Pupils might draw on and use new vocabulary from their reading, their discussions about it (one-to-one and as a whole class) and from their wider experiences. Finally, pupils should be able to retell some familiar stories that have been read to and discussed with them or that they have acted out during year 1. This checklist provides an academic overview of the writing curriculum content to be covered in Year 1. Reading should be taught alongside spelling, so that pupils understand that they can read back words they have spelt. They should be clear about what standard of handwriting is appropriate for a particular task, for example, quick notes or a final handwritten version. Grammar should be taught explicitly: pupils should be taught the terminology and concepts set out in English appendix 2, and be able to apply them correctly to examples of real language, such as their own writing or books that they have read. Pupils should spell words as accurately as possible using their phonic knowledge and other knowledge of spelling, such as morphology and etymology. Students will love using this Year 1 reading levels tracker and colouring in each stage and tracking their own progress. Reading and listening to whole books, not simply extracts, helps pupils to increase their vocabulary and grammatical knowledge, including their knowledge of the vocabulary and grammar of Standard English. The whole suffix should be taught as well as the letters that make it up. They should receive feedback on their discussions. They should help to develop, agree on, and evaluate rules for effective discussion. In Year 1, students communicate with peers, teachers, known adults and students from other classes. For this reason, pupils need to do much more word-specific rehearsal for spelling than for reading. Pupils should be able to form letters correctly and confidently. Pupils should be taught to recognise themes in what they read, such as the triumph of good over evil or the use of magical devices in fairy stories and folk tales. En1/1h speak audibly and fluently with an increasing command of Standard English. Students engage with a variety of texts for enjoyment. You can change your cookie settings at any time. En1/1i participate in discussions, presentations, performances, roleplay/improvisations and debates. Schools are not required by law to teach the example content in [square brackets] or the content indicated as being ânon-statutoryâ. Practice at reading such words by sounding and blending can provide opportunities not only for pupils to develop confidence in their decoding skills, but also for teachers to explain the meaning and thus develop pupilsâ vocabulary. The 2 statutory appendices â on spelling and on vocabulary, grammar and punctuation â give an overview of the specific features that should be included in teaching the programmes of study. These are reflected and contextualised within the reading and writing domains which follow. Drama and role play can contribute to the quality of pupilsâ writing by providing opportunities for pupils to develop and order their ideas through playing roles and improvising scenes in various settings. These purposes and audiences should underpin the decisions about the form the writing should take, such as a narrative, an explanation or a description. The meaning of some new words should be introduced to pupils before they start to read on their own, so that these unknown words do not hold up their comprehension. The single year blocks at key stage 1 reflect the rapid pace of development in word reading during these two years. The understanding that the letter(s) on the page represent the sounds in spoken words should underpin pupilsâ reading and spelling of all words. Topics. All these can be drawn on for their writing. Specific requirements for pupils to discuss what they are learning and to develop their wider skills in spoken language form part of this programme of study. The range will include: understand and critically evaluate texts through: make an informed personal response, recognising that other responses to a text are possible and evaluating these. Statutory requirements which underpin all aspects of spoken language across the 6 years of primary education form part of the national curriculum. I offered this to teachers, who marked it off as they covered individual elements of the curriculum (their aim was to âtickâ each element twice over an academic year). write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters, choosing the writing implement that is best suited for a task, identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own, noting and developing initial ideas, drawing on reading and research where necessary, in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed, selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning, in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action, using a wide range of devices to build cohesion within and across paragraphs, using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining], assessing the effectiveness of their own and othersâ writing, proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning, ensuring the consistent and correct use of tense throughout a piece of writing, ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register, perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear, recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms, using passive verbs to affect the presentation of information in a sentence, using the perfect form of verbs to mark relationships of time and cause, using expanded noun phrases to convey complicated information concisely, using modal verbs or adverbs to indicate degrees of possibility, using relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronoun, learning the grammar for years 5 and 6 in, using commas to clarify meaning or avoid ambiguity in writing, using brackets, dashes or commas to indicate parenthesis, using semicolons, colons or dashes to mark boundaries between independent clauses. Pupils should be taught to develop their competence in spoken language and listening to enhance the effectiveness of their communication across a range of contexts and to a range of audiences. The meaning of new words should be explained to pupils within the context of what they are reading, and they should be encouraged to use morphology (such as prefixes) to work out unknown words. Spell words with the sounds ai and oi. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Good comprehension draws from linguistic knowledge (in particular of vocabulary and grammar) and on knowledge of the world. Pupils should understand how to take turns and when and how to participate constructively in conversations and debates. In using non-fiction, pupils should know what information they need to look for before they begin and be clear about the task. Year 1 English standard elaborations Applying (AP) Making connections (AC) Working with (WW) Exploring (EX) Becoming aware (BA) The folio of a studentâs work has the following characteristics: Pupils should revise and consolidate the GPCs and the common exception words taught in reception year. As soon as the decoding of most regular words and common exception words is embedded fully, the range of books that pupils can read independently will expand rapidly. Like all year groups, Year 1 has government statutory schemes of learning to follow. Schools are, however, only required to teach the relevant programme of study by the end of the key stage. English has a pre-eminent place in education and in society. writing a letter from key points provided; drawing on and using information from a presentation]. This fantastic booklet features an overview of the brand new KS1 National The term âcommon exception wordsâ is used throughout the programmes of study for such words. They should be learning to justify their views about what they have read: with support at the start of year 3 and increasingly independently by the end of year 4. They should be taught to use the elements of spelling, grammar, punctuation and âlanguage about languageâ listed. understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context, asking questions to improve their understanding of a text, drawing inferences such as inferring charactersâ feelings, thoughts and motives from their actions, and justifying inferences with evidence, predicting what might happen from details stated and implied, identifying main ideas drawn from more than 1 paragraph and summarising these, identifying how language, structure, and presentation contribute to meaning, retrieve and record information from non-fiction, participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say, use further prefixes and suffixes and understand how to add them - see, spell words that are often misspelt - see, place the possessive apostrophe accurately in words with regular plurals [for example, girlsâ, boysâ] and in words with irregular plurals [for example, childrenâs], use the first 2 or 3 letters of a word to check its spelling in a dictionary, write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far, use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined, increase the legibility, consistency and quality of their handwriting, [for example, by ensuring that the downstrokes of letters are parallel and equidistant, and that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch], discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar, composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures, in narratives, creating settings, characters and plot, in non-narrative material, using simple organisational devices [for example, headings and sub-headings], assessing the effectiveness of their own and othersâ writing and suggesting improvements, proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences, proofread for spelling and punctuation errors, read their own writing aloud to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear, extending the range of sentences with more than one clause by using a wider range of conjunctions, including: when, if, because, although, using the present perfect form of verbs in contrast to the past tense, choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition, using conjunctions, adverbs and prepositions to express time and cause, learning the grammar for years 3 and 4 in [English appendix 2]/government/uploads/system/uploads/attachment_data/file/335190/English_Appendix_2_-_Vocabulary_grammar_and_punctuation.pdf).
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