LITERACY SCHEME OF
WORK
The following is our current Literacy policy:
This policy also needs to be in line with other school polices and therefore should be read in conjunction with
the following school policies:
Teaching and Learning Policy
Assessment Policy
Next Steps Marking policy
Special Educational Needs Policy
ICT Policy
Homework Policy
Equal Opportunities Policy
EYFS Policy
AGT Policy
The School’s Philosophy
At Broadway we believe that literacy skills: reading, writing, spelling, handwriting, as well as speaking and
listening, are key life skills that should be developed across the curriculum in order to help children to fully
advance and be able to communicate effectively and creatively, through spoken and written language. We
aim to progress pupils’ abilities within an integrated programme of Reading and Writing, and Speaking and
Listening which is enhanced through our skills-based creative curriculum. Pupils will be given opportunities to
interrelate the requirements of English within a broad and balanced approach to the teaching of English
across the curriculum, with opportunities to consolidate and reinforce taught literacy skills.
Aspects of Literacy Included in this Policy
Statutory Requirements
Statutory requirements for the teaching and learning of English are laid out in the National Curriculum English
Document (2000) and in the Communication and Language and Literacy section of the Statutory Framework
for the Early Years Foundation Stage (2012). At Broadway we are guided by our bespoke scheme of work which
has been created with the Lancashire Literacy consultants, and which has been informed and produced based
on these documents.
The English Curriculum is delivered using the school’s own scheme of work. Development Matters and the Early
Learning Goals are followed to ensure continuity and progression from the Foundation Stage and Early Years
Outcomes (Sept 2013) through to the National Curriculum. Pupil provision is related to attainment, not age.
In the Foundation Stage children should be given opportunities to:
speak and listen and represent ideas in their activities;
use communication, language and literacy in every part of the curriculum;
become immersed in an environment rich in print and possibilities for communication.
At Key Stage One (Years 1 and 2), children should learn to speak confidently and listen to what others have to
say. They should begin to read and write independently and with enthusiasm. They should use language to
explore their own experiences and imaginary worlds.
At Key Stage Two (Years 3-6), children should learn to change the way they speak and write to suit different
situations, purposes and audiences. They should read a range of texts and respond to different layers of
meaning in them. They should explore the use of language in literary and non-literary texts and learn how the
structure of language works.
The Aims of this Policy
This policy is to establish the methods used by the school to teach literacy skills from the Reception year to
year 6. Our goal is to enable each child to reach their full potential in literacy skills at this stage of their
learning.
At Broadway we strive for children to be a ‘Primary Literate Pupil’
By the age of 11, we aim for a child to be able to:
read and write with confidence, fluency and understanding, orchestrating a range of independent strategies to
self-monitor and correct.
have an interest in books and read for enjoyment
have an interest in words and their meanings
to develop a growing vocabulary in spoken and written forms.
understand a range of text types and genres
be able to write in a variety of styles and forms appropriate to the situation.
be developing the powers of imagination, inventiveness and critical awareness.
have a suitable technical vocabulary to articulate their responses.
The Governing Body
Regular reports are made to the governors on the progress of English provision. The governing body have a
responsibility to monitor provision for literacy and the nominated governor reports regularly to the whole
body.
Speaking and Listening
Speaking and listening skills are amongst the earliest language skills that children normally acquire. They are
important for the subsequent development of all other areas of the curriculum, and for the child’s ability to
communicate and interact with the world around them. Society frequently makes instant, instinctive
judgements (however erroneously) about a person from his/her speech. It is therefore a ‘life skill’.
The policy statements which follow outline the issues which will be addressed by all teachers in planning and
delivering the Speaking and Listening and Responding Strand of the literacy framework within the
requirements of the National Curriculum.
Aims and Objectives for Speaking and Listening
At Broadway, our aims are:
to ensure that the skills of speaking and listening are given a high priority by all members of staff, both
Teaching and Non-Teaching
to establish, in a co-ordinated manner, the positive provision of opportunities for all pupils to develop these
skills
to understand and promote both formal and informal modes of speech, and to know when each is
appropriate
to foster the acquisition of listening skills in an appropriate environment
to provide a variety of audiences and purposes for the delivery and reception of speech/music.
The Organisation for Speaking and Listening
The responsibility for the day-to-day provision of opportunities for the acquisition of speaking and listening
skills is devolved to the class teacher. They will plan for Speaking and Listening opportunities across the
curriculum as well as delivering it where it occurs naturally within each subject.
Opportunities for the Speaking and Listening strands are used and planned for within literacy units as well as
in other parts of the curriculum, for example in History, PSHE, Geography, Science, ICT and Music. Such
opportunities include;
oral planning
drama
exploring character and character responses
exploring children’s reactions to texts
performing texts, including their own work
presentations (homework)
class assemblies
Where possible, particularly regarding information texts, the use of cross-curricular material is encouraged, so
that technical vocabulary and text types can be explored.
Whole School Provision / Resources
Speaking and Listening is a cross-curricular issue. It is the policy of the school, however, that opportunities will
be provided for the positive development of these skills as follows:-
Speaking
making oral recordings
verbal reports
class discussions (ensuring that all pupils contribute)
different types of role play
delivering messages
Class assemblies
show and tell sessions
Productions
debating sessions
reading aloud own written work
Information Technology sessions
Asking questions
Listening
Listening to peers (AfL)
receiving and transmitting a message
listening, and reacting appropriately to, audio stories & broadcasts
taking down dictation
carrying out oral tests
responding to the calling of the class register
reacting to teacher-pupil and pupil-pupil instructions
carrying out auditory memory development activities
listening to the teacher’s stories
responding to the teaching of individual/whole-class pronunciation skills
listening in assembly
Pupils who are practising Speaking and Listening skills should be treated sensitively, i.e. should be corrected in
a positive, supportive manner. Where appropriate, corrections to speech should be addressed to the whole
class anonymously such that individuals are not made to feel conspicuous.
Members of staff should discuss, agree and establish accepted modes of speech. All members of staff, both
Teaching and Non-Teaching, should correct inappropriate and/or unacceptable language amongst all pupils
according to the abilities and maturity of those involved.
It is important that pupils should have opportunities to listen to speech and music from a variety of sources,
and it is equally important they should experience a variety of audiences, e.g.:other pupils
teachers
parents and visitors
members of the public
outside agencies
Assessment, Reporting and Recording of Speaking and Listening
Assessment is difficult and time-consuming because of its individual nature. We have decided to use the
assessment opportunities outlined within the National Curriculum descriptors, so that children can be
assessed regularly within each phase of teaching. Opportunities occur within the whole curriculum to assess
children’s age-related expectations and notes will be made on individual children as necessary on teachers’
plans to inform next steps for learning or if necessary within teachers’ assessment book/folder.
Teachers can use opportunities during other curriculum activities to assess whether pupils can:use the vocabulary and grammar of spoken standard English
formulate, clarify and express their ideas
adapt their speech to a widening range of circumstances and demands
listen, understand and respond appropriately to others
Reporting to parents is carried out in writing via the annual report to parents, and verbally during parents’
evenings which are held twice each year. Where a difficulty arises, the school always contacts the parents as
and when necessary, for example, parents may be signposted to speech and language drop-in centres (SALT).
Reading
The Staff and Governors of the school recognise each pupil’s entitlement to a rich and comprehensive
programme of reading which will endeavour to ensure that each pupil develops an enjoyment of reading
through the acquisition of skills, knowledge and concepts. To this end, the school places the highest priority
on the teaching, resourcing and monitoring of books (including on screen texts) and reading throughout
Broadway School.
Aims and Objectives for Reading
At Broadway we aim:
to employ successfully appropriate strategies in reading, including phonic skills, word recognition and the use
of picture and contextual cues.
to develop reading comprehension skills
to develop increasing independence in (i) reading for enjoyment, and (ii) in selecting and using books and
other printed material as sources of information
to develop the facility to discriminate critically in terms of what is useful, what has quality and what gives
personal satisfaction.
To achieve these, we will endeavour:
1. to provide a range and variety of books which are easily accessible to teachers and pupils, which are upto-date and in good condition and are at an appropriate level for the children
2.
to promote the skills of decoding and comprehension by providing opportunities and experiences in
the areas of phonic skills, picture and contextual cues and word recognition
3.
to foster the enjoyment of books and reading via strategies such as:hearing stories and poems read aloud with follow-up activities where appropriate
encouraging voluntary reading
providing opportunities for uninterrupted, sustained silent reading appropriate to the pupils’
ages
involving parents and establishing home/school links
by organising occasional book fairs, book weeks, etc.
by providing a range of stimuli, eg video clips, DVDs, pictures to enhance and encourage
learning.
by allowing opportunities for reading aloud to an audience
regular use of the library
4.
to encourage pupils to select and read their own materials from a variety of sources for a variety of
purposes, and to use retrieval systems confidently.
to establish a framework for pupils to express opinions on (i) the style, (ii) the content, (iii) the suitability, and
(iv) the level of personal satisfaction.
Read for a variety of purposes in the shared, guided and independent parts of Literacy learning.
The Organisation for Reading
In addition to the reading which takes place within shared, guided and independent reading in the literacy
lessons, we are also dedicated to the use of silent reading, home reading and reading extended stories to the
children outside the literacy lesson. Staff endeavour to promote reading within our cross curricular topics and
shared story time.
Within guided reading, a variety of approaches are employed by each teacher and support staff to read the
text, give information, check comprehension, explore ideas within a text and examine pupil responses. Staff
make reference to the ‘Assessment and Progression in Reading’ Lancashire document when questioning and
assessing groups or individuals. Such approaches include;
silent reading, and then questioning about, and discussion of the text
choral reading
paired reading
reading around the group
Text marking and analysing texts
Children are encouraged to self-correct and correct each other as the need arises.
The school recognises that there can be a distinction between ‘sharing a book’ and ‘teaching reading’.
‘Teaching reading’ activities can include: listening
 comprehension
 shared/group reading
 rhymes/games
 Support for Spelling
 handwriting
Daily phonics teaching
Using the results of reading assessments to provide
personalised learning
and will involve phonic, graphic, grammatical, punctuation, contextual and bibliographic cues carried out as
whole-class or group activities with the class teacher.
‘Sharing a book’ sessions will take place at least once each week for all year groups and will involve pupils
individually or in small groups sharing a book with the class teacher, another member of staff or with a
parent-helper. The ‘Reading Diet’ is as follows:
Shared Reading
Guided Reading
Personal Reading
Focused Reading Tasks
Children working
Children working in
Children working
Children working
with challenging
small groups with
with self-selected
individually, in groups or
texts, usually as a
text selected by
material including
as a whole class to use
class to learn new
teacher at the
familiar text
and apply their reading
structures,
instructional level
skills to complete a
vocabulary etc.
range of tasks
The activities will include:
 reading aloud
 interpreting cues and clues
 interpreting text
 discussion
 prediction
 evaluation
The goal of guided reading is to enable learners to become independent, able to read, understand and
appreciate texts on their own without the teacher’s help. Guided reading sessions are structured using the key
reading skills and assessment foci to ensure that any gaps in children’s learning are addressed.
Within the Guided Sessions for KS2, Broadway have adopted a rota system which allows children to develop
their comprehension skills, therefore creating greater exposure to reading opportunities. The activities consist
of the following:
- Bug Club work
- Pre-read (Where children will read a set amount of pages before their Guided session with the class
teacher)
- Guided reading session
- Guided Activity session
- Comprehension or vocabulary work
EYFS/KS1 adopt a rota system that incorporates different reading and phonics activities which help the
children with decoding, blending and understanding text in various formats.
Children in KS2 are now expected to complete their shared text within school time. There will be no ‘guided’
book going home. Children are still able to choose a book from the school or class library to take home to
encourage their love of reading. EYFS/KS1 children will have a book from the ORT materials to go home with
to encourage reading and their phonic skills.
Reading Records
Records on individual pupils are maintained by the school to an agreed format and are available for inspection
on request. Oxford Reading Tree record sheets are used in EYFS/ KS1.
The Lancashire document: ‘Learning and Progression Steps for Reading’, is used to provide age-expected
guided reading records. These are kept for each group within each class to focus teaching/learning activities at
the expectation they are working at so that all areas of reading are covered for each child and areas of
weakness can be worked on.
Planning of Reading
Reading will be planned by using the Learning and Progression Steps for Reading documents from Lancashire.
The class teacher will highlight which LAPs will be targeted and will mark if a child has achieved this target.
The LAPs sheet is to be used only as a formative tool to identify ‘gaps’ in a child’s knowledge and what should
be taught over the duration of a half term. Although teaching towards ‘age-expected’ targets, teachers are
able to use LAPs from other Year groups to help inform their teaching, depending on child ability.
Assessment, Reporting and Recording of Reading
Staff will monitor the reading progress of pupils by:Observing reading by the pupil from a variety of sources and in a variety of circumstances inside and outside
the Literacy lessons. This will not always involve one-to-one reading or the use of books from schemes.
The frequency of the monitoring process will vary according to the age, aptitude and ability of each child and
will not necessarily take place on a daily basis.
Running records are carried out to make sure that the children are reading the correct level of books in their
guided group using the Benchmarking Kit, AM materials or the next text the child will be working on- twice a
year in KS1 and as appropriate in KS2 according to ability.
Guided reading involving focused activities daily usually outside the lesson.
Teachers award each child an age-expected category at the end of each term and this is input into the Pupil
Tracker.
The children in KS2 complete a reading comprehension each half term to give practice in reading,
understanding and responding to a passage independently and to help the teacher to measure the child
against age expected standards. This assessment will inform next steps in learning and guide teaching and/or
intervention.
In Years 1 – 6 the children are assessed each term using the Assertive Mentoring or Abacus reading materials.
The results of these assessments provide teachers with a clear understanding of the Reading Assessment Foci
each child needs to develop a better understanding of. Teachers then plan Guided Reading activities to
improve each child’s understanding.
In years 5 and 6 the same principles of assessment apply, however different materials are used to identify the
‘gaps’ in each child’s knowledge. Each half term teachers administer a reading test. This is either a former Year
6 SATs paper or a CGP test. This paper is then analysed and each child’s results are used to identify gaps. Year
5 and 6 teachers then plan guided reading sessions and organise intervention to improve children’s
knowledge in these areas.
At the end of each year, each class in KS2, apart from Y6, completes a reading comprehension test at a level
appropriate for the cohort. (Y6 and Y2 do the National SAT Tests.)
In KS2, children record the title of each book they read in their reading record/planner, which parents also
sign and comment in when they have heard their child read. Teachers also provide children with a focussed
activity based on that book to promote closer reading skills and develop comprehension. Texts which the
children experience during the literacy lesson, in shared and guided work, are recorded within the teachers’
planning documents.
In EYFS/KS1, the books which the children read are noted on Oxford Reading Tree progress sheets along with
any appropriate comments, and the reading record/planner is used for home-school communication and
recording progress.
Resources
Selection of Books
At Key Stage 1 the reading books are scheme based and are read sequentially by all children except (i) where a
fluent reader may omit selected titles, and (ii) where a pupil requires consolidation before progressing to
more difficult texts. Each child has guided reading scheme books, and a free choice book from the library.
In Years 3 and 4 the books are graded according to maturity/difficulty level for guided reading and the PM
scheme is used as well as group sets of novels, whilst in Years 5 and 6 the texts are novels and non-fiction
books, graded for the different ability groups in the class. KS2 children also have a class library from which
they have a book of their own choice.
Children across the school have access to the school library and are encouraged to make use of topic boxes for
non-fiction material.
Writing
Writing is essential to thinking and learning, and is enjoyable in itself. It provides a vital tool for both
communication and learning activities. Writing is entirely cross-curricular in nature and as such is not confined
to Literacy lessons. Writing is an important life skill.
Society frequently makes instant judgements about a child or an adult from his/her writing. We believe that
all pupils should, therefore, be equipped with the skills which will allow them to write confidently and
competently.
Aims and Objectives for Writing
We aim for all our pupils:1.
to tackle and master a range of styles by:giving them the opportunity to write for a variety of different purposes and audiences, and
teaching them skills to do this appropriately
using their reading to raise the standard and quality of their writing, and encouraging them to
relate their own writing to that of others in developing style
teaching them how knowledge about story structure and conventions can improve their own
writing.
2.
to structure their work with increasing independence by:encouraging them to develop their ability to plan, organise and structure their writing in a
variety of ways using their experience of fiction, poetry and non-fiction texts
teaching them to write with increasing confidence, fluency and accuracy, using reference skills
when necessary
3.
to reflect independently on what they have written by:giving them opportunities to collaborate, to read their work aloud, and to consider and discuss
the quality of their writing, thus encouraging the faculty of self-criticism through effective use of assessment
for learning (AfL)
4.
to use a growing accuracy in sentence construction, punctuation and paragraphing, and a developing
command of Standard English by:giving them the opportunity to review, revise and redraft their work in the light of their
increasing awareness of the conventions of spoken and written English
to teach them points of grammar, spelling, etc. leading towards increased accuracy
5.
to convey meaning appropriately for different purposes by:teaching them to order, organise and present their work so that it is accessible to themselves
or to others
subjects
promoting awareness of writing and its conventions throughout all National Curriculum
The Organisation for Writing
Grammar and Punctuation
Assessment, Reporting and Recording of Writing
Formal assessment is based upon SATs criteria whereby each pupil is assessed annually against National
Curriculum age-related expectations of attainment. On-going assessment is a continuous process within the
classroom organisation. The information gained is used to provide teachers with an opportunity (i) to monitor
performance, and (ii) to act as a guide for further learning. Reports are issued according to the school’s
Assessment, Recording and Reporting Policy.
Writing Assessments and Next Step Targets
An independent piece of writing is completed at the end of each term and during the first week in September
using the ‘My Next Steps in Learning’ sublevels. This process will be used to identify targets for the children’s
next steps to progress in their writing skills. In addition, this will also inform subsequent teaching and the
organisation of writing groups within the class so that the teacher can deliver guided writing sessions based
on children’s individual needs. In Y1 and Reception this can be done orally. A copy of the ‘next steps’ sheet
will be stapled into the child’s writing book so that teachers can refer to these individual targets when
delivering guided writing sessions as well as being referred to during lessons or via marking. A further copy
will be kept in the class writing folder to monitor and inform groupings. Detailed guidance on the
management and use of the writing folder and the next steps in learning process of assessment of, and for,
learning, will be kept inside the class writing folder.
Marking
This is in line with the school’s marking policy. It is the purpose of marking (teacher response) to help the child
to improve next time. It is vital to show children what they do well - that is a growth point and a motivation to
further development. Children will be given time to respond to feedback and assessment based on the next
steps in learning system during skill building sessions or ‘Fix-it’ time.
Extended Writing
Because this is too time consuming to be completed within one independent writing session, the following
approaches will be used to enable this important area to take place on a regular basis:
- planning, writing, editing, proof-reading and publishing work to be completed over a week
-incorporate extended writing into other areas of the curriculum where appropriate, e.g. report writing in
science etc. The objectives taught in Literacy apply within the writing across the curriculum.
Frequency of Extended Writing
Extended writing should be completed by each child weekly – in literacy at the end of the two week unit and
also through cross curricular writing. Children should be provided with opportunities for extended writing
within topic work each half term, when they can apply skills in genres previously taught, e.g. historical recount
etc. This should equate to the children having opportunities for extended writing each week so that they can
develop their writer’s voice and stamina. Regular opportunities to publish work should be provided, either
written or using ICT. Every half term children will complete an extended piece of writing which will be used for
formal assessment purposes.
Guided writing is used by teachers to lead a focus group in the classroom and to provide additional supported
steps towards independent writing. It is carefully targeted towards groups of children according to their
current target or specific need. A writing folder is maintained to structure sessions and address any gaps in
the children’s learning as identified in the next steps in learning system.
Phonics
Aims and objectives for Phonics
To deliver high quality, systematic phonic lessons.
To enable children to start learning phonic knowledge and skills by the age of five, with the expectation that
they will become fluent readers, having secured word building and recognition skills, by the end of Key Stage
1.
To ensure that children apply phonic knowledge as their first approach to reading and spelling, even though
all words do not conform to regular phonic patterns, with the ultimate goal being “automatic and effortless
reading and writing”.
To ensure that children are taught to read and spell high frequency words that do not conform to regular
phonic patterns. (“Tricky words”)
To ensure that children have opportunities to read text and words that are within their phonic capabilities as
early as possible, even though all words may not be entirely de-codable by the children unaided.
To encourage the children to attempt to spell words for themselves, within the range of their phonic
knowledge, by building confidence and developing strategies to attempt the unfamiliar.
To help the children to blend phonemes in order to read words.
To help the children to segment words in order to spell them.
To learn that blending and segmenting are reversible processes.
To learn that phonemes should be blended from left to right through the word, in order for it to be read.
The Organisation of Phonics
Key stage 1
Discrete daily phonics sessions are taught at the start of each day.
Phonics sessions will follow the Revisit/Review, Teach, Practise, Apply and Assess format.
The teaching of phonics is based on the Letters and Sounds document, supported initially by the Jolly Phonics
Scheme.
The majority of children will work within their year group, with the class teacher, with lessons being
differentiated as appropriate.
Where children are working below expected age-related expectations they may be withdrawn during the
phonics session to work with an HLTA or TA. The organisation of this will alter each term in order to meet the
needs of the children.
Key Stage 2
Children who still require further work in phonics will work on this area during skill building sessions. Where
appropriate they will be withdrawn for extra support during this time.
Assessment, Reporting and Recording of Phonics
Assessment
Assessment in phonics is an on-going process and will take place during phonics, reading and literacy sessions
as well as other curriculum areas. Formal individual assessment will also be carried out as appropriate. A
range of resources to aid this are available on the Phonicsplay website.
Reporting and Recording
Each class (Year R – Y3) has an A3 phonics folder containing an assessment and progression phonics record for
each child. Teachers update these regularly as the children progress. These folders will be passed on to the
next class teacher.
At the end of each term, teachers complete the class tracker to show the phase each child is working on. This
information is then recorded on the school phonics tracker.
A school phonics tracker is produced yearly and updated each term. This information is then used to review
the organisation of withdrawal groups.
During the summer term Y1 children, and Y2 children who did not reach the required standard in Y1, complete
the national phonics screening check. Parents are informed as to whether their child is working at or towards
the expected level in the written annual report.
Resources
Phonic reading books
Subscription to Phonicsplay website
Wide range of phonic materials in each classroom
Spelling
Correct spelling is an important part of written language as a means of communication. Children and adults
are often judged by society on the standard of their spelling, and schools should therefore provide every
opportunity to develop their competence and confidence in this area.
Aims and Objectives for Spelling
to promote each child’s confidence in spelling
to advise parents on ‘good practice’ when encouraging spelling
to set targets of attainment as outlined in the objectives below.
The Organisation for Spelling
As well as through the word structure and spelling strand of the literacy phases, spelling will be taught
through a spelling scheme based on the needs of the child. Each week the children will learn words devised by
the teacher in KS2 from their year group’s spelling bank and 3 words in KS1 linked to their phonics learning
and common errors in their writing. See spelling policy for more detail.
At Key Stage 1 pupils should be taught to:write each letter of the alphabet
use their knowledge of sound/symbol relationships and phonological patterns
recognise and use simple spelling patterns
spell commonly occurring simple words
spell words with common prefixes and suffixes.
Pupils should be taught to check the accuracy of their spelling and to use word books and dictionaries,
identifying initial letters as the means of locating words. They should be given opportunities to experiment
with the spelling of complex words and to discuss misapplied generalisations and other reasons for
misspellings. Close attention should be paid to word families.
At Key Stage 2 pupils should be taught to:spell complex, polysyllabic words that conform to regular patterns, and to break long and complex words into
more manageable units, by using their knowledge of meaning and word structure
memorise the visual patterns of words, including those that are irregular
recognise silent letters
use the apostrophe to spell shortened forms of words
use appropriate terminology, including vowel and consonant.
Pupils should be accumulating a bank of words that they can spell correctly, and should be taught to check
spellings and meanings of words using dictionaries where appropriate. When looking up words pupils should
be taught to apply their knowledge of initial and subsequent letters and the organisation of dictionaries,
including headings, abbreviations and other conventions.
They should be taught:the meaning, use and spelling of common prefixes and suffixes
the relevance of word families, roots and origins of words
alternative ways of writing the same sound
the spellings of words with inflectional endings
It is the philosophy of the school that the preceding skills and knowledge should be taught in a systematic way
which ensures continuity and smooth progression throughout the school.
Spelling plays an important role in Literacy through the word work and teaching of the medium and high
frequency words in the context of the children’s work.
Assessment, Reporting and Recording of Spelling
We have adopted a scheme which focuses on the learning of spelling patterns which are appropriate to each
year group and can be found in the Jolly Phonics Scheme and Letters and Sounds for KS1. In KS2 we follow the
‘Support for Spelling’ scheme and use word banks for each class in KS2. Words will be taken home to be
learned in a multi-sensory way using ‘LOOK, SAY, COVER, WRITE, CHECK’. Lists are devised from these texts by
the teacher to cater for the different age-related expectations of ability within the class.
The children will learn the high frequency words for their class within the context of their work.
In class the children will begin to keep a personal log of words they have spelt wrong so that they can record
the correct version and learn it through a multi-sensory approach.
Where it becomes apparent that a pupil is making little or no attempt to learn the words the teacher will
initially discuss this with the pupil personally, and later, if necessary, with the parent(s) as appropriate.
Handwriting
Aims and Objectives for Handwriting
The fundamental purpose of handwriting is to enable all pupils to equip themselves with a basic life-skill. In
this way the acquisition of clear, legible handwriting contributes to both the personal growth of individual
children and to a preparation for the adult world.
Our aims at Broadway are:
To progress towards fluent, legible joined-up writing by:
introducing a cursive handwriting scheme which follows the conventions of written English and
which is used throughout the school
providing a structured programme of practice in the scheme
providing models of handwriting by displays and classroom labels, posters, etc.
providing consistent modelling of the handwriting scheme by staff
To present finished work appropriately, clearly and attractively, by:
referring children to the models available
providing regular opportunities to redraft and polish
promoting good habits of presentation in all areas of the curriculum so that an awareness is
developed of the importance of this in order to communicate meaning effectively
at Key Stage 2 teaching different forms of handwriting for different purposes, e.g. print for
labelling maps and diagrams; a clear, neat hand for finished, presented work or a faster script for notes. (This
is a Key Skill for KS2)
Broadway Cursive Script
We are very proud of our handwriting at Broadway. It is introduced in Reception in a variety of ways to
improve motor control using sand, paint, clay, shaving foam, corn flour and general pattern making.
Continuing to use Broadway handwriting correctly is included as a target in the next steps in learning process.
The Organisation for Handwriting
Guidance on the introduction and use of the school cursive handwriting scheme is available from the Early
Years Leader or the Literacy Coordinator. The teaching of handwriting is carried out both as part of the literacy
session and in time set aside out of the hour as required. Children who are new to the school should be given
additional support to ensure that they meet the high handwriting expectations of the school.
Where a child finds difficulties acquiring cursive script or particular letter patterns within it, where it is
deemed appropriate, extra practice is made available within school time and may be sent home at the
discretion of the teacher.
Occasionally, it may be decided that it will be more appropriate for some children with special education
needs to use print, rather than cursive handwriting. Advice should be sought from the SEN coordinator on an
individual basis.
Resources
Broadway Cursive Writing Guide.
Example of ‘My Next Steps in Learning’ (3a – 4c)
Guide to Using Your Writing Folder
Equal Opportunities
All children are provided with equal access to the English curriculum. We aim to provide suitable learning
opportunities regardless of gender, ethnicity or home background.
Provision for AGT Pupils
See AGT policy.
Provision for SEN Pupils
INTERVENTION PROGRAMMES
Class teachers who identify or suspect that a pupil may require additional help will, initially, report to the
Special Educational Needs Co-ordinator according to the procedures laid down in the school’s SEN Policy.
Extra support in writing will be given where appropriate within and outside the literacy hour and issues of
concern can be targeted in guided writing sessions. Work can be sent home for consolidation on the
discretion of the class teacher.
Where a child has an IEP this focussed work will be planned for and carried out in lesson time by the teacher
or support assistant on the teacher’s instructions unless withdrawal is recommended.
Grammar Expectations
SUMMARY OF GPS EXPECTATIONS FOR EACH YEAR GROUP ACROSS THE SCHOOL
Year Group
Y1
Word Structure
Sentence structure
Text Structure
Regular plural noun suffixes –s or –es (e.g.
dog, dogs; wish, wishes)
How words can combine to
make sentences
Joining words and joining
sentences using and
Sequencing sentences to form short
narratives
Suffixes that can be added to verbs (e.g.
helping, helped, helper)
Formation of nouns using suffixes such as
–ness, –er
Formation of adjectives using suffixes such
as –ful, –less
(A fuller list of suffixes can be found in the
Year 2 spelling appendix.)
Use of the suffixes –er and –est to form
comparisons of adjectives and adverbs
Subordination (using when,
if, that, or because) and coordination (using or, and, or
but)
Expanded noun phrases for
description and specification
(e.g. the blue butterfly, plain
flour, the man in the moon)
Correct choice and consistent use of
present tense and past tense
throughout writing
Use of the continuous form of verbs
in the present and past tense to
mark actions in progress (e.g. she is
drumming, he was shouting)
Formation of nouns using a range of
prefixes, such as super–, anti–, auto–
Use of the determiners a or an according
to whether the next word begins with a
consonant or a vowel (e.g. a rock, an open
box)
Expressing time and cause
using conjunctions (e.g.
when, so, before, after,
while, because), adverbs
(e.g. then, next, soon,
therefore, or prepositions
(e.g. before, after, during,
Capital letters for
names and for
the personal
pronoun I
Use of capital
letters, full stops,
question marks
and exclamation
marks to
demarcate
sentences
Vocabulary
word, sentence, letter,
capital letter, full stop,
punctuation, singular,
plural, question mark,
exclamation mark
verb, tense (past,
present), adjective,
noun, suffix, apostrophe,
comma
Commas to
separate items in
a list
Sentences with different
forms: statement, question,
exclamation, command
Y3
Separation of
words with
spaces
Introduction to
capital letters, full
stops, question
marks and
exclamation
marks to
demarcate
sentences
How the prefix un– changes the meaning
of verbs and adjectives (negation, e.g.
unkind, or undoing, e.g. untie the boat)
Y2
Punctuation
Introduction to paragraphs as a way
to group related material
Headings and sub-headings to aid
presentation
Use of the perfect form of verbs to
Apostrophes to
mark contracted
forms in spelling
Introduction to
inverted commas
to punctuate
direct speech
word family,
conjunction, adverb,
preposition, direct
speech, inverted
commas (or “speech
marks”), prefix,
consonant, vowel,
in, because of)
mark relationships of time and cause
(e.g. I
have written it down so we can check
what he said.)
Appropriate choice of
pronoun or noun within a
sentence to avoid ambiguity
and repetition
Use of paragraphs to organise ideas
around a theme
Word families based on common words
Y4
The grammatical difference between
plural and possessive -s
Standard English forms for verb inflections
instead of local spoken forms (e.g. we
were instead of we was, or I did instead of
I done)
Y5
Converting nouns or adjectives into verbs
using suffixes (e.g. –ate; –ise; –ify)
Verb prefixes (e.g. dis–, de–, mis–, over–
and re–)
Y6
The difference between vocabulary typical
of informal speech and vocabulary
appropriate for formal speech and writing
(e.g. said versus reported, alleged, or
claimed in formal speech or writing)
Fronted adverbials (e.g.
Later that day, I heard the
bad news.)
Relative clauses beginning
with who, which, where,
why, whose, that, or an
omitted relative pronoun
Indicating degrees of
possibility using modal verbs
(e.g. might, should, will,
must) or adverbs (e.g.
perhaps, surely)
Use of the passive voice to
affect the presentation of
information in a sentence
(e.g. I broke the window in
the greenhouse versus The
window in the greenhouse
was broken)
Expanded noun phrases to
convey complicated
information concisely (e.g.
the boy that jumped over
Appropriate choice of pronoun or
noun across sentences to aid
cohesion and avoid repetition
Devices to build cohesion within a
paragraph (e.g. then, after that, this,
firstly)
Linking ideas across paragraphs using
adverbials of time (e.g. later), place
(e.g. nearby) and number (e.g.
secondly)
Linking ideas across paragraphs using
a wider range of cohesive devices:
semantic cohesion (e.g. repetition of
a word or phrase), grammatical
connections (e.g. the use of
adverbials such as on the other hand,
in contrast, or as a consequence),
and ellipsis
Layout devices, such as headings,
sub-headings, columns, bullets, or
tables, to structure text
consonant letter, vowel
letter, clause,
subordinate clause
Use of inverted
commas to
punctuate direct
speech
pronoun, possessive
pronoun, adverbial
Apostrophes to
mark singular and
plural possession
(e.g. the girl’s
name, the boys’
boots)
Use of commas
after fronted
adverbials
Brackets, dashes
or commas to
indicate
parenthesis
relative clause, modal
verb, relative pronoun,
parenthesis, bracket,
dash, determiner,
cohesion, ambiguity
Use of commas to
clarify meaning or
avoid ambiguity
Use of the semicolon, colon and
dash to mark the
boundary
between
independent
clauses (e.g. It’s
raining; I’m fed
up.)
Use of the colon
to introduce a list
Punctuation of
active and passive voice,
subject and object,
hyphen, colon, semicolon, bullet points,
synonym and antonym
the fence is over there, or
the fact that it was raining
meant the end of sports
day)
The difference between
structures typical of
informal speech and
structures appropriate for
formal speech and writing
(such as the use of question
tags, e.g. He’s your friend,
isn’t he?, or the use of the
subjunctive in some very
formal writing and speech)
bullet points to
list information
How hyphens can
be used to avoid
ambiguity (e.g.
man eating shark
versus maneating shark, or
recover versus recover)
EYFS
EYFS midterm literacy plan.
Term: Autumn 1
Topic Title: All About Me
Genre to be taught:
Narrative – Traditional Tales
Narrative – Familiar Events
Non chronological - Labels
Significant books to be used:
Funny Bones books by Janet and Alan Ahlberg
Harry and the Bucketful of Dinosaurs Go to School by Ian Whybrow
Zoe and the Fairy Medicine by Jane Andrews
Smile Baby Smile by Moira Butterfield and Rosalind Beardshaw
Ten Little Babies by Lisa Kopper
Introduction to the Oxford Reading Tree series.
Reading Objectives from Development Matters to be taught:
Listens to the stories with increasing attention and recall (30-50 months)
Describes main story setting, events and principal characters (30-50 months)
Handles books carefully (30-50 moths)
Holds books the correct way up and can turn the pages (30-50 months)
Recognises familiar words and signs such as own name and advertising logos (30-50 months)
Hears and says the initial sounds in words (40-60 months)
Enjoys an increasing range of books (40-60 months)
Writing Objectives from Development Matters to be taught:
Sometimes gives meaning to marks as they draw and paint (30-50 months)
Ascribes meanings to marks that they see in different places (30-50 months)
Gives meaning to marks they make as they draw, write and paint (40-60 months)
Hears and says the initial sounds in words (40-60 months)
Writes own name and other things such as labels and captions (40-60 months)
EYFS midterm literacy plan.
Term: Autumn 2
Topic Title: Celebrating light, dark and colour
Genre to be taught:
Recount – Letter
Non-chronological – Captions
Non-chronological - Lists
Significant books to be used:
Mog in the Dark by Judith Kerr
The Dark, Dark Night by M Christina Butler and Jane Chapman
Laura’s Christmas Star by Klaus Baumgart
The Jolly Christmas Postman by Janet and Alan Ahlberg
Diwali non fiction book
The Nativity story
Reading Objectives from Development Matters to be taught:
Shows interest in illustrations and print in books and print in the environment. (30-50 months)
Describes main story setting, events and principal characters (30-50 months)
Beginning to be aware of the way stories are structured (30-50 months)
Suggests how the story might end (30-50 months)
Knows that print carries meaning and is read from left to right and top to bottom (30-50 months)
Hears and says the initial sounds in words (40-60 months)
Can segment the sounds in simple words and blend them together and knows which letters represent some of them (40-60 months)
Links sounds to letters, naming and sounding the letters of the alphabet (40-60 months)
Knows that information can be retrieved from books and computers (40-60 months)
Writing Objectives from Development Matters to be taught:
Gives meaning to marks they make as they draw, write and paint (40-60 months)
Hears and says the initial sounds in words (40-60 months)
Uses some identifiable letters to communicate, representing some sounds correctly and in sequence (40-60 months)
Writes own name and other things such as labels and captions (40-60 months)
Attempts to write short sentences in meaningful contexts (40-60 months)
EYFS midterm literacy plan.
Term: Spring 1
Topic Title: The Great Vehicle Competition
Genre to be taught:
Instructions – technical manual
Recount – diary
Poetry – Action rhymes
Significant books to be used:
Mr Gumpy’s Motor Car - Jon Burningham
Duck’s Day Out – Jez Alborough
Please Don’t Chat to the Bus Driver – Shen Roddie and Jill Newton
The Journey Home from Grandpa’s – Jemima Lumley
Reading Objectives from Development Matters to be taught:
Listens to and joins in with stories and poems, one to one and also in small groups (30-50 months)
Can segment the sounds in simple words and blend them together and knows which letters represent some of them (40-60 months)
Begins to read words and simple sentences. (40-60 months)
Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books. (40-60 months)
Can segment the sounds in simple words and blend them together and knows which letters represent some of them. (40-60 months)
Children read and understand simple sentences (ELG 1)
They use phonic knowledge to decode regular words and read them aloud accurately (ELG 2)
Writing Objectives from Development Matters to be taught:
Begins to break the flow of speech into words (40-60 months)
Uses some identifiable letters to communicate, representing some sounds correctly and in sequence (40-60 months)
Attempts to write short sentences in meaningful contexts (40-60 months)
Children use their phonic knowledge to write words in ways which match their spoken sounds. (ELG 1)
EYFS midterm literacy plan.
Term: Spring 2
Topic Title: Castles
Genre to be taught:
Fairy tales
Recount – diary
Recount - letter
Significant books to be used:
Jack and the Beanstalk
Rapunzel
Cinderella
Sleeping Beauty
Reading Objectives from Development Matters to be taught:
Begins to read words and simple sentences. (40-60 months)
Can segment the sounds in simple words and blend them together and knows which letters represent some of them. (40-60 months)
Children read and understand simple sentences (ELG 1)
They use phonic knowledge to decode regular words and read them aloud accurately (ELG 2)
They also read some common irregular words (ELG 3)
They demonstrate understanding when talking with others about what they have read (ELG 4)
Writing Objectives from Development Matters to be taught:
Begins to break the flow of speech into words (40-60 months)
Uses some identifiable letters to communicate, representing some sounds correctly and in sequence (40-60 months)
Attempts to write short sentences in meaningful contexts (40-60 months)
Children use their phonic knowledge to write words in ways which match their spoken sounds. (ELG 1)
Some words are spelt correctly and others are phonetically plausible (ELG 4)
EYFS midterm literacy plan.
Term: Summer 1
Topic Title: Jungle
Genre to be taught:
Poetry – Funny Sentences
Persuasion - Travel brochure
Explanation – Changes in Plants
Significant books to be used:
Rumble in the Jungle- Giles Andreae
The Elmer stories – David Mckee
The Very Hungry Caterpillar by Eric Carle
Plants and growing non fiction books.
Reading Objectives from Development Matters to be taught:
Children read and understand simple sentences (ELG 1)
They use phonic knowledge to decode regular words and read them aloud accurately (ELG 2)
They also read some common irregular words (ELG 3)
They demonstrate understanding when talking with others about what they have read (ELG 4)
They can describe the main events in simple stories that they have read (Exceeding 3)
Writing Objectives from Development Matters to be taught:
Begins to break the flow of speech into words (40-60 months)
Uses some identifiable letters to communicate, representing some sounds correctly and in sequence (40-60 months)
Attempts to write short sentences in meaningful contexts (40-60 months)
Children use their phonic knowledge to write words in ways which match their spoken sounds. (ELG 1)
They also write some irregular common words (ELG 2)
They also write simple sentences which can be read by themselves and others (ELG 3)
Some words are spelt correctly and others are phonetically plausible (ELG 4)
EYFS midterm literacy plan.
Term: Summer 2
Topic Title: Super heroes
Genre to be taught:
Non chronological – captions
Narrative – familiar events
Significant books to be used:
Traction Man – Mini Grey
Harry and the Bucketful of Dinosaur stories
People who help us non fiction books
Reading Objectives from Development Matters to be taught:
Children read and understand simple sentences (ELG 1)
They use phonic knowledge to decode regular words and read them aloud accurately (ELG 2)
They also read some common irregular words (ELG 3)
They demonstrate understanding when talking with others about what they have read (ELG 4)
Children can read phonically regular words or more than one syllable and may irregular but HFWs (Exceeding 1)
They use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary (Exceeding 2)
They can describe the main events in simple stories that they have read (Exceeding 3)
Writing Objectives from Development Matters to be taught:
Children use their phonic knowledge to write words in ways which match their spoken sounds. (ELG 1)
They also write some irregular common words (ELG 2)
They also write simple sentences which can be read by themselves and others (ELG 3)
Some words are spelt correctly and others are phonetically plausible (ELG 4)
Children can spell phonically regular words of more than one syllable as well as many irregular but HFWs (Exceeding 1)
They use key features of narrative in their own writing (Exceeding 2)
Year One
Key Stage One midterm literacy plan.
Term: Autumn 1
Topic Title: The Tiger Who Came To Tea
Genre to be taught:
Non Chronological/Non Fiction – Labels, captions, lists, invitation, missing poster, animal fact sheets.
Narrative – Stories with familiar events.
Poetry – Animal themed poems including number poems and list poems.
Dialogue/Play scripts – act out The Tiger Who Came To Tea
Recount – Thankyou letter, Weekly weekend recount with GPS focus
Significant books to be used:
The Tiger Who Came To Tea
Handa’s Surprise
My Magic Anorak Poem Anthology
Dear Zoo
Catherine and the Lion
Reading LAPs to be taught:
Word reading
Apply phonic knowledge and skills as the route to decode words.
Read common exception words, noting tricky parts (see Year 1 list below).
Developing pleasure in reading and motivation to read
When prompted through questioning, relates texts to own experiences, e.g. Have you ever been to the beach?
Orally retell stories using props and pictures.
Enjoy and recite simple rhymes and poems.
Make personal reading choices, e.g. from the class library.
Understanding books which they can read themselves and those which are read to them
Discuss key vocabulary, linking meanings of new words to those already known.
Activate prior knowledge e.g. what do you know about minibeasts?
Develop and demonstrate their understanding of characters through role play and drama.
Give opinions about books, stories and poems.
Demonstrate understanding of texts by answering questions related to who, what, where and when.
Discuss the main events in stories.
Make predictions based on what has been read so far.
Identify the main characters in stories.
Recall information from non-fiction texts, e.g. by saying something they have found out.
Locate parts of text by naming or labelling e.g. titles, contents page and labelled diagram.
Participating in discussion
In discussions about books, listen to what others say, responding by nodding or maintaining eye contact.
Writing LAPs to be taught:
Composition
Repeat a simple sentence modelled, e.g. spoken by an adult or puppet. Replicate in writing so that it can be read by themselves and others.
With adult prompting, separate words with spaces, e.g. using a finger or lollipop stick as a spacer.
Use full stops to demarcate simple sentences.
Recognise and write from memory capital letters.
Use capital letter for the personal pronoun I.
Identify and use question marks.
Composition: Planning
Orally rehearse ideas linked to non-fiction, e.g. pass a ‘microphone’ around the group, into which each child can speak their sentence.
Composition: Drafting and Writing
Orally compose every sentence before writing, e.g. say the sentence three times to fix it in working memory.
With adult support, re-read every sentence to check it makes sense.
Orally compose simple sentences to write short non-fiction texts, e.g. information text, postcard, instructions
Composition Evaluating and Editing
Discuss their writing with adults and peers, giving an opinion, e.g. I like my story because…
Composition Performing
Read their writing to an adult.
Target tracker key objectives assessed:
Segment spoken words into individual phonemes and represent them with graphemes, spelling some correctly.
Sit correctly at the table, holding a pencil comfortably and correctly.
Write sentences by saying out loud what he/she is going to write about.
Separate words with spaces.
Discuss what he/she has written about with an adult.
Key Stage One midterm literacy plan.
Term: Autumn 2
Topic Title: Safe As Houses
Genre to be taught:
Narrative – Stories with repeated patterns. Traditional Tales.
Instructions – How to…….. Recipe for gingerbread house,
Poetry – Themed poems – Winter /Christmas
Dialogue/Play scripts – act out traditional tales, puppet shows with pigs and wolf.
Recount – Weekly weekend recount with GPS focus
Significant books to be used:
This Is The House That Jack Built, We’re Going On A Bear Hunt, Peace At Last, Not Now Bernard, Each Peach, Pear, Plum
Three Little Pigs, Suddenly, The Three Little Wolves and the Big Bad Pig, Hansel and Gretel
Mr Wolf’s Pancakes
Reading LAPs to be taught:
Word reading
Apply phonic knowledge and skills as the route to decode words.
Read common exception words, noting tricky parts (see Year 1 list below).
Developing pleasure in reading and motivation to read
When prompted through questioning, relates texts to own experiences, e.g. Have you ever been to the beach?
Recognise and join in with language patterns and repetition during class story times.
Orally retell stories using props and pictures.
Enjoy and recite simple rhymes and poems.
Make personal reading choices, e.g. from the class library.
Understanding books which they can read themselves and those which are read to them
Discuss key vocabulary, linking meanings of new words to those already known.
Activate prior knowledge e.g. what do you know about minibeasts?
Develop and demonstrate their understanding of characters through role play and drama.
Give opinions about books, stories and poems.
Demonstrate understanding of texts by answering questions related to who, what, where and when.
Discuss the main events in stories.
Make predictions based on what has been read so far.
Identify the main characters in stories.
Participating in discussion
In discussions about books, listen to what others say, responding by nodding or maintaining eye contact.
Writing LAPs to be taught:
Composition
Repeat a simple sentence modelled, e.g. spoken by an adult or puppet. Replicate in writing so that it can be read by themselves and others.
With adult prompting, separate words with spaces, e.g. using a finger or lollipop stick as a spacer.
Use full stops to demarcate simple sentences.
Recognise and write from memory capital letters.
Use capital letter for the personal pronoun I.
Identify and use question marks.
Use the joining word and to link words in sentences, e.g. Henry had a duck and a dog. Penguins can slip and slide.
Composition: Planning
Orally plan and sequence ideas in narrative, e.g. with adult support, create a story using small world props or pictures and orally rehearse.
Composition: Drafting and Writing
Orally compose every sentence before writing, e.g. say the sentence three times to fix it in working memory.
With adult support, re-read every sentence to check it makes sense.
Orally compose and write sentences to form short narratives.
Composition Evaluating and Editing
Discuss their writing with adults and peers, giving an opinion, e.g. I like my story because…
Composition Performing
Read their writing to an adult.
Target tracker key objectives assessed:
Form lower case letters in the correct direction, starting and finishing in the right place.
Form capital letters
Form digits 0-9
Write sentences by composing them orally before writing them.
Write sentences and sequence them to form short narratives.
Understand how words can combine to make sentneces.
Join words and clauses using and
Key Stage One midterm literacy plan.
Term: Spring 1
Topic Title: Here, There and Everywhere
Genre to be taught:
Narrative – Fairy Tales
Dialogue/Play scripts – act out fairy tales
Poetry – Themed poems – Dragons
Non Chronological – Lists (jobs for Cinderella),UK Reports (link to geography)
Persuasion – Come to……….. (advertisements for UK capital cities – link to geography)
Recount – Weekly weekend recount with GPS focus
Significant books to be used:
Magic Porridge Pot, Cinderella, Sleeping Beauty, Goldilocks and the Three Bears, Jack and the Beanstalk, The Enormous Turnip, The Elves and the Shoemaker.
Katie in London, Katie in Scotland (James Mayhew)
Reading LAPs to be taught:
Word reading
Read more challenging texts using phonics and common exception word recognition.
Developing pleasure in reading and motivation to read
Relate texts to own experiences.
Recognise and join in with language patterns and repetition in stories, e.g. fairy stories, traditional tales and stories by well-known authors.
Orally retell familiar stories in a range of contexts, e.g. small world, role play, storytelling.
Enjoy and recite rhymes and poems including traditional verse.
Make personal reading choices and give simple reasons for their selection.
Understanding books which they can read themselves and those which are read to them
Discuss key vocabulary, linking meanings of new words to those already known.
Activate prior knowledge e.g. what do you know about minibeasts?
Recognise when a text does not make sense while reading and, with prompting, can correct.
Develop and demonstrate their understanding of characters and events through role play and drama.
Give opinions and, when prompted, support with reasons.
Demonstrate understanding of texts by answering questions related to who, what, where, when, why, how.
Identify and discuss the main events in stories using words like first, next, after that, later on, at the end.
Make predictions based on what has been read so far and give simple reasons.
Identify and describe the main characters in stories. Capture simply in writing, e.g. character profile, role on the wall.
Discuss the title and predict what the story might be about.
Answer ‘why’ questions requiring basic inference, e.g. Why do you think he said…? Why do you think he did that?
Participating in discussion
In discussions about books, listen to what others say and take turns to speak as directed by the teacher.
Writing LAPs to be taught:
Composition
Say, and hold in memory whilst writing, sentences that can be read by themselves and others
Separate words with spaces.
Use capital letters and full stops to demarcate simple sentences.
Use capital letters for names of people, places and days of the week.
Identify and use exclamation marks.
Use the joining word and to link clauses, e.g. They all pulled the turnip and it came out of the ground. Peel the banana and slice it into pieces.
Use the joining word but to link words (I have two sisters but no brothers.) and clauses (Cinderella wanted to go to the ball but she didn’t have a dress).
Composition: Planning
Sequence ideas and events in narrative, e.g. creating a story map and using it to orally rehearse ideas.
Sequence events in non-fiction recounts, e.g. use pictures and props to create a simple timeline, adding sequencing vocabulary such as ‘first’, ‘next’, ‘after that’ and
‘finally’. Use these to orally rehearse.
Composition: Drafting and Writing
Orally compose every sentence before writing, including compound sentences using the joining words ‘and’ and ‘but’.
Re-read every sentence to check it makes sense.
Orally compose and sequence their own sentences to write short narratives.
Orally compose and sequence their own sentences to write short non-fiction texts, e.g. recounts
Composition Evaluating and Editing
Discuss their writing with adults, saying what they like about it, e.g. my favourite word is…
Composition and Performing
Read their writing audibly to a small group.
Target tracker key objectives assessed:
Understand which letters belong to each writing family.
Write sentences by re-reading what he/she has written to check that it makes sense.
Use Capital Letters and full stops to demarcate some sentences.
Join words and clauses using and, but
Key Stage One midterm literacy plan.
Term: Spring 2
Topic Title: On The Move
Genre to be taught:
Narrative – story with repeated pattern – The Train Ride
Poetry – Themed poems – Transport, Action Rhymes.
Non Chronological – Non-fiction writing – transport theme, labels and captions of vehicles etc
Recount – Weekly weekend recount (including transport museum trip) with GPS focus
Significant books to be used:
Non-fiction big books – Wheels, Wings and Other Things, How Do They Work?
The Train Ride
Reading LAPs to be taught:
Word reading
Read more challenging texts using phonics and common exception word recognition.
Developing pleasure in reading and motivation to read
Relate texts to own experiences.
Enjoy and recite rhymes and poems including traditional verse.
Make personal reading choices and give simple reasons for their selection.
Understanding books which they can read themselves and those which are read to them
Discuss key vocabulary, linking meanings of new words to those already known.
Activate prior knowledge e.g. what do you know about minibeasts?
Recognise when a text does not make sense while reading and, with prompting, can correct.
Develop and demonstrate their understanding of characters and events through role play and drama.
Give opinions and, when prompted, support with reasons.
Demonstrate understanding of texts by answering questions related to who, what, where, when, why, how.
Recall specific information from non-fiction texts by answering simple oral questions.
Locate parts of text that give particular information, e.g. titles, contents page and labelled diagram.
Participating in discussion
In discussions about books, listen to what others say and take turns to speak as directed by the teacher.
Writing LAPs to be taught:
Composition
Say, and hold in memory whilst writing, sentences that can be read by themselves and others
Separate words with spaces.
Use capital letters and full stops to demarcate simple sentences.
Use capital letters for names of people, places and days of the week.
Identify and use exclamation marks.
Use the joining word and to link clauses, e.g. They all pulled the turnip and it came out of the ground. Peel the banana and slice it into pieces.
Use the joining word but to link words (I have two sisters but no brothers.) and clauses (Cinderella wanted to go to the ball but she didn’t have a dress).
Composition: Planning
Sequence events in non-fiction recounts, e.g. use pictures and props to create a simple timeline, adding sequencing vocabulary such as ‘first’, ‘next’, ‘after that’ and
‘finally’. Use these to orally rehearse.
Composition: Drafting and Writing
Orally compose every sentence before writing, including compound sentences using the joining words ‘and’ and ‘but’.
Re-read every sentence to check it makes sense.
Orally compose and sequence their own sentences to write short non-fiction texts, e.g. recounts, instructions.
Composition Evaluating and Editing
Discuss their writing with adults, saying what they like about it, e.g. my favourite word is…
Composition and Performing
Read their writing audibly to a small group.
Target tracker key objectives assessed:
Write sentences by re-reading what he/she has written to check that it makes sense
Use capital letters and full stops to demarcate sentences in some of writing.
Read aloud her/her writing clearly enough to be heard by peers and the teacher.
Key Stage One midterm literacy plan.
Term: Summer 1
Topic Title: If You Go Down In The Woods Today
Genre to be taught:
Narrative – story with familiar events – Bears.
Significant Author – Julia Donaldson
Non chronological – lists (rhyming words related to Snail and the Whale)
Recount – Weekly weekend recount with GPS focus
Significant books to be used:
Bears – This is the Bear, Where’s My Teddy? Little Teddy Left Behind, Home Before Dark, I Hate My Teddy Bear – David McKee, Bear Hunt – Anthony Browne,
Julia Donaldson - The Gruffalo, Superworm, The Gruffalo’s Child, The Princess and the Wizard, The Paper Dolls, Room on the Broom, Tabby McTat, The Snail and the Whale,
Sharing a Shell, Zog, Tiddler, Freddy and the Fairy
Reading LAPs to be taught:
Word reading
Read more challenging texts using phonics and common exception word recognition.
Developing pleasure in reading and motivation to read
Relate texts to own experiences and describe with some detail.
Make personal reading choices and give more detailed reasons for their selection.
Understanding books which they can read themselves and those which are read to them
Discuss key vocabulary, linking meanings of new words to those already known.
Activate prior knowledge of the subject e.g. what do you know about minibeasts?
Check that texts make sense while reading and self-correct.
Develop and demonstrate their understanding of characters and events through role play and drama, drawing on language from the text.
Give opinions and support with reasons e.g. I like the Little Red Hen because she…
Demonstrate understanding of texts by asking and answering questions related to who, what, where, when, why, how.
Identify, discuss and sequence the main events in stories. Record simply, e.g. story map.
Make predictions based on what has been read so far and give reasons.
Identify, describe and discuss the main characters in stories. Capture simply in writing, e.g. wanted poster, character profile.
Discuss the title of books they read themselves and those which are read to them. Suggest how titles relate to the events in the whole story e.g. The Runaway Train; Not
Now Bernard!
Answer ‘why’ questions requiring basic inference, e.g. Why do you think he said…? Why do you think he did that?
Participating in discussion
In discussions about texts, listen to what others say and take turns to speak.
Writing LAPs to be taught:
Composition
Say, and hold in memory whilst writing, sentences that can be read by themselves and others, including those with the joining word ‘and.
Separate words with spaces of a roughly consistent size.
Use capital letters and full stops to demarcate simple sentences in independent writing.
Use capital letters for names of people, places, days of the week and the personal pronoun I, e.g. editing and improving independent writing with support.
Identify and use question marks and exclamation marks in independent writing.
Use the joining word and to link words and clauses in independent writing.
Use the joining word or to link words (I could sleep in the tent or the caravan.) and clauses (The Little Robot could stay in the forest or he could ride on the train.)
Composition: Planning
Use familiar plots for structuring the opening, middle and end of their stories, e.g. innovating on a known story and orally rehearse.
Composition: Drafting and Writing
Orally compose every sentence before writing including compound sentences using the joining words ‘and’, ‘but’ and ‘or’.
Independently re-read every sentence to check it makes sense but focusing particularly on those which use joining words.
Orally compose and sequence their own sentences, including some which use joining words, to write short narratives.
Orally compose and sequence their own sentences to write short non-fiction texts, e.g. recounts, information texts.
Composition Evaluating and Editing
Discuss their writing with adults and peers, e.g. using speaking frames such as ‘The best word I have used is…’; ‘My handwriting is good because…’; ‘I am proud of my
writing because…’
Composition Performing
Read aloud their writing audibly to adults and peers, e.g. larger group or whole class.
Target tracker key objectives assessed:
Use regular plural noun suffixes s or es.
Understand how the prefix un changes the meaning of verbs and adjectives.
Spell some common exception words
Use suffixes that can be added to verbs where no change is needed in the spelling of root words eg helping, helper,
Key Stage One midterm literacy plan.
Term: Summer 2
Topic Title: Fun In the Sun
Genre to be taught:
Narrative –Fantasy
Explanation – historical explanation seaside
Persuasion – Advert – Come to the seaside
Poetry – Themed poems – seaside
Recount – Weekly weekend recount with GPS focus
Significant books to be used:
Dragon Stew, The Great Dragon Rescue, George and The Dragon, Aliens in Underpants Save the World, Selected Magic Key books e.g The Spaceship.
Pirate Stories
Reading LAPs to be taught:
Word reading
Read more challenging texts using phonics and common exception word recognition.
Developing pleasure in reading and motivation to read
Relate texts to own experiences and describe with some detail.
Enjoy and recite rhymes and poems and express preferences.
Make personal reading choices and give more detailed reasons for their selection.
Understanding books which they can read themselves and those which are read to them
Discuss key vocabulary, linking meanings of new words to those already known.
Activate prior knowledge of the subject e.g. what do you know about minibeasts?
Check that texts make sense while reading and self-correct.
Develop and demonstrate their understanding of characters and events through role play and drama, drawing on language from the text.
Give opinions and support with reasons e.g. I like the Little Red Hen because she…
Demonstrate understanding of texts by asking and answering questions related to who, what, where, when, why, how.
Identify, discuss and sequence the main events in stories. Record simply, e.g. story map.
Make predictions based on what has been read so far and give reasons.
Discuss the title of books they read themselves and those which are read to them. Suggest how titles relate to the events in the whole story e.g. The Runaway Train; Not
Now Bernard!
Answer ‘why’ questions requiring basic inference, e.g. Why do you think he said…? Why do you think he did that?
Recall specific information from non-fiction texts.
Use parts of text to find information, e.g. titles, contents page and labelled diagram.
Participating in discussion
In discussions about texts, listen to what others say and take turns to speak.
Writing LAPs to be taught:
Composition
Say, and hold in memory whilst writing, sentences that can be read by themselves and others, including those with the joining word ‘and.
Separate words with spaces of a roughly consistent size.
Use capital letters and full stops to demarcate simple sentences in independent writing.
Use capital letters for names of people, places, days of the week and the personal pronoun I, e.g. editing and improving independent writing with support.
Identify and use question marks and exclamation marks in independent writing.
Use the joining word and to link words and clauses in independent writing.
Use the joining word or to link words (I could sleep in the tent or the caravan.) and clauses (The Little Robot could stay in the forest or he could ride on the train.)
Composition: Planning
Use familiar plots for structuring the opening, middle and end of their stories, e.g. innovating on a known story and orally rehearse.
Sequence ideas and events in different non-fiction texts, e.g. decide on information or events to put on each page in a simple non-fiction book.
Composition: Drafting and Writing
Orally compose every sentence before writing including compound sentences using the joining words ‘and’, ‘but’ and ‘or’.
Independently re-read every sentence to check it makes sense but focusing particularly on those which use joining words.
Orally compose and sequence their own sentences, including some which use joining words, to write short narratives.
Orally compose and sequence their own sentences to write short non-fiction texts, e.g. recounts, information texts.
Composition Evaluating and Editing
Discuss their writing with adults and peers, e.g. using speaking frames such as ‘The best word I have used is…’; ‘My handwriting is good because…’; ‘I am proud of my
writing because…’
Composition Performing
Read aloud their writing audibly to adults and peers, e.g. larger group or whole class.
Target tracker key objectives assessed:
Use capital letters for names of people, places, days of the week and the personal pronoun I
Add prefixes and suffixes using ing, ed, er and est
Spell the days of the week
Write from memory simple sentences dictated by the teacher that include words using GPC’s and common exception words taught so far.
Understand the following terminology, letter, word, singular, plural, sentence and punctuation, full stop, question mark, exclamation mark.
Year Two
Genre
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Quality Text
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Reading LAPs
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Writing LAPs
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Unit one (Maximum 3 weeks)
Narrative – Traditional Tales (Two
weeks)
Little Red Riding Hood
Goldilocks and The Three Bears
Hansel & Gretel
Sequence the main events in stories
using prompts, e.g. pictures, objects
or questions. Discuss in a small
group.
Orally retell simple stories, fairy tales
and traditional tales as part of a
group.
Recognise the use of repetitive
language within a simple story.
Take note of punctuation when
reading e.g. pausing at full stops,
question marks and exclamation
marks.
Demonstrate understanding of
fiction and non-fiction texts by orally
asking and answering who, what,
where, when, why, how questions.
Draw inferences about characters
from the text e.g. what is the
character thinking, saying and
feeling?
Say, write and punctuate simple and
compound sentences using the
joining words and and but (coordination).
Use sentences with different forms:
questions and exclamations.
Secure the use of full stops, capital
letters, exclamation marks and
question marks.
Use subordination for reason using
because e.g. He wore his coat
Autumn 1
Unit two (Maximum three weeks)
 Poetry (Two weeks)
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Alliterative Poems
Nonsenses Poems e.g. On The Ning
Nang Nong
Learn and recite a poem.
Choose favourite words and phrases
from a text.
Unit Three (Maximum three weeks)
 Playscripts – Puppet Show (two
weeks)
 Burglar Bill
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Secure the use of full stops, capital
letters, exclamation marks and
question marks.
Identify, understand and select verbs
to complete sentences.
Identify, understand and select
nouns to complete sentences.
Generate, select and effectively use
adjectives.
Identify purpose and audience for
writing

