Welcome to Hedgehogs Class!


My name is Mrs Shaw. I look after the Hedgehogs class along with Mrs Rose. We ensure every child has the opportunity to grow and develop to enable them to achieve their full potential. In Class 2 we promote a friendly atmosphere, enthusiastic learners and encourage our children to be an active part of our school community.

Year 1 Learning Journey   

WTS / EXS Autumn Spring Summer
Word Reading
  • I can use letter sounds to work out and read new words.
  • I can read aloud books that use letters and letter groups that I have been taught.
  • I can read and understand simple sentences.
  • I can read words ending in -s, -es and -ing

 

 

 

  • I can read the correct sound to grapheme for all 40+ phonemes.
  • I can read many common exception words.
  • I can read words with contractions.
  • I can read words ending in -ed, -er and -est.
  • I can read aloud with some pace and expression.
  • I can read quickly the correct sound to grapheme for all 40+ phonemes.
  • I can read words with contractions.
 
Comprehension
  • I enjoy and understand a wide range of stories, poems and non-fiction texts that others read to me.
  • Recognise and join in with predictable phrases.
  • I can talk about books.
  • I can talk about word meanings.
  • I can check my understanding of books and begin to self-correct.
  • I can talk about what might happen next.
  • I know some familiar stories and I am able to re-tell some of them.
  • I say what might happen next in a story.
  • I can read books again to develop fluency.
  • I can check my understanding and self-correct when needed.
  • I can talk about word meanings and link them to other words.
  • I can predict what might happen next, giving some reasons.
  • I can make inferences.
  • I can talk about the title and events in the books I have read or heard.
  • I enjoy and understand rhymes and poems, some by heart.
  • I can make inferences, giving reasons from what I have read.
  • I show a love for reading and can talk about my favourite stories and writers.
   
GDS  
  Autumn Spring Summer
Word Reading
  • I can read aloud with some pace and expression.
  • I can read quickly the correct sound to grapheme for all 40+ phonemes.
  • I can read words with contractions.

 

 

 

  • I read other words of more than one syllable, beyond what I have been taught so far.
  • I apply my knowledge of alternative graphemes for phonemes when reading unfamiliar words.
  • I am working on Y2 reading objectives.
  • I read aloud more complex books, including those above my age.
 
Comprehension
  • I can ask questions to check understanding.
  • I can explain to others what I have enjoyed and summarise a story.
  • I am beginning to have some favourite authors, giving reasons.

 

 

  • I understand that I will learn a lot from non-fiction books.
  • I can talk about which books I like most and why.
  • I can infer meaning confidently giving reasons from the text.
  • I can re-tell some key traditional stories and fairy tales, giving some of their key features.
  • I can explain the difference between fiction and non-fiction texts.
  • I know how to find information from non-fiction texts.
  • I can talk confidently about books.
  • I have favourite stories, poems or genres.

Year 2 Learning Journey  

WTS / EXS Autumn Spring Summer
Word Reading
  • I can sound out unfamiliar words accurately using phonic knowledge.
  • I recognise and read alternative sounds for graphemes.
  • I can self-correct when reading.
  • I read accurately by blending sounds in words that contain the graphemes I have been taught.
  • I read accurately words of two or more syllables.
  • I am beginning to re-read books to build up fluency and accuracy.
  • I can confidently read common exception words.
  • I read most words quickly and accurately.
  • I can read words containing common suffixes.
  • I confidently re-read texts to build up fluency and accuracy.
 
Comprehension
  • I show enjoyment of reading.
  • I can re-tell some stories, including fairy tales and traditional stories.
  • I can ask questions about a text.
  • I know some simple literary language in stories and poems.
  • I can make simple inferences from illustrations and events.
  • I can make predictions based on what I have read so far.
  • I can talk about key characters and events.
  • I know the difference between stories and poetry.
  • I listen to different types of poetry.
  • I recognise some features of non-fiction.
  • I can talk about what I enjoy about reading.
  • I can listen to and discuss a wide range of modern and classic texts.
  • I can predict what might happen next, based on what I have read so far.
  • I can talk about the sequence of events in a book.
  • I read for meaning, checking that the text makes sense and I correct myself when needed.
  • I can talk about favourite words and phrases.
  • I can answer questions about a text.
  • I know key features of a non-fiction text.
  • I can make simple inferences, giving reasons for my ideas.
  • I can learn a poem by heart.
  • I can talk about a range of texts and give my opinion, including non-fiction.
  • I can discuss and work out the meaning of works, linking new meanings to words I already know.
  • I can infer meaning, giving evidence from the text.
  • I can perform a poem making the meaning clear.
  • I know that non-fiction texts are structured in different ways.
GDS Autumn Spring Summer
Word Reading
  • I can read fluently and confidently.
  • I can read a wide range of text types on my own with consistent fluency, accuracy and confidence.
 
