Reading

To use their phonic knowledge to decode quickly and accurately (may still need support to read longer unknown words).

To apply their growing knowledge of root words and prefixes, including in-, im-, il-, ir-, dis- , mis-, un-, re-, sub-, inter- , super-, anti- and auto-to begin to read aloud.

To apply their growing knowledge of root words and suffixes/word endings, including - ation, -ly, -ous, -ture, - sure, -sion, -tion, -ssion and - cian, to begin to read aloud.

To begin to read Y3/Y4 exception words.

To recognise, listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.

To use appropriate terminology when discussing texts (plot, character, setting).

To check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.

To discuss authors’ choice of words and phrases for effect.

To ask and answer questions appropriately, including some simple inference questions based on characters’ feelings, thoughts and motives.

To justify predictions using evidence from the text.

To prepare and perform poems and play scripts that show some awareness of the audience when reading aloud.

To begin to use appropriate intonation and volume when reading aloud.

To retrieve and record information from non - fiction texts.

Speaking and Listening

To listen carefully in a range of different contexts and usually respond appropriately to both adults and their peers.

To follow instructions in a range of unfamiliar situations.

To recognise when it is needed and ask for specific additional information to clarify instructions.

To ask questions that relate to what has been heard or what was presented to them.

To begin to offer support for their answers to questions with justifiable reasoning.

To rehearse reading sentences and stories aloud, taking note of feedback from teachers and peers. To speak regularly in front of large and small audiences.

To participate in role play tasks, showing an understanding of character by choosing appropriate words and phrases to indicate a person’s emotions.

To use vocabulary that is appropriate to the topic and/or the audience.

To recognise powerful vocabulary in stories/ texts that they read or listen to and begin to try to use these words and phrases in their own talk.

To discuss topics that are unfamiliar to their own direct experience.

To organise what they want to say so that it has a clear purpose.

To begin to give descriptions, recounts and narrative retellings with added details to engage listeners.

To engage in discussions, making relevant points or asking relevant questions to show they have followed a conversation.

To take account of the viewpoints of others when participating in discussions.

Writing

To spell words with the / eɪ/ sound spelt ‘ei’, ‘eigh’, or ‘ey’ (e.g. vein, weigh, eight, neighbour, they, obey).

To spell words with the /ɪ/ sound spelt ‘y’ in a position other than at the end of words (e.g. mystery, gym).

To spell words with a /k/ sound spelt with ‘ch’ (e.g. scheme, chorus, chemist, echo, character).

To spell words ending in the /g/ sound spelt ‘gue’ and the /k/ sound spelt ‘que’ (e.g. league, tongue, antique, unique).

To spell words with a / sh/ sound spelt with ‘ch’ (e.g. chef, chalet, machine, brochure).

To spell words with a short /u/ sound spelt with ‘ou’ (e.g. young, touch, double, trouble, country).

To spell words ending with the /zher/ sound spelt with ‘sure’ (e.g. measure, treasure, pleasure, enclosure).

To spell words ending with the /cher/ sound spelt with ‘ture’ (e.g. creature, furniture, picture, nature, adventure).

To spell many of the Y3 and Y4 statutory spelling words correctly.

To spell most words with the prefixes dis - , mis - , bi -, re - and de - correctly (e.g. disobey, mistreat, bicycle, reapply, defuse).

To spell most words with the suffix -ly with no change to the root word; root words that end in ‘le’,‘al’ or ‘ic’ and the exceptions to the rules.

To spell words with added suffixes beginning with a vowel ( -er/ -ed/ - ing) to words with more than one syllable (unstressed last syllable, e.g. limiting offering).

To spell words with added suffixes beginning with a vowel ( -er/ -ed/ - en/ -ing) to words with more than one syllable (stressed last syllable, e.g. forgotten beginning).

To spell some more complex homophones and near-homophones, including here/hear, brake/break and mail/ male.

To use the first two or three letters of a word to check its spelling in a dictionary.

To use a neat, joined handwriting style with increasing accuracy and speed.

To continue to use the diagonal and horizontal strokes that are needed to join letters and to understand which letters, when adjacent to one another, are best left unjoined.

To begin to use ideas from their own reading and modelled examples to plan their writing.

To proofread their own and others’ work to check for errors (with increasing accuracy) and to make improvements.

To begin to organise their writing into paragraphs around a theme.

To compose and rehearse sentences orally (including dialogue).

To demonstrate an increasing understanding of purpose and audience by discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar.

To begin to use the structure of a wider range of text types (including the use of simple layout devices in nonfiction).

To make deliberate ambitious word choices to add detail.

To begin to create settings, characters and plot in narratives.

To try to maintain the correct tense (including the present perfect tense) throughout a piece of writing with accurate subject/verb agreement.

To use ‘a’ or ‘an’ correctly throughout a piece of writing.

To use subordinate clauses, extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, and although.

To use a range of conjunctions, adverbs and prepositions to show time, place and cause.

To use the full range of punctuation from previous year groups.

To punctuate direct speech accurately, including the use of inverted commas.

To recognise and use the terms preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter and inverted commas (or speech marks).