Sequence the main events in stories
using prompts, e.g. pictures, objects
or questions. Discuss in a small
group.
Orally retell simple stories, fairy tales
and traditional tales as part of a
group.
Recognise the use of repetitive
language within a simple story.
Take note of punctuation when
reading e.g. pausing at full stops,
question marks and exclamation
marks.
Demonstrate understanding of
fiction and non-fiction texts by orally
asking and answering who, what,
where, when, why, how questions.
Draw inferences about characters
from the text e.g. what is the
character thinking, saying and
feeling?
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Target Tracker
Targets
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because it was raining. Because it
was raining, he wore his coat.
Identify, understand and select verbs
to complete sentences.
Use the progressive form of verbs in
the present tense, orally and in
writing, to mark actions in progress,
e.g. She is watching television. I am
reading my favourite book.
Use past tense accurately and
consistently for narratives, recounts
and historical reports.
Generate, select and effectively use
adjectives.
Discuss and plan what to write about
e.g. story mapping, innovating on a
known story, generating and
developing vocabulary and ideas.
Orally rehearse each sentence prior
to writing including simple and
compound sentences.
Identify purpose and audience for
writing, e.g. to entertain children in
Reception with our traditional tales.
Discuss the language needed, e.g.
story book language; repeated words
and phrases to join in with.
Edit and improve own writing with
specific guidance from the teacher,
e.g. Can you add the question marks
to the sentences where they are
needed?
Write narratives about personal
experiences and those of others (real
and fictional)
Consider what he/she is going to
write before beginning by writing
down ideas and/or keywords,
including new vocabulary
Make simple additions, revisions and
corrections to his/her own writing by
evaluating their writing with the
teacher and other pupils