Comprehension
  • I can make inferences using illustrations, events, character’s actions and speech.
  • I can make links between the books I am reading and other books I have read.
  • I am beginning to relate recurring literary language to certain text types or authors.
  • I can make inferences and predictions based on what has been read, offered and explained.
  • I can show that I understand more challenging age-appropriate texts.
  • I understand the meaning of new words by exploring the word in the text and making links to other words I know.
  • I seek out texts that I know that I will enjoy, using what I know about authors and text types.
   

Year 1 Learning Journey

I can think aloud as I collect ideas, write sentences and check that it makes sense:

WTS / EXS Autumn Spring Summer
Composition
  • Show correct pencil grip and sit correctly at a table
  • Write a simple sentence that makes sense.
  • Most writing can be read without mediation.
  • Write a sequence of simple sentences that makes sense independently.
  • Use ‘and’, ‘but’ to join ideas.
  • Begin to add adjectives and simple noun phrases to give detail. E.g. The yellow fish.
  • Read my sentences through to check that they make sense.
  • Begin to make changes after reading and reflection, with support.
  • Begin to choose different conjunctions – but, or, yet, so and because.
  • Vocabulary is appropriate to the subject matter and sometimes ambitious.
  • Uses noun phrases within writing regularly.
  • Uses time conjunctions and adverbials correctly – first, next, finally, when, as soon as.
   
Grammar
  • Use the personal pronoun ‘I’.
  • Use the correct terminology – word, sentence, capital letter, full stop,
  •  
  • Use capital letters for names and personal pronoun ‘I’
  • Use correct terminology now including – noun, adjective.
  • 2A sentences
  • Use capital letters for names, places, days of the week and the personal pronoun ‘I’.
  • BOYS sentences
 
Punctuation
  • Know that a capital letter starts a sentence
  • Know that a full stop is used at the end of a sentence
  • Use finger spaces between each word.
  • Use capital letters at the beginning of a sentence.
  • End sentences with a full stop.
  • Consistent use of clear finger spaces between words.
  • Use exclamation marks.
  • Use question marks at the end of questions.
   
Spelling
  • Name the letters of the alphabet in order
  • Spell words containing Phase 3 phonemes.
  • Spell words containing Phase 4 consonant clusters.
  • Spell common tricky words – Units 1-3.
  • Spell words containing: zh, wh, ph and alternates for ay (a-e, eigh, ey, ei, long a) ea (e-e ie ey y long e) ie (i-e y I long i) oa (ow o-e – oe).
  • Spell common tricky words from units 4 and 5.
  • Spell words containing alternatives for ew (ue u-e long u oul short oo) aw (au al) ir (er ear) ou (oy) ere/eer, are/ear.
  • Add ‘un’ to the beginning of a word to change its meaning.
  • Add ‘ing’ to a word where no change to the root word is needed.
  • Add ‘er’ to make a comparative word.
  • Add ‘ed’ to a word to make it past tense, where the root word stays the same.
  • Add ‘s’ or ‘es’ to words to make them plural.
   
Handwriting
  • Form lower case letters correctly.
  • Write numbers correctly 0-9.
  • Understand that a line of writing isn’t always a sentence.
  • Form capital letters correctly
  • Ascenders and descenders are correctly oriented on the line.
   
