adapting your english curriculum 2020-21...the options that are most suitable for your school when...
TRANSCRIPT
Made freely available to all Norfolk Schools by Norfolk County Council, to support the learning of children and young people during Covid-19 restrictions and beyond.
ADAPTING YOUR ENGLISH CURRICULUM 2020-21
2
Contents
Foreword 3
Adapting your current plans to take account of knowledge and skill gaps 4
Questions to reflect upon and focus your thinking 5
Long-term planning 7
Short-term planning 8
Assessment 8
CPD 10
Appendices 11
Reading planning Toolkit 12
Grammar progression overview 18
Primary fiction and non-fiction progression overview 21
NSNAP Science Example 36
3
Foreword
This document has been created by the Norfolk County Council English Team and is designed to support primary English subject leaders and teachers in Norfolk on how to make adjustments and prioritise areas of their English curriculum from September 2020. It is intended for use by senior leaders, teaching and learning leads, English subject leaders and teachers, to support their long-term and short-term planning. This guid-ance is not statutory, and schools are free to make their own choices on how to, and what to teach their pupils.
This document contains a number of questions to help you to reflect upon and consider the options that are most suitable for your school when considering the changes which may need to be made to your curriculum. Guidance is provided under the headings of Long-term Planning, Short-term Planning, Assessment, CPD, and Catch-up Programmes and Interventions. Although the suggestions are provided in a table, there is no hierar-chy to these.
The accompanying webinar for this document (Focusing your English Curriculum 20/21) provides details of strategies and tools that could support rebuilding children’s confi-dence and competence in English.
We hope you find this guidance document useful. If you have any feedback or any questions, please do not hesitate to contact one of the English Team.
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Adapting your current plans to take account of knowledge and skill gapsStart with an audit of the remote learning that has been happening in English across the school:
• Has the learning been a consolidation of previous learning or has new content been introduced?
• How have the children been engaging with all the strands of the English Curriculum (reading comprehension, phonics, writing composition (drafting, editing and improving), grammar, spelling and punctuation and handwriting)?
• Which areas of the planned English curriculum have not been covered?• What levels of engagement have you experienced across all the English strands? • Which areas of English curriculum have been harder to obtain pupil engagement?• Are there groups of children who have not engaged at all and may need more support
when they return in September?• What opportunities have there been for assessment of children’s learning? What feedback
have children received on their work? Have they been responding to this and reflecting on their learning?
• From this assessment, which areas of the curriculum are you most concerned about?• What subject knowledge and skills have pupils retained? What needs to be re-taught?• What other gaps do you think the children will have?• Which aspects are integral in underpinning success in new learning/ new year group
expectations? Which might be ‘quick wins’? Which of these will need more time and focus?Next, look at your Summer term curriculum overview to identify missed learning opportunities.
1. Consider the foundational skills to support progress in English:a) For KS1 and Year 3 pupils in particular, what are the decoding (reading) and encoding
(spelling) gaps from the curriculum and what needs to be revised, re-taught or incorporated into timetabling.
b) For all year groups, are they any grammar and sentence level objectives that need to be revised or taught from the year group below?
c) What writing genres would have been taught in the summer term? What impact might this lost learning have on subsequent units of work planned for the rest of the year? (for example, non-chronological reports give children the opportunity to write in a more formal tone, using technical language that can support them with explanation texts and balanced arguments that build upon this skills of formality).
2. Which aspects are integral in underpinning success in new learning/ new year group expectations? Which might be ‘quick wins’? Will need more time and focus?
3. How flexible is or can your time allocation be to the English Curriculum? How are you going to use your time most effectively for teaching English? Prioritising what is focused on requires robust assessment and it is important to make the most of the time invested.
a) Are you going to keep with the current time allocation for each area of English (phonics, reading, spelling, writing and handwriting), but be flexible to change this as a clearer picture of your learners’ needs emerges?
b) Are you going to increase the time allocation for foundational aspects in the short-term, to support longer term progress? If you do decide to allocate extra time to English, make sure it is targeted to specific teaching and learning needs with a clear time frame in mind – beware of drift! For example, will more timetabled sessions be needed in some year groups to secure phonic knowledge, develop handwriting fluency and support stamina? Will more spelling sessions be needed to support automaticity? Will more teaching of reading comprehension monitoring need to happen with lots of opportunity for paired practice? Will longer writing sessions or units of work be required with extra modelling and shared writing sessions alongside drama and opportunities to use speaking and listening to formulate ideas and to collaborate on learning tasks?
c) What impact do you expect to see as a result of your choices? d) How will you monitor this impact?
In September, as more children return to school, make sure that you build in summative and formative assessment opportunities to help identify and prioritise and adapt your curriculum content to the needs of your learners.
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Questions to reflect upon and focus your thinking
Long-term Planning
• Do your current yearly plans demonstrate the year-on-year development of objectives within English?
• Do you know which foundation skills are fundamental to each year group?
• Is there the expertise and capacity to adapt the units of work within the yearly plans for each year group to mitigate for missed learning?
• What will your timescales for the adapting and re-sequencing units of work be? How will this match with time available?
Short-term Planning
• Do your teachers have the confidence to teach to previous year group
objectives? For example, do they have experience of teaching phonics? Do they understand the importance of the 20 minute teaching slot, are they confident with the correct ‘language’ of phonics, articulation of phonemes and the 6 steps of the teaching sequence?
• Do your teachers have the confidence to combine the objectives from previous year groups? Can they identify the objectives that build on from previous year group learning and can they use this knowledge to unpick gaps in learning and address these in subsequent planning and lessons?
• Do you have a structure for designing lessons as well as a plan for re-sequencing units of work to help re-build skills and support mastery?
Assessment
• Do you have effective formative assessment in place, to capture what pupils have learned and retained from the current year group and to identify the gaps?
• Does formative assessment routinely feed into the teaching that takes place during lessons, in subsequent lessons and future units of work.
• Do your teachers have good knowledge of the foundation skills for reading and writing to enable them to create formative assessment opportunities and use the gaps identified to re-prioritise and re-sequence units of work?