Write poetry to develop positive
attitudes and stamina for writing
Make simple additions, revisions and
corrections to his/her own writing by
evaluating their writing with the
teacher and other pupils
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

Use subordination (using when, if,
that, because) and co-ordination
(using or, and, but)
Use expanded noun phrases for
description and specification e.g. the
blue butterfly, plain flour, the man in
the moo
Understand how the grammatical
patterns in a sentence indicate its
function as a statement, question,
exclamation or command
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
Use capital letters and full stops to
demarcate sentences consistently in
his/her writing with some use of
question marks and exclamation
marks
Use commas to separate items in a
list
Genre
Quality Text
Reading LAPs
Writing LAPs
Unit one (Maximum 3 weeks)
Stories from other cultures (two weeks)
Variety of stories from other cultures & films
from http://www.literacyshed.com/
 Identify unfamiliar words within the
context of a text and discuss
meanings.
 Take note of punctuation when
reading e.g. pausing at full stops,
question marks and exclamation
marks.
 Demonstrate understanding of
fiction texts by asking and answering
who, what, where, when, why & how
questions.
 Draw inferences about characters
from the text e.g. what is the
character thinking, saying and
feeling?
 Make predictions based on what has
been read so far and give reasons.
 Say, write and punctuate simple and
compound sentences using the
joining words and & but (coordination)
 Use sentences with different forms:
questions and exclamations
 Secure the use of full stops, capital
letters, exclamation marks &
question marks.
 Use subordination for reason using
because e.g. He wore his coat
because it was raining. Because it
was raining, he wore his coat.
 Identify, understand and select verbs
to complete sentences.
 Use the progressive form of verbs in
the present tense orally and in
writing, to mark actions in progress,
e.g. she is watching television, I am
reading my favourite book.
 Use the past tense accurately and
Autumn 2
Unit two (Maximum three weeks)
Non-Fiction Page (two weeks)
Variety of non-fiction texts
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Unit Three (Maximum three weeks)
Instructions (two weeks)
Variety of Instructions ‘How to …’
Pose and rehearse questions prior to
reading non-fiction texts.
Demonstrate understanding of nonfiction texts by asking and answering
who, what, where, when, why & how
questions.
Identify unfamiliar words within the
context of a text and discuss
meanings
Identify how specific information is
organised within a non-fiction text
e.g. sub-headings, contents, bullet
points, glossary, diagrams.

Say, write and punctuate simple and
compound sentences using the
joining words and & but (coordination)
Use sentences with different forms:
questions and exclamations
Secure the use of full stops, capital
letters, exclamation marks &
question marks.
Orally rehearse each sentence prior
to writing including simple and
compound sentences.
Identify purpose and audience for
writing.
Edit and improve own writing with
specific guidance from the teacher,
e.g. Can you add the question marks
to the sentences where they are
needed?
Evaluate their writing with adults,
saying what they think is good about
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Identify how specific information is
organised within a non-fiction text
e.g. sub-headings, contents, bullet
points, glossary, diagrams.
Identify unfamiliar words within the
context of a text and discuss
meanings
Demonstrate understanding of nonfiction texts by asking and answering
who, what, where, when, why & how
questions.
Pose and rehearse questions prior to
reading non-fiction texts.
Say, write and punctuate simple and
compound sentences using the
joining words and & but (coordination)
Secure the use of full stops, capital
letters,
Use subordination for time using
when e.g. We went out to play when
we had finished our tea. When we
had finished our writing, we went
out to play.
Identify, understand and select verbs
to complete sentences.
Proofread to check for errors in
spelling, grammar and punctuation.
Evaluate their writing with adults,
saying what they think is good about
their writing and what might make it
even better.
Identify, understand and select
adverbs to complete sentences.
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Target Tracker
Targets
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
consistently for narratives.
Generate, select and effectively use
adjectives.
Discuss and plan what to write about
e.g. story mapping, innovating on a
known story, generating and
developing vocabulary and ideas.
Orally rehearse each sentence prior
to writing including simple and
compound sentences.
Edit and improve own writing with
specific guidance from the teacher,
e.g. Can you add the question marks
to the sentences where they are
needed?
Read aloud their writing with
intonation, taking note of
punctuation to make the meaning
clearer, e.g pausing at full stops,
question marks and exclamation
marks.
Write narratives about personal
experiences and those of others (real
and fictional)
Consider what he/she is going to
write before beginning by writing
down ideas and/or keywords,
including new vocabulary
Consider what he/she is going to
write before beginning by
encapsulating what he/she wants to
say, sentence by sentence
Make simple additions, revisions and
corrections to his/her own writing by
evaluating their writing with the
teacher and other pupils
Read aloud what he/she has written
with appropriate intonation to make
the meaning clear
Use expanded noun phrases for
description and specification e.g. the
blue butterfly, plain flour, the man in
the moon
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
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their writing and what might make it
even better.
Proofread to check for errors in
spelling, grammar and punctuation.
Identify, understand and select
adverbs to complete sentences.
Consider what he/she is going to
write before beginning by writing
down ideas and/or keywords,
including new vocabulary
Consider what he/she is going to
write before beginning by
encapsulating what he/she wants to
say, sentence by sentence
Make simple additions, revisions and
corrections to his/her own writing by
evaluating their writing with the
teacher and other pupils
Read aloud what he/she has written
with appropriate intonation to make
the meaning clear
Use subordination (using when, if,
that, because) and co-ordination
(using or, and, but)
Use expanded noun phrases for
description and specification e.g. the
blue butterfly, plain flour, the man in
the moon






Write for different purposes to
develop positive attitudes and
stamina for writing
Consider what he/she is going to
write before beginning by planning
or saying out loud what he/she is
going to write about
Consider what he/she is going to
write before beginning by writing
down ideas and/or keywords,
including new vocabulary
Consider what he/she is going to
write before beginning by
encapsulating what he/she wants to
say, sentence by sentence
Make simple additions, revisions and
corrections to his/her own writing by
evaluating their writing with the
teacher and other pupils
Read aloud what he/she has written
with appropriate intonation to make
the meaning clear









Understand how the grammatical
patterns in a sentence indicate its
function as a statement, question,
exclamation or command
Use present and past tense mostly
correctly and consistently
Use the progressive form of verbs in
the present and past tense to mark
actions in progress e.g. she is
drumming, he was shouting
Use capital letters and full stops to
demarcate sentences consistently in
his/her writing with some use of
question marks and exclamation
marks
Use commas to separate items in a
list
Use apostrophes to mark where
letters are missing in spelling and to
mark singular possession in nouns
e.g. the girl's name
Develop pleasure in reading,
motivation to read, vocabulary and
understanding by discussing the
sequence of events in books and
how items of information are
related.
Demonstrate understanding of text
by answering and asking questions
and making links.
Demonstrate understanding of text
by predicting what might happen
next on the basis of what has
happened so far.
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

Use present and past tense mostly
correctly and consistently
Use capital letters and full stops to
demarcate sentences consistently in
his/her writing with some use of
question marks and exclamation
marks
Demonstrate understanding of text
by answering and asking questions
and making links.






Use subordination (using when, if,
that, because) and co-ordination
(using or, and, but)
Use expanded noun phrases for
description and specification e.g. the
blue butterfly, plain flour, the man in
the moon
Use commas to separate items in a
list
Understand how the grammatical
patterns in a sentence indicate its
function as a statement, question,
exclamation or command
Use present and past tense mostly
correctly and consistently
Use capital letters and full stops to
demarcate sentences consistently in
his/her writing with some use of
question marks and exclamation
marks
Unit one (Maximum 3 weeks)
Anthony Browne (two weeks)
Genre

Quality Text

Variety of texts
Reading LAPs

Discuss and sequence the main
events in stories.
Using their own story map, orally
retell stories, fairy tales and
traditional tales.
Begin to develop and talk about
personal reading preferences for
particular authors or types of books.
Demonstrate understanding of
fiction and non-fiction texts by
asking and answering, orally and in
writing, who, what, where, when,
why, how questions.
Explain and discuss their
understanding of a text, giving
opinions e.g. I think Dougal should
stay in Atlantis because he will not
have to do his boring job anymore.
Develop and demonstrate their
understanding of characters and
events through role play and drama,
e.g. improvisation, freeze frames and
thought tracking
Draw inferences about characters
and events from the text e.g. why do
you think that happened; how do
you think the problem will be
resolved?
Make predictions based on what has
been read so far and give reasons.
Make thoughtful contributions to
discussions about texts in different
group situations, e.g. pairs, guided
groups, whole class.
Write narratives about personal
experiences and those of others (real
and fictional)
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


Writing LAPs

Spring 1
Unit two (Maximum three weeks)
 Non- chronological - Leaflet (two
weeks)
 Variety of non-fiction



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
Unit Three (Maximum three weeks)
 Riddles (two weeks)

Identify and discuss words within the
context of a text, linking new
meanings to known vocabulary, e.g.
a toad is similar to a frog.
Demonstrate understanding of
fiction texts by asking and
answering, orally and in writing, who,
what, where, when, why, how
questions.
Locate information from a nonfiction text using the contents page,
index, labelled diagrams and charts.
Make thoughtful contributions to
discussions about texts in different
group situations, e.g. pairs, guided
groups, whole class.

Consider what he/she is going to
write before beginning by writing
down ideas and/or keywords,





Variety of texts including Paul
Cookson’s The Works
Recognise the use of repetitive
language within a poem.
Learn and recite a range of poems.
Begin to develop and talk about
personal reading preferences for
particular authors or types of books.
Make thoughtful contributions to
discussions about texts in different
group situations, e.g. pairs, guided
groups, whole class.
In discussing books, consider other
points of view put forward by the
teacher and/or peers.
Write for different purposes to
develop positive attitudes and
stamina for writing












Consider what he/she is going to
write before beginning by writing
down ideas and/or keywords,
including new vocabulary
Consider what he/she is going to
write before beginning by
encapsulating what he/she wants to
say, sentence by sentence
Make simple additions, revisions and
corrections to his/her own writing by
evaluating their writing with the
teacher and other pupils
Read aloud what he/she has written
with appropriate intonation to make
the meaning clear
Use expanded noun phrases for
description and specification e.g. the
blue butterfly, plain flour, the man in
the moon
Understand how the grammatical
patterns in a sentence indicate its
function as a statement, question,
exclamation or command
Use present and past tense mostly
correctly and consistently
Use the progressive form of verbs in
the present and past tense to mark
actions in progress e.g. she is
drumming, he was shouting
Use capital letters and full stops to
demarcate sentences consistently in
his/her writing with some use of
question marks and exclamation
marks
Use commas to separate items in a
list
Use apostrophes to mark where
letters are missing in spelling and to
mark singular possession in nouns
e.g. the girl's name
Develop pleasure in reading,
motivation to read, vocabulary and
understanding by discussing the








including new vocabulary
Consider what he/she is going to
write before beginning by
encapsulating what he/she wants to
say, sentence by sentence
Make simple additions, revisions and
corrections to his/her own writing by
evaluating their writing with the
teacher and other pupils
Read aloud what he/she has written
with appropriate intonation to make
the meaning clear
Use subordination (using when, if,
that, because) and co-ordination
(using or, and, but)
Use expanded noun phrases for
description and specification e.g. the
blue butterfly, plain flour, the man in
the moon
Use present and past tense mostly
correctly and consistently
Use capital letters and full stops to
demarcate sentences consistently in
his/her writing with some use of
question marks and exclamation
marks
Demonstrate understanding of text
by answering and asking questions
and making links.










Consider what he/she is going to
write before beginning by planning
or saying out loud what he/she is
going to write about
Consider what he/she is going to
write before beginning by writing
down ideas and/or keywords,
including new vocabulary
Consider what he/she is going to
write before beginning by
encapsulating what he/she wants to
say, sentence by sentence
Make simple additions, revisions and
corrections to his/her own writing by
evaluating their writing with the
teacher and other pupils
Read aloud what he/she has written
with appropriate intonation to make
the meaning clear
Use expanded noun phrases for
description and specification e.g. the
blue butterfly, plain flour, the man in
the moon
Write poetry to develop positive
attitudes and stamina for writing
Develop pleasure in reading,
motivation to read, vocabulary and
understanding by listening to,
discussing and expressing views
about a wide range of contemporary
and classic poetry … at a level
beyond that at which he/she can
read independently.
Develop pleasure in reading,
motivation to read, vocabulary and
understanding by recognising simple
recurring literary language in stories
and poetry.
Develop pleasure in reading,
motivation to read, vocabulary and
understanding by continuing to build
up a repertoire of poems learnt by
heart, appreciating these and reciting


Target Tracker
Targets









sequence of events in books and
how items of information are
related.
Demonstrate understanding of text
by answering and asking questions
and making links.
Demonstrate understanding of text
by predicting what might happen
next on the basis of what has
happened so far.
Write narratives about personal
experiences and those of others (real
and fictional)
Consider what he/she is going to
write before beginning by writing
down ideas and/or keywords,
including new vocabulary
Consider what he/she is going to
write before beginning by
encapsulating what he/she wants to
say, sentence by sentence
Make simple additions, revisions and
corrections to his/her own writing by
evaluating their writing with the
teacher and other pupils
Read aloud what he/she has written
with appropriate intonation to make
the meaning clear
Use expanded noun phrases for
description and specification e.g. the
blue butterfly, plain flour, the man in
the moon
Understand how the grammatical
patterns in a sentence indicate its
function as a statement, question,
exclamation or command
Use present and past tense mostly
correctly and consistently
Use the progressive form of verbs in
some, with appropriate intonation to
make the meaning clear.








Consider what he/she is going to
write before beginning by writing
down ideas and/or keywords,
including new vocabulary
Consider what he/she is going to
write before beginning by
encapsulating what he/she wants to
say, sentence by sentence
Make simple additions, revisions and
corrections to his/her own writing by
evaluating their writing with the
teacher and other pupils
Read aloud what he/she has written
with appropriate intonation to make
the meaning clear
Use subordination (using when, if,
that, because) and co-ordination
(using or, and, but)
Use expanded noun phrases for
description and specification e.g. the
blue butterfly, plain flour, the man in
the moon
Use present and past tense mostly
correctly and consistently
Use capital letters and full stops to
demarcate sentences consistently in
his/her writing with some use of
question marks and exclamation
marks









Write for different purposes to
develop positive attitudes and
stamina for writing
Consider what he/she is going to
write before beginning by planning
or saying out loud what he/she is
going to write about
Consider what he/she is going to
write before beginning by writing
down ideas and/or keywords,
including new vocabulary
Consider what he/she is going to
write before beginning by
encapsulating what he/she wants to
say, sentence by sentence
Make simple additions, revisions and
corrections to his/her own writing by
evaluating their writing with the
teacher and other pupils
Read aloud what he/she has written
with appropriate intonation to make
the meaning clear
Use expanded noun phrases for
description and specification e.g. the
blue butterfly, plain flour, the man in
the moon
Write poetry to develop positive
attitudes and stamina for writing
Develop pleasure in reading,






the present and past tense to mark
actions in progress e.g. she is
drumming, he was shouting
Use capital letters and full stops to
demarcate sentences consistently in
his/her writing with some use of
question marks and exclamation
marks
Use commas to separate items in a
list
Use apostrophes to mark where
letters are missing in spelling and to
mark singular possession in nouns
e.g. the girl's name
Develop pleasure in reading,
motivation to read, vocabulary and
understanding by discussing the
sequence of events in books and
how items of information are
related.
Demonstrate understanding of text
by answering and asking questions
and making links.
Demonstrate understanding of text
by predicting what might happen
next on the basis of what has
happened so far.

