Literacy

Talking & Listening

• Listen to and follow instructions accurately.
• Speak clearly and audibly with confidence to a range of audiences.

Phonics

• know and understand that a sound can be represented by more than one letter.
• know and understand that the same phoneme can be represented in more than one way e.g. tea, me, tree, happ
• identify phonemes in speech and writing.
• blend phonemes for reading.
• segment words into phonemes for spelling.
• identify and categorize the most common representations of the same sound, e.g. boat, no, tow, not
• know and understand that the same spelling may be represented by more than one sound, e.g. cow, bl

Reading (At appropriately differentiated levels)

• Engage in guided and shared reading sessions using both fiction & non-fiction texts.
• Participate in Accelerated Reading daily in class.
• Develop our literal reading comprehension skills.
• begin to understand the concepts of ‘audience’ and ‘purpose’ in our reading.

Writing

• select style and vocabulary appropriate to the intended reader when writing letters, notes and messages linked to work in other subjects, e.g. to communicate within school, letters to authors about books.
• experiment with recounting the same event in a variety of ways for different audiences, e.g. in the form of a story, a letter, a poster.
• make alphabetically ordered texts.

Sentence Level Work

• use awareness of grammar to decipher new or unfamiliar words, e.g. to predict from the text, read on, leave a gap and re-read; use these strategies in conjunction with knowledge of phonemes, word recognition, graphic knowledge and context when reading.
• identify pronouns and understand that they stand in place of nouns;
• substituting pronouns for common and proper nouns in own writing;
• distinguishing personal pronouns, e.g. I, you, him, it and possessive pronouns, e.g. my, yours, hers;
• distinguishing the 1^st, 2^nd, 3^rd person forms of pronouns e.g. I, me, we; you; she, her, them;
• investigating how pronouns are used to mark gender: he, she, they, etc.,
• ensure grammatical agreement in speech and writing of pronouns and verbs, e.g. I am, we are, in standard English
• use speech marks and other dialogue punctuation appropriately in writing.
• understand how sentences can be joined in more complex ways through using conjunctions in addition to ‘and’ and ‘then’, e.g. if, so, while, though, since, when
• investigate through reading and writing how words and phrases can signal time sequences, e.g. first, then, after, meanwhile, from, where

Word Level Work

• develop further understanding of the spelling and meaning of prefixes,

e.g. mis-, non-, ex-, co-, anti-

• use their knowledge of these prefixes to generate new words from root words, e.g. lead/mislead, sense/nonsense, and understand how they give clues to meaning, e.g. extend, export, explode; mislead, mistake, misplace;
• develop further understanding of the use of the apostrophe for contraction, e.g. couldn’t
• understand the purpose and organisation of a dictionary and thesaurus.
• develop further understanding of synonyms.
• know the term ‘homonym’ and understand that some words have the same spelling but multiple meanings.