The Assessment Team has recently developed a Non-Statutory Assessment Process (NSNAP) to support baseline assessments across the primary phase. The team will be running a number of sessions over the next academic year for schools who would like to adopt this framework. The first pre-recorded session will provide resources and guidance for establishing accurate baseline of children’s understanding across the curriculum in an authentic way, taking account of the recovery curriculum and will be available to view from Thursday 9th July. This will be followed by a live Q&A session on 17th July between 4 pm and 5pm. Please see S4S to find out more about these sessions.
CPD
• Will you need to provide training support for teachers who may be teaching catch-up from a previous year group? (for example, direct teaching of phonics for Year 2 and Year 3)
• Will you need to provide training to staff (teachers and TAs) who will be teaching catch-up groups to ensure that these interventions result in positive impacts for learners?
• Will you need to provide subject knowledge support and training to teachers on how to adapt their teaching, so it builds on pupils’ existing knowledge, addresses their weaknesses whilst also focuses on the next steps of progression? Who will provide this?
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Catch-up strategies and interventions
• Which groups of children will benefit most from additional intervention and what are their precise needs?
• Are your catch-up plans and interventions designed to address the specific needs of individual pupils?
• Have staff received adequate training and support to deliver these sessions effectively?
• How might you timetable this extra support so that it is additional provision to the class experience that enables pupils to continue to access a broad and rich curriculum?
• Has EEF Guidance on Effective Implementation guided how the intervention will be implemented?
• Has EEF guidance in impact of interventions (EEF Teaching and Learning Toolkit) been used to plan the approach?
• Have systems been put in place to monitor the impact of the intervention and to continuously adapt the approach to the ongoing needs of the learners?
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Long-term Planning What? How? When?
Restructure current plans so that the short-term curriculum has a focus on rebuilding skills, stamina and resilience in English.
• Gather information from teachers about which units of work and reading texts between March – July 2020 were taught remotely, or not taught at all due to circumstances.
• Make sure that you find out what work was set, what the level of pupil engagement was, what was done well, and what was not done well.
Aim to have the ‘catch-up’ plans for the first half term ready for all year groups by September 2020.
Include additional time in the school day to cover key aspects of English learning.
• Children may typically have been typing their work rather than using a pen, pencil or paper and therefore may need more time to strengthen fine motor skills and more handwriting practice to support fluency and speed. This in turn will help support writing stamina which may also have become an issue.
• Spelling practice may have been scant whilst they have been relying on spell checker, so this may also need more curriculum time.
• Punctuation and sentence structure may require more time allocation in lessons. Children will benefit from exploring how these elements work to have an effect on their audience through good model texts, with modelled and shared practice that moves onto peer practice before more independent application. Building in spaced practice will help children to retain new learning and they will begin to apply it to achieve precise effects in their own work.
Content will be decided based on assessment of children now and ongoing formative assessment in lessons and at the end of units of work.
Adapt your Primary curriculum overview (with key reading material and writing genres) to account for changes in each year group.
• Adapt your reading and writing curricula according to the missed learning and missed foundation skills. Prioritise writing opportunities in light of the missed learning and mitigate their impact on future year groups.
• Working on your curriculum overview as whole staff will not only support workload, but will also ensure that everybody has a clear view of the adapted curriculum.
Complete a draft overview by September for the first half term and this overview can be adapted throughout the year.
Maximise opportunities for practising key English skills across the curriculum.
• Many schools already provide a topic approach to their English learning. Ensure that the English skills and knowledge are integral and central to this, and that meaningful links are made to support the recovery curriculum. Discuss with other curriculum leaders which reading and writing objectives will be useful and necessary to unlock other aspects of the curriculum. Prioritise the teaching of these objectives and provide opportunities for practice.
Aim to have in place for September for the first half term and continue to adapt this through the year.
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Short-term Planning What? How? When?
Ascertain baseline level of children’s learning: what are the key areas that need extra focus, and are there any children who will need more support?
• Complete your audit of remote learning and engagement as soon as you can. As more children return to school in September, use the Non-Statutory Norfolk Assessment Process (NSNAP) framework to ascertain the learning that has been retained from previous teaching and identify the gaps to prioritise.
• Identify the children who may need additional support and catch-up interventions.
As soon as possible so that a clear picture of Summer term learning is available for September
Teachers need have a knowledge and expertise on teaching the previous year group objectives.
• We have included in the appendix and overview of the grammar and reading and writing objectives. Encourage staff to prioritise aspects of grammar that link in with the writing purpose and audience so that skills are practised in context.
Ready for September start.
Ascertain the common areas of English teaching that staff feel less confident in.
• Using an anonymous survey tool such as Google forms, send a survey to all teaching staff to find out which aspects of the English curriculum staff are less confident in effectively planning and teaching (this could be phonics and spelling, shared writing or shared reading, using talk to deepen thinking and understanding). Use this information to tailor whole staff CPD sessions.
Teaching staff to complete the survey during Autumn term.
Assessment
What? How? When?
Continually establish gaps in pupils’ knowledge.
• Using questions where you can now, even remotely, will help to inform you of the likely gaps that pupils will have when they return. Using any of the work that they have submitted during the Summer term can also help identify and prioritise areas of writing that require more focus.
• As children return in September, design teaching sessions that will enable you to check understanding of what has been retained from remote learning
• Short quizzes can be created for pupils to complete using a platform such as Google Forms or www.nearpod.com. These give teachers an indication of what pupils’ gaps are.
• Diagnostic questions are designed to identify pupils’ gaps but also understand pupils’ misconceptions. Examples can be found at https://diagnosticquestions.com/.There are questions for sentence structure, punctuation, vocabulary and reading skills that you can use and adapt for the needs you’re your children.
Use regularly to inform planning.
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Gaps in knowledge based on formative assessment are used in planning.
• These can be used as starters at the beginning of lessons and can inform the focus of shared writing sessions (where you focus on specific skills and model your approach using ‘think alouds’ to make your composition choices and thoughts visible).