Demonstrate understanding of text
by answering and asking questions
and making links.


motivation to read, vocabulary and
understanding by listening to,
discussing and expressing views
about a wide range of contemporary
and classic poetry … at a level
beyond that at which he/she can
read independently.
Develop pleasure in reading,
motivation to read, vocabulary and
understanding by recognising simple
recurring literary language in stories
and poetry.
Develop pleasure in reading,
motivation to read, vocabulary and
understanding by continuing to build
up a repertoire of poems learnt by
heart, appreciating these and reciting
some, with appropriate intonation to
make the meaning clear.
Genre
Quality Text
Reading LAPs
Unit one (Maximum 3 weeks)
Instructions – How to play …


Demonstrate understanding of
fiction and non-fiction texts by
asking and answering, orally and in
writing, who, what, where, when,
why, how questions.
Explain and discuss their
understanding of a text, giving
opinions
Spring 2
Unit two (Maximum three weeks)
Recount – Letters (intro address) (two weeks)



Identify and discuss favourite words
and phrases from a text.
Take note of punctuation when
reading aloud.
Demonstrate understanding of
fiction and non-fiction texts by
asking and answering, orally and in
writing, who, what, where, when,
why, how questions.
Unit Three (Maximum three weeks)
Explanation - Non-fiction books (two weeks)





Writing LAPs





Say, write and punctuate simple and
compound sentences using the
joining words so and or (coordination).
Use commas to separate items in a
list.
Use subordination for time using
before and after
Generate, select, and effectively use
verbs.
Identify purpose and audience for
writing. Discuss structure needed.
Plan and write clear sections,
drafting short sections as
appropriate








Say, write and punctuate simple and
compound sentences using the
joining words so and or (coordination).
With prompting, edit and improve
own writing using full stops, capital
letters, exclamation marks and
question marks.
Use subordination for time using
before and after.
Use subordination for reason using if
Explore the progressive form of
verbs in the past tense, orally and in
writing, to mark actions in progress.
Generate, select and effectively use
nouns.
Edit and improve own writing by
strengthening the use of adjectives
to create simple noun phrases.
Generate, select and effectively use






Identify and discuss words within the
context of a text, linking new
meanings to known vocabulary, e.g.
a toad is similar to a frog.
Take note of punctuation when
reading aloud.
Demonstrate understanding of
fiction and non-fiction texts by
asking and answering, orally and in
writing, who, what, where, when,
why, how questions.
Locate information from a nonfiction text using the contents page,
index, labelled diagrams and charts.
Make thoughtful contributions to
discussions about texts in different
group situations, e.g. pairs, guided
groups, whole class.
Say, write and punctuate simple and
compound sentences using the
joining words so and or (coordination).
Use sentences with different forms:
statements and commands.
With prompting, edit and improve
own writing using full stops, capital
letters, exclamation marks and
question marks.
Use subordination for reason using if
e.g. If a plant does not get enough
water, it will die. If people eat too
much sugar, it can cause tooth
decay. If you want to stay healthy,
get plenty of exercise.
Use present tense accurately and
consistently for non-chronological
reports and persuasive adverts.
Generate, select and effectively use
adverbs.



Target Tracker
Targets









Write narratives about personal
experiences and those of others (real
and fictional)
Consider what he/she is going to
write before beginning by writing
down ideas and/or keywords,
including new vocabulary
Consider what he/she is going to
write before beginning by
encapsulating what he/she wants to
say, sentence by sentence
Make simple additions, revisions and
corrections to his/her own writing by
evaluating their writing with the
teacher and other pupils
Read aloud what he/she has written
with appropriate intonation to make
the meaning clear
Use expanded noun phrases for
description and specification e.g. the
blue butterfly, plain flour, the man in
the moon
Understand how the grammatical
patterns in a sentence indicate its
function as a statement, question,
exclamation or command
Use present and past tense mostly
correctly and consistently
Use the progressive form of verbs in
the present and past tense to mark
actions in progress e.g. she is
drumming, he was shouting









Consider what he/she is going to
write before beginning by writing
down ideas and/or keywords,
including new vocabulary
Consider what he/she is going to
write before beginning by
encapsulating what he/she wants to
say, sentence by sentence
Make simple additions, revisions and
corrections to his/her own writing by
evaluating their writing with the
teacher and other pupils
Read aloud what he/she has written
with appropriate intonation to make
the meaning clear
Use subordination (using when, if,
that, because) and co-ordination
(using or, and, but)
Use expanded noun phrases for
description and specification e.g. the
blue butterfly, plain flour, the man in
the moon
Use present and past tense mostly
correctly and consistently
Use capital letters and full stops to
demarcate sentences consistently in
his/her writing with some use of
question marks and exclamation
marks
Demonstrate understanding of text
by answering and asking questions
and making links.









nouns.
Edit and improve own writing by
strengthening the use of adjectives
to create simple noun phrases.
Generate, select and effectively use
adverbs.
Proofread to check for errors in
spelling, grammar and punctuation,
including the correct form of verbs,
e.g. spotting and changing.
Write for different purposes to
develop positive attitudes and
stamina for writing
Consider what he/she is going to
write before beginning by planning
or saying out loud what he/she is
going to write about
Consider what he/she is going to
write before beginning by writing
down ideas and/or keywords,
including new vocabulary
Consider what he/she is going to
write before beginning by
encapsulating what he/she wants to
say, sentence by sentence
Make simple additions, revisions and
corrections to his/her own writing by
evaluating their writing with the
teacher and other pupils
Read aloud what he/she has written
with appropriate intonation to make
the meaning clear
Use expanded noun phrases for
description and specification e.g. the
blue butterfly, plain flour, the man in
the moon
Write poetry to develop positive
attitudes and stamina for writing
Develop pleasure in reading,
motivation to read, vocabulary and
understanding by listening to,
discussing and expressing views






Use capital letters and full stops to
demarcate sentences consistently in
his/her writing with some use of
question marks and exclamation
marks
Use commas to separate items in a
list
Use apostrophes to mark where
letters are missing in spelling and to
mark singular possession in nouns
e.g. the girl's name
Develop pleasure in reading,
motivation to read, vocabulary and
understanding by discussing the
sequence of events in books and
how items of information are
related.
Demonstrate understanding of text
by answering and asking questions
and making links.
Demonstrate understanding of text
by predicting what might happen
next on the basis of what has
happened so far.


about a wide range of contemporary
and classic poetry … at a level
beyond that at which he/she can
read independently.
Develop pleasure in reading,
motivation to read, vocabulary and
understanding by recognising simple
recurring literary language in stories
and poetry.
Develop pleasure in reading,
motivation to read, vocabulary and
understanding by continuing to build
up a repertoire of poems learnt by
heart, appreciating these and reciting
some, with appropriate intonation to
make the meaning clear.
Genre

Quality Text
Reading LAPs





Writing LAPs





Summer 1
Unit one (Maximum 3 weeks)
Persuasion – Travel Brochure (two
weeks)
Variety of texts
Identify and discuss words within the
context of a text, using morphology
to work out the meaning of
unfamiliar words e.g. terror,
terrorised.
Activate prior knowledge, raise
questions, and find and note answers
e.g. What do we know? What do we
want to know? What have we
learned?
Demonstrate understanding of nonfiction texts by asking and answering,
orally and in writing, who, what,
where, when, why, how questions.
Locate specific information in order
to answer questions from a selection
of non-fiction texts. Find information
using the contents page, index,
labelled diagrams and charts.
Within their own writing, edit and
improve simple and compound
sentences using the joining words
and, but, so and or (co-ordination).
Use and punctuate correctly
sentences with different forms:
statement, question, command,
exclamation.
Independently, edit and improve
own writing using full stops, capital
letters, exclamation marks and
question marks.
Use commas to separate items in a
list in fiction and non-fiction texts,
including cross curricular writing.
Use subordination for reason using
because and if e.g. I would go on an
exotic holiday if I won the lottery. If I
Unit two (Maximum three weeks)
 Recount – Postcard (two weeks)










Jolly Postman and other texts
Discuss the main events in stories
and sequence using language such as
First of all…, Moments later…, After a
while…, Finally....
Take note of punctuation by using
tone and intonation when reading
aloud, e.g. pausing at full stops,
changing voice in response to an
exclamation mark and question
mark.
Demonstrate understanding of
fiction and non-fiction texts by asking
and answering, orally and in writing,
who, what, where, when, why, how
questions.
Draw inferences about characters
and events referring to specific
evidence from the text e.g. what do
you think the character is feeling
when…? What makes you think this?
Within their own writing, edit and
improve simple and compound
sentences using the joining words
and, but, so and or (co-ordination).
Use and punctuate correctly
sentences with different forms:
statement, question, command,
exclamation.
Independently, edit and improve
own writing using full stops, capital
letters, exclamation marks and
question marks.
Use commas to separate items in a
list in fiction and non-fiction texts,
including cross curricular writing.
Use apostrophes for contracted
forms e.g. don’t, can’t, wouldn’t,
you’re, I’ll.








Target Tracker
Targets

won the lottery, I would go on an
exotic holiday.
Independently, edit and improve
own writing by strengthening the use
of verbs.
Independently, edit and improve
own writing to ensure accurate and
consistent use of tense - present
tense for non-chronological reports,
persuasive adverts and explanations.
Independently, edit and improve
own writing by strengthening the use
of nouns.
Independently, edit and improve
own writing by strengthening the use
of adverbs.
Drawing on sentence structures from
known texts, orally rehearse every
sentence before writing,
Identify purpose and audience for
writing, e.g. to persuade children in
Year 1 to visit our farm shop. Discuss
the language and structural
organisation needed, e.g. a snappy
slogan, a question, alliteration, bullet
points, exclamations, captions.
Evaluate their writing with adults and
peers. Reflect on how well it has met
its purpose and the effect on the
audience.
Read aloud their writing with tone
and intonation, taking note of
punctuation to make the meaning
clear e.g. pausing at full stops,
changing voice in response to an
exclamation mark and question
mark.

Develop pleasure in reading,
motivation to read, vocabulary and
understanding by listening to,
discussing and expressing views







Use apostrophes for singular
possession in nouns, e.g. the girl’s
name.
Use subordination for time using
when, before and after
Use subordination for reason using
because and if e.g. I would go on an
exotic holiday if I won the lottery. If I
won the lottery, I would go on an
exotic holiday.
Use the subordinating conjunction
that in sentences and use these in
non-fiction writing such as a recount
or letter, e.g. I thought that Mr Jones
was going to fall in the water! I hope
that you write back soon.
Independently, edit and improve
own writing to ensure accurate and
consistent use of tense, e.g. past
tense for narratives
Identify purpose and audience for
writing
Write narratives about personal
experiences and those of others (real
and fictional)
Write about real events to develop











about a wide range of contemporary
and classic poetry, stories and nonfiction at a level beyond that at
which he/she can read
independently
Write for different purposes to
develop positive attitudes and
stamina for writing
Make simple additions, revisions and
corrections to his/her own writing by
re -reading to check that his/her
writing makes sense and that verbs
to indicate time are used correctly
and consistently, including verbs in
the continuous form
Form nouns using suffixes such as ness, -er and by compounding e.g.
whiteboard, superman
Form adjectives using suffixes such
as -ful, -less
Use suffixes -er, -est in adjectives
and use -ly to turn adjectives into
adverbs e.g. smoothly, softly, bigger,
biggest
Use subordination (using when, if,
that, because) and co-ordination
(using or, and, but)
Use expanded noun phrases for
description and specification e.g. the
blue butterfly, plain flour, the man in
the moon
Understand how the grammatical
patterns in a sentence indicate its
function as a statement, question,
exclamation or command
Use present and past tense mostly
correctly and consistently
Use the progressive form of verbs in
the present and past tense to mark
actions in progress e.g. she is
drumming, he was shouting
Use apostrophes to mark where
letters are missing in spelling and to











positive attitudes and stamina for
writing
Write for different purposes to
develop positive attitudes and
stamina for writing
Consider what he/she is going to
write before beginning by planning
or saying out loud what he/she is
going to write about
Consider what he/she is going to
write before beginning by writing
down ideas and/or keywords,
including new vocabulary
Consider what he/she is going to
write before beginning by
encapsulating what he/she wants to
say, sentence by sentence
Make simple additions, revisions and
corrections to his/her own writing by
proof-reading to check for errors in
spelling, grammar and punctuation
e.g. ends of sentences punctuated
correctly
Use subordination (using when, if,
that, because) and co-ordination
(using or, and, but)
Use expanded noun phrases for
description and specification e.g. the
blue butterfly, plain flour, the man in
the moon
Understand how the grammatical
patterns in a sentence indicate its
function as a statement, question,
exclamation or command
Use present and past tense mostly
correctly and consistently
Use the progressive form of verbs in
the present and past tense to mark
actions in progress e.g. she is
drumming, he was shouting
Use capital letters and full stops to
demarcate sentences consistently in
his/her writing with some use of
mark singular possession in nouns
e.g. the girl's name


question marks and exclamation
marks
Use commas to separate items in a
list
Use apostrophes to mark where
letters are missing in spelling and to
mark singular possession in nouns
e.g. the girl's name.
Genre
Quality Text
Reading LAPs
Writing LAPs
Unit one (Maximum 3 weeks)
Recounts – Scientific Experiment
Variety of texts
 Demonstrate understanding of
fiction and non-fiction texts by asking
and answering, orally and in writing,
who, what, where, when, why, how
questions.
 Draw inferences about events
referring to specific evidence from
the text




Within their own writing, edit and
improve simple and compound
sentences using the joining words
and, but, so and or (co-ordination).
Use and punctuate correctly
sentences with different forms:
statement, question, command,
exclamation.
Independently, edit and improve
own writing using full stops, capital
letters, exclamation marks and
question marks.
Use subordination for time using
when, before and after
Summer 2
Unit two (Maximum three weeks)
Explanations – Scientific explanations
Variety of texts
 Activate prior knowledge, raise
questions, and find and note answers
e.g. What do we know? What do we
want to know? What have we
learned?
 Demonstrate understanding of
fiction and non-fiction texts by asking
and answering, orally and in writing,
who, what, where, when, why, how
questions.
 Draw inferences about events
referring to specific evidence from
the text
 Use subordination for reason using
because and if
 Within their own writing, edit and
improve simple and compound
sentences using the joining words
and, but, so and or (co-ordination).
 Use and punctuate correctly
sentences with different forms:
statement, question, command,
exclamation.
 Use subordination for time using
when, before and after
 Explore the progressive form of verbs
in the present tense
Unit Three (Maximum three weeks)
Dialogue/playscripts - Interviews (two weeks)
TBC
 Activate prior knowledge, raise
questions, and find and note answers
e.g. What do we know? What do we
want to know? What have we
learned?
 Demonstrate understanding of
fiction and non-fiction texts by asking
and answering, orally and in writing,
who, what, where, when, why, how
questions.
 Draw inferences about events
referring to specific evidence from
the text
 Use and punctuate correctly
sentences with different forms:
statement, question, command,
exclamation.
 Independently, edit and improve
own writing using full stops, capital
letters, exclamation marks and
question marks.
 Use apostrophes for contracted
forms e.g. don’t, can’t, wouldn’t,
you’re, I’ll.
 Use apostrophes for singular
possession in nouns, e.g. the girl’s
name.
 Use subordination for reason using
because and if e.g. I would go on an
exotic holiday if I won the lottery. If I
won the lottery, I would go on an
exotic holiday.
 Explore the progressive form of verbs
in the present tense (e.g. she is
drumming) and past tense (e.g. he
was shouting) to mark actions in
progress.
 Proofread to check for errors in
spelling, grammar and punctuation,
Target Tracker
Targets





Write for different purposes to
develop positive attitudes and
stamina for writing
Use suffixes -er, -est in adjectives
and use -ly to turn adjectives into
adverbs e.g. smoothly, softly, bigger,
biggest
Use subordination (using when, if,
that, because) and co-ordination
(using or, and, but)
Use present and past tense mostly
correctly and consistently
Use the progressive form of verbs in
the present and past tense to mark
actions in progress e.g. she is
drumming, he was shouting





Write for different purposes to
develop positive attitudes and
stamina for writing
Use suffixes -er, -est in adjectives and
use -ly to turn adjectives into
adverbs e.g. smoothly, softly, bigger,
biggest
Use subordination (using when, if,
that, because) and co-ordination
(using or, and, but)
Use present and past tense mostly
correctly and consistently
Use the progressive form of verbs in
the present and past tense to mark
actions in progress e.g. she is
drumming, he was shouting







including the correct form of verbs,
e.g. spotting and changing he walking
to the shop to he walked to the shop
or he was walking to the shop.
Write for different purposes to
develop positive attitudes and
stamina for writing
Use suffixes -er, -est in adjectives and
use -ly to turn adjectives into
adverbs e.g. smoothly, softly, bigger,
biggest
Use expanded noun phrases for
description and specification e.g. the
blue butterfly, plain flour, the man in
the moon
Understand how the grammatical
patterns in a sentence indicate its
function as a statement, question,
exclamation or command
Use subordination (using when, if,
that, because) and co-ordination
(using or, and, but)
Use present and past tense mostly
correctly and consistently
Use the progressive form of verbs in
the present and past tense to mark
actions in progress e.g. she is
drumming, he was shouting
Year Three
Genre
Quality Text
Reading LAPs
Unit one (Maximum 3 weeks)
Non fiction page-non chronological
description of Howard Carter’s discovery



Use knowledge of root words to
understand meanings of words, e.g.
forget, forgetting; begin, beginner;
garden, gardening, gardener; prefer,
preferred.
Use prefixes to understand meanings
e.g. un-, dis-, mis (meaning ‘not’):
unacceptable, unlock, unbelievable;
disappoint, disagree, disappear,
disobey; misbehave, mislead,
misspell.
Use suffixes to understand meanings
e.g. -ly (meaning ‘in this way’): sadly,
finally, completely.

Choose favourite words and phrases
from a range of texts.

Identify unfamiliar words and discuss
possible meanings.


Discuss the purpose of paragraphs in
non-fiction texts.eg nonchronological reports, biographies,
persuasive letters.
Identify how specific information is
organised within a non-fiction
text.eg. subheadings, bullet points,
glossaries, diagrams.
Autumn 1
Unit two (Maximum three weeks)
Myths and Legends
Egyptian myths/
Robin Hood legend
 Use knowledge of root words to
understand meanings of words, e.g.
forget, forgetting; begin, beginner;
garden, gardening, gardener; prefer,
preferred.
 Use prefixes to understand meanings
e.g. un-, dis-, mis (meaning ‘not’):
unacceptable, unlock, unbelievable;
disappoint, disagree, disappear,
disobey; misbehave, mislead,
misspell.
 Use suffixes to understand meanings
e.g. -ly (meaning ‘in this way’): sadly,
finally, completely.
 Choose favourite words and phrases
from a range of texts.

Identify unfamiliar words and discuss
possible meanings.


Use expression when reading aloud.
Take note of punctuation when
reading aloud by using tone and
intonation eg. Pausing at full stops,
changing voice in response to an
exclamation mark and question
mark.
Unit Three (Maximum three weeks)
Shape Poetry-about Egypt
Poetry book 1-examples of alliteration, similes
and onomatopoeia
 Use knowledge of root words to
understand meanings of words, e.g.
forget, forgetting; begin, beginner;
garden, gardening, gardener; prefer,
preferred.
 Use prefixes to understand meanings
e.g. un-, dis-, mis (meaning ‘not’):
unacceptable, unlock, unbelievable;
disappoint, disagree, disappear,
disobey; misbehave, mislead,
misspell.
 Use suffixes to understand meanings
e.g. -ly (meaning ‘in this way’): sadly,
finally, completely.
 Use expression when reading aloud.
 Take note of punctuation when
reading aloud by using tone and
intonation eg. Pausing at full stops,
changing voice in response to an
exclamation mark and question
mark.

Identify unfamiliar words and discuss
possible meanings.
Writing LAPs
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

Use the comma to separate clauses
in complex sentences where the
subordinate clause appears first, e.g.
Before he started making films, Walt
Disney worked as an artist. After the
bird had sprinkled the crumbs, a
magnificent forest sprang up.
Proofread to check for errors in
spelling, grammar and punctuation in
own writing.
Discuss own writing with the teacher
and make some improvements the
light of evaluation.
Use appropriate intonation, tone and
volume to present their writing to a
group or class.




Use the comma to separate clauses
in complex sentences where the
subordinate clause appears first, e.g.
Before he started making films, Walt
Disney worked as an artist. After the
bird had sprinkled the crumbs, a
magnificent forest sprang up.
Proofread to check for errors in
spelling, grammar and punctuation in
own writing.
Discuss own writing with the teacher
and make some improvements the
light of evaluation.
Use appropriate intonation, tone and
volume to present their writing to a
group or class.



Proofread to check for errors in
spelling, grammar and punctuation in
own writing.
Discuss own writing with the teacher
and make some improvements the
light of evaluation.
Use appropriate intonation, tone and
volume to present their writing to a
group or class.
Target Tracker
Targets
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Use suffixes to understand meanings
e.g. –ly (meaning ‘in this way’):
energetically, frantically, gently,
nobly, comically.
Maintain positive attitudes to
reading and understanding of what
they read by reading books that are
structured in different ways.
Maintain positive attitudes to
reading and understanding of what
they read by discussing words that
capture the reader’s interest and
imagination.
Understand by drawing inferences
such as inferring character’s
feelings, thoughts and motives,
justifying inferences with evidence.
Use prefixes and suffixes
Plan writing by discussing similar
writing to understand and learn from
its structure and vocabulary.
Plan writing by discussing and writing
ideas within a given structure.
Draft and write by composing and
rehearse sentences orally building a
rich and varied vocabulary.
Draft and write by organising writing
into paragraphs as a way of grouping
related material.
Evaluate and edit by assessing
effectiveness of own writing.
Evaluate and edit by proposing
changes to grammar and
punctuation linked to the use of a/an
conjunctions, adverbs and
prepositions.
Proof read for spelling errors and for
punctuation including full stops,
question marks, exclamation marks,
Read own writing aloud to
class/group using appropriate
intonation controlling tone and
volume so meaning is clear.

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
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





Maintain positive attitudes to
reading and understanding of what
they read by discussing words that
capture the reader’s interest and
imagination.
Understand by drawing inferences
such as inferring character’s feelings,
thoughts and motives, justifying
inferences with evidence.
Use prefixes and suffixes
Plan writing by discussing similar
writing to understand and learn from
its structure and vocabulary.
Plan writing by discussing and writing
ideas within a given structure.
Draft and write by composing and
rehearse sentences orally building a
rich and varied vocabulary.
Draft and write by organising writing
into paragraphs as a way of grouping
related material.
Evaluate and edit by assessing
effectiveness of own writing.
Evaluate and edit by proposing
changes to grammar and
punctuation linked to the use of a/an
conjunctions, adverbs and
prepositions.
Proof read for spelling errors and for
punctuation including full stops,
question marks, exclamation marks,
Read own writing aloud to
class/group using appropriate
intonation controlling tone and
volume so meaning is clear.

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






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
Apply knowledge of root words,
prefixes and suffixes, both to read
aloud and understand the meanings
of new words.-dis, mis, in, il, im, il, ir
Maintain positive attitudes to
reading and understanding of what
they read by reading books that are
structured in different ways.
Understand reading independently
by identifying how language
structure and presentation
contribute to meaning to include
paragraphs, headings, subheadings,
inverted commas to punctuate
speech.
Use prefixes and suffixes
Plan writing by discussing similar
writing to understand and learn from
its structure and vocabulary.
Draft and write non-narrative
material using headings and
subheadings to organise material.
Plan writing by discussing and writing
ideas within a given structure.
Evaluate and edit by assessing
effectiveness of own writing.
Evaluate and edit by proposing
changes to grammar and
punctuation linked to the use of a/an
conjunctions, adverbs and
prepositions.
Proof read for spelling errors and for
punctuation including full stops,
question marks, exclamation marks,
Read own writing aloud to
class/group using appropriate
intonation controlling tone and
volume so meaning is clear.
Unit one (Maximum 3 weeks)
Genre
Quality Text
Reading LAPs
Writing LAPs
Diary
Ann Frank’s Diary
Diary of a Wimpy Kid
 Choose favourite words and phrases
from a range of texts.
 Identify unfamiliar words and discuss
possible meanings.
 Use expression when reading aloud.
 Take note of punctuation when
reading aloud by using tone and
intonation eg. Pausing at full stops,
changing voice in response to an
exclamation mark and question
mark.
Autumn 2
Unit two (Maximum three weeks)
Informal letter
Examples of letters from actual evacuees
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
Choose favourite words and phrases
from a range of texts.
Identify unfamiliar words and discuss
possible meanings.
Use expression when reading aloud.
Take note of punctuation when
reading aloud by using tone and
intonation eg. Pausing at full stops,
changing voice in response to an
exclamation mark and question
mark.



Use the comma to separate clauses
in complex sentences where the
subordinate clause appears first, e.g.
Before he started making films, Walt
Disney worked as an artist. After the
bird had sprinkled the crumbs, a
magnificent forest sprang up.

Use the comma to separate clauses
in complex sentences where the
subordinate clause appears first, e.g.
Before he started making films, Walt
Disney worked as an artist. After the
bird had sprinkled the crumbs, a
magnificent forest sprang up.

Identify, understand and select
prepositions to complete sentences
e.g. above, below, beneath, within,
outside, beyond.
Identify, understand and select
adverbs to complete sentences e.g.
suddenly, silently, eventually,
cautiously, timidly.
Identify, understand and select the
perfect form of verbs to complete
sentences e.g. We have researched
healthy foods (present perfect)
instead of We researched healthy
foods (simple past).

Identify, understand and select
prepositions to complete sentences
e.g. above, below, beneath, within,
outside, beyond.
Identify, understand and select
adverbs to complete sentences e.g.
suddenly, silently, eventually,
cautiously, timidly.
Identify, understand and select the
perfect form of verbs to complete
sentences e.g. We have researched
healthy foods (present perfect)
instead of We researched healthy
foods (simple past).
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Unit Three (Maximum three weeks)
Technical manual-explanation text
Real technical manuals eg. –Do it all leaflet etc
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
Identify unfamiliar words and discuss
possible meanings.
Discuss the purpose of paragraphs in
non-fiction texts.eg nonchronological reports, biographies,
persuasive letters.
Identify how specific information is
organised within a non-fiction
text.eg. subheadings, bullet points,
glossaries, diagrams.
Identify, understand and select the
perfect form of verbs to complete
sentences e.g. We have researched
healthy foods (present perfect)
instead of We researched healthy
foods (simple past).
Target Tracker
Targets
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
Use suffixes to understand meanings
e.g. –ly (meaning ‘in this way’):
energetically, frantically, gently,
nobly, comically.
Maintain positive attitudes to
reading and understanding of what
they read by reading books that are
structured in different ways.
Maintain positive attitudes to
reading and understanding of what
they read by discussing words that
capture the reader’s interest and
imagination.
Understand by drawing inferences
such as inferring character’s
feelings, thoughts and motives,
justifying inferences with evidence.
Use prefixes and suffixes
Plan writing by discussing similar
writing to understand and learn from
its structure and vocabulary.
Plan writing by discussing and writing




Maintain positive attitudes to
reading and understanding of what
they read by discussing words that
capture the reader’s interest and
imagination.
Understand by drawing inferences
such as inferring character’s feelings,
thoughts and motives, justifying
inferences with evidence.
Use prefixes and suffixes
Plan writing by discussing similar
writing to understand and learn from
its structure and vocabulary.





Apply knowledge of root words,
prefixes and suffixes, both to read
aloud and understand the meanings
of new words.-dis, mis, in, il, im, il, ir
Maintain positive attitudes to
reading and understanding of what
they read by reading books that are
structured in different ways.
Understand reading independently
by identifying how language
structure and presentation
contribute to meaning to include
paragraphs, headings, subheadings,
inverted commas to punctuate
speech.
Use prefixes and suffixes
Plan writing by discussing similar
writing to understand and learn from
its structure and vocabulary.






ideas within a given structure.
Draft and write by composing and
rehearse sentences orally building a
rich and varied vocabulary.
Draft and write by organising writing
into paragraphs as a way of grouping
related material.
Evaluate and edit by assessing
effectiveness of own writing.
Evaluate and edit by proposing
changes to grammar and
punctuation linked to the use of a/an
conjunctions, adverbs and
prepositions.
Proof read for spelling errors and for
punctuation including full stops,
question marks, exclamation marks,
Read own writing aloud to
class/group using appropriate
intonation controlling tone and
volume so meaning is clear.