GDS  
  Autumn Spring Summer
Composition
  • Consistently write independent sentences which make sense, that can be mediated by any adult.
  • Uses conjunctions ‘and’ and ‘but’ accurately.
  • Adjective choices are effective and ambitious.
  • Independently re-reads and self-corrects own work.
  • Wide range of evidence showing appropriate and correct use of all above conjunctions.
  • Ambitious word choices/synonyms which reflect what is being described.
  • Correct use of time adverbials in independent writing, where appropriate.
   
Grammar
  • Consistent use of the pronoun I in writing,
  • Consistent use of capital letters for names and the personal pronoun ‘I’.
  • Consistent use of capital letters for days of the week, names, places and personal pronoun ‘I’.
   
Punctuation
  • Punctuates a single sentence using a capital letter and a full stop.
  • Consistent use of finger spaces between each word.
  • In a sequence of sentences, starts with a capital letter and ends each with a full stop.
 
  • Uses exclamation marks appropriately and for effect.
Spelling
  • Applies consistently Units 1-3 spellings to work.
  • Consistently applies Phase 3 and 4 Phonics teaching to independent work.
  • Consistently applies Units 4 and 5 spellings to writing.
  • Consistent application of a wide range of Unit 5 graphemes.
  • Consistent application of Year 1 prefixes and suffixes to independent writing.
   
Handwriting
  • All lower case letters and numbers 0-9 are formed correctly and applied to writing.
  • All capital letters are formed correctly and applied to writing.
  • All lower case and upper case letters are correctly formed and placed on the line. Clear distinction in size between upper and lower case letters.
   

 

In addition to the above, it is expected that a Greater Depth child will show evidence of independent writing for a variety of purposes, through a range of genre.

Year 2 Learning Journey

I can write for a range of purpose and audiences, making use of:

WTS / EXS Autumn Spring Summer
Composition
  • Sequences of simple and compound sentences link ideas together and make sense.
  • Vocabulary is appropriate to the subject and is sometimes ambitious.
  • Re-read sequences of sentences to check for spelling and punctuation errors.
  • Simple plans and word banks are used to support writing (pictures, labels)
  • Narrative writing is structured with a clear beginning, middle and ending.
  • Non-narrative is structured appropriately for the genre e.g. recounts, fact pages, diary entries.
  • Longer writing pieces flow with simple and compound sentences that link and are sequenced appropriately.
  • Re-read longer writing pieces to check for spelling, punctuation and grammar errors.
  • Detailed plans and word banks are used to support writing.
  • Write simple coherent narratives about personal experiences and those of others (real and fictional)
  • Write about real events, recording these simply and clearly.
  • Re-read sustained pieces of work to check for meaning and sense.
  • Detailed plans and words banks are used to support writing.
   
Grammar
  • Name and use expanded noun phrases to describe and specify [for example, the blue butterfly]
  • List sentences (adjective, adjective, noun.)
  • Name and use verbs to describe actions
  • Use co-ordination (using or, and, or but)
  • Write in the simple past and present tense.
  • Start sentences using different sentence openers.
  • Write sentences with different forms: statement, question.
  • Use subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
  • Write in the simple present and past tenses correctly and consistently.
  • __ ing, __ ed sentence
  • … as a, … like a sentence
  • Use a range of sentence openers to start sentences, including time adverbials.
  • Use progressive form of verbs in the present and past tenses correctly.
  • Write sentences with different forms: statement, question, exclamation, command.
  • Imperative verbs are used to instruct.
  • Progressive form of verbs the present and past tenses correctly and consistently.
  • Ad, same ad sentence
  • When appropriate, a range of different sentences types are used purposefully and add effect to writing.
   
Punctuation Pupils should be taught to:
  • Capital letters and full stops used accurately when writing longer pieces.
  • Capital letters accurately and consistently used for proper nouns
  • Questions accurately punctuated with a ?
  • Capital letters and full stops used accurately and consistently when writing longer pieces.
  • Commas used accurately for lists
  • Apostrophes are used for contracted forms
  • Questions accurately and consistently punctuated with a ?
  • Exclamations are accurately punctuated with !
  • Exclamation sentences accurately punctuated with !
  • Apostrophes are used accurately and consistently for contracted forms.
  • Apostrophes are used to show possession (singular)
  •  
   
Spelling

Spell by:

  • segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
  • learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones

Alternative graphemes for reading and spelling

ay, ou, ie, ea, oy, ir, ue, ue, aw, wh, ph, ew, ew, oe, au, ey, a-e, e-e, i-e, o-e, u-e,

Alternative pronunciations.

a, e, i, o, u, ow (oa), ie (ee), ea (e), er, ou (oo), y (I), y (i), y (ee), ch (c), ch (sh), c (s), g (j), ey (ay)

  • learning to spell common exception words
    • write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

 

Spell by:

  • segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
  • learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones

Alternative spellings

ch – picture, capture, ch – catch, fetch, j – fudge, hedge, m – lamb, climb, n – gnat, sign, n – knit, knob.

r – wrap, write, s – listen, whistle, s – house, mouse, air – there, where, air – bear, wear, air – bare, care, or – four, pour, your, ur – learn, earth, ur – word, work.

  • learning to spell common exception words
  • write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far
  • Follow the Y2 spelling rules to add suffixes ing and ed to present and past tense verbs.
    • add suffixes to spell longer words including –er,

-est, –ment, –ness, –ful, –less, –ly

  • learning to spell more words with contracted forms

Spell by:

  • Spell words with Le/al/el/il endings
  • Learning the possessive apostrophe (singular) [for example, the girl’s book]
  • distinguishing between homophones and near-homophones

 

Revise suffixes –s or –es for plurals and present tense verbs

Revise suffixes –ing, -ed, -s, -er, -est, -y, -en, -ful, -ly, -ment, -ness

 

Transcription
  • form lower-case letters of the correct size relative to one another
  • write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters
  • use spacing between words that reflects the size of the letters

 

 

 

 

 

 

 

  • start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.
  •  
  • Good quality consistent handwriting.
  • Diagonal and horizontal strokes that are needed to join letters.
 
  I can write for a range of purpose and audiences, making use of:
Greater Depth Autumn Spring Summer
Composition
  • Purpose of text uses genre features.
  • Write coherently for different purposes.
  • Planning shows effective word choices.
  • Proof read and revise spelling and punctuation errors.
  • Write coherently and effectively for different purposes.
    • Planning shows independent vocabulary and grammar choices drawn from the text.
    • Proof read and revise spelling, punctuation and grammar errors.
    • Make additions to improve own writing.
    • Write effectively and coherently for different purposes, drawing on their reading to inform the vocabulary and grammar of their writing.
    • Make simple addition, revisions and proof-reading corrections to their own writing.
    •  
   
Grammar
  • Commas are used in descriptive list e.g. the beautiful, spotty ladybird.
  • A range of sentence openers are used to start sentences.
  • Simple and compound sentences are used effectively.
  • Simple and compound sentences are used effectively and purposefully.
  • A wider range of sentences openers are used to start sentences.
  • Adventurous word choices to are used effectively to add detail and description.
  • Adverbs used to start sentences.
  • Use simple and compound sentences purposefully to engage the reader, creating atmosphere, detail and suspense.
   
Punctuation
  • Capital letters and full stops are consistent in sustained pieces of writing.
  • Questions are accurately and consistently demarcated with ?
  • Commas are accurately and consistently used in lists.
  • Apostrophes are used accurately and consistently for contracted forms.
  • Exclamation sentences are accurately and consistently punctuated with !
  • Apostrophes are accurately and consistently used to show singular possession.
 

 

Use the punctuation taught at KS1 mostly correctly.

Spelling
  • Spelling rules and patterns from year 2 are accurately used, including exceptions to rules.
  • Spelling rules and patterns from year 2 are accurately used, including exceptions to rules.
  • Some words with Y2 suffixes are spelt correctly.
  • Many words with Y2 suffixes are spelt correctly.
  • Most contracted forms are spelt correctly with the apostrophe in the correct place.
  • Homophones and near homophones are spelt correctly.
   
Transcription
  • start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
  • Good quality consistent handwriting.
  • Diagonal and horizontal strokes that are needed to join letters.
  • Begin to join some of their handwriting using the diagonal and horizontal strokes.
   
         

Bold statements are on the 2018-2019 teacher assessment framework for working at expected

Bold and underlined statements are on the 2018-2019 teacher assessment framework for working at greater depth

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