• Listening to children reading and undertaking a miscue analysis can be really illuminating. It can provide assessment of how well children are applying their phonics and can help to diagnose any reading difficulties. These can then be a focus for subsequent teaching sessions to model and scaffold approaches to improve decoding, fluency and comprehension.
Ongoing to inform planning.
Continually establish what pupils have retained and learned.
• Questioning will enable teachers to ascertain what pupils have retained, learned and forgotten. Open ended questions and frequent opportunities for pupils to work collaboratively on reading and writing tasks will help to deepen their thinking and perhaps reframe it in the light of shared experiences.
• Hinge questions will determine whether pupils know specific concepts and help you to decide whether further clarification is needed or whether the learning can move on in a lesson. Exit tickets can also be used and enable teachers to check pupils’ understanding at the end of a lesson or a chunk of learning. They can also be very informative in revealing misconceptions and can be used as a starting point when planning subsequent hinge questions.
• Encourage children to mind map their existing knowledge of writing genres, topics, toolkits and their reading at the beginning of and during teaching sequences so that they are constantly activating their knowledge and applying it to different contexts.
• Use the Non-Statutory Norfolk Assessment Process (NSNAP) to monitor learning and retention of subject knowledge across the curriculum.
Use regularly to inform planning.
Teachers are aware of common misconceptions that pupils may make.
Teachers should be aware of common misconceptions in both the year group they are teaching and the previous year so that they can build in opportunities to actively address these in their teaching. When sharing texts, remember the important role of background knowledge to comprehension.
Upskill regularly and include in planning.
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CPD
What? How? When?
Subject knowledge improvement.
• Online CPD videos are available from a number of providers for a small charge or for free, such as Jane Considine (reading and writing CPD on effective demonstration writing and modelling https://www.youtube.com/c/TheTrainingSpace/featured), Oxford University Press (sessions on Reading with James Clements and vocabulary and writing (primary and secondary) with Helen Prince and Shareen Wilkinson), https://global.oup.com/education/support-learning-anywhere/professional-development-webinars , Just Imagine reading webinars https://justimagine.co.uk/events/ and Once Upon A Teacher (closed facebook group with a range of free CPD)
• The English Team is available to provide face-to-face or online 1:1 support or whole staff training covering reading, writing, phonics, spelling and vocabulary. Over the summer period we will be producing a range of videos to model specific reading approaches to support fluency and comprehension).
Ongoing throughout 2020 - 2021.
Catch-up curriculum content.
• Subject leader to support teachers to create a catch-up curriculum for each year group using the information gathered from each teacher regarding the objectives taught remotely, or not taught at all, and the extent to which children have engaged with the learning. In addition, the catch-up curriculum should include prerequisite knowledge and skills along with consolidation of the key skills and objectives from previous year groups.
• Although each school will need a bespoke approach to catch- up planning, local schools or schools with a partnership / federation / academy trust should be encouraged to discuss approaches and share ideas.
For September 2020.
Ongoing curriculum support.
Subject leader agrees with staff to create Spring and Summer curriculum overviews post catch-up plans.
The English Team has developed a comprehensive support package to support all aspects of this guidance, this includes:
• Harnessing the Power of Talk – a taster webinar from Voice 21 with ideas of how to support children’s oracy in the classroom (available until January 2021);
• Reading support pack with ideas of how you can support children to develop fluency, vocabulary and inference skills to help them to become better comprehenders. This support document will be accompanied by some bite size videos showing some of the ideas for you to take back into class that will be available to view over the summer holidays;
• Using Pictures and Picturebooks to develop inference – a webinar giving examples of tools and scaffolding questions to dig deeper into texts;
• A programme of Raising Attainment in Reading events to make whole-school improvements;
• Supporting Subject Leadership’ sessions throughout the academic year. Subject leaders will receive ongoing advice on adapting curriculum overviews and will have the opportunity to hear from other subject leaders in other schools on their approach;
• The Power of a Think Aloud – making learning visible to our learners and to help with shared and modelled reading and writing.
Ongoing throughout 2020 - 2021.
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Appendices
We have included a range of documents produced from the objectives contained within the National Curriculum to support you to identify and address gaps in learning.
• In Appendix I you will find a reading planning toolkit which draws together all the objectives form the National Curriculum and separates them into different reading strands.
• In Appendix II we have pulled all the grammar objectives from the National Curriculum for you to be able to see this as a progression document which is separated into word, text, punctuation and sentence level objectives.
• Appendix III contains some fiction and non-fiction writing progression documents for mystery, fairy tale and non-chronological reports.
• Appendix IV includes a sample from the Non-Statutory Norfolk Assessment Process (NSNAP) framework.