Plan writing by discussing and writing
ideas within a given structure.
Draft and write by composing and
rehearse sentences orally building a
rich and varied vocabulary.
Draft and write by organising writing
into paragraphs as a way of grouping
related material.
Evaluate and edit by assessing
effectiveness of own writing.
Evaluate and edit by proposing
changes to grammar and
punctuation linked to the use of a/an
conjunctions, adverbs and
prepositions.
Proof read for spelling errors and for
punctuation including full stops,
question marks, exclamation marks,
Read own writing aloud to
class/group using appropriate
intonation controlling tone and
volume so meaning is clear.






Draft and write non-narrative
material using headings and
subheadings to organise material.
Plan writing by discussing and writing
ideas within a given structure.
Evaluate and edit by assessing
effectiveness of own writing.
Evaluate and edit by proposing
changes to grammar and
punctuation linked to the use of a/an
conjunctions, adverbs and
prepositions.
Proof read for spelling errors and for
punctuation including full stops,
question marks, exclamation marks,
Read own writing aloud to
class/group using appropriate
intonation controlling tone and
volume so meaning is clear.
Genre
Unit one (Maximum 3 weeks)
Narrative-stories with familiar settings
Quality Text
Charlie and the Chocolate factory
Reading LAPs
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Use knowledge of root words to
understand meanings of words,
e.g. limit, limiting, limited,
limitation.
Use prefixes to understand
meanings e.g. re- (meaning ‘again’
or ‘back’), pre- (meaning ‘before’)
refresh, redecorate, reappear;
preschool, prepay, prehistoric
Identify and record the main
events of a story in sequence, e.g.
story map, story board. Use to
retell.
Orally retell stories including detail
and vocabulary from the text to
engage the listener.
Identify and discuss favourite
words and phrases which capture
the reader’s interest and
imagination.
Work out the meaning of
unfamiliar words by using the
context.
Use appropriate intonation and
expression when reading aloud.
Take note of punctuation when
reading aloud, e.g. show a rising
inflection in response to a question
mark.
Draw inferences around characters
thoughts, feelings and actions.
Make plausible predictions based
on details stated.
Provide evidence to support a
Spring 1-Born in the USA
Unit two (Maximum three weeks)
Non Fiction Book-landmarks of USA
Adverisement
Non-fiction- page about landmarks for travel
guide of USA.-Non chronological
Look at travel magazines and brochures.
Range of TV and Magazine adverts.
Advertisement – own chocolate bar
 Prepare for research by identifying
what is already known and
generate possible questions about
the subject.
 Describe how specific information
is organised within a non-fiction
text e.g. text boxes, contents,
bullet points, glossaries, diagrams.
 Use the title and contents page to
appraise whether a book will
provide relevant information for
research.
 Locate features of information
texts in print and on screen, e.g.
contents, index, headings, subheadings, page numbers,
hyperlinks, icons and drop down
menus.
 Record information from nonfiction texts by making simple
notes e.g. key words and phrases,
page references and headings, and
use these in subsequent writing.
Unit Three (Maximum three weeks)
Poetry Cinquain
Cinquain invented by American Adelaide Crapsey.
www.poetry4kids.com/blog/lessons/how-towrite-a-cinquain-poem/
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


Prepare poems or to read aloud by text
marking, colour coding and annotating to
support rehearsal and performance.
Identify and discuss favourite words and
phrases which capture the reader’s
interest and imagination.
Use appropriate intonation and
expression when reading aloud.
Take note of punctuation when reading
aloud, e.g. show a rising inflection in
response to a question mark.
Writing LAPs

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Target Tracker
Targets
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statement provided by the teacher,
e.g. The Iron Man is a mysterious
character. What evidence is there
to support this point?
Plan writing by discussing similar
writing to understand and learn
from its structure and vocabulary.
Plan writing by discussing and
writing ideas within a given
structure.
Draft and write by composing and
rehearse sentences orally building
a rich and varied vocabulary.
Draft and write by organising
writing into paragraphs as a way of
grouping related material.
Evaluate and edit by assessing
effectiveness of own writing.
Evaluate and edit by proposing
changes to grammar and
punctuation linked to the use of
a/an conjunctions, adverbs and
prepositions.
Proof read for spelling errors and
for punctuation including full stops,
question marks, exclamation
marks,
Use suffixes to understand
meanings e.g. –ly (meaning ‘in this
way’): energetically, frantically,
gently, nobly, comically.
Maintain positive attitudes to
reading and understanding of what
they read by reading books that are
structured in different ways.
Maintain positive attitudes to
reading and understanding of what
they read by discussing words that
capture the reader’s interest and
imagination.
Understand by drawing inferences
such as inferring character’s



Evaluate and edit by assessing
effectiveness of own writing.
Evaluate and edit by proposing
changes to grammar and
punctuation linked to the use of
a/an conjunctions, adverbs and
prepositions.
Proof read for spelling errors and
for punctuation including full stops,
question marks, exclamation
marks.









Maintain positive attitudes to
reading and understanding of what
they read by discussing words that
capture the reader’s interest and
imagination.
Maintain positive attitudes to
reading and understanding of what
they read by reading books that are
structured in different ways.
Understand reading independently
by identifying how language
structure and presentation
contribute to meaning to include
paragraphs, headings, subheadings,
inverted commas to punctuate




Plan writing by discussing similar writing
to understand and learn from its
structure and vocabulary.
Draft and write non-narrative material
using headings and subheadings to
organise material.
Plan writing by discussing and writing
ideas within a given structure.
Evaluate and edit by assessing
effectiveness of own writing.
Evaluate and edit by proposing changes
to grammar and punctuation linked to
the use of a/an conjunctions, adverbs
and prepositions.
Proof read for spelling errors and for
punctuation including full stops, question
marks, exclamation marks.
Apply knowledge of root words, prefixes
and suffixes, both to read aloud and
understand the meanings of new words.dis, mis, in, il, im, il, ir
Maintain positive attitudes to reading
and understanding of what they read by
reading books that are structured in
different ways.
Understand reading independently by
identifying how language structure and
presentation contribute to meaning to
include paragraphs, headings,
subheadings, inverted commas to
punctuate speech.
Use prefixes and suffixes









feelings, thoughts and motives,
justifying inferences with evidence.
Use prefixes and suffixes
Plan writing by discussing similar
writing to understand and learn
from its structure and vocabulary.
Plan writing by discussing and
writing ideas within a given
structure.
Draft and write by composing and
rehearse sentences orally building
a rich and varied vocabulary.
Draft and write by organising
writing into paragraphs as a way of
grouping related material.
Evaluate and edit by assessing
effectiveness of own writing.
Evaluate and edit by proposing
changes to grammar and
punctuation linked to the use of
a/an conjunctions, adverbs and
prepositions.
Proof read for spelling errors and
for punctuation including full stops,
question marks, exclamation
marks,
Read own writing aloud to
class/group using appropriate
intonation controlling tone and
volume so meaning is clear.









speech.
Use prefixes and suffixes
Plan writing by discussing similar
writing to understand and learn
from its structure and vocabulary.
Plan writing by discussing and
writing ideas within a given
structure.
Draft and write by composing and
rehearse sentences orally building
a rich and varied vocabulary.
Draft and write by organising
writing into paragraphs as a way of
grouping related material.
Evaluate and edit by assessing
effectiveness of own writing.
Evaluate and edit by proposing
changes to grammar and
punctuation linked to the use of
a/an conjunctions, adverbs and
prepositions.
Proof read for spelling errors and
for punctuation including full stops,
question marks, exclamation
marks.
Read own writing aloud to
class/group using appropriate
intonation controlling tone and
volume so meaning is clear.







Plan writing by discussing similar writing
to understand and learn from its
structure and vocabulary.
Draft and write non-narrative material
using headings and subheadings to
organise material.
Plan writing by discussing and writing
ideas within a given structure.
Evaluate and edit by assessing
effectiveness of own writing.
Evaluate and edit by proposing changes
to grammar and punctuation linked to
the use of a/an conjunctions, adverbs
and prepositions.
Proof read for spelling errors and for
punctuation including full stops, question
marks, exclamation marks,
Read own writing aloud to class/group
using appropriate intonation controlling
tone and volume so meaning is clear.
Genre
Quality Text
Reading LAPs
Spring 2-How can we look after out world-Flower power!
Unit one (Maximum 3 weeks)
Unit two (Maximum three weeks)
Non- fiction book about an issue
Persuasive pamphlet
non-fiction books and articles
 Choose favourite words and
phrases from a range of texts.
 Identify unfamiliar words and
discuss possible meanings.
 Identify unfamiliar words and
discuss possible meanings.
 Discuss the purpose of
paragraphs in non-fiction texts.eg
non-chronological reports,
biographies, persuasive letters.
 Identify how specific information
is organised within a non-fiction
text.eg. subheadings, bullet
points, glossaries, diagrams.
 Prepare for research by
identifying what is already known
and generate possible questions
about the subject.
 Describe how specific information
is organised within a non-fiction
text e.g. text boxes, contents,
bullet points, glossaries,
diagrams.
 Use the title and contents page to
appraise whether a book will
provide relevant information for
research.
 Locate features of information
texts in print and on screen, e.g.
contents, index, headings, subheadings, page numbers,
hyperlinks, icons and drop down
menus.
articles about green issues
 Identify unfamiliar words and
discuss possible meanings.
 Use expression when reading
aloud.
 Take note of punctuation when
reading aloud by using tone and
intonation eg. Pausing at full
stops, changing voice in response
to an exclamation mark and
question mark.
 Identify how specific information
is organised within a non-fiction
text.eg. subheadings, bullet
points, glossaries, diagrams.
 Prepare for research by
identifying what is already known
and generate possible questions
about the subject.
 Describe how specific information
is organised within a non-fiction
text e.g. text boxes, contents,
bullet points, glossaries,
diagrams.
 Use the title and contents page to
appraise whether a book will
provide relevant information for
research.
 Locate features of information
texts in print and on screen, e.g.
contents, index, headings, subheadings, page numbers,
hyperlinks, icons and drop down
menus.
Unit Three (Maximum three weeks)
Fables for year 1 children using an aspect
of nature (animal/plant) to tell a story
with a moral.
Aesop’sfables
 Choose favourite words and
phrases from a range of texts.
 Identify unfamiliar words and
discuss possible meanings.
 Use expression when reading
aloud.
 Take note of punctuation when
reading aloud by using tone and
intonation eg. Pausing at full
stops, changing voice in response
to an exclamation mark and
question mark.
 Discuss morals in fables, e.g. The
Hare and the Tortoise, The Fox
and the Crow, The Lion and the
Mouse.
 Identify and discuss conventions
of fables e.g. animals which
behave like humans, a lesson
learnt, one or two characters
only.
 Identify and record the main
events of a story in sequence, e.g.
story map, story board. Use to
retell.
 Orally retell stories including
detail and vocabulary from the
text to engage the listener.
 Discuss themes in fairy tales and
folk tales e.g. good over evil,
weak and strong, wise and
foolish, rich and poor.
 Discuss conventions of fairy tales

Writing LAPs




Record information from nonfiction texts by making simple
notes e.g. key words and phrases,
page references and headings,
and use these in subsequent
writing.
Use the comma to separate
clauses in complex sentences
where the subordinate clause
appears first, e.g. Before he
started making films, Walt Disney
worked as an artist. After the bird
had sprinkled the crumbs, a
magnificent forest sprang up.
Group related material into
paragraphs, e.g. write facts about
a well-known subject on
individual sticky notes and group
these under headings provided by
the teacher.
Proofread to check for errors in
spelling, grammar and
punctuation in own and others’
writing.
Discuss and propose changes
with partners and improve
writing in the light of evaluation.





Record information from nonfiction texts by making simple
notes e.g. key words and phrases,
page references and headings,
and use these in subsequent
writing.
Use the comma to separate
clauses in complex sentences
where the subordinate clause
appears first, e.g. Before he
started making films, Walt Disney
worked as an artist. After the bird
had sprinkled the crumbs, a
magnificent forest sprang up.
Group related material into
paragraphs, e.g. write facts about
a well-known subject on
individual sticky notes and group
these under headings provided by
the teacher.
Proofread to check for errors in
spelling, grammar and
punctuation in own and others’
writing.
Discuss and propose changes with
partners and improve writing in
the light of evaluation.
or folk tales, introduced by the
teacher e.g. magical sentence, a
wish, a spell or a chant, repeated
several times.
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

Identify purpose and audience for
writing, e.g.to entertain other
Year 3 children with poems for a
class anthology. Discuss the
vocabulary, grammar and
structural organisation needed.
Discuss and record ideas for
planning, e.g. for poetry,
generating and refining
vocabulary, experimenting with
word combinations, rhyme,
rhythm, alliteration, syllable
count etc.
Improvise, create and write
dialogue using inverted commas
(speech marks), synonyms for
‘said’ and, where appropriate,
adverbs e.g. “Get out of here!”
shouted Bob angrily.
During composition, use different
sentence structures. Orally
compose alternatives and select
from these according to effect
created (see VGP).
Group related material into
paragraphs, e.g. write facts about
a well-known subject on
individual sticky notes and group
these under headings provided by
the teacher.
Proofread to check for errors in
spelling, grammar and
punctuation in own and others’


Target Tracker
Targets
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
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



Use suffixes to understand
meanings e.g. –ly (meaning ‘in
this way’): energetically,
frantically, gently, nobly,
comically.
Maintain positive attitudes to
reading and understanding of
what they read by reading books
that are structured in different
ways.
Maintain positive attitudes to
reading and understanding of
what they read by discussing
words that capture the reader’s
interest and imagination.
Understand by drawing
inferences such as inferring
character’s feelings, thoughts and
motives, justifying inferences
with evidence.
Use prefixes and suffixes
Plan writing by discussing similar
writing to understand and learn
from its structure and vocabulary.
Plan writing by discussing and
writing ideas within a given
structure.









Maintain positive attitudes to
reading and understanding of
what they read by discussing
words that capture the reader’s
interest and imagination.
Understand by drawing
inferences such as inferring
character’s feelings, thoughts and
motives, justifying inferences
with evidence.
Use prefixes and suffixes
Plan writing by discussing similar
writing to understand and learn
from its structure and vocabulary.
Plan writing by discussing and
writing ideas within a given
structure.
Draft and write by composing and
rehearse sentences orally
building a rich and varied
vocabulary.
Draft and write by organising
writing into paragraphs as a way
of grouping related material.
Evaluate and edit by assessing
effectiveness of own writing.
Evaluate and edit by proposing







writing.
Discuss and propose changes with
partners and improve writing in
the light of evaluation.
Use appropriate intonation, tone
and volume to present their
writing to a group or class, e.g.
pausing at commas to mark
clauses in complex sentences in
their own story; changing their
voice for different characters
when reading dialogue.
Apply knowledge of root words,
prefixes and suffixes, both to read
aloud and understand the
meanings of new words.-dis, mis,
in, il, im, il, ir
Maintain positive attitudes to
reading and understanding of
what they read by reading books
that are structured in different
ways.
Understand reading
independently by identifying how
language structure and
presentation contribute to
meaning to include paragraphs,
headings, subheadings, inverted
commas to punctuate speech.
Use prefixes and suffixes
Plan writing by discussing similar
writing to understand and learn
from its structure and vocabulary.
Draft and write non-narrative
material using headings and
subheadings to organise material.
Plan writing by discussing and
writing ideas within a given
structure.






Draft and write by composing and
rehearse sentences orally
building a rich and varied
vocabulary.
Draft and write by organising
writing into paragraphs as a way
of grouping related material.
Evaluate and edit by assessing
effectiveness of own writing.
Evaluate and edit by proposing
changes to grammar and
punctuation linked to the use of
a/an conjunctions, adverbs and
prepositions.
Proof read for spelling errors and
for punctuation including full
stops, question marks,
exclamation marks,
Read own writing aloud to
class/group using appropriate
intonation controlling tone and
volume so meaning is clear.


changes to grammar and
punctuation linked to the use of
a/an conjunctions, adverbs and
prepositions.
Proof read for spelling errors and
for punctuation including full
stops, question marks,
exclamation marks,
Read own writing aloud to
class/group using appropriate
intonation controlling tone and
volume so meaning is clear.




Evaluate and edit by assessing
effectiveness of own writing.
Evaluate and edit by proposing
changes to grammar and
punctuation linked to the use of
a/an conjunctions, adverbs and
prepositions.
Proof read for spelling errors and
for punctuation including full
stops, question marks,
exclamation marks,
Read own writing aloud to
class/group using appropriate
intonation controlling tone and
volume so meaning is clear.
Genre
Quality Text
Reading LAPs
Summer 1- Welcome to Bedrock, Captain Caveman !
Unit one (Maximum 3 weeks)
Unit two (Maximum three weeks)
Turn stories into plays…
Instructions-How to make a stone age axe.
How to make fire.
Stig of the Dump-story with familiar
setting
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
Writing Laps

Sequence the main events in
stories, orally and in note/picture
form. Discuss each main event,
sharing opinions.
Orally retell stories, engaging the
listener through eye contact,
expression and gesture.
Prepare poems and play scripts
to read aloud, showing
understanding through
intonation, tone, volume and
action.
Identify, discuss and
independently collect favourite
words and phrases which capture
the reader’s interest and
imagination.
Explain the meaning of unfamiliar
words by using the context.
Use dictionaries (first two letters)
to check meanings of words they
have read, identifying the
appropriate definition and
explaining its use in relation to
the context of the text.
Use appropriate intonation, tone
and volume when reading aloud.
Take note of punctuation when
reading aloud, e.g. changing
voice in response to inverted
commas, pausing at commas in
lists and commas used to
demarcate clauses.
Independently, edit and improve
own writing by using the perfect
Instructions for modern day things to
compare-tools
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Identify, discuss and
independently collect favourite
words and phrases which capture
the reader’s interest and
imagination.
Explain the meaning of unfamiliar
words by using the context.
Use dictionaries (first two letters)
to check meanings of words they
have read, identifying the
appropriate definition and
explaining its use in relation to
the context of the text.
Evaluate how specific
information is organised within a
non-fiction text e.g. text boxes,
contents, bullet points, glossaries,
diagrams.
During and after composition,
independently, edit and improve
own writing by using different
sentence structures (see VGP).
Group related material into
paragraphs, identifying suitable
headings, e.g. write facts about a
well-known subject on individual
sticky notes, discuss how these
might be grouped, agree on
headings and sort accordingly.
Generate, select and effectively
use prepositions in own writing
Unit Three (Maximum three weeks)
Formal Letter to thank Global renewables for trip.
Poetry- Haiku
http://www.kidzone.ws/poetry/haiku.htm
https://www.youngwriters.co.uk/types-haiku-poem
http://www.haiku-poetry.org/famous-haiku.html
 Prepare poems and play scripts to read aloud,
showing understanding through intonation,
tone, volume and action.
 Use appropriate intonation, tone and volume
when reading aloud.
 Take note of punctuation when reading aloud,
e.g. changing voice in response to inverted
commas, pausing at commas in lists and
commas used to demarcate clauses.

Proofread to check for errors in spelling,
grammar and punctuation in own and others’







Target Tracker
Targets
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form of verbs where appropriate
such as when writing dialogue in
narrative and play scripts e.g.
Roman Soldier: He has
disappeared, Sire! (present
perfect) instead of
Roman Soldier: He disappeared,
Sire! (simple past).
During and after composition,
independently, edit and improve
own writing by using different
sentence structures (see VGP).
Group related material into
paragraphs, identifying suitable
headings, e.g. write facts about a
well-known subject on individual
sticky notes, discuss how these
might be grouped, agree on
headings and sort accordingly.
Proofread to check for errors in
spelling, grammar and
punctuation in own and others’
writing, e.g. independently using
a dictionary to check spellings.
With a focus on audience and
purpose, discuss and propose
changes with partners and in
small groups. Improve writing in
the light of evaluation.
Use appropriate intonation, tone
and volume to present their
writing to a group or class, e.g.
using adverbs to inform how
something is said.
Use suffixes to understand
meanings e.g. –ly (meaning ‘in
this way’): energetically,
frantically, gently, nobly,
comically.
Maintain positive attitudes to
reading and understanding of
what they read by reading books
that are structured in different

e.g. above, below, beneath,
within, outside, beyond.
Independently, edit and improve
own writing by strengthening the
use of adverbs e.g. swiftly,
rudely, wearily, gingerly.
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Analyse texts looking at language,
structure and presentation e.g.
poems on a theme, discussion
texts.
Maintain positive attitudes to
reading and understanding of
what they read by reading books
that are structured in different
ways.



writing, e.g. independently using a dictionary
to check spellings.
With a focus on audience and purpose,
discuss and propose changes with partners
and in small groups. Improve writing in the
light of evaluation.
Use appropriate intonation, tone and volume
to present their writing to a group or class,
e.g. using adverbs to inform how something is
said.
Apply knowledge of root words, prefixes and
suffixes, both to read aloud and understand
the meanings of new words.-dis, mis, in, il, im,
il, ir
Maintain positive attitudes to reading and
understanding of what they read by reading
books that are structured in different ways.
Understand reading independently by
identifying how language structure and

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
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

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
ways.
Maintain positive attitudes to
reading and understanding of
what they read by discussing
words that capture the reader’s
interest and imagination.
Understand by drawing
inferences such as inferring
character’s feelings, thoughts and
motives, justifying inferences
with evidence.
Use prefixes and suffixes
Plan writing by discussing similar
writing to understand and learn
from its structure and
vocabulary.
Plan writing by discussing and
writing ideas within a given
structure.
Draft and write by composing
and rehearse sentences orally
building a rich and varied
vocabulary.
Draft and write by organising
writing into paragraphs as a way
of grouping related material.
Evaluate and edit by assessing
effectiveness of own writing.
Evaluate and edit by proposing
changes to grammar and
punctuation linked to the use of
a/an conjunctions, adverbs and
prepositions.
Proof read for spelling errors and
for punctuation including full
stops, question marks,
exclamation marks,
Read own writing aloud to
class/group using appropriate
intonation controlling tone and
volume so meaning is clear.










Understand reading
independently by identifying how
language structure and
presentation contribute to
meaning to include paragraphs,
headings, subheadings, inverted
commas to punctuate speech.
Use prefixes and suffixes
Plan writing by discussing similar
writing to understand and learn
from its structure and
vocabulary.
Plan writing by discussing and
writing ideas within a given
structure.
Draft and write by composing
and rehearse sentences orally
building a rich and varied
vocabulary.
Draft and write by organising
writing into paragraphs as a way
of grouping related material.
Evaluate and edit by assessing
effectiveness of own writing.
Evaluate and edit by proposing
changes to grammar and
punctuation linked to the use of
a/an conjunctions, adverbs and
prepositions.
Proof read for spelling errors and
for punctuation including full
stops, question marks,
exclamation marks,
Read own writing aloud to
class/group using appropriate
intonation controlling tone and
volume so meaning is clear.








presentation contribute to meaning to include
paragraphs, headings, subheadings, inverted
commas to punctuate speech.
Use prefixes and suffixes
Plan writing by discussing similar writing to
understand and learn from its structure and
vocabulary.
Draft and write non-narrative material using
headings and subheadings to organise
material.
Plan writing by discussing and writing ideas
within a given structure.
Evaluate and edit by assessing effectiveness
of own writing.
Evaluate and edit by proposing changes to
grammar and punctuation linked to the use of
a/an conjunctions, adverbs and prepositions.
Proof read for spelling errors and for
punctuation including full stops, question
marks, exclamation marks,
Read own writing aloud to class/group using
appropriate intonation controlling tone and
volume so meaning is clear.
Genre
Quality Text
Reading LAPs
Unit one (Maximum 3 weeks)
Myth to describe natural event-story book
for year 1
Design own Book blurb
Greek myths
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Identify and discuss themes in fairy
tales and folk tales e.g. good over
evil, weak and strong, wise and
foolish, mean and generous, rich
and poor.
Identify and discuss conventions of
fairy tales and folk tales e.g.
numbers three and seven in fairy
tales, characters who speak in
riddles, rhymes or old-fashioned
English.
Identify, discuss and independently
collect favourite words and phrases
which capture the reader’s interest
and imagination.
Explain the meaning of unfamiliar
words by using the context.
Use dictionaries (first two letters)
to check meanings of words they
have read, identifying the
appropriate definition and
explaining its use in relation to the
context of the text.
Use appropriate intonation, tone
and volume when reading aloud.
Take note of punctuation when
reading aloud, e.g. changing voice
in response to inverted commas,
pausing at commas in lists and
commas used to demarcate
clauses.
Discuss their understanding of the
text using tentative language, e.g.
At first I thought…but now…, I was
wondering whether…, Does anyone
else think that…?
Summer 2- Extreme earth
Unit two (Maximum three weeks)
Encyclopaedia entry –encyclopaedia of
natural phenomena
Encyclopaedias –class set
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
Prepare for research by identifying
what is already known about the
subject, generate key questions to
structure the task, e.g. create a
KWL grid. Complete the KWL grid
with answers to questions
generated.
Evaluate how specific information
is organised within a non-fiction
text e.g. text boxes, contents, bullet
points, glossaries, diagrams.
Quickly appraise a text to evaluate
usefulness.
Navigate texts in print and on
screen using contents, index,
headings, sub-headings, page
numbers, hyperlinks, icons and
drop down menus.
Unit Three (Maximum three weeks)
Performance poems
range of poems including chocolate cake, Matilda,
Hollaire Belloc, revolting rhymes, etc
 Prepare poems and play scripts to read
aloud, showing understanding through
intonation, tone, volume and action
 Use appropriate intonation, tone and
volume when reading aloud.
 Take note of punctuation when reading
aloud, e.g. changing voice in response to
inverted commas, pausing at commas in
lists and commas used to demarcate
clauses.
 Prepare poems to read aloud by text
marking, colour coding and annotating to
support rehearsal and performance.

Writing Laps
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
Raise own questions during the
reading process to deepen
understanding e.g. Why did the
character..., What might happen if
she…, How did he know about…?
Explore and identify main and
subordinate clauses in complex
sentences.
Explore, identify and create
complex sentences using a range of
conjunctions e.g. while, since.
Use the comma to separate clauses
in complex sentences where the
subordinate clause appears first,
e.g. While you were sleeping, I
visited the Enchanted Wood. Since
they had invaded Britain, the
Romans had built many roads.
Identify purpose and audience for
writing, e.g.to entertain children in
Year 1 with our fantasy stories.
Discuss the vocabulary, grammar
and structural organisation needed,
e.g. opening, build-up, problem,
resolution, ending; adjectives and
noun phrases to describe settings
and characters; a range of simple
and compound sentences;
occasional use of complex
sentences using conjunctions; some
dialogue.
Discuss and record ideas for
planning, e.g. story mountain,
chunking a plot and innovating,
flow charts, boxing up a non-fiction
text and innovating, spidergrams.
Create and develop settings for
narrative, e.g. precise nouns,
adjectives, noun phrases, details
relating to the five senses.
Proofread to check for errors in
spelling, grammar and punctuation
in own and others’ writing, e.g.





