Spoken Language

• Listen to statements made by adults and classmates, respond appropriately; ask relevant questions to clarify knowledge, to expand their knowledge and take opportunities to learn new vocabulary across all subjects
• Explain what their opinions are and why they hold them; maintain attention and participate actively in short collaborative conversations, stay on topic and respond to comments
• Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings (to a level appropriate to age)
• Use spoken language to develop understanding through speculating, predicting, imagining and exploring ideas (to a level appropriate to age)
• Speak audibly, with developing fluency and an increasing command of Standard English; participate in class discussions, role play, improvisations, presentations such as student voice, performances in the studio and to a live audience
• Attempt to gain the interest of the listener(s) and begin to think about the opinions and views of others; to be aware of formal & informal manners of speaking to an age appropriate level (registers of communication).

Word Reading

• Apply phonic knowledge and skills as the route to decode words
• Be confident in the recall of ReadWrite Inc. sound sets 1, 2 & 3.
• Read both real and pseudo words accurately by decoding and blending sounds in unfamiliar words containing GPCs that have been taught
• Read common red words (sight vocabulary), noting unusual correspondences between spelling and sound and where these occur in the word
• Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings and read other words of more than one syllable that contain taught GPCs
• Read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)
• Read aloud accurately books that are consistent with their developing phonic knowledge and that do not re-quire them to use other strategies to work out words and re-read work to gain extra levels of meaning.

Reading - Comprehension

Engagement in Group and Class Reading

• Listen to and discuss a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently and will link what they read or hear read to their own experiences
• Become very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics, recognising and joining in with predictable phrases
• Have knowledge of rhymes with repetitive patterns and poems, and to recite some by heart
• Discuss word meanings, linking new meanings to those already known
• Have experience of basic textual documents such as signs and lists. They will also have experience of basic information texts (reports, recounts and dictionaries)

Independent Reading

• Draw on what they already know or on background information and vocabulary provided by the teacher
• Check that the text makes sense to them as they read and correct inaccurate reading
• Discuss the significance of the title and events
• Make inferences on the basis of what is being said and done and predict what might happen on the basis of what has been read so far
• Participate in discussions about what is read to them, taking turns and listening to what others say and explain clearly their understanding of what is read to them

Writing

Spelling

• Spell words containing each of the 40+ phonemes already taught and common exception words, such as the days of the week
• Name the letters of the alphabet in order and use letter names to distinguish between alternative spellings of the same sound
• Add prefixes and suffixes using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs; use the prefix un– and use –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]
• Apply simple spelling rules and guidance, as suggested by ReadWrite Inc.
• Write from memory simple sentences dictated by the teacher that include words using the GPCs and com-mon exception words taught so far

Handwriting

• Sit correctly at a table, holding a pencil comfortably and correctly; begin to form lower-case letters in the cor-rect direction, starting and finishing them in the right place; forms capital letters and forms digits 0-9
• Understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these

Grammar

• Leave spaces between words
• Join words and clauses; begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark; use capital letters for names of people, places, the days of the week, and the personal pronoun ‘I’
• The grammar appropriate to year 1 (as stated by the NC) and use the grammatical terminology in English Ap-pendix 2 in discussing their writing

Composition

• Write sentences by saying out loud what they are going to write about; compose a sentence orally before writing it; sequence sentences to form short narratives and re-read what they have written to check that it makes sense
• Discuss what they have written with the teacher or other pupils and read aloud their writing clearly enough to be heard by their peers and the teacher