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Appendix I – Reading Planning Toolkit
Comprehension
Reading
Strand
Year 1 Year 2 Years 3 & 4 Years 5 & 6
Range of Texts
[listening to
and] discussing a wide range of poems, stories and non-fiction [at a level beyond that at which they can read independently]
[listening to,] discussing and expressing views about a wide range of poetry (including contemporary and classic), stories and non-fiction [at a level beyond that at which they can read independently]
[listening to and] discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
continuing to read and discuss an increasingly wide range of fiction, poetry, plays, nonfiction and reference books or textbooks
being introduced to non-fiction books that are structured in different ways
reading books that are structured in different ways and reading for a range of purposes
reading books that are structured in different ways and reading for a range of purposes
becoming very familiar with key stories, fairy stories and traditional tales, [retelling them and] considering their particular characteristics
becoming increasingly familiar with [and retelling] a wider range of stories, fairy stories and traditional tales
increasing their familiarity with a wide range of books, including fairy stories, myths and legends [and retelling some of these orally]
increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
Themes &
Conventions
identifying themes and conventions in a wide range of books
identifying and discussing themes and conventions in and across a wide range of writing
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Appendix I – Reading Planning Toolkit
Comprehension
Reading
Strand
Year 1 Year 2 Years 3 & 4 Years 5 & 6
Range of Texts
[listening to
and] discussing a wide range of poems, stories and non-fiction [at a level beyond that at which they can read independently]
[listening to,] discussing and expressing views about a wide range of poetry (including contemporary and classic), stories and non-fiction [at a level beyond that at which they can read independently]
[listening to and] discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
continuing to read and discuss an increasingly wide range of fiction, poetry, plays, nonfiction and reference books or textbooks
being introduced to non-fiction books that are structured in different ways
reading books that are structured in different ways and reading for a range of purposes
reading books that are structured in different ways and reading for a range of purposes
becoming very familiar with key stories, fairy stories and traditional tales, [retelling them and] considering their particular characteristics
becoming increasingly familiar with [and retelling] a wider range of stories, fairy stories and traditional tales
increasing their familiarity with a wide range of books, including fairy stories, myths and legends [and retelling some of these orally]
increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
Themes &
Conventions
identifying themes and conventions in a wide range of books
identifying and discussing themes and conventions in and across a wide range of writing
Making
Inferences
making inferences on the basis of what is being said and done
making inferences on the basis of what is being said and done
drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
drawing inferences and justifying these with evidence from the text and providing reasoned justifications for their views
predicting what might happen on the basis of what has been read so far
predicting what might happen on the basis of what has been read so far
predicting what might happen from details stated and implied
predicting what might happen from details stated and implied
Comprehension
drawing on what they already know or on background information and vocabulary [provided by the teacher]
drawing on what they already know or on background information and vocabulary [provided by the teacher
[checking that the text makes sense to them], discussing their understanding, and explaining the meaning of words in context
[checking that the book makes sense to them], discussing their understanding and exploring the meaning of words in context
explain clearly their understanding of what is read [to them] discussing the significance of the title and events
explain and discuss their understanding of books, poems and other material, [both those that they listen to and] those they read for themselves in
terms of
Identifying key
aspects of
fiction and
non-fiction
texts, such as
characters,
events and
information
identifying main ideas drawn from more than one paragraph and summarising these
summarising main ideas drawn from more than one paragraph, identifying key details that support the main ideas
discussing the sequence of events in books and how items
identifying how language, structure and presentation
identifying how language, structure and presentation
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of information are related and
organised in
texts
contribute to meaning
contribute to meaning
retrieving and recording information from non-fiction
retrieving and recording [and present] information from nonfiction making comparisons within and across books distinguishing between statements of fact and opinion
Language for
Effect
recognising simple [recurring] literary language in stories and poetry
discussing words and phrases that capture the reader’s interest and imagination
discussing and evaluating how authors use language, including figurative language, considering the impact on the reader at word,
sentence and text
level
Reading
Experiences
(Not directly
assessed but
essential for
good
comprehension)
being encouraged to link what they read or hear read to their own experiences
Discussing their favourite words and phrases
Using dictionaries to check the meaning of words they have read
recommending books they have read to their peers, giving reasons for their choices
recognising and joining in with predictable phrases Learning to appreciate rhymes and poems, and to recite some by heart
continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to
preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
Learning a wider range of poetry by heart preparing poems to read aloud and to perform, showing understanding through appropriate intonation and volume so that the
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of information are related and
organised in
texts
contribute to meaning
contribute to meaning
retrieving and recording information from non-fiction
retrieving and recording [and present] information from nonfiction making comparisons within and across books distinguishing between statements of fact and opinion
Language for
Effect
recognising simple [recurring] literary language in stories and poetry
discussing words and phrases that capture the reader’s interest and imagination
discussing and evaluating how authors use language, including figurative language, considering the impact on the reader at word,
sentence and text
level
Reading
Experiences
(Not directly
assessed but
essential for
good
comprehension)
being encouraged to link what they read or hear read to their own experiences
Discussing their favourite words and phrases
Using dictionaries to check the meaning of words they have read
recommending books they have read to their peers, giving reasons for their choices
recognising and joining in with predictable phrases Learning to appreciate rhymes and poems, and to recite some by heart
continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to
preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
Learning a wider range of poetry by heart preparing poems to read aloud and to perform, showing understanding through appropriate intonation and volume so that the
make the meaning clear
meaning is clear to an audience
checking that the text makes sense to them as they read and correcting inaccurate reading
discussing the sequence of events in books and how items of information are related
recognising some different forms of poetry (eg: free verse, narrative poetry)
participate in discussion about what is read to them, taking turns and listening to what others say
participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
participating in discussion about books that are read to them as well as those they can read for themselves, taking turns and listening to what others say
participating in conversations about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
explaining and discussing their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
answering and asking questions
asking questions to improve their understanding of a text
asking questions to improve their understanding
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Word-Reading
Year 1 Year 2 Years 3 and 4 Years 5 and 6
(see progression in Letters and
Sounds) apply phonic knowledge and skills as the route to decode words
(see progression in
Letters and Sounds) continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
apply their growing knowledge of root
words, prefixes
and suffixes
(etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the
meaning of new
words they meet
apply their growing knowledge of root words,
prefixes and
suffixes
(morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.
respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
read accurately words of two or more syllables that contain the same graphemes as above
read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
read words containing common suffixes
read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
read other words of more than one syllable that contain taught GPCs
read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
17
Word-Reading
Year 1 Year 2 Years 3 and 4 Years 5 and 6
(see progression in Letters and
Sounds) apply phonic knowledge and skills as the route to decode words
(see progression in
Letters and Sounds) continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
apply their growing knowledge of root
words, prefixes
and suffixes
(etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the
meaning of new
words they meet
apply their growing knowledge of root words,
prefixes and
suffixes
(morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.
respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
read accurately words of two or more syllables that contain the same graphemes as above
read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
read words containing common suffixes
read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
read other words of more than one syllable that contain taught GPCs
read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)
read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
re-read these books to build up their fluency and confidence in word reading
re-read these books to build up their fluency and confidence in word reading.