Proofread to check for errors in
spelling, grammar and punctuation
in own and others’ writing, e.g.
independently using a dictionary to
check spellings.
Discuss and record ideas for
planning, e.g. story mountain,
chunking a plot and innovating,
flow charts, boxing up a non-fiction
text and innovating, spidergrams.
Explore and identify main and
subordinate clauses in complex
sentences.
Explore, identify and create
complex sentences using a range of
conjunctions e.g. while, since.
Use the comma to separate clauses
in complex sentences where the
subordinate clause appears first,
e.g. While you were sleeping, I
visited the Enchanted Wood. Since
they had invaded Britain, the
Romans had built many roads.



Use appropriate intonation, tone and
volume to present their writing to a
group or class, e.g. using adverbs to
inform how something is said.
Proofread to check for errors in spelling,
grammar and punctuation in own and
others’ writing, e.g. independently using
a dictionary to check spellings.
With a focus on audience and purpose,
discuss and propose changes with
partners and in small groups. Improve
writing in the light of evaluation.


Target Tracker
Targets










independently using a dictionary to
check spellings.
With a focus on audience and
purpose, discuss and propose
changes with partners and in small
groups. Improve writing in the light
of evaluation.
Use appropriate intonation, tone
and volume to present their writing
to a group or class, e.g. using
adverbs to inform how something is
said.
Use suffixes to understand
meanings e.g. –ly (meaning ‘in this
way’): energetically, frantically,
gently, nobly, comically.
Maintain positive attitudes to
reading and understanding of what
they read by reading books that are
structured in different ways.
Maintain positive attitudes to
reading and understanding of what
they read by discussing words that
capture the reader’s interest and
imagination.
Understand by drawing inferences
such as inferring character’s
feelings, thoughts and motives,
justifying inferences with evidence.
Use prefixes and suffixes
Plan writing by discussing similar
writing to understand and learn
from its structure and vocabulary.
Plan writing by discussing and
writing ideas within a given
structure.
Draft and write by composing and
rehearse sentences orally building
a rich and varied vocabulary.
Draft and write by organising
writing into paragraphs as a way of
grouping related material.
Evaluate and edit by assessing










Maintain positive attitudes to
reading and understanding of what
they read by discussing words that
capture the reader’s interest and
imagination.
Understand by drawing inferences
such as inferring character’s
feelings, thoughts and motives,
justifying inferences with evidence.
Use prefixes and suffixes
Plan writing by discussing similar
writing to understand and learn
from its structure and vocabulary.
Plan writing by discussing and
writing ideas within a given
structure.
Draft and write by composing and
rehearse sentences orally building
a rich and varied vocabulary.
Draft and write by organising
writing into paragraphs as a way of
grouping related material.
Evaluate and edit by assessing
effectiveness of own writing.
Evaluate and edit by proposing
changes to grammar and
punctuation linked to the use of
a/an conjunctions, adverbs and
prepositions.
Proof read for spelling errors and
for punctuation including full stops,










Apply knowledge of root words, prefixes
and suffixes, both to read aloud and
understand the meanings of new words.dis, mis, in, il, im, il, ir
Maintain positive attitudes to reading
and understanding of what they read by
reading books that are structured in
different ways.
Understand reading independently by
identifying how language structure and
presentation contribute to meaning to
include paragraphs, headings,
subheadings, inverted commas to
punctuate speech.
Use prefixes and suffixes
Plan writing by discussing similar writing
to understand and learn from its
structure and vocabulary.
Draft and write non-narrative material
using headings and subheadings to
organise material.
Plan writing by discussing and writing
ideas within a given structure.
Evaluate and edit by assessing
effectiveness of own writing.
Evaluate and edit by proposing changes
to grammar and punctuation linked to
the use of a/an conjunctions, adverbs
and prepositions.
Proof read for spelling errors and for
punctuation including full stops, question



effectiveness of own writing.
Evaluate and edit by proposing
changes to grammar and
punctuation linked to the use of
a/an conjunctions, adverbs and
prepositions.
Proof read for spelling errors and
for punctuation including full stops,
question marks, exclamation
marks,
Read own writing aloud to
class/group using appropriate
intonation controlling tone and
volume so meaning is clear.

question marks, exclamation
marks,
Read own writing aloud to
class/group using appropriate
intonation controlling tone and
volume so meaning is clear.

marks, exclamation marks,
Read own writing aloud to class/group
using appropriate intonation controlling
tone and volume so meaning is clear.
Year Four
Genre
Quality Text
Reading LAPs
Writing LAPs
Unit one (Maximum 3 weeks)
HIstorical
My life as a roman slave
 Use punctuation to determine
intonation and expression when
reading aloud
 Make predictions from different
parts of the story from information
stated
 Draw inferences around character
actions and justify with evidence
 De3monstrate active reading
strategies and capture in reading
journals
 Identify and discuss themes
introduces by a teacher
 Identify themes from paragraphs and
summarise these orally




Use inverted commas to punctuate
direct speech
Develop characterisation using
action, dialogue and description
Create sentences with fronted
adverbials for when
Use a comma after a fronted
adverbial
Autumn 1
Unit two (Maximum three weeks)
Newspaper report
Newspaper extracts (various)
 Identify key vocabulary and discuss
possible meanings
 Use the first 3 letters of a word to
check spellings in a dictionary
 Evaluate organisation of information
in a variety of texts
 Quickly appraise a text usefulness
 Use graphic organisers eg for and
against tables, flow charts etc
 Analyse text looking at how this
contributes to meaning
 Scan texts to locate dates, names
and numbers.

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



Target Tracker
Targets
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

Plan writing by discussing similar
writing and using structure,
vocabulary and grammar.
Use horizontal and vertical strokes
required to join letters and
understand that some must be left
unjoined
Draft and write creating characters
and plot whilst considering the
audience
Understand what is read by making
predictions





Use nouns for precision
Discuss own writing and make
improvements in light of evaluation
Use inverted commas to punctuate
direct speech
Discuss and record ideas for planning
Identify, explore and use standard
English verb inflections in writing
Identify and discuss purpose and
audience for writing
Use the first 3 letters of a word to
check spellings in a dictionary
Plan writing by discussing and
recording ideas
Draft and write by organising
paragraphs around a theme
Draft and write non-narrative using
organisational devices
Maintain a positive attitude to
reading by discussing words or
phrases that capture the reader’s
attention
Unit Three (Maximum three weeks)
Interviews with story characters
Roman stories eg Boudicca and Romulus and Remus
 Speak confidently about texts using prompts eg the
saddest part was…
 Identify, discuss and collect favourite words, phrases
which capture reader’s interest and imagination
 Justify responses using a teacher point and evidence
 Participate in discussions, asking key questions etc
 Make and respond to contributions in group situations.




Identify, select and effectively use pronouns
Improve a passage prepared by the teacher
Use paragraphs to organise writing
Discuss writing and make improvements in light of
evaluations

Write sentences dictated by the teacher using spellings
and punctuation taught so far
Increase legibility, consistency and quality of handwriting
Evaluate and edit own and others’ writing
Proof read for spelling and punctuation errors
Use noun phrases by the addition of modifying adjectives
Use the appropriate choice of pronoun to avoid
repetition
Use fronted adverbials for when and where including a
comma









Draft and write by composing
sentences orally
Draft and write by organising
paragraphs around a theme
Use fronted adverbials for when and
where


Use fronted adverbials for when and
where including a comma
Use inverted commas and other
punctuation necessary for direct
speech
Genre
Quality Text
Reading LAPs
Writing LAPs
Unit one (Maximum 3 weeks)
Playscript
The Cursed Child, JK Rowling
 Prepare a play script to perform to
the class, using text marking, colour
coding and annotations to support
planning and rehearsal. Perform
with expression.
 Use punctuation to determine
intonation and expression when
reading aloud
 Make predictions from different
parts of the story from information
stated
 Draw inferences around character
actions and justify with evidence




Target Tracker
Targets




Use inverted commas to punctuate
direct speech
Improvise and compose dialogue
between two characters
Use appropriate intonation, tone and
volume to present writing
Develop characterisation using
action, dialogue and description
Plan writing by discussing similar
writing and using structure,
vocabulary and grammar.
Confidently read aloud using
intonation and expression to ensure
the meaning is clear
Draft and write creating characters
and plot whilst considering the
audience
Understand what is read by making
predictions
Autumn 2
Unit two (Maximum three weeks)
Non fiction book (explanation)
Until I met Dudly
 Identify key vocabulary and discuss
possible meanings
 Use the first 3 letters of a word to
check spellings in a dictionary
 Evaluate non fiction organisation of
information
 Quickly appraise a t4ext usefulness
 Use graphic organisers eg for and
against tables, flow charts etc








Unit Three (Maximum three weeks)
Question and answer leaflet
NA
 Speak confidently about texts using prompts eg the
saddest part was…
 Identify, discuss and collect favourite words, phrases
which capture reader’s interest and imagination
 Justify responses using a teacher point and evidence
 Prepare for research by asking key questions
 Participate in discussions, asking key questions etc
 Make and respond to contributions in group situations.
Use nouns for precision
Discuss own writing and make
improvements in light of evaluation
Discuss and record ideas for planning



Identify, select and effectively use pronouns
Improve a passage prepared by the teacher
Use paragraphs to organise writing using fronted
adverbials for when and where to link paragraphs
Use the first 3 letters of a word to
check spellings in a dictionary
Plan writing by discussing and
recording ideas
Draft and write by organising
paragraphs around a theme
Draft and write non-narrative using
organisational devices
Maintain a positive attitude to
reading by discussing words or
phrases that capture the reader’s
attention

Write sentences dictated by the teacher using spellings
and punctuation taught so far
Increase legibility, consistency and quality of
handwriting
Evaluate and edit own and others’ writing
Proof read for spelling and punctuation errors
Use noun phrases by the addition of modifying
adjectives
Use the appropriate choice of pronoun to avoid
repetition





Spring 1
Genre
Quality Text
Reading LAPs
Writing LAPs
Target Tracker
Targets
Unit one (Maximum 3 weeks)
Unit two (Maximum three weeks)
Fantasy
Alice in wonderland
 Use knowledge of root words to understand
meanings of words
 Use prefixes to understand meanings
 Use suffixes to understand meanings
 Enthusiastically respond to texts, orally stating their
opinions
 Distinguish between information stated and implied
 Draw inferences around character thought and
feelings with evidence from the text
 Explain how paragraphs are used to order and build
up ideas
 Create complex sentences with adverb starters
 Create sentences with fronted adverbials for when
and where, using a comma after these
 Use inverted commas and other punctuat5ion for
direct speech
 Explore, collect and use noun phrases
 Discuss and record ideas for planning
 Improvise and compose dialogue giving clues about
character feelings
 Use paragraphs to organise writing, linking
paragraphs with fronted adverbials
 Plan writing by discussing similar writing and using
structure, vocabulary and grammar.
 Use horizontal and vertical strokes required to join
letters and understand that some must be left
unjoined
 Draft and write creating characters and plot whilst
considering the audience
 Understand what is read by making predictions
 Draft and write by composing sentences orally
 Draft and write by organising paragraphs around a
theme
 Use fronted adverbials for when and where
Advertising jingles/rap rhyming form
Various adverts
 Identify words and phrases to capture reader attention
 Use punctuation to determine intonation and expression
 Evaluate texts by looking at language, structure and
presentation and looking at how these contribute to meaning
Unit Three (Maximum
three weeks)
NA
NA







Identify and discuss the purpose and audience for writing
Use standard English verb inflections
During composition use different sentence structures
Proof read to check for errors in own and others writing
Discuss and propose changes to own and others’ writing
Use appropriate intonation, tone and volume to present
writing


Use the first 3 letters of a word to check spellings in a
dictionary
Plan writing by discussing and recording ideas
Confidently read writing aloud
Maintain a positive attitude to reading by discussing words or
phrases that capture the reader’s attention
Use standard English forms of verb inflections
Increase legibility, consistency and quality of writing






Genre
Quality Text
Reading LAPs
Writing LAPs
Unit one (Maximum 3 weeks)
Stories from other cultures
Buddhism at bedtime
 Read and understand selected words from
year 4 list
 Orally retell stories from other cultures
engaging the reader
 Enthusiastically respond to texts, orally stating
their opinions
 Distinguish between information stated and
implied
 Draw inferences around character thought and
feelings with evidence from the text
 Explain how paragraphs are used to order and
build up ideas







Target Tracker
Targets







Create complex sentences with adverb starters
Create sentences with fronted adverbials for
when and where, using a comma after these
Use inverted commas and other punctuat5ion
for direct speech
Explore, collect and use noun phrases
Discuss and record ideas for planning
Improvise and compose dialogue giving clues
about character feelings
Use paragraphs to organise writing, linking
paragraphs with fronted adverbials
Plan writing by discussing similar writing and
using structure, vocabulary and grammar.
Use horizontal and vertical strokes required to
join letters and understand that some must be
left unjoined
Draft and write creating characters and plot
whilst considering the audience
Understand what is read by making predictions
Draft and write by composing sentences orally
Draft and write by organising paragraphs
around a theme
Use fronted adverbials for when and where
Spring 2
Unit two (Maximum three weeks)
Narrative poetry
Lion and Albert
 Identify words and phrases to
capture reader attention
 Use punctuation to determine
intonation and expression
 Evaluate texts by looking at
language, structure and presentation
and looking at how these contribute
to meaning
 Prepare a poem to perform to
another class
 Recognise and analyse different
forms of poetry












Identify and discuss the purpose and
audience for writing
Use standard English verb inflections
During composition use different
sentence structures
Proof read to check for errors in own
and others writing
Discuss and propose changes to own
and others’ writing
Use appropriate intonation, tone and
volume to present writing
Use the first 3 letters of a word to
check spellings in a dictionary
Plan writing by discussing and
recording ideas
Confidently read writing aloud
Maintain a positive attitude to
reading by discussing words or
phrases that capture the reader’s
attention
Use standard English forms of verb
inflections
Increase legibility, consistency and
quality of writing
Unit Three (Maximum three weeks)
Recipe instructions
NA
 Work out the meaning of unfamiliar vocabulary
in context
 Use dictionaries to check for the appropriate
definition of words
 Identify main ideas and summaries these orally
 Before research, orally recall knowledge on a
subject
 Scan text to locate dates, numbers and names
 Locate features of information texts









Link ideas across paragraphs with fronted
adverbials
Use fronted adverbials for when and where
Use a comma after a fronted adverbial
Identify, explore and create noun phrases
Write sentences dictated by the teacher to use
spellings, punctuation and words taught so far
Draft and write by composing sentences orally
Draft and wrote non-narrative using
organisational devices
Use fronted adverbials
Use a comma after fronted adverbials
Genre
Quality Text
Reading LAPs
Writing LAPs
Target Tracker
Targets
Unit one (Maximum 3 weeks)
Significant author
David Walliams – Mr Stink
 Read and understand selected words from
year 4 list
 Enthusiastically respond to texts, orally stating
their opinions
 Distinguish between information stated and
implied
 Draw inferences around character thought and
feelings with evidence from the text
 Explain how paragraphs are used to order and
build up ideas
 Make predictions based on stated information
 Identify themes from more than one
paragraph and summarise these orally
 Create complex sentences with adverb starters
and use a comma to separate clauses
 Create sentences with fronted adverbials for
when and where, using a comma after these
 Use inverted commas and other punctuation
for direct speech including new speaker, new
line
 Explore, collect and use noun phrases
 Discuss and record ideas for planning
 Improvise and compose dialogue giving clues
about character feelings
 Use paragraphs to organise writing, linking
paragraphs with fronted adverbials
 Use standard English verb inflections and
demonstrate use of non-standard English in
some texts

 Plan writing by discussing similar writing and
using structure, vocabulary and grammar.
 Use horizontal and vertical strokes required to
join letters and understand that some must be
left unjoined
 Draft and write creating characters and plot
whilst considering the audience
 Understand what is read by making predictions
Summer 1
Unit two (Maximum three weeks)
Information leaflet
Various
 Identify words and phrases to
capture reader attention
 Use punctuation to determine
intonation and expression
 Evaluate texts by looking at
language, structure and presentation
and looking at how these contribute
to meaning
 Identify discuss and compare themes
across more than one text










Unit Three (Maximum three weeks)
Debate
NA
 Work out the meaning of unfamiliar vocabulary
in context
 Use dictionaries to check for the appropriate
definition of words
 Identify main ideas and summaries these orally
 Before research, orally recall knowledge on a
subject
 Prepare a poem to preform and learn by heart
Identify and discuss the purpose and
audience for writing, carefully
considering structure and vocabulary
Use standard English verb inflections
and demonstrate use of nonstandard English in some texts
During composition use different
sentence structures
Proof read to check for errors in own
and others writing
Discuss and propose changes to own
and others’ writing
Use appropriate intonation, tone and
volume to present writing

Use the first 3 letters of a word to
check spellings in a dictionary
Plan writing by discussing and
recording ideas
Confidently read writing aloud
Maintain a positive attitude to
reading by discussing words or
phrases that capture the reader’s








Link ideas across paragraphs with fronted
adverbials
Use fronted adverbials for when and where
Use a comma after a fronted adverbial
Identify, explore and create noun phrases
Write sentences dictated by the teacher to use
spellings, punctuation and words taught so far
Draft and write by composing sentences orally
Draft and wrote non-narrative using
organisational devices
Use fronted adverbials
Use a comma after fronted adverbials



Draft and write by composing sentences orally
Draft and write by organising paragraphs
around a theme
Use fronted adverbials for when and where


attention
Use standard English forms of verb
inflections
Increase legibility, consistency and
quality of writing
Year Five
Autumn One
Unit one (Maximum 3 weeks)
Unit two (Maximum three weeks)
Genre
Classic Fiction
Police Report
Quality Text
The Secret Garden
Bank Robbery
Reading LAPs






Writing LAPs








Identify unfamiliar vocabulary and discuss possible meanings.
Demonstrate understanding by using a range of active reading
strategies e.g. generating questions to refine thinking, noting
thoughts in a reading journal.
Using a piece of evidence identified by the teacher (e.g. a
section of speech, or description of a character’s behaviour),
draw inferences around the character’s thoughts and feelings.
Use clues from characters’ actions and speech to make
plausible predictions.
Use close reading, re-reading and reading ahead to locate
evidence to support a statement provided by the teacher, e.g.
When Lucy went through the wardrobe, she knew she had
entered a new land. Discuss and capture in writing.
Identify the main idea of a paragraph in fiction and non-fiction
and write a statement or paragraph heading to summarise.
Show characterisation through the use of description and
dialogue, e.g. drawing on reading, develop and use a toolkit to
write about a character based on a still or moving image.
Plan writing by drawing on a writing model, e.g. Chunking a
known fiction text, or boxing up a non-fiction text, in
preparation for innovation. Develop and clarify ideas through
talk, noting key events and vocabulary on a written plan.
Examine how authors develop characters in books, e.g. study
a short section of text which introduces a character, discuss
effect on the reader and make a toolkit of techniques used.
Create and punctuate complex sentences using ed opening
clauses e.g. Exhausted from the race, Sam collapsed in a heap.
Link ideas across paragraphs using adverbials for time, place
and numbers e.g. later, nearby, secondly.
Explore, identify, collect and use noun phrases e.g. Gelert
stared in horror at the upturned crib with splatters of blood
and scratch marks.
Proofread to ensure:
Consistent and correct use of tense throughout.










Identify unfamiliar vocabulary and discuss possible meanings.
Prepare a play script to read aloud and perform, showing
understanding through intonation, tone, volume and action so
meaning is clear to an audience. Use text marking, colour
coding and annotations to support planning and rehearsal.
Use punctuation to determine intonation and expression
when reading aloud, taking note of how commas are used to
avoid ambiguity, e.g. ‘Let’s eat Grandma.’ And ‘Let’s eat,
Grandma.’
Identify the audience and purpose for a piece of writing and
consider this carefully when selecting the language and
structures to use, e.g. to entertain children in Key Stage 1 with
our play scripts which use dialogue to convey thoughts and
feelings and move the action on, adverbs as part of stage
directions, and organisational information such as ‘Scene 1’.
Show characterisation through the use of description and
dialogue, e.g. drawing on reading, develop and use a toolkit to
write about a character based on a still or moving image.
Use appropriate intonation, tone and volume to present their
writing to a group or class, ensuring meaning is clear e.g.
using an authoritative tone when delivering persuasive
speech.
Proofread to ensure:
Consistent and correct use of tense throughout.
Consistent subject and verb agreement.
Spelling and punctuation errors are addressed.
Target Tracker Targets


















Consistent subject and verb agreement.
Spelling and punctuation errors are addressed.
Read aloud and understand the meaning of new words that
he/she meets linked to the expectations of year 5 spelling.
Understand what he/she reads by checking that the book
makes sense to him/her, discussing his/her understanding
and exploring the meaning of words in context.
Understand what he/she reads by drawing inferences such as
inferring characters’ feelings, thoughts and motives from their
actions, and justifying inferences with evidence.
Understand what he/she reads in increasingly complex texts
by predicting what might happen from details stated and
implied.
Discuss and evaluate how authors use language, including
figurative language, considering the impact on the reader.
Participate in discussions about books that are read to
him/her and those that can be read for himself/herself,
building on his/her own and others’ ideas challenging views
courteously.
Plan his/her writing by identifying the audience for purpose of
the writing, using other similar writing as models for his/her
own.
Plan his/her writing by noting and developing initial ideas,
drawing on reading where necessary.
Plan his/her writing of narratives by considering how authors
have developed characters and settings in what the class have
read, listened to or seen performed.
Draft and write narratives, describe settings, characters and
atmosphere and integrating dialogue to convey character.
Draft and write by précising longer passages.
Draft and write by linking ideas across paragraphs using
adverbials of time e.g. later, place e.g. nearby and number
e.g. secondly or tense choices e.g. he had seen her before.
Evaluate and edit by assessing the effectiveness of his/her
own and others’ writing.
Evaluate and edit by proposing changes to vocabulary,
grammar and punctuation to enhance effects and clarify
meaning English Appendix 2.
Evaluate and edit by ensuring mostly consistent and correct
use of tense throughout a piece of writing.
Evaluate and edit by ensuring correct subject and verb
agreement when using singular and plural, distinguishing
between the language of speech and writing.











Read aloud and understand the meaning of new words that
he/she meets linked to the expectations of year five spelling.
Maintain positive attitudes to reading and understanding of
what he/she reads by preparing poems and plays to read
aloud and to perform, showing understanding through
intonation, tone and volume so that the meaning is clear to an
audience.
Discuss and evaluate how authors use language, including
figurative language, considering the impact on the reader.
Participate in discussions about books that are read to
him/her and those that can be read for himself/herself,
building on his/her own and others’ ideas challenging views
courteously.
Evaluate and edit by assessing the effectiveness of his/her
own and others’ writing.
Evaluate and edit by proposing changes to vocabulary,
grammar and punctuation to enhance effects and clarify
meaning English Appendix 2.
Evaluate and edit by ensuring mostly consistent and correct
use of tense throughout a piece of writing.
Evaluate and edit by ensuring correct subject and verb
agreement when using singular and plural, distinguishing
between the language of speech and writing.
Proof-read for spelling errors inked to spelling statements for
year 5.
Proof-read for punctuation errors, including use of brackets,
dashes or commas to indicate parenthesis; use of commas to
clarify meaning or avoid ambiguity.
Perform his/her own compositions, using appropriate
intonation, volume, and movement so that meaning is clear.



Proof-read for spelling errors inked to spelling statements for
year 5.
Proof-read for punctuation errors, including use of brackets,
dashes or commas to indicate parenthesis; use of commas to
clarify meaning or avoid ambiguity.
Use relative clauses beginning with who, which, where, when,
whose, that or an omitted relative pronoun. Use a wide range
of clause structures, sometimes varying their position within
the sentence. Use device to build cohesion within a paragraph
e.g. then, after that, this, firstly.
Autumn Two
Unit one (Maximum 3 weeks)
Unit two (Maximum three weeks)
Genre
Chapters
Film Script
Quality Text
Stormbreaker
M.I.High
Reading LAPs






Writing LAPs








Identify unfamiliar vocabulary and discuss possible meanings.
Demonstrate understanding by using a range of active reading
strategies e.g. generating questions to refine thinking, noting
thoughts in a reading journal.
Using a piece of evidence identified by the teacher (e.g. a
section of speech, or description of a character’s behaviour),
draw inferences around the character’s thoughts and feelings.
Use clues from characters’ actions and speech to make
plausible predictions.
Use close reading, re-reading and reading ahead to locate
evidence to support a statement provided by the teacher, e.g.
When Lucy went through the wardrobe, she knew she had
entered a new land. Discuss and capture in writing.
Identify the main idea of a paragraph in fiction and non-fiction
and write a statement or paragraph heading to summarise.
Show characterisation through the use of description and
dialogue, e.g. drawing on reading, develop and use a toolkit to
write about a character based on a still or moving image.
Plan writing by drawing on a writing model, e.g. Chunking a
known fiction text, or boxing up a non-fiction text, in
preparation for innovation. Develop and clarify ideas through
talk, noting key events and vocabulary on a written plan.
Examine how authors develop characters in books, e.g. study
a short section of text which introduces a character, discuss
effect on the reader and make a toolkit of techniques used.
Create and punctuate complex sentences using ed opening
clauses e.g. Exhausted from the race, Sam collapsed in a heap.
Link ideas across paragraphs using adverbials for time, place
and numbers e.g. later, nearby, secondly.
Explore, identify, collect and use noun phrases e.g. Gelert
stared in horror at the upturned crib with splatters of blood
and scratch marks.
Proofread to ensure:
Consistent and correct use of tense throughout.










