correct size relative to one Start to use lead ins to join letters where appropriate Write legibly, fluently and with increasing speed by:
Presentation Begin to form lower case letters in the correct direction, starting and finishing in the correct place. Form capitals and form digits 1-9 Understand which letters belong to which handwriting ‘families.’ another Start to use lead ins to join letters where appropriate. Write capital letters and digits of correct size and orientation. Use spacing between words. To increase the legibility, consistency and quality of their handwriting Choosing which shape of a letter to use and deciding whether or not to join letters. Choosing the writing implement best suited to the task. Year 1 2 3 4 5 6 Writing: Composition Pupils should be taught to write sentences by: Saying out loud what they are going to write about Composing a sentence orally before writing it Sequencing sentences to form short narratives Rereading what they have written to check that it makes sense Discuss what they have written with the teacher or other pupils Read their writing aloud, clearly enough to be heard by their peers and the teacher To develop positive attitudes towards and stamina for writing, by writing about: personal experiences and those of others (real and fictional), real events, poetry and for different purposes. Consider what they are going to write before beginning, by: planning or saying out loud what they are going to write about, writing down ideas and key vocabulary and encapsulating what they want to say, sentence by sentence. Make simple additions, revisions and corrections to their writing by: Plan their writing by: Discussing similar writing to that which they are planning to write, in order to learn from its structure, vocabulary and grammar Discussing and recording ideas Draft and write by: Composing and rehearsing sentences orally, progressively building a varied vocabulary and increasing the range of sentence structures (Appendix 2) Using paragraphs Creating settings, Plan their writing by: Identify the audience for and purpose of the writing; selecting appropriate forms and using writing as models for their own. Noting and developing ideas, drawing on reading and research. Consider who authors have developed character and settings. Draft and write by: Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. Précising longer passages. Use a wide range of devices to build cohesion across paragraphs.
Evaluating their writing with the teacher and other pupils Rereading to check that their writing makes sense and that vocabulary is used correctly and consistently. Proofreading to check for errors in spelling, grammar and punctuation. Reading aloud what they have written with appropriate intonation to make the meaning clear. character and plot Using simple organisational devices e.g. headings, sub headings 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 Proof read for spelling and punctuation errors Read their own writing aloud to a group or whole class, using appropriate intonation Use further organisational and presentational devices – to structure text. Evaluate and Edit: Assessing their own and others’ writing. Make changes to vocabulary, grammar, and punctuation. Ensure the consistent and correct use of tense though out a piece of writing. Ensure correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing. Proofread for spelling and punctuation errors. Perform their own composition using reading and speaking skills. Year 1 2 3 4 5 6 Writing: Pupils should be taught to: Pupils should be taught to: Develop their understanding of the concepts set out in Develop their understanding of the concepts set out in English
Vocabulary, Grammar and Punctuation Develop their understanding of the concepts of set out in the 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, a question mark or exclamation mark Using capital letters in the appropriate places Learn the grammar for year 1 in English app 2 Use the grammar terminology in English Appendix 2 in discussing their writing Develop their understanding of the concepts set out in English app 2 by : Learning how to use both familiar and new punctuation correctly – see English app 2, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted form and possessive Learn how to use: Sentences with different forms: statement , question, exclamation, command Expanded noun phrases to describe and specify 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 Appendix 2 Extend the range of sentences with more than one clause by using a range of conjunctions : when, if, because, although Using the present perfect form of verbs in contrast to the past tense Choosing nouns or pronouns appropriately and to avoid repetition Use conjunctions, adverbs and prepositions to express time and clause Use fronted adverbials Learning the grammar for Years 3 and 4 in appendix 2 Indicate grammatical and other features by: Using commas after fronted adverbials Use the possessive apostrophe with plural nouns appendix 2. Recognising vocabulary and structures that is appropriate for formal speech and writing, including subjunctive forms. Using passive verbs to affect the presentation of information in a sentence. Using the perfect form of verbs to mark relationships of time and cause. Using modal verbs or adverbs to indicate degrees of possibility. Using expanded noun phrases to convey complicated information concisely. Use clause beginning with question words. Learning grammar for y5 and 6 in English appendix 2. Indicate grammatical and other features by: Using commas to clarify meaning or avoid ambiguity in writing. Using brackets, dashes or commas, and semicolons. Punctuate bullet points