Content taken from The National Curriculum 2014 and the DfE’s Key Stage One and
Two 2016 English Reading Test Framework guidance
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Appendix II Grammar Progression Overview
Term
inol
ogy
lett
er, c
apita
l let
ter
wor
d, s
ingu
lar,
plu
ral
sent
ence
pu
nctu
atio
n, fu
ll st
op,
ques
tion
mar
k,
excl
amat
ion
mar
k
noun
, nou
n ph
rase
st
atem
ent,
ques
tion,
ex
clam
atio
n,
com
man
d co
mpo
und,
suf
fix
adje
ctiv
e, a
dver
b,
verb
tens
e (p
ast,
pres
ent)
apo
stro
phe,
co
mm
a
Punc
tuat
ion
Sepa
ratio
n of
wor
ds w
ith
spac
es In
trod
uctio
n to
ca
pita
l let
ters
, ful
l sto
ps,
ques
tion
mar
ks a
nd
excl
amat
ion
mar
ks to
de
mar
cate
sen
tenc
es
Cap
ital l
ette
rs fo
r nam
es
and
for t
he p
erso
nal
pron
oun
I
Use
of c
apita
l let
ters
, ful
l st
ops,
que
stio
n m
arks
and
ex
clam
atio
n m
arks
to
dem
arca
te s
ente
nces
C
omm
as to
sep
arat
e ite
ms
in a
list
Apo
stro
phes
to
mar
k w
here
lett
ers
are
mis
sing
in s
pelli
ng a
nd to
m
ark
sing
ular
pos
sess
ion
in n
ouns
[fo
r exa
mpl
e, th
e gi
rl’s
nam
e]
Text
Text
Seq
uenc
ing
sent
ence
s to
form
sh
ort n
arra
tives
Cor
rect
cho
ice
and
cons
iste
nt u
se o
f pr
esen
t ten
se a
nd
past
tens
e th
roug
hout
w
ritin
g Us
e of
the
prog
ress
ive
form
of
verb
s in
the
pres
ent
and
past
tens
e to
m
ark
actio
ns in
pr
ogre
ss [
for e
xam
ple,
sh
e is
dru
mm
ing,
he
was
sho
utin
g]
Sent
ence
How
wor
ds c
an c
ombi
ne to
m
ake
sent
ence
s Jo
inin
g w
ords
and
join
ing
clau
ses
usin
g an
d
Subo
rdin
atio
n (u
sing
whe
n,
if, th
at, b
ecau
se) a
nd c
o-or
dina
tion
(usi
ng o
r, a
nd,
but)
Exp
ande
d no
un p
hras
es
for d
escr
iptio
n an
d sp
ecifi
catio
n [f
or e
xam
ple,
th
e bl
ue b
utte
rfly
, pla
in fl
our,
th
e m
an in
the
moo
n] H
ow
the
gram
mat
ical
pat
tern
s in
a
sent
ence
indi
cate
its
func
tion
as a
sta
tem
ent,
ques
tion,
exc
lam
atio
n or
co
mm
and
Wor
d
Regu
lar p
lura
l nou
n su
ffix
es –
s or
–es
[fo
r ex
ampl
e, d
og, d
ogs;
wis
h, w
ishe
s],
incl
udin
g th
e ef
fect
s of
thes
e su
ffix
es o
n th
e m
eani
ng o
f the
nou
n Su
ffix
es th
at c
an
be a
dded
to v
erbs
whe
re n
o ch
ange
is
need
ed in
the
spel
ling
of ro
ot w
ords
(e.g
. he
lpin
g, h
elpe
d, h
elpe
r) H
ow th
e pr
efix
un
– ch
ange
s th
e m
eani
ng o
f ver
bs a
nd
adje
ctiv
es [
nega
tion,
for e
xam
ple,
un
kind
, or u
ndoi
ng: u
ntie
the
boat
]
Form
atio
n of
nou
ns u
sing
suf
fixes
suc
h as
–n
ess,
–er
and
by
com
poun
ding
[fo
r ex
ampl
e, w
hite
boar
d, s
uper
man
] Fo
rmat
ion
of a
djec
tives
usi
ng s
uffix
es
such
as
–ful
, –le
ss (A
fulle
r lis
t of s
uffix
es
can
be fo
und
in th
e ye
ar 2
spe
lling
sec
tion
in E
nglis
h A
ppen
dix
1) U
se o
f the
suf
fixes
–er
, –es
t in
adje
ctiv
es a
nd th
e us
e of
–ly
in
Stan
dard
Eng
lish
to tu
rn a
djec
tives
into
ad
verb
s
1 2
19
Appendix II Grammar Progression Overview
Term
inol
ogy
lett
er, c
apita
l let
ter
wor
d, s
ingu
lar,
plu
ral
sent
ence
pu
nctu
atio
n, fu
ll st
op,
ques
tion
mar
k,
excl
amat
ion
mar
k
noun
, nou
n ph
rase
st
atem
ent,
ques
tion,
ex
clam
atio
n,
com
man
d co
mpo
und,
suf
fix
adje
ctiv
e, a
dver
b,
verb
tens
e (p
ast,
pres
ent)
apo
stro
phe,
co
mm
a
Punc
tuat
ion
Sepa
ratio
n of
wor
ds w
ith
spac
es In
trod
uctio
n to
ca
pita
l let
ters
, ful
l sto
ps,
ques
tion
mar
ks a
nd
excl
amat
ion
mar
ks to
de
mar
cate
sen
tenc
es
Cap
ital l
ette
rs fo
r nam
es
and
for t
he p
erso
nal
pron
oun
I
Use
of c
apita
l let
ters
, ful
l st
ops,
que
stio
n m
arks
and
ex
clam
atio
n m
arks
to
dem
arca
te s
ente
nces
C
omm
as to
sep
arat
e ite
ms
in a
list
Apo
stro
phes
to
mar
k w
here
lett
ers
are
mis