Identify unfamiliar vocabulary and discuss possible meanings.
Prepare a play script to read aloud and perform, showing
understanding through intonation, tone, volume and action so
meaning is clear to an audience. Use text marking, colour
coding and annotations to support planning and rehearsal.
Use punctuation to determine intonation and expression
when reading aloud, taking note of how commas are used to
avoid ambiguity, e.g. ‘Let’s eat Grandma.’ And ‘Let’s eat,
Grandma.’
Identify the audience and purpose for a piece of writing and
consider this carefully when selecting the language and
structures to use, e.g. to entertain children in Key Stage 1 with
our play scripts which use dialogue to convey thoughts and
feelings and move the action on, adverbs as part of stage
directions, and organisational information such as ‘Scene 1’.
Show characterisation through the use of description and
dialogue, e.g. drawing on reading, develop and use a toolkit to
write about a character based on a still or moving image.
Use appropriate intonation, tone and volume to present their
writing to a group or class, ensuring meaning is clear e.g.
using an authoritative tone when delivering persuasive
speech.
Proofread to ensure:
Consistent and correct use of tense throughout.
Consistent subject and verb agreement.
Spelling and punctuation errors are addressed.
Target Tracker Targets


















Consistent subject and verb agreement.
Spelling and punctuation errors are addressed.
Read aloud and understand the meaning of new words that
he/she meets linked to the expectations of year 5 spelling.
Understand what he/she reads by checking that the book
makes sense to him/her, discussing his/her understanding
and exploring the meaning of words in context.
Understand what he/she reads by drawing inferences such as
inferring characters’ feelings, thoughts and motives from their
actions, and justifying inferences with evidence.
Understand what he/she reads in increasingly complex texts
by predicting what might happen from details stated and
implied.
Discuss and evaluate how authors use language, including
figurative language, considering the impact on the reader.
Participate in discussions about books that are read to
him/her and those that can be read for himself/herself,
building on his/her own and others’ ideas challenging views
courteously.
Plan his/her writing by identifying the audience for purpose of
the writing, using other similar writing as models for his/her
own.
Plan his/her writing by noting and developing initial ideas,
drawing on reading where necessary.
Plan his/her writing of narratives by considering how authors
have developed characters and settings in what the class have
read, listened to or seen performed.
Draft and write narratives, describe settings, characters and
atmosphere and integrating dialogue to convey character.
Draft and write by précising longer passages.
Draft and write by linking ideas across paragraphs using
adverbials of time e.g. later, place e.g. nearby and number
e.g. secondly or tense choices e.g. he had seen her before.
Evaluate and edit by assessing the effectiveness of his/her
own and others’ writing.
Evaluate and edit by proposing changes to vocabulary,
grammar and punctuation to enhance effects and clarify
meaning English Appendix 2.
Evaluate and edit by ensuring mostly consistent and correct
use of tense throughout a piece of writing.
Evaluate and edit by ensuring correct subject and verb
agreement when using singular and plural, distinguishing
between the language of speech and writing.











Read aloud and understand the meaning of new words that
he/she meets linked to the expectations of year five spelling.
Maintain positive attitudes to reading and understanding of
what he/she reads by preparing poems and plays to read
aloud and to perform, showing understanding through
intonation, tone and volume so that the meaning is clear to an
audience.
Discuss and evaluate how authors use language, including
figurative language, considering the impact on the reader.
Participate in discussions about books that are read to
him/her and those that can be read for himself/herself,
building on his/her own and others’ ideas challenging views
courteously.
Evaluate and edit by assessing the effectiveness of his/her
own and others’ writing.
Evaluate and edit by proposing changes to vocabulary,
grammar and punctuation to enhance effects and clarify
meaning English Appendix 2.
Evaluate and edit by ensuring mostly consistent and correct
use of tense throughout a piece of writing.
Evaluate and edit by ensuring correct subject and verb
agreement when using singular and plural, distinguishing
between the language of speech and writing.
Proof-read for spelling errors inked to spelling statements for
year 5.
Proof-read for punctuation errors, including use of brackets,
dashes or commas to indicate parenthesis; use of commas to
clarify meaning or avoid ambiguity.
Perform his/her own compositions, using appropriate
intonation, volume, and movement so that meaning is clear.



Proof-read for spelling errors inked to spelling statements for
year 5.
Proof-read for punctuation errors, including use of brackets,
dashes or commas to indicate parenthesis; use of commas to
clarify meaning or avoid ambiguity.
Use relative clauses beginning with who, which, where, when,
whose, that or an omitted relative pronoun. Use a wide range
of clause structures, sometimes varying their position within
the sentence. Use device to build cohesion within a paragraph
e.g. then, after that, this, firstly.
Spring One
Unit one (Maximum 3 weeks)
Genre
Quality Text
Reading LAPs
Science Fiction
Doctor Who – The Eleventh Hour
 Work out the meaning of unfamiliar vocabulary using the
context.
 Use commas to determine intonation and expression when
reading aloud, e.g. commas used to:
 Demarcate clauses (including relative clauses).
 Follow a fronted adverbial.
 Avoid ambiguity.
 Demonstrate understanding by using a range of active reading
strategies, including drama, and capture thoughts in writing
e.g. freeze frames and thought tracking at different points in
the story, writing in role.
 Draw inferences around characters’ thoughts and feelings
from their actions and justify inferences with evidence, e.g.
What might Alice’s thoughts have been immediately before
drinking the potion? What evidence do you have?
 Use clues from the author’s descriptions of settings and
characters (including actions and speech) to predict
outcomes.
 Orally summarise the main ideas drawn from more than one
paragraph in a fiction text and identify key details which
support this by text marking and annotation.
 Create responses to the text using the PEE prompt (Point +
Evidence + Explanation), e.g. Children are given the point and
evidence and they are required to provide the explanation.
Unit two (Maximum three weeks)
Science Experiment


Work out the meaning of unfamiliar vocabulary using the
context.
Make active contributions to discussions about non-fiction,
expressing opinions and preferences, and giving reasons.
Writing LAPs








Target Tracker Targets





Create complex sentences by dropping in a relative clause.
E.g. Solar flares, which we see as sunspots, occur when
magnetic energy is released.
Use a range of relative pronouns: who, which, where, whose,
when and that.
Identify and use commas to indicate parenthesis, e.g. The
lighthouse, which had been abandoned for years, towered
above the town.
Use devices to build cohesion within a paragraph e.g. firstly,
then’ presently, this, subsequently.
Use expanded noun phrases to convey information concisely,
e.g. Ole Kirk Christiansen was a respected carpenter with his
own company.
Examine how authors develop settings in books, e.g. study a
short section of text which describes a setting, discuss effect
on the reader and make a toolkit of techniques used.
Select appropriate structure, vocabulary and gramma to
describe setting, e.g. drawing on reading, develop and use a
toolkit to write a setting description based on a still or moving
image.
Proofread and suggest changes to grammar, vocabulary and
punctuation to enhance effects and clarify meaning.

Read aloud and understand the meaning of new words that
he/she meets linked to the expectations of year five spelling.
Understand what he/she reads by checking that the book
makes sense to him/her, discussing his/her understanding
and exploring the meaning of words in context.
Understand what he/she reads by drawing inferences such as
inferring characters’ feelings, thoughts and motives from their
actions, and justifying inferences with evidence.
Understand what he/she reads in increasingly complex texts
by predicting what might happen from details stated and
implied.
Discuss and evaluate how authors use language, including
figurative language, considering the impact on the reader.










Create complex sentences by dropping in a relative clause.
E.g. Solar flares, which we see as sunspots, occur when
magnetic energy is released.
Demarcate complex sentences using commas in order to
clarify meaning, including those which have relative clauses.
Identify and use dashes to indicate parenthesis, e.g. in less
formal writing: The cake was lovely – delicious in fact – so I
had another slice.
During composition, use different sentence structures. Orally
compose alternatives and select from these according to
effect created (see VGP).
Proofread and suggest changes to grammar, vocabulary and
punctuation to enhance effects and clarify meaning.
Read aloud and understand the meaning of new words that
he/she meets linked to the expectations of year five spelling.
Maintain positive attitudes to reading and understanding of
what he/she reads by recommending books that he/she has
read to his/her peers, giving reasons for their choices.
Draft and write by selecting appropriate grammar and
vocabulary, including that within English appendix 2.
Evaluate and edit by assessing the effectiveness of his/her
own and others’ writing.
Evaluate and edit by proposing changes to vocabulary,
grammar and punctuation to enhance effects and clarify
meaning English Appendix 2.
Evaluate and edit by ensuring mostly consistent and correct












Participate in discussions about books that are read to
him/her and those that can be read for himself/herself,
building on his/her own and others’ ideas challenging views
courteously.
Draft and write by selecting appropriate grammar and
vocabulary, including that within English appendix 2.
Draft and write narratives, describe settings, characters and
atmosphere and integrating dialogue to convey character.
Draft and write by précising longer passages.
Draft and write by using devices to build cohesion within and
across sentences and paragraphs e.g. then, after that, this,
firstly.
Evaluate and edit by assessing the effectiveness of his/her
own and others’ writing.
Evaluate and edit by proposing changes to vocabulary,
grammar and punctuation to enhance effects and clarify
meaning English Appendix 2.
Evaluate and edit by ensuring mostly consistent and correct
use of tense throughout a piece of writing.
Evaluate and edit by ensuring correct subject and verb
agreement when using singular and plural, distinguishing
between the language of speech and writing.
Proof-read for spelling errors inked to spelling statements for
year 5.
Proof-read for punctuation errors, including use of brackets,
dashes or commas to indicate parenthesis; use of commas to
clarify meaning or avoid ambiguity.
Use relative clauses beginning with who, which, where, when,
whose, that or an omitted relative pronoun. Use a wide range
of clause structures, sometimes varying their position within
the sentence. Use device to build cohesion within a paragraph
e.g. then, after that, this, firstly.





use of tense throughout a piece of writing.
Evaluate and edit by ensuring correct subject and verb
agreement when using singular and plural, distinguishing
between the language of speech and writing.
Proof-read for spelling errors inked to spelling statements for
year 5.
Proof-read for punctuation errors, including use of brackets,
dashes or commas to indicate parenthesis; use of commas to
clarify meaning or avoid ambiguity.
Use relative clauses beginning with who, which, where, when,
whose, that or an omitted relative pronoun. Use a wide range
of clause structures, sometimes varying their position within
the sentence. Use device to build cohesion within a paragraph
e.g. then, after that, this, firstly.
Use brackets, dashes or commas to indicate parenthesis.
Spring Two
Unit one (Maximum 3 weeks)
Genre
Plans – How to …
Unit two (Maximum three weeks)
Magazine Article
Unit three (Maximum three weeks)
Balanced Account
Quality Text
Reading LAPs



Identify unfamiliar vocabulary and
discuss possible meanings.
Demonstrate understanding by using
a range of active reading strategies
e.g. generating questions to refine
thinking, noting thoughts in a reading
journal.
Create responses to the text using
the PEE prompt (Point + Evidence
+Explanation), e.g. children are given
the point and evidence and they are
required to provide the explanation.





Writing LAPs



During composition, use different
sentence structures. Orally compose
alternatives and select from these
according to effect created (see VGP).
Compare two similar texts and, with
support, draw on these to create own
plan. Develop and clarify ideas
through talk, noting key events and
vocabulary on the created plan.
Identify the audience and purpose for

Identify unfamiliar vocabulary and discuss
possible meanings.
Formulate a simple hypothesis related to
non-fiction (e.g. I think this author
believes aliens could exist) and, through
close reading, re-reading and reading
ahead, locate clues to support this.
Discuss and capture through text marking
and annotation.
Make active contributions to discussions
about non-fiction, expressing opinions
and preferences, and giving reasons.
Scan for key information in non-fiction
texts and text mark e.g. identify words
and phrases which tell you …, or find
three words or phrases which suggest that
...
Distinguish between statements of fact
and opinion within a text e.g. magazines,
information texts linked to cross curricular
themes.
Identify the audience and purpose for a
piece of writing and consider this carefully
when selecting the language and
structures to use, e.g. to entertain
children in Key Stage 1 with our play
scripts which use dialogue to convey
thoughts and feelings and move the
action on, adverbs as part of stage
directions, and organisational information
such as ‘Scene 1’.




Formulate a simple hypothesis related to
non-fiction (e.g. I think this author
believes aliens could exist) and, through
close reading, re-reading and reading
ahead, locate clues to support this.
Discuss and capture through text
marking and annotation.
Identify unfamiliar vocabulary and
discuss possible meanings.
Distinguish between statements of fact
and opinion within a text e.g. magazines,
information texts linked to cross
curricular themes.
Identify the audience and purpose for a
piece of writing and consider this
carefully when selecting the language
and structures to use, e.g. to entertain
children in Key Stage 1 with our play
scripts which use dialogue to convey
thoughts and feelings and move the
action on, adverbs as part of stage
directions, and organisational
information such as ‘Scene 1’.




a piece of writing and consider this
carefully when selecting the language
and structures to use, e.g. to entertain
children in Year 4 with our science
fiction stories which include futuristic
settings, scientific gadgets, time
travel, invented words for objects and
names for characters.
Use expanded noun phrases to
convey information concisely, e.g. Ole
Kirk Christiansen was a respected
carpenter with his own company.
Create complex sentences by
dropping in a relative clause. e.g.
Solar flares, which we see as sunspots,
occur when magnetic energy is
released.
Use a range of relative pronouns:
who, which, where, whose, when,
that.





Create and punctuate complex sentences
using ing opening clauses, e.g. Grinning
with anticipation, Paul launched himself
from the diving board.
Create complex sentences by dropping in
a relative clause. e.g.
Solar flares, which we see as sunspots,
occur when magnetic energy is released.
Use a range of relative pronouns: who,
which, where, whose, when, that.
Demarcate complex sentences using
commas in order to clarify meaning,
including those which have relative
clauses.









Target Tracker
Targets



Read aloud and understand the
meaning of new words that he/she
meets linked to the expectations of
year five spelling.
Understand what he/she reads by
checking that the book makes sense
to him/her, discussing his/her
understanding and exploring the
meaning of words in context.
Use relative clauses beginning with
who, which, where, when, whose,
that or an omitted relative pronoun.
Use a wide range of clause structures,




Read aloud and understand the meaning
of new words that he/she meets linked to
the expectations of year five spelling.
Maintain positive attitudes to reading and
understanding of what he/she reads by
recommending books that he/she has
read to his/her peers, giving reasons for
their choices.
Discuss and evaluate how authors use
language, including figurative language,
considering the impact on the reader.
Distinguish between statements of facts
and opinion.




Use devices to build cohesion within a
paragraph e.g. firstly, then, presently,
this, subsequently.
Create and punctuate complex
sentences using ing opening clauses, e.g.
Grinning with anticipation, Paul
launched himself from the diving board.
Create complex sentences by dropping
in a relative clause. e.g.
Solar flares, which we see as sunspots,
occur when magnetic energy is released.
Use a range of relative pronouns: who,
which, where, whose, when, that.
Demarcate complex sentences using
commas in order to clarify meaning,
including those which have relative
clauses.
Use expanded noun phrases to convey
information concisely, e.g. Ole Kirk
Christiansen was a respected carpenter
with his own company.
Proofread and suggest changes to
grammar, vocabulary and punctuation to
enhance effects and clarify meaning.
Use appropriate intonation, tone and
volume to present their writing to a
group or class, ensuring meaning is clear
e.g. using intonation in response to
commas or dashes which indicate
parenthesis.
Read aloud and understand the meaning
of new words that he/she meets linked
to the expectations of year five spelling.
Discuss and evaluate how authors use
language, including figurative language,
considering the impact on the reader.
Distinguish between statements of facts
and opinion.
Participate in discussions about books
that are read to him/her and those that
can be read for himself/herself, building
on his/her own and others’ ideas
challenging views courteously.
sometimes varying their position
within the sentence. Use device to
build cohesion within a paragraph e.g.
then, after that, this, firstly.




Participate in discussions about books
that are read to him/her and those that
can be read for himself/herself, building
on his/her own and others’ ideas
challenging views courteously.
Draft and write by selecting appropriate
grammar and vocabulary, including that
within English appendix 2.
Draft and write by précising longer
passages.
Use relative clauses beginning with who,
which, where, when, whose, that or an
omitted relative pronoun. Use a wide
range of clause structures, sometimes
varying their position within the sentence.
Use device to build cohesion within a
paragraph e.g. then, after that, this,
firstly.











Draft and write by selecting appropriate
grammar and vocabulary, including that
within English appendix 2.
Draft and write by précising longer
passages.
Draft and write by using devices to build
cohesion within and across sentences
and paragraphs e.g. then, after that, this,
firstly.
Evaluate and edit by assessing the
effectiveness of his/her own and others’
writing.
Evaluate and edit by proposing changes
to vocabulary, grammar and punctuation
to enhance effects and clarify meaning
English Appendix 2.
Evaluate and edit by ensuring mostly
consistent and correct use of tense
throughout a piece of writing.
Evaluate and edit by ensuring correct
subject and verb agreement when using
singular and plural, distinguishing
between the language of speech and
writing.
Proof-read for spelling errors inked to
spelling statements for year 5.
Proof-read for punctuation errors,
including use of brackets, dashes or
commas to indicate parenthesis; use of
commas to clarify meaning or avoid
ambiguity.
Use relative clauses beginning with who,
which, where, when, whose, that or an
omitted relative pronoun. Use a wide
range of clause structures, sometimes
varying their position within the
sentence. Use device to build cohesion
within a paragraph e.g. then, after that,
this, firstly.
Use commas to clarify meaning or avoid
ambiguity.
Summer One
Unit one (Maximum 3 weeks)
Genre
Quality Text
Reading LAPs
Song Lyrics
Ed Sheeran – Afire Love
 Work out the meaning of unfamiliar vocabulary using the
context.
 Prepare a poem to perform and learn by heart, e.g. classic
narrative, limerick or haiku. Use text marking, colour coding
and annotations to support planning and rehearsal. Show
understanding through intonation, tone, volume and action
so the meaning is clear to an audience.
 Prepare poems to perform and learn by heart, e.g. poems
with figurative language, including ones they have written
themselves. Use text marking, colour coding and annotations
to support planning and rehearsal. Perform with intonation,
tone, volume and action so the meaning is clear to an
audience.

Demonstrate understanding by using a range of active
reading strategies, including drama, and capture thoughts in
writing e.g. freeze frames and thought tracking at different
points in the story, writing in role.
 Discuss a theme, identified by the teacher, within a poem, e.g.
childhood, love, loyalty, betrayal. Explore how the theme acts
as a one word summary of the poem, identifying evidence to
support this.
 Create responses to the text using the PEE prompt (Point +
Evidence +Explanation), e.g. children are given the point and
evidence and they are required to provide the explanation.
 Identify how language, structure and presentation contribute
to meaning in poetry, e.g. limericks, haiku, poems on a theme.
 Explore, recognise and use the terms metaphor and simile.
 Explain the effect on the reader of the authors’ choice of
language, e.g. It makes me imagine…, It’s the author’s way of
saying…
 Explore imagery in fiction and poetry, recognising and
explaining the effect of noun phrases, metaphors and similes.
 Make active contributions to discussions about fiction, nonfiction and poetry expressing opinions and preferences, and
giving reasons.
Unit two (Maximum three weeks)
Monologues











Work out the meaning of unfamiliar vocabulary using the
context.
Prepare a poem to perform and learn by heart, e.g. classic
narrative, limerick or haiku. Use text marking, colour coding
and annotations to support planning and rehearsal. Show
understanding through intonation, tone, volume and action so
the meaning is clear to an audience.
Prepare poems to perform and learn by heart, e.g. poems
with figurative language, including ones they have written
themselves. Use text marking, colour coding and annotations
to support planning and rehearsal. Perform with intonation,
tone, volume and action so the meaning is clear to an
audience.
Demonstrate understanding by using a range of active
reading strategies, including drama, and capture thoughts in
writing e.g. freeze frames and thought tracking at different
points in the story, writing in role.
Discuss a theme, identified by the teacher, within a poem, e.g.
childhood, love, loyalty, betrayal. Explore how the theme acts
as a one word summary of the poem, identifying evidence to
support this.
Create responses to the text using the PEE prompt (Point +
Evidence +Explanation), e.g. children are given the point and
evidence and they are required to provide the explanation.
Identify how language, structure and presentation contribute
to meaning in poetry, e.g. limericks, haiku, poems on a theme.
Explore, recognise and use the terms metaphor and simile.
Explain the effect on the reader of the authors’ choice of
language, e.g. It makes me imagine…, It’s the author’s way of
saying…
Explore imagery in fiction and poetry, recognising and
explaining the effect of noun phrases, metaphors and similes.
Make active contributions to discussions about fiction, nonfiction and poetry expressing opinions and preferences, and
giving reasons.
Writing LAPs




Target Tracker Targets





Assess the effectiveness of own and others’ writing in
relation to audience and purpose, suggesting changes to
grammar, vocabulary and punctuation to enhance effects and
clarify meaning.
Use appropriate intonation, tone and volume to present their
writing, adding gesture and movement where appropriate,
e.g. performing their own poem.
Maintain positive attitudes to reading and understanding of
what he/she reads by identifying and discussing themes and
conventions in writing.
Perform his/her own compositions, using appropriate
intonation, volume, and movement so that meaning is clear.

Read aloud and understand the meaning of new words that
he/she meets linked to the expectations of year five spelling.
Maintain positive attitudes to reading and understanding of
what he/she reads by recommending books that he/she has
read to his/her peers, giving reasons for their choices.
Maintain positive attitudes to reading and understanding of
what he/she reads by preparing poems and plays to read
aloud and to perform, showing understanding through
intonation, tone and volume so that the meaning is clear to
an audience.
Understand what he/she reads by checking that the book
makes sense to him/her, discussing his/her understanding
and exploring the meaning of words in context.
Discuss and evaluate how authors use language, including
figurative language, considering the impact on the reader.








Assess the effectiveness of own and others’ writing in
relation to audience and purpose, suggesting changes to
grammar, vocabulary and punctuation to enhance effects and
clarify meaning.
Use appropriate intonation, tone and volume to present their
writing, adding gesture and movement where appropriate,
e.g. performing their own poem.
Maintain positive attitudes to reading and understanding of
what he/she reads by identifying and discussing themes and
conventions in writing.
Perform his/her own compositions, using appropriate
intonation, volume, and movement so that meaning is clear.
Read aloud and understand the meaning of new words that
he/she meets linked to the expectations of year five spelling.
Maintain positive attitudes to reading and understanding of
what he/she reads by recommending books that he/she has
read to his/her peers, giving reasons for their choices.
Maintain positive attitudes to reading and understanding of
what he/she reads by preparing poems and plays to read
aloud and to perform, showing understanding through
intonation, tone and volume so that the meaning is clear to an
audience.
Understand what he/she reads by checking that the book
makes sense to him/her, discussing his/her understanding
and exploring the meaning of words in context.
Discuss and evaluate how authors use language, including
figurative language, considering the impact on the reader.
Summer Two
Unit one (Maximum 3 weeks)
Genre
Quality Text
Reading LAPs
Letter to an Editor







Writing LAPs




Recommend non-fiction books or texts to their peers with
reasons for choices, e.g. newspaper or magazine article,
information books or websites.
Explain the meaning of new vocabulary within the context of
the text.
Demonstrate understanding by using a range of active reading
strategies through book talk e.g. stating and justifying
opinions, considering the views of others and asking
questions.
Formulate hypotheses and, through close reading, re-reading
and reading ahead, locate clues to support understanding.
Distinguish between statements of fact and opinion across
texts, e.g. two contrasting accounts of the same historical
event, or two opposing points of view about an issue being
debated.
Justify opinions and elaborate by referring to the text, e.g.
using the PEE prompt - Point + Evidence + Explanation, e.g. I
think …(point) I know this because the author
says…(evidence) This evidence shows that…(explanation).
Identify how language, structure and presentation contribute
to meaning in fiction and non-fiction texts e.g. formal letter,
persuasive speech, myths, legends.
Using relative pronouns who, which, where, whose, when,
that, create complex sentences by using relative clauses, both
at the end of sentences and embedded within, e.g. The
animals watched the man who had been chopping down the
tree. The man, who had been chopping down the tree,
stopped to rest.
Create complex sentences where the relative pronoun is
omitted e.g. Tina, standing at the bus stop, pondered the day
ahead.
Create and punctuate complex sentences using ed and ing
opening clauses in fiction and non-fiction writing, e.g. Shaped
from bronze, the helmet was designed to protect the head
during battle. Orbiting in ever increasing circles, the planets
come in different sizes, types and colours.
Identify and use commas to indicate parenthesis, e.g. The
house, lonely and abandoned, teetered on the edge of the
cliff.
Unit two (Maximum three weeks)
Formal Essay










Explain the meaning of new vocabulary within the context of
the text.
Demonstrate understanding by using a range of active reading
strategies through book talk e.g. stating and justifying
opinions, considering the views of others and asking
questions.
Distinguish between statements of fact and opinion across
texts, e.g. two contrasting accounts of the same historical
event, or two opposing points of view about an issue being
debated.
Justify opinions and elaborate by referring to the text, e.g.
using the PEE prompt - Point + Evidence + Explanation, e.g. I
think …(point) I know this because the author
says…(evidence) This evidence shows that…(explanation).
Identify how language, structure and presentation contribute
to meaning in fiction and non-fiction texts e.g. formal letter,
persuasive speech, myths, legends.
Drawing on reading and research, create own plan for writing,
e.g. read, evaluate and analyse a selection of nonchronological reports before designing the structure and
layout of their own plan. Develop and clarify ideas through
talk, noting key events and vocabulary on the created plan.
Use expanded noun phrases to convey complicated
information concisely, e.g. carnivorous predators with
surprisingly weak jaws and small teeth.
Use commas to avoid ambiguity, e.g. ‘Let’s eat Grandma.’ and
‘Let’s eat, Grandma.’
Identify and use commas to indicate parenthesis, e.g. The
house, lonely and abandoned, teetered on the edge of the
cliff.
Using relative pronouns who, which, where, whose, when,
that, create complex sentences by using relative clauses, both
at the end of sentences and embedded within, e.g. The
animals watched the man who had been chopping down the





Target Tracker Targets










Use brackets and dashes to indicate parenthesis appropriately
in formal and less formal writing.
Identify the audience and purpose for a piece of writing and
consider this carefully when selecting the language and
structures to use, e.g. to persuade my classmates with my
speech for a debate using emotive language, statistical
information, rhetorical questions, and persuasive words and
phrases.
Drawing on reading and research, create own plan for writing,
e.g. read, evaluate and analyse a selection of nonchronological reports before designing the structure and
layout of their own plan. Develop and clarify ideas through
talk, noting key events and vocabulary on the created plan.
During and after composition, independently, edit and
improve own writing by using different sentence structures
(see VGP).
Assess the effectiveness of own and others’ writing in relation
to audience and purpose, suggesting changes to grammar,
vocabulary and punctuation to enhance effects and clarify
meaning.
Read aloud and understand the meaning of new words that
he/she meets linked to the expectations of year five spelling.
Maintain positive attitudes to reading and understanding of
what he/she reads by recommending books that he/she has
read to his/her peers, giving reasons for their choices.
Understand what he/she reads by checking that the book
makes sense to him/her, discussing his/her understanding
and exploring the meaning of words in context.
Discuss and evaluate how authors use language, including
figurative language, considering the impact on the reader.
Distinguish between statements of facts and opinion.
Participate in discussions about books that are read to
him/her and those that can be read for himself/herself,
building on his/her own and others’ ideas challenging views
courteously.
Draft and write by selecting appropriate grammar and
vocabulary, including that within English appendix 2.
Draft and write by précising longer passages.
Evaluate and edit by assessing the effectiveness of his/her
own and others’ writing.
Evaluate and edit by proposing changes to vocabulary,
grammar and punctuation to enhance effects and clarify
meaning English Appendix 2.










tree. The man, who had been chopping down the tree,
stopped to rest.
Create complex sentences where the relative pronoun is
omitted e.g. Tina, standing at the bus stop, pondered the day
ahead.
Create and punctuate complex sentences using ed and ing
opening clauses in fiction and non-fiction writing, e.g. Shaped
from bronze, the helmet was designed to protect the head
during battle. Orbiting in ever increasing circles, the planets
come in different sizes, types and colours.
Read aloud and understand the meaning of new words that
he/she meets linked to the expectations of year five spelling.
Understand what he/she reads by checking that the book
makes sense to him/her, discussing his/her understanding
and exploring the meaning of words in context.
Discuss and evaluate how authors use language, including
figurative language, considering the impact on the reader.
Participate in discussions about books that are read to
him/her and those that can be read for himself/herself,
building on his/her own and others’ ideas challenging views
courteously.
Draft and write by selecting appropriate grammar and
vocabulary, including that within English appendix 2.
Draft and write by précising longer passages.
Use relative clauses beginning with who, which, where, when,
whose, that or an omitted relative pronoun. Use a wide range
of clause structures, sometimes varying their position within
the sentence. Use device to build cohesion within a paragraph
e.g. then, after that, this, firstly.
Use commas to clarify meaning or avoid ambiguity.






