Class 2.5

• I understand how to use a root word to help me read unfamiliar words.
• I know what prefixes and suffixes are.
• I can begin to use a dictionary to check the meaning of words that I have read.
• I can check that a text makes sense to me by explaining the meaning of the words in context.
• I can apply my knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.
• I know that unfamiliar words can be read by using knowledge of known similar words.
• I question unfamiliar words and phrases.
• I can use my knowledge of similar words to read unknown words.
• I can discuss the meaning of the words I read and begin to explore words with similar and opposite meanings.
• I can begin to read common exception words.

• I can ask questions about books and respond to the ideas of others.
• I can take part in discussions about books that are read to me and also when reading to myself.
• I can listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books are textbooks.

Question & retrieval

• I ask and answer simple questions.
• I can retrieve key facts from a simple text.
• I can identify key words and phrases as evidence when talking about my ideas.
• I can retrieve and record information from non-fiction.
• I can identify the introduction, build-up, climax and resolution in stories.

• I can make predictions based on stated details, giving reasons for my ideas.
• I can predict what might happen from details stated and implied.
• I can predict events accurately and then adapt my ideas as a gather more information.

Visualise

• I recognise and understand that non-fiction books are structured in different ways.
• I can use some of the features of non-fiction to help me to find information: contents, index, glossary etc.
• I can recognise different poetry forms, such as free verse and narrative.

• I can talk about the main idea of a text.
• I can identify the main idea within the paragraphs of a text.
• I can summarise the works of a certain writer or poet I have studied.

• I can compare different types of books: poetry, stories and non-fiction.
• I can compare my personal response to a text with others.
• I can compare the works of different writers.

• I can talk about how a character might be feeling.
• I understand why a character acted or responded in a certain way.
• I can talk about characters’ motives and behaviours.

• I can make links between the different stories I have read.
• I can use my own experiences and knowledge of the world to help understand a text.
• I make connections with books with similar ideas or characters.

• I know that writers choose words and language to make the reader think and feel things.
• I can discuss words and phrases that authors use to capture the reader’s interest and imagination.
• I understand that authors use a variety of sentences for different reasons

• I can use simple inference to discuss what has been said and done in a text.
• I can draw inferences such as how characters are feeling.
• I can justify inferences and deductions with evidence from the text.

I read widely and frequently in order to become an independent, fluent and enthusiastic reader.

• When reading aloud, I take full account of the punctuation in the text.
• I make a note of any new word I come across in my reading with the intention of using them in my own writing.
• I read ahead to determine the direction and meaning of a story.
• I talk with confidence about the stories I have read and can ask and answer questions related to these texts.
• I am confident in predicting what may happen next and use the text I have read so far to help me predict.
• My predictions about what happens next are becoming more accurate.
• I am an avid reader who finds every opportunity to read extra texts other than what has been provided for me.
• I am beginning to develop a preference for certain types of texts and authors.
• I am keen to find our more about a pot whose poetry I have enjoyed.
• I note with increasing interest the way authors use a variety of techniques and strategies to develop characters and the relationship between them.
• I am keen to find out more about the background setting of a text I am reading, for example the historical, social or cultural setting.
• I recognise how authors can persuade and begin to use some of these skills in my own writing.
• I seek unfamiliar texts in my reading so that I can explore new vocabulary.
• I am beginning to recognise the characteristics of certain authors and add these to ideas in my own writing.

• Headings and sub-headings in non-narrative.
• Opening, build-up, problem, resolution and ending when writing narrative.
• Paragraphs to organise information around a theme – supported by planning.
• Writing demonstrates an awareness of purpose and audience.
• Pictures, diagrams and jottings to plan what they wish to write.
• Discussion and recording ideas gained from wider reading and modelling.
• Greater detail and clear structure in the opening, build-up, problem, resolution and ending in writing narrative.
• Improvements to writing through assessing with peers and through self-assessment.
• Sentences using a wider range of structures linked to grammar.
• Paragraphs to organise information around a theme – showing independence.

• A wider range of conjunctions – when, if, because, although
• Determiners (articles) ‘a’, ‘an’ and ‘the’ appropriately.
• A range of sentence openings.
• Make consistent use of the present and past tense.
• Use simple and compound sentences.
• Conjunctions, adverbs and prepositions to express both time and cause
• First and third person consistently throughout a piece of writing.
• Perfect form of verbs instead of the simple past.
• Adventurous word choices to add detail.
• Adventurous and carefully selected word choices to add detail and engage the reader.
• Technical language, where appropriate, to make writing convincing and useful.

• Inverted commas to punctuate some direct speech.
• Commas for items within a list
• Full stops
• Capital letters (consistently for proper nouns)
• Question marks
• Exclamation marks
•  
• Apostrophe for possession, including plural nouns.
• Inverted commas to punctuate direct speech.
•  
• Commas for clauses and phrases.

• A dictionary to check the spelling of a word using the first 2 or 3 letters.

• wh and w words
• Common contractions
• Short vowel – double consonant
• ay using alternatives
• suffixes ing, er, en, ed (U1)
• u spelt ou
• I sound elsewhere in words (U2)
• Prefixes un, dis, mis, re, pre
• Word family spellings.

Spell the following accurately:

• Prefixes and suffixes added to root words (super, anti, auto)
• Adding the suffix –ly (U3)
• End sound ‘sure’ (U4)
• End sound ‘ture’ (U5)
• End sound ‘sion’ (1) (U6)

• End sound ‘sion’ (2) (U7)
• End sound ‘tion’ (U8)
• End sound ‘ssion’ (U9)
• Grapheme ‘ch’ pronounced ‘k’ (U10)
• Grapheme ‘ch’ pronounced ‘sh’ (U11)
• Additional homophones (he’ll, heel, heal)
• Commonly misspelt words from the Y3 and 4 word list.

• Good quality consistent handwriting.
• Diagonal and horizontal strokes that are needed to join letters.
• A joined style of handwriting.
• A consistent joined style of handwriting.

• Purpose and audience that is established and sustained throughout the text.
• Proof reading to check for inaccuracies in spelling, grammar and punctuation.
• Headings and sub-headings in non-narrative writing are selected independently to guide the reader.
• Independent planning.
• Confident improvements and changes following discussion and reflection.

• Simple, compound and complex sentences accurately and confidently to add to the flow of the writing.
• Effective and varied sentence openings.
• Conjunctions, adverbs and prepositions to sequence and to express place and cause confidently.
• Vocabulary deliberately chosen to create effects, including accurate use of technical or specific words.
• Adverbials and other added detail to build a picture for the reader.

• Inverted commas consistently used to punctuate direct speech.
• Commas to mark phrases and clauses.
• Commas to mark phrases and clauses consistently accurate throughout text.

• Spelling rules and patterns from Year 3 and 4 accurately used, including exceptions to rules.
• Spelling rules and patterns from Year 3 and 4 accurately, including exceptions to rules.

• Diagonal and horizontal strokes to join letters appropriately.
• Diagonal and horizontal strokes consistently used to join letters appropriately.