sing
in s
pelli
ng a
nd to
m
ark
sing
ular
pos
sess
ion
in n
ouns
[fo
r exa
mpl
e, th
e gi
rl’s
nam
e]
Text
Text
Seq
uenc
ing
sent
ence
s to
form
sh
ort n
arra
tives
Cor
rect
cho
ice
and
cons
iste
nt u
se o
f pr
esen
t ten
se a
nd
past
tens
e th
roug
hout
w
ritin
g Us
e of
the
prog
ress
ive
form
of
verb
s in
the
pres
ent
and
past
tens
e to
m
ark
actio
ns in
pr
ogre
ss [
for e
xam
ple,
sh
e is
dru
mm
ing,
he
was
sho
utin
g]
Sent
ence
How
wor
ds c
an c
ombi
ne to
m
ake
sent
ence
s Jo
inin
g w
ords
and
join
ing
clau
ses
usin
g an
d
Subo
rdin
atio
n (u
sing
whe
n,
if, th
at, b
ecau
se) a
nd c
o-or
dina
tion
(usi
ng o
r, a
nd,
but)
Exp
ande
d no
un p
hras
es
for d
escr
iptio
n an
d sp
ecifi
catio
n [f
or e
xam
ple,
th
e bl
ue b
utte
rfly
, pla
in fl
our,
th
e m
an in
the
moo
n] H
ow
the
gram
mat
ical
pat
tern
s in
a
sent
ence
indi
cate
its
func
tion
as a
sta
tem
ent,
ques
tion,
exc
lam
atio
n or
co
mm
and
Wor
d
Regu
lar p
lura
l nou
n su
ffix
es –
s or
–es
[fo
r ex
ampl
e, d
og, d
ogs;
wis
h, w
ishe
s],
incl
udin
g th
e ef
fect
s of
thes
e su
ffix
es o
n th
e m
eani
ng o
f the
nou
n Su
ffix
es th
at c
an
be a
dded
to v
erbs
whe
re n
o ch
ange
is
need
ed in
the
spel
ling
of ro
ot w
ords
(e.g
. he
lpin
g, h
elpe
d, h
elpe
r) H
ow th
e pr
efix
un
– ch
ange
s th
e m
eani
ng o
f ver
bs a
nd
adje
ctiv
es [
nega
tion,
for e
xam
ple,
un
kind
, or u
ndoi
ng: u
ntie
the
boat
]
Form
atio
n of
nou
ns u
sing
suf
fixes
suc
h as
– n
ess,
–er
and
by
com
poun
ding
[fo
r ex
ampl
e, w
hite
boar
d, s
uper
man
] Fo
rmat
ion
of a
djec
tives
usi
ng s
uffix
es
such
as
–ful
, –le
ss (A
fulle
r lis
t of s
uffix
es
can
be fo
und
in th
e ye
ar 2
spe
lling
sec
tion
in E
nglis
h A
ppen
dix
1) U
se o
f the
suf
fixes
–er
, –es
t in
adje
ctiv
es a
nd th
e us
e of
–ly
in
Stan
dard
Eng
lish
to tu
rn a
djec
tives
into
ad
verb
s
1 2
Term
inol
ogy
prep
ositi
on
conj
unct
ion
wor
d fa
mily
, pre
fix
clau
se, s
ubor
dina
te
clau
se
dire
ct s
peec
h
cons
onan
t, co
nson
ant l
ette
r vo
wel
, vow
el le
tter
in
vert
ed c
omm
as
(or ‘
spee
ch
mar
ks’)
dete
rmin
er
pron
oun,
pos
sess
ive
pron
oun
adve
rbia
l
Punc
tuat
ion
Intr
oduc
tion
to in
vert
ed c
omm
as
to p
unct
uate
dir
ect s
peec
h
Use
of in
vert
ed c
omm
as a
nd
othe
r pun
ctua
tion
to in
dica
te
dire
ct s
peec
h [f
or e
xam
ple,
a
com
ma
afte
r the
repo
rtin
g cl
ause
; end
pun
ctua
tion
with
in
inve
rted
com
mas
: The
con
duct
or
shou
ted,
“Si
t dow
n!”]
Apo
stro
phes
to m
ark
plur
al
poss
essi
on [
for e
xam
ple,
the
girl
’s n
ame,
the
girl
s’ n
ames
]
Use
of c
omm
as a
fter
fron
ted
adve
rbia
ls
Text
Intr
oduc
tion
to p
arag
raph
s as
a
way
to g
roup
rela
ted
mat
eria
l H
eadi
ngs
and
sub-
head
ings
to
aid
pres
enta
tion
Use
of t
he
pres
ent p
erfe
ct fo
rm o
f ver
bs
inst
ead
of th
e si
mpl
e pa
st [
for
exam
ple,
He
has
gone
out
to
play
con
tras
ted
with
He
wen
t ou
t to
play
]
Use
of p
arag
raph
s to
org
anis
e id
eas
arou
nd a
them
e
App
ropr
iate
cho
ice
of
pron
oun
or n
oun
with
in a
nd
acro
ss s
ente
nces
to a
id
cohe
sion
and
avo
id re
petit
ion
Sent
ence
Expr
essi
ng ti
me,
pla
ce a
nd
caus
e us
ing
conj
unct
ions
[fo
r ex
ampl
e, w
hen,
bef
ore,
aft
er,
whi
le, s
o, b
ecau
se],
adv
erbs
[f
or e
xam
ple,
then
, nex
t, so
on, t
here
fore
], o
r pr
epos
ition
s [f
or e
xam
ple,
be
fore
, aft
er, d
urin
g, in
, be
caus
e of
]
Nou
n ph
rase
s ex
pand
ed b
y th
e ad
ditio
n of
mod
ifyin
g ad
ject
ives
, nou
ns a
nd
prep
ositi
on p
hras
es (e
.g. t
he
teac
her e
xpan
ded
to: t
he s
tric
t m
aths
teac
her w
ith c
urly
hai
r)
Fron
ted
adve
rbia
ls [
for
exam
ple,
Late
r tha
t day
, I
hear
d th
e ba
d ne
ws.