Evaluate and edit by ensuring mostly consistent and correct
use of tense throughout a piece of writing.
Evaluate and edit by ensuring correct subject and verb
agreement when using singular and plural, distinguishing
between the language of speech and writing.
Proof-read for spelling errors inked to spelling statements for
year 5.
Proof-read for punctuation errors, including use of brackets,
dashes or commas to indicate parenthesis; use of commas to
clarify meaning or avoid ambiguity.
Use relative clauses beginning with who, which, where, when,
whose, that or an omitted relative pronoun. Use a wide range
of clause structures, sometimes varying their position within
the sentence. Use device to build cohesion within a paragraph
e.g. then, after that, this, firstly.
Use brackets, dashes or commas to indicate parenthesis.
Year Six
Autumn 1
Unit one (Maximum three weeks)
Genre
Week 1 – Assessments
Unit two (Maximum three weeks)
Interview (Two Weeks)
Unit Three (Maximum three weeks)
Newspaper report (Recount) Two weeks
Week 2 - Residential
Quality Text
Reading LAPs
N/A
Various Newspapers
●
N/A
●
●
●
Writing LAPs
●
N/A
●
●
●
Target Tracker
Targets.
●
N/A
●
Prepare and deliver a short oral
presentation linked to reading, e.g. about
a character, famous person. Deliver to a
small group, e.g. guided reading group.
Respond to a question submitted by an
audience/group member following a
presentation linked to reading. Spend
time structuring a response to the
question before presenting it orally using
Standard English
Prepare and deliver simple presentations,
explaining and discussing their
understanding of what they have read.
●
Select appropriate vocabulary and
language effects, appropriate to task,
audience and purpose, for precision and
impact.
Revise the use of different sentence
structures, e.g. simple sentences for
clarity or impact, compound sentences to
link ideas, complex sentences with a
range of openers. Improve sentences and
short texts prepared by the teacher and
discuss effects created.
Use appropriate intonation, tone and
volume to present their writing to a group
or class, ensuring meaning is clear e.g.
adopting a formal tone when delivering a
review.
●
Understand what he/she reads by
summarising the main ideas drawn from
more than one paragraph, identifying key
●
●
●
●
●
●
Distinguish between statements of fact and
opinion within a text e.g. biography, review of
a play or performance.
Scan for key information e.g. identify words
and phrases which tell you the character is
frustrated, or find three words or phrases
which suggest that a theme park is exciting.
Retrieve, record, make notes and present
information from non-fiction, including texts
used in other subjects. Use simple
abbreviations when note taking.
Plan writing by drawing on a writing model,
e.g. chunking a known fiction text or boxing
up a non-fiction text, in preparation for
innovation. Develop and clarify ideas through
talk, noting key ideas and vocabulary on a
written plan.
Use synonyms and pronouns to build
cohesion within and across paragraphs, e.g.
animals – creatures, beasts, species, wildlife,
birds, mammals, they.
Select appropriate vocabulary and language
effects, appropriate to task, audience and
purpose, for precision and impact.
Understand the meaning of new words that
he/she meets linked to the expectations of
Year 6 spelling.
Understand the difference between
●
●
details that support the main ideas and
using quotations for illustrations.
Proof read for spelling errors.
Evaluate and edit by assessing the
effectiveness of his/her own and others’
writing with reasoning.
●
●
●
vocabulary typical of informal speech and
vocabulary appropriate for formal speech and
writing.
Use layout devices
Proof read for spelling errors
Use expanded noun phrases to convey
complicated information concisely.
Autumn 2
Unit one (Maximum three weeks)
Genre
Adventure Story (Three week)
Unit two (Maximum three weeks)
Instructions (Two week)
Unit Three (Maximum three weeks)
Advertisements (One Week)
How to make a phone case.
Quality Text
Reading LAPs
Percy Jackson and the Lightning thief.
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●
●
Writing LAPs
●
●
●
●
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●
Various non-fiction books focussed on activities
Use text marking, colour coding and
annotations to support planning and
rehearsal.
Identify unfamiliar vocab and discuss
possible meanings.
Compare characters within and
across texts.
●
Use devices to build cohesion
between paragraphs in narrative.
Plan writing by drawing a model.
Examine and compare how authors
develop characters in books.
Select appropriate language and
vocab effects.
Blend action and dialogue to convey
character and advance the action.
Proofread.
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●
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●
N/A
Identify unfamiliar vocabulary and discuss
possible meanings.
Scan for key information e.g. identify words and
phrases which tell you the character is frustrated,
or find three words or phrases which suggest that
a theme park is exciting.
Retrieve, record, make notes and present
information from non-fiction, including texts used
in other subjects. Use simple abbreviations when
note taking.
●
Identify and use colons to introduce a list,
punctuate bullet points consistently.
Identify the audience and purpose for a piece of
writing and consider this carefully when selecting
the text-form, type and language for writing, e.g.
To share my opinion with other theatre-goers by
writing a formal review of a performance,
selecting appropriate vocabulary, sentences and
text structure
Select appropriate vocabulary and language
effects, appropriate to task, audience and
purpose, for precision and impact.
Explore the effect of using more formal
vocabulary and sentence structures by comparing
statements prepared by the teacher e.g. We will
have cakes and drinks (informal); Refreshments
will be provided (formal).
Use synonyms and pronouns to build cohesion
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Use text marking, colour coding and
annotations to support planning and
rehearsal.
Identify how language, structure and
presentation contribute to meaning.
Explain the effect on the reader of the
author’s choice of language and reasons
why the author may have selected these
words or phrases.
Use subjunctive form.
Identify audience and purpose for piece of
writing.
Explore the effect of using more formal
vocabulary and sentence structures.
Use synonyms and pronouns to build
cohesion.
Target Tracker
Targets.
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●
●
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Read age-appropriate books,
including whole novels.
Maintain positive attitude to reading
and understanding of what is read by
identifying and discussing themes
and conventions in and across a wide
range of writing.
Plan writing of narratives through
reasoned consideration of how
authors have developed characters
and settings in what the class have
read.
Draft and write narratives, describing
settings, characters and atmosphere.
Draft and write by linking ideas
across paragraphs.
Evaluate and edit
Proof read
Link ideas across paragraphs using
wider range of cohesive devices.
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●
within and across paragraphs, e.g. animals –
creatures, beasts, species, wildlife, birds,
mammals, they.
Understand what he/she reads by summarising
the main ideas drawn from more than one
paragraph, identifying key details that support the
main ideas and using quotations for illustrations.
Read age-appropriate books, including whole
novels.
Read loud and understand the meaning of new
words that he/she meets linked to the
expectations of Year 6 spelling.
Understand the difference between vocabulary
typical of informal speech and vocabulary
appropriate for formal speech and writing.
Use layout devices
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●
●
●
●
●
●
●
●
●
●
Discuss and evaluate how authors use
language considering the impact on the
reader.
Plan writing by identifying audience for
purpose and purpose for writing.
Draft and write by selecting appropriate
vocab.
Draft and write using organisational and
presentational devices.
Evaluate and edit
Proof read
Understand the use of formal writing.
Use layout devices.
Understand the difference between
vocabulary typical of informal speech and
vocabulary appropriate for formal speech
and writing.
Use layout devices
Spring 1
Unit one (Maximum 3 weeks)
Unit two (Maximum three weeks)
Unit Three (Maximum three weeks)
Genre
Information Leaflet (Non Chronological)
Narrative Poetry (Two week)
Non Fiction Book (Explanation)
Quality Text
Various information leaflets from the NHS
The Highwayman
BBC Earth
Reading LAPs
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●
●
●
●
●
Work out the meaning of unfamiliar
vocabulary using the context.
Make comparisons within and across
texts e.g. similar events in different
books such as being an evacuee in
Carrie’s War and Goodnight Mr Tom
Distinguish between statements of
fact and opinion within a text e.g.
web pages, newspapers.
Skim to gain an overall sense of the
text.
Retrieve, record and make notes for
different purposes. Understand what
is meant by ‘in your own words’ and
when it is appropriate to copy, quote
and adapt.
Build on the views of others
courteously.
●
●
●
●
●
●
Prepare a poem to perform and learn by
heart.
Use intonation, tone and volume so that
meaning is clear to an audience.
Use text marking, colour coding and
annotations to support planning and
rehearsal.
Use suffixes to understand meanings
Compare characters within and across texts.
Explore, recognise and use the term
personification.
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●
●
●
●
●
●
●
Writing LAPs
●
●
Identify and use semi-colons within
lists.
Explore, collect and use subjunctive
forms within formal speech and
writing, focusing on requests.
●
●
●
Identify in texts semi colons used to mark
boundary between two independent
clauses.
Identify the author.
Select appropriate vocabulary.
●
Work out the meaning of unfamiliar vocabulary
using the context.
Justify responses to the text using the PEE
prompt (Point + Evidence + Explanation).
Formulate a simple hypothesis related to nonfiction (e.g. I think this is a hybrid text with
elements of instruction, explanation and
persuasion) and, through close reading, rereading and reading ahead, locate clues to
support this. Discuss and capture through text
marking and annotation.
Make comparisons within and across texts e.g.
similar events in different books such as being an
evacuee in Carrie’s War and Goodnight Mr Tom.
Explain the effect on the reader of the author’s
choice of language and reasons why the author
may have selected these words, phrases and
techniques.
Prepare and deliver a short formal presentation,
explaining and discussing their understanding of
what they have read.
Prepare and use visual aids to support an oral
presentation linked to reading, e.g. pictures,
props, ICT
Using Standard English, respond to questions
generated by a presentation, re stating the
original standpoint and supporting with further
information and ideas.
Explore, collect and use examples of the present
perfect form of verbs to mark relationships of
time and cause e.g. The culprit has left footprints
across the lawn or I have searched the crime
scene thoroughly (present perfect).
●
●
●
●
●
●
Target Tracker
Targets
●
●
●
●
●
●
Identify the audience and purpose
for a piece of writing and consider
this carefully when selecting the textform, type and language for writing.
Compare two similar texts and draw
on these to create own plan for
writing. Develop and clarify ideas
through talk, noting key ideas and
vocabulary on the plan.
Revise the different sentence
structures.
Discuss effects created. Using own
writing, experiment with different
effects by changing sentence types
and structures.
Reflect upon the effectiveness of
writing in relation to audience and
purpose.
Proofread, suggest and makes
changes to grammar, vocabulary and
punctuation in order to enhance
effects and clarify meaning.
Understand what he/she reads by
summarising the main ideas drawn
from more than one paragraph,
identifying key details that support
the main ideas and using quotations
for illustrations.
Read age-appropriate books,
including whole novels.
Read loud and understand the
meaning of new words that he/she
meets linked to the expectations of
Year 6 spelling.
Plan his/her writing by noting and
developing initial ideas, drawing on
reading and research where
necessary.
Proof read for punctuation errors
including semi colons, colons, dashes
etc
Understand the difference between
●
●
●
Revise use of different sentence structures.
Use synonyms and pronouns to build
cohesion.
Use appropriate intonation, tone and
volume to present their writing.
●
●
●
●
●
●
●
●
●
●
●
●
●
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●
Maintain positive attitudes to reading and
understanding… inc. wide range of books
including from our literary heritage.
Plan writing by noting and developing initial
ideas, drawing on research and reading
where necessary.
Draft and write accurately précising longer
passages.
Evaluate and edit
Proof read
Confidently perform their own
compositions.
Use the semi colon to mark independent
boundary.
Plan his/her writing by noting and
developing initial ideas, drawing on reading
and research where necessary.
Use layout devices
●
●
●
●
●
●
●
●
Identify the audience and purpose for a piece of
writing and consider this carefully when selecting
the text-form, type and language for writing.
Explore, collect and use vocabulary typical of
formal and informal speech and writing.
Revise the different sentence structures
Discuss effects created. Using own writing,
experiment with different effects by changing
sentence types and structures.
Use appropriate and effective intonation, tone
and volume to present their writing to a group or
class, ensuring meaning is clear e.g. using
intonation in response to punctuation to mark
clauses.
Understand what he/she reads by summarising
the main ideas drawn from more than one
paragraph, identifying key details that support
the main ideas and using quotations for
illustrations.
Read age-appropriate books, including whole
novels.
Read loud and understand the meaning of new
words that he/she meets linked to the
expectations of Year 6 spelling.
Plan his/her writing by noting and developing
initial ideas, drawing on reading and research
where necessary.
Proof read for punctuation errors including semi
colons, colons, dashes etc
Understand the difference between vocabulary
typical of informal speech and vocabulary
appropriate for formal speech and writing.
Use layout devices
●
●
vocabulary typical of informal speech
and vocabulary appropriate for
formal speech and writing.
Use layout devices
Spring 2
Unit one (Maximum 2 weeks)
Unit two (Maximum three weeks)
Unit Three (Maximum three weeks)
Genre
Free Verse -
Mystery -
Autobiography/Biography
Quality Text
https://www.youtube.com/watch?v=WtEUySDDg-I
All the worlds a play- Shakespeare
Spy Ski School
Nigel Mansell’s Autobiography
Lewis Hamilton’s Autobiography
Reading LAPs
●
●
●
●
●
Writing LAPs
●
●
●
Prepare a poem to perform and learn by
heart e.g. poems with imagery.
Show understanding through intonation,
tone and volume so that meaning is clear
to an audience.
Use text marking, colour coding and
annotations to support planning and
rehearsal
Work out the meaning of unfamiliar
vocabulary using the context.
Identify how language, structure and
presentation contribute to meaning in
poetry.
●
Use appropriate and effective intonation,
tone and volume to present their writing
to a group or class, ensuring meaning is
clear e.g. using intonation in response to
punctuation to mark clauses.
Explore, collect and use vocabulary typical
of formal and informal speech and writing
e.g. find out – discover, ask for - request,
ask about – enquire, go in – enter, get hold
of – acquire, leave – exit
Identify and use of semi-colons to mark
the boundary between independent
clauses e.g. It is raining; I am fed up.
●
●
●
●
●
●
Draw inferences around characters’
thoughts and feelings, e.g. How might
Tom be feeling? What evidence
supports this?
Explain the effect on the reader of
the author’s choice of language and
reasons why the author may have
selected these words, phrases and
techniques.
Use clues from the author’s
descriptions of settings and
characters (including actions and
speech) to predict outcomes.
●
Use devices to build cohesion within
and across paragraphs in narrative
writing, e.g. adverbials such as
meanwhile; several days earlier; years
passed, many hundreds of years later;
back in 1837.
Blend action and description within
sentences and paragraphs to convey
character and advance the action e.g.
He looked at me. His eyes were
watering a bit and he wiped them
with a dark blue hanky he always had
in his top pocket.
Examine and compare how authors
develop settings in books.
Discuss the effect of this description
and create a toolkit of techniques
●
●
●
●
●
●
Work out the meaning of unfamiliar vocabulary using
the context.
Formulate a simple hypothesis related to non-fiction
and, through close reading, re-reading and reading
ahead, locate clues to support this. Discuss and
capture through text marking and annotation.
Make comparisons within and across texts e.g. similar
events in different books such as being an evacuee in
Carrie’s War and Goodnight Mr Tom.
Explore, collect and use vocabulary typical of formal
and informal speech and writing e.g. find out –
discover, ask for - request, ask about – enquire, go in
– enter, get hold of – acquire, leave – exit.
Identify the audience and purpose for a piece of
writing and consider this carefully when selecting the
text-form, type and language for writing, e.g. to
inform my classmates about a subject or person by
writing an information hybrid text.
Compare two similar texts and draw on these to
create own plan for writing. Develop and clarify ideas
through talk, noting key ideas and vocabulary on the
plan.
Understand the difference between vocabulary
typical of informal speech and vocabulary appropriate
for formal speech and writing.
●
●
●
Target Tracker
Targets
●
●
●
●
●
●
Understand what he/she reads by
summarising the main ideas drawn from
more than one paragraph, identifying key
details that support the main ideas and
using quotations for illustrations.
Read age-appropriate books, including
whole novels.
Read loud and understand the meaning of
new words that he/she meets linked to the
expectations of Year 6 spelling.
Plan his/her writing by noting and
developing initial ideas, drawing on
reading and research where necessary.
Use layout devices
Use semi colon, colon and dash to mark
boundary between two independent
clauses.
●
●
●
●
●
●
●
used. Use to support writing.
Reflect upon the effectiveness of
writing in relation to audience and
purpose. Proofread, suggest and
makes changes to grammar,
vocabulary and punctuation in order
to enhance effects and clarify
meaning.
Revise the different sentence
structures.
Discuss effects created. Using own
writing, experiment with different
effects by changing sentence types
and structures.
Understand what he/she reads by
summarising the main ideas drawn
from more than one paragraph,
identifying key details that support
the main ideas and using quotations
for illustrations.
Read age-appropriate books,
including whole novels.
Read aloud and understand the
meaning of new words that he/she
meets linked to the expectations of
Year 6 spelling.
Maintain positive attitude to reading
and understanding of what is read by
identifying and discussing themes and
conventions in and across a wide
range of writing.
Plan writing by identifying audience
for purpose and purpose for writing.
Proof read for punctuation errors
including semi colons, colons, dashes
etc
Draft and write by linking ideas across
paragraphs using a wider range of
●
●
●
●
●
●
●
Understand what he/she reads by summarising the
main ideas drawn from more than one paragraph,
identifying key details that support the main ideas
and using quotations for illustrations.
Read age-appropriate books, including whole novels.
Read loud and understand the meaning of new words
that he/she meets linked to the expectations of Year 6
spelling.
Maintain positive attitude to reading and
understanding of what is read by identifying and
discussing themes and conventions in and across a
wide range of writing.
Plan writing by identifying audience for purpose and
purpose for writing.
Plan his/her writing by noting and developing initial
ideas, drawing on reading and research where
necessary.
Proof read for punctuation errors including semi
colons, colons, dashes etc
cohesive devices; repetition of a word
or phrase, grammatical connections
and ellipsis.
Summer 1
Unit one (Maximum three weeks)
Unit two (Maximum three weeks)
Genre
Playscripts - MacBeth ( three weeks)
Narrative - Horror ( three weeks)
Quality Text
MacBeth
Night of the Living Dummy (Goosebumps)
Reading LAPs
●
●
●
●
Compare texts written in different periods.
Explain the meaning of new vocabulary within the context of the
text.
Prepare poems (e.g. classic narrative poetry) and plays and
perform with dramatic effects. Use text marking, colour coding
and annotations to support planning and rehearsal.
Explore, recognise and use the terms style and effect.
●
●
●
●
●
Writing LAPs
●
●
●
Use appropriate intonation, tone and volume to present their
writing, adding gesture and movement where appropriate.
Encourage and take account of audience engagement.
Find examples of where authors have broken conventions to
achieve specific effects and use similar techniques in own writing.
Draw on similar writing models, reading and research to create
own plan for writing.
●
●
●
●
●
●
●
Target Tracker
Targets
●
●
●
●
●
Understand what he/she reads by summarising the main ideas
drawn from more than one paragraph, identifying key details that
support the main ideas and using quotations for illustrations.
Read age-appropriate books, including whole novels.
Read loud and understand the meaning of new words that he/she
meets linked to the expectations of Year 6 spelling.
Plan writing by identifying audience for purpose and purpose for
writing.
Plan his/her writing by noting and developing initial ideas,
●
●
●
●
Justify opinions and elaborate by referring to the text e.g. using the PEE prompt
– Point+Evidence+Explanation
Infer characters’ motives from their actions..
Predict consequences using a combination of information, including that which is
stated and that which is implied.
Formulate hypotheses and, through close reading, re-reading and reading ahead,
locate clues to support understanding.
Explain the meaning of new vocabulary within the context of the text.
Explore and investigate active and passive
Explore how hyphens can be used to avoid ambiguity.
Draw on similar writing models, reading and research to create own plan for
writing.
Compare how characters and settings are presented in films and performances..
Blend action, dialogue and description within sentences and paragraphs to
convey character and advance the action.
Use a wide range of devices to build cohesion within and across paragraphs.
Assess the effectiveness of own and others’ writing in relation to audience and
purpose, suggesting changes to grammar, vocabulary and punctuation to
enhance effects and clarify meaning.
Understand what he/she reads by summarising the main ideas drawn from more
than one paragraph, identifying key details that support the main ideas and
using quotations for illustrations.
Read age-appropriate books, including whole novels.
Read loud and understand the meaning of new words that he/she meets linked
to the expectations of Year 6 spelling.
Maintain positive attitude to reading and understanding of what is read by
identifying and discussing themes and conventions in and across a wide range of
writing.
●
●
drawing on reading and research where necessary.
Understand the difference between vocabulary typical of
informal speech and vocabulary appropriate for formal speech
and writing.
Use layout devices
●
●
●
Plan writing by identifying audience for purpose and purpose for writing.
Proof read for punctuation errors including semi colons, colons, dashes etc
Draft and write by linking ideas across paragraphs using a wider range of
cohesive devices; repetition of a word or phrase, grammatical connections and
ellipsis.
Summer 2
Unit one (Maximum 2 weeks)
Unit two (Maximum three weeks)
Unit Three (Maximum three weeks)
Genre
Newspaper - Persuasion
Leaflet - Non Chronological
Theme Poetry (Animal Cruelty)
Quality Text
Various Newspapers
Various leaflets
N/A
Reading LAPs
●
●
●
Use formal language (e.g. the subjunctive; the
passive voice, nominalisation) to respond to
questions generated by a presentation linked to
reading and/or research, e.g. If I were to…; My
conscience requires that…; It could be argued
that…; The proposed suggestion…
Using a range of non-fiction texts in print and on
screen, sift through passages for relevant
information and record ideas in note form that
are effectively grouped and linked.
Justify opinions and elaborate by referring to the
text e.g. using the PEE prompt –
Point+Evidence+Explanation.
●
●
●
Explain the effect on the reader of the
author’s choice of language and reasons
why the author may have chosen to
break conventions, e.g. one word
sentence; beginning sentences with
‘and’ or ‘but’; repeated use of the same
word
Distinguish between statements of fact
and opinion across a range of texts e.g.
first-hand account of an event compared
with a reported example such as Samuel
Pepys’ diary and a history textbook.
Justify opinions and elaborate by
referring to the text e.g. using the PEE
prompt – Point+Evidence+Explanation.
●
●
●
●
Writing LAPs
●
●
Use devices to build cohesion between
paragraphs in discursive and explanatory texts
e.g. adverbials such as: on the other hand, the
opposing view, similarly, in contrast, additionally,
another possibility, alternatively, as a
consequence, as a result of.
Explore how hyphens can be used to avoid
ambiguity e.g. Tracey is the best-known cyclist in
●
●
Use devices to build cohesion between
paragraphs in discursive and explanatory
texts e.g. adverbials such as: on the
other hand, the opposing view, similarly,
in contrast, additionally, another
possibility, alternatively, as a
consequence, as a result of.
Explore and investigate active and
●
Challenge the views of others
courteously, e.g. I like that idea but
have you thought about…; Ok, but
what about looking at it this way…; I
can see your point but…
Prepare and deliver formal
presentations, including for debates,
explaining and discussing their
understanding of what they have read.
Explain the effect on the reader of the
author’s choice of language and
reasons why the author may have
chosen to break conventions, e.g. one
word sentence; beginning sentences
with ‘and’ or ‘but’; repeated use of the
same word
Prepare poems (e.g. classic narrative
poetry) and plays and perform with
dramatic effects. Use text marking,
colour coding and annotations to
support planning and rehearsal.
Identify the audience and purpose for
a piece of writing and consider this
carefully when selecting the text-form,
type and language for writing, e.g. To
write a persuasive speech to present
within a class debate which includes
formal language, the passive voice,
statistical information and persuasive
●
●
Target Tracker
Targets
●
●
●
●
●
●
●
the competition (Tracey is known better than
every other competitor) versus Tracey is the best
known cyclist in the competition (Tracey is the
best of all the known competitors).
Draw on similar writing models, reading and
research to create own plan for writing, e.g.
watch, read and evaluate a range of persuasive
speeches before designing the structure and
layout of their own.
Use a wide range of devices to build cohesion
within and across paragraphs, e.g. adverbials (by
the end of October; A few weeks later); pronouns
(Rob knocked on the door. An old woman opened
it and stared down at the boy. He smiled back.);
and synonyms (cheetahs – animals, magnificent
creatures, endangered species, huge cats,
fascinating creatures).
Understand what he/she reads by summarising
the main ideas drawn from more than one
paragraph, identifying key details that support the
main ideas and using quotations for illustrations.
Read age-appropriate books, including whole
novels.
Understand the meaning of new words that
he/she meets linked to the expectations of Year 6
spelling.
Plan writing by identifying audience for purpose
and purpose for writing.
Plan his/her writing by noting and developing
initial ideas, drawing on reading and research
where necessary.
Use layout devices
Use hyphens to avoid ambiguity,
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passive e.g. Comparing and using
phrases such as Some people argue
that… (active) and It has been argued
that… (passive) for use in debate.
Draw on similar writing models, reading
and research to create own plan for
writing, e.g. watch, read and evaluate a
range of persuasive speeches before
designing the structure and layout of
their own.
When writing and editing, consciously
control the use of different sentence
structures for effect.
Understand what he/she reads by
summarising the main ideas drawn from
more than one paragraph, identifying
key details that support the main ideas
and using quotations for illustrations.
Read loud and understand the meaning
of new words that he/she meets linked
to the expectations of Year 6 spelling.
Plan his/her writing by noting and
developing initial ideas, drawing on
reading and research where necessary.
Use layout devices
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devices.
Draw on similar writing models,
reading and research to create own
plan for writing, e.g. watch, read and
evaluate a range of persuasive
speeches before designing the
structure and layout of their own.
Use appropriate intonation, tone and
volume to present their writing, adding
gesture and movement where
appropriate, e.g. performing their own
poem. Encourage and take account of
audience engagement.
Understand what he/she reads by
summarising the main ideas drawn
from more than one paragraph,
identifying key details that support the
main ideas and using quotations for
illustrations.
Read age-appropriate books, including
whole novels.
Read loud and understand the
meaning of new words that he/she
meets linked to the expectations of
Year 6 spelling.
Plan writing by identifying audience for
purpose and purpose for writing.