collaborative conversations, staying on and initiating and responding to comments use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas audibly and fluently with an increasing command of Standard English participate in discussions, presentations, performances, role play, improvisations and debates gain, maintain and monitor the interest of the listener(s) consider and evaluate different viewpoints, attending to and building on the more syllables that contain the same graphemes as above read words containing common suffixes read further common exception words, noting unusual between spelling and sound and where these occur in the word read most words quickly and accurately, without overt sounding and blending, when they have been frequently language in stories and poetry discussing and clarifying the meanings of words, linking new meanings to known vocabulary discussing their favourite words and phrases continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher checking that the text makes sense to them as they read and correcting inaccurate reading making inferences on the basis of (singular) [for example, the girl’s book] distinguishing between homophones and near-homophones add suffixes to spell longer words, including –ment, –ful, –less, –ly apply spelling rules and guidance, as listed in write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far. another and to lower letters use spacing between words that reflects the size of the letters. make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly] read aloud what they have written with appropriate intonation to make the meaning clear. English Appendix 2 in discussing their writing.
contributions of others select and use appropriate registers for effective communication. read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, and without undue hesitation re-read books to build up their fluency and confidence in word reading. what is being said and done answering and asking questions predicting what might happen on the basis of what has been read so far 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 explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.