]
Wor
d
Form
atio
n of
nou
ns u
sing
a ra
nge
of
pref
ixes
[fo
r exa
mpl
e su
per–
, ant
i–, a
uto–
]
Use
of th
e fo
rms
a or
an
acco
rdin
g to
w
heth
er th
e ne
xt w
ord
begi
ns w
ith a
co
nson
ant o
r a v
owel
[fo
r exa
mpl
e, a
ro
ck, a
n op
en b
ox]
Wor
d fa
mili
es b
ased
on
com
mon
wor
ds,
show
ing
how
wor
ds a
re re
late
d in
form
an
d m
eani
ng [
for e
xam
ple,
sol
ve,
solu
tion,
sol
ver,
dis
solv
e, in
solu
ble]
The
gram
mat
ical
diff
eren
ce b
etw
een
plur
al
and
poss
essi
ve –
s
Stan
dard
Eng
lish
form
s fo
r ver
b in
flect
ions
inst
ead
of lo
cal s
poke
n fo
rms
[for
exa
mpl
e, w
e w
ere
inst
ead
of w
e w
as,
or I
did
inst
ead
of I
done
]
3 4
20
Term
inol
ogy
mod
al v
erb,
rela
tive
pron
oun
rela
tive
clau
se p
aren
thes
is,
brac
ket,
dash
co
hesi
on, a
mbi
guity
subj
ect,
obje
ct
activ
e, p
assi
ve
syno
nym
, ant
onym
el
lipsi
s, h
yphe
n,
colo
n, s
emi-
colo
n,
bulle
t poi
nts
Punc
tuat
ion
Brac
kets
, das
hes
or c
omm
as to
in
dica
te p
aren
thes
is U
se o
f co
mm
as to
cla
rify
mea
ning
or
avoi
d am
bigu
ity
Use
of th
e se
mi-
colo
n, c
olon
an
d da
sh to
mar
k th
e bo
unda
ry b
etw
een
inde
pend
ent c
laus
es [
for
exam
ple,
It’s
rain
ing;
I’m
fed
up]
Use
of th
e co
lon
to
intr
oduc
e a
list a
nd u
se o
f se
mi-
colo
ns w
ithin
list
s Pu
nctu
atio
n of
bul
let p
oint
s to
lis
t inf
orm
atio
n H
ow h
yphe
ns
can
be u
sed
to a
void
am
bigu
ity
[for
exa
mpl
e, m
an e
atin
g sh
ark
vers
us m
an-e
atin
g sh
ark,
or r
ecov
er v
ersu
s re
-co
ver]
Text
Dev
ices
to b
uild
coh
esio
n w
ithin
a p
arag
raph
[fo
r ex
ampl
e, th
en, a
fter
that
, thi
s,
first
ly]
Link
ing
idea
s ac
ross
pa
ragr
aphs
usi
ng a
dver
bial
s of
tim
e [f
or e
xam
ple,
late
r],
plac
e [f
or e
xam
ple,
nea
rby]
an
d nu
mbe
r [fo
r exa
mpl
e,
seco
ndly
] or
tens
e ch
oice
s [f
or
exam
ple,
he
had
seen
her
be
fore
]
Link
ing
idea
s ac
ross
pa
ragr
aphs
usi
ng a
wid
er
rang
e of
coh
esiv
e de
vice
s:
repe
titio
n of
a w
ord
or
phra
se, g
ram
mat
ical
co
nnec
tions
[fo
r exa
mpl
e,
the
use
of a
dver
bial
s su
ch
as o
n th
e ot
her h
and,
in
cont
rast
, or a
s a
cons
eque
nce]
, and
elli
psis
La
yout
dev
ices
[fo
r ex
ampl
e, h
eadi
ngs,
sub
-he
adin
gs, c
olum
ns, b
ulle
ts,
or ta
bles
, to
stru
ctur
e te
xt]
Sent
ence
Rela
tive
clau
ses
begi
nnin
g w
ith w
ho,
whi
ch, w
here
, whe
n, w
hose
, tha
t, or
an
omitt
ed re
lativ
e pr
onou
n In
dica
ting
degr
ees
of p
ossi
bilit
y us
ing
adve
rbs
[for
exa
mpl
e, p
erha
ps, s
urel
y] o
r m
odal
ver
bs [
for e
xam
ple,
mig
ht,
shou
ld, w
ill, m
ust]
Use
of th
e pa
ssiv
e to
aff
ect t
he
pres
enta
tion
of in
form
atio
n in
a
sent
ence
[fo
r exa
mpl
e, I
brok
e th
e w
indo
w in
the
gree
nhou
se v
ersu
s Th
e w
indo
w in
the
gree
nhou
se w
as b
roke
n (b
y m
e)].
The
diff
eren
ce b
etw
een
stru
ctur
es ty
pica
l of i
nfor
mal
spe
ech
and
stru
ctur
es a
ppro
pria
te fo
r for
mal
sp
eech
and
wri
ting
[for
exa
mpl
e, th
e us
e of
que
stio
n ta
gs: H
e’s
your
frie
nd,
isn’
t he?
, or t
he u
se o
f sub
junc
tive
form
s su
ch a
s If
I wer
e or
Wer
e th
ey to
co
me
in s
ome
very
form
al w
ritin
g an
d sp
eech
]
Wor
d
Con
vert
ing
noun
s or
ad
ject
ives
into
ver
bs
usin
g su
ffix
es [
for
exam
ple,
–at
e; –
ise;
–ify
] V
erb
pref
ixes
[fo
r ex
ampl
e, d
is–,
de–
, m
is–,
ove
r– a
nd re
–]
The
diff
eren
ce b
etw
een
voca
bula
ry ty
pica
l of
info
rmal
spe
ech
and
voca
bula
ry a
ppro
pria
te
for f
orm
al s
peec
h an
d w
ritin
g [f
or e
xam
ple,
fin
d ou
t – d
isco
ver;
ask
fo
r – re
ques
t; g
o in
–
ente
r] H
ow w
ords
are
re
late
d by
mea
ning
as
syno
nym
s an
d an
tony
ms
[for
exa
mpl
e,
big,
larg
e, li
ttle
].
5 6
21
Term
inol
ogy
mod
al v
erb,
rela
tive
pron
oun
rela
tive
clau
se p
aren
thes
is,
brac
ket,
dash
co
hesi
on, a
mbi
guity
subj
ect,
obje
ct
activ
e, p
assi
ve
syno
nym
, ant
onym
el
lipsi
s, h
yphe
n,
colo
n, s
emi-
colo
n,
bulle
t poi
nts
Punc
tuat
ion
Brac
kets
, das
hes
or c
omm
as to
in
dica
te p
aren
thes
is U
se o
f co
mm
as to
cla
rify
mea
ning
or
avoi
d am
bigu
ity
Use
of th
e se
mi-
colo
n, c
olon
an
d da
sh to
mar
k th
e bo
unda
ry b
etw
een
inde
pend
ent c
laus
es [
for
exam
ple,
It’s
rain
ing;
I’m
fed
up]
Use
of th
e co
lon
to
intr
oduc
e a
list a
nd u
se o
f se
mi-
colo
ns w
ithin
list
s Pu
nctu
atio
n of
bul
let p
oint
s to
lis
t inf
orm
atio
n H
ow h
yphe
ns
can
be u
sed
to a
void
am
bigu
ity
[for
exa
mpl
e, m
an e
atin
g sh
ark
vers
us m
an-e
atin
g sh
ark,
or r
ecov
er v
ersu
s re
-co
ver]
Text
Dev
ices
to b
uild
coh
esio
n w
ithin
a p
arag
raph
[fo
r ex
ampl
e, th
en, a
fter
that
, thi
s,
first
ly]
Link
ing
idea
s ac
ross
pa
ragr
aphs
usi
ng a
dver
bial
s of
tim
e [f
or e
xam
ple,
late
r],
plac
e [f
or e
xam
ple,
nea
rby]
an
d nu
mbe
r [fo
r exa
mpl
e,
seco
ndly
] or
tens
e ch
oice
s [f
or
exam
ple,
he
had
seen
her
be
fore
]
Link
ing
idea
s ac
ross
pa
ragr
aphs
usi
ng a
wid
er
rang
e of
coh
esiv
e de
vice
s:
repe
titio
n of
a w
ord
or
phra
se, g
ram
mat
ical
co
nnec
tions
[fo
r exa
mpl
e,
the
use
of a
dver
bial
s su
ch
as o
n th
e ot
her h
and,
in
cont
rast
, or a
s a
cons
eque
nce]
, and
elli
psis
La
yout
dev
ices
[fo
r ex
ampl
e, h
eadi
ngs,
sub
-he
adin
gs, c
olum
ns, b
ulle
ts,
or ta
bles
, to
stru
ctur
e te
xt]
Sent
ence
Rela
tive
clau
ses
begi
nnin
g w
ith w
ho,
whi
ch, w
here
, whe
n, w
hose
, tha
t, or
an
omitt
ed re
lativ
e pr
onou
n In
dica
ting
degr
ees
of p
ossi
bilit
y us
ing
adve
rbs
[for
exa
mpl
e, p
erha
ps, s
urel
y] o
r m
odal
ver
bs [
for e
xam
ple,
mig
ht,
shou
ld, w
ill, m
ust]
Use
of th
e pa
ssiv
e to
aff
ect t
he
pres
enta
tion
of in
form
atio
n in
a
sent
ence
[fo
r exa
mpl
e, I
brok
e th
e w
indo
w in
the
gree
nhou
se v
ersu
s Th
e w
indo
w in
the
gree
nhou
se w
as b
roke
n (b
y m
e)].
The
diff
eren
ce b
etw
een
stru
ctur
es ty
pica
l of i
nfor
mal
spe
ech
and
stru
ctur
es a
ppro
pria
te fo
r for
mal
sp
eech
and
wri
ting
[for
exa
mpl
e, th
e us
e of
que
stio
n ta
gs: H
e’s
your
frie
nd,
isn’
t he?
, or t
he u
se o
f sub
junc
tive
form
s su
ch a
s If
I wer
e or
Wer
e th
ey to
co
me
in s
ome
very
form
al w
ritin
g an
d sp
eech
]
Wor
d
Con
vert
ing
noun
s or
ad
ject
ives
into
ver
bs
usin
g su
ffix
es [
for
exam
ple,
–at
e; –
ise;
–ify
] V
erb
pref
ixes
[fo
r ex
ampl
e, d
is–,
de–
, m
is–,
ove
r– a
nd re
–]
The
diff
eren
ce b
etw
een
voca
bula
ry ty
pica
l of
info
rmal
spe
ech
and
voca
bula
ry a
ppro
pria
te
for f
orm
al s
peec
h an
d w
ritin
g [f
or e
xam
ple,
fin
d ou
t – d
isco
ver;
ask
fo
r – re
ques
t; g
o in
–
ente
r] H
ow w
ords
are
re
late
d by
mea
ning
as
syno
nym
s an
d an
tony
ms
[for
exa
mpl
e,
big,
larg
e, li
ttle
].
5 6
Appendix III– Primary Fiction and non-fiction Progression
overviews
These overviews were produced in collaboration with English subject leaders in Norfolk during the spring term. They are intended to stimulate discussion and show a way of demonstrating progression. The fiction version is based on 2 forms of fiction writing (fairy tales and mystery) and may help schools to guide their thinking and help them to prioritise grammar and composition objectives to focus on in September. The non-fiction example (based on non-chronological reports) is a shorter document and takes the principles of the National Strategies progression document and aligns it with 2014 National Curriculum.
The fiction and Non-fiction documents draw upon the reading and writing objectives from the National Curriculum and whilst the grammar for each year group is mapped onto the document it is then shown in the ‘toolkits’ to demonstrate how it is used for effect.
22
Nar
rati
ve T
radi
tion
al T
ales
– F
airy
Tal
es
Purp
ose:
Fai
ry ta
les
wer
e or
igin
ally
inte
nded
for a
dults
and
chi
ldre
n. T
hey
wer
e pa
ssed
dow
n or
ally
to a
mus
e an
d to
con
vey
cultu
ral i
nfor
mat
ion
that
influ
ence
s be
havi
our,
such
as
whe
re it
is s
afe
to tr
avel
and
whe
re it
is d
ange
rous
to g
o. F
airy
tale
s ar
e fo
und
in m
ost c
ultu
res
and
man
y de
rive
from
the
olde
st s
torie
s ev
er to
ld. S
ome
mod
ern
fairy
tale
s co
uld
be in
clud
ed in
the