Read - Word Reading I can read regular words confidently (including CVC, CCVC, CVCC and two syllable words) I can read aloud common word endings so they are clear (eg -es, -ing, -ish) I can read simple texts aloud with some fluency and expression (eg shouting or whispering speech) I can decode easily I am confident with alternative phonemes and graphemes (eg ai, a-e, ay and homophones) I can read aloud fluently and with expression that makes sense of the text I can recognise suffixes which form verbs, nouns, adjectives and adverbs I can explain the meaning of common roots, prefixes and suffixes I can work out the meaning of unknown words from their parts I can recognise word families I understand the effect of vowels in words (including when to use a or an) I can recognise words which are exceptions to familiar rules and patterns I can identify the difference between words ending in s, plurals and possessives I can recognise forms of common verbs (eg be, go, do, have, get) I can identify words which are unusual in construction or pronunciation I can recognise less common prefixes, roots and suffixes I can recognise a wide range of synonyms and antonyms I can recognise formal vocabulary I can tell apart commonly confused words (eg homophones or affect/ effect) I can explain ambitious vocabulary choices by explaining the meaning or nuance of a word in context 8
Read Comprehension I have read a range of books including fairytales and poetry I can recite some poetry by heart and join in with familiar phrases in class I can check that my reading makes sense I can explain what has happened in a story I can identify key elements of a book like events and characters I can read some modern books on my own I have learnt some traditional poems by heart I can describe how events in a book fit together (cause, effect, motivation) I can ask and answer questions about characters, events and meaning of a text I can recognise some of the differences between a fiction and a nonfiction text I can use reference texts such as dictionaries, encyclopedias and thesauruses I can retell stories and recite poems with understanding and expression I can recognise themes or moral messages in a text I can give examples from a text to support my ideas I can identify some of the features of different genres I can describe characters' personalities with examples from text. I can explain characters' actions with examples from text. I can identify some familiar literary techniques in texts I can perform scripts aloud to show my understanding I can predict what might happen in a text I can retrieve and record information from non fiction I have read modern and traditional literature from a range of cultural heritages, including Britain I can identify some ways in which older texts and modern texts are different I can review and recommend books I can make comparisons between books I can summarise ideas and key points in fiction and non fiction I can explain figurative language 9
I can appreciate classical literature including language I can identify and explain fact and opinion I can justify my views on text, being clear on the difference between implicit and explicit meaning I have read widely and am able to discuss and make links between what I've read I can review a text exploring content, theme, style and my own opinion Write - Spelling and handwriting I can recognise the letters in the alphabet and know the sequence they come in I can spell the days of the week I can spell words using the phonemes I have been taught I can spell common irregular words (from the Year 1 list) I can distinguish between -s and -es plurals I can use some simple suffixes (eg -er and -est) I can write in lower case letters and numerals, starting and finishing in the right places I can uses suffixes for words ending in Y, add suffixes beginning with a vowel or a consonant I can choose the correct ending for common words ending in an 'l' sound (eg -le, -al, -el) I can identify alternative graphemes for the same sound I can spell homophones and exception words (from the Year 2 list) I can use an apostrophe to show contraction and possession I can write letters of the same size and begin to join them together I can use a dictionary to help me spell I can spell at least half the spellings in the Year 3/4 list (according to school's curriculum) I can apply the common antonyms and prefixes in the Year 3/4 list I can use the possessive plural correctly I can add -ly I can write clearly and neatly without overlaps or uneven letter formation I can spell all the words on the Year 3/4 list I can add suffixes to longer words I can spell common words with Y as a mid vowel 10
I can add -ous accurately I can spell correctly words ending in -tion, -sion, -ssion and -cian I can identify letter strings from other languages eg ph- in Greek I can distinguish between all the homophones on the Year 3/4 list I can write legibly and consistently I can use a thesaurus to make conscious choices about vocabulary I can spell half of the words on the Year 5/6 list (according to school's curriculum) I can spell common words with silent letters I can distinguish between ei and ie words I can spell the homophones and common confusions in the Year 5/6 list I can use -ough correctly I can write clearly in a style suitable for the task I can spell all the words on the Year 5/6 list I can choose correctly between -ance and -ence, -ant and -ent, -cious and -tious I can spell the -fer words correctly I can write clearly and quickly 11
Write Composition I can plan sentences before I start to write I can read through my writing and begin to correct it I can compose a narrative sequence of sentences I can identify ways to make my writing better I can read my work aloud for other people I can organise ideas and put them into sentences I can re-read my writing for sense and accuracy I can write appropriately for some different purposes like narration, recount and poetry I can work out structure and conventions of a type of writing and use them myself I can use longer and more adventurous sentences and vocabulary I can organise my ideas into paragraphs I can use subheadings to structure texts I can create character, plot and setting in narrative writing I can identify strengths and weaknesses in writing and suggest improvements I can adapt grammar, vocabulary, expression and structure to the type of writing I am composing I can express time and place through conjunctions, adverbials and prepositions I can use a subordinate clause in different places in a sentence I can open paragraphs effectively I can evoke a character through vocabulary and expression I can improve my work by conscious drafting I can adapt style and structure to fit audience and purpose I have a range of strategies for gathering ideas, shaping and improving writing I can write effective dialogue I can use description effectively I can summarise longer texts I can use connectives and pronouns to ensure a text fits together I can maintain consistency of tense, agreement and tone 12
I can write effectively in response to a given task (showing awareness of style, audience, purpose, length etc) I can correct myself during the writing process I can write in a formal style when necessary I can tell stories confidently, showing rather than telling and communicating meaning in a variety of ways I can summarise quickly and competently Write - Gr, vocab & Punct I can write in complete simple sentences I can join clauses to make longer sentence I can use full stops, exclamation and question marks I can use capital letters for l, names and to start sentences I can name and identify nouns, verbs, adverbs and adjective I can use co-ordinated and subordinated clauses I can write longer noun phrases with words before and after the noun I can use present and past tense consistently I can use progressive verbs correctly I can use commas for items in a list I can express time, place and cause using conjunctions, prepositions and adverbs I can name and identify conjunctions and prepositions I can write key topic sentences for paragraphs I can use the present perfect tense (eg she has gone in) I can use speech marks correctly I can name and identify pronouns I can use adverbials at the start of sentences I can write noun phrases with modifying words before and after the noun I can sequence paragraphs logically I can use pronouns to avoid repetition in a sentence I can use commas correctly when I write speech I can use Standard English verbs (eg be, go, do, have and get) 13
I can use the correct first word when writing relative clauses (eg that, which, who) I can use modal verbs and adverbs to show degrees of uncertainty (eg could, might, maybe, perhaps) I can use adverbials to link concepts (eg later, firstly) I can use brackets, commas and dashes correctly to indicate parentheses I can use commas and hyphens effectively I can use lay-out to enhance meaning, including bullet points I can use formal vocabulary as and when appropriate I can appreciate the nuanced differences between synonyms I can use formal vocabulary as and when appropriate I can use the passive tense I can link ideas in a variety of ways (eg repetition, adverbials, ellipsis etc) I can use the colon and semi-colon correctly I can use hyphens to avoid ambiguity I can organise my work for clarity and keeping my reader firmly in mind I can ask for help I can play in role I can take turns I can understand 2 or 3 part instructions I can answer a 'how' or 'why' question I can pay attention I can ignore less important information I can contribute several sentences to discussion I can ask relevant questions I can describe events in the right order Speak - Taking part I can join in discussions and extend the ideas of others I can give my opinions clearly and politely I can focus on the main ideas I am told 14
I can work with other people in discussion I can maintain and exchange of ideas or opinions (eg debate/ response to character) I can respond to implied meaning I can speak differently according to my audience and situation I can give opinions and support them with evidence I can take on a formal role (eg chair/ judge/ head teacher) I can follow long instructions accurately I can speculate and explore ideas I can start and lead discussions I can maintain a conversation through questions I can respond to counter arguments I can progress or manage discussions I can explain ideas to other people when they don't understand Speak Presenting I can speak clearly I can tell people about an experience I have had I can speak to be heard I can act out a short scene or recreate a scenario I can explain an idea or process I can check my listener understands my meaning I can speak differently with peers and in more formal situations I can speak with expression and appropriate tone for the situation I can retell a story with expression and in for an audience I can stick to one topic in a discussion I can project my voice in front of the class I can make up a drama piece or presentation I can obey the rules of conversation (eg turn taking and listening) I can use gesture and body language to add emphasis to my speech 15
I can project my voice for a bigger audience (eg assembly/ in a play) I can use Standard English consciously when relevant I can rehearse and perform a play I can take part in a formal debate I can use Standard English with confidence I can prepare and present in front of a large audience (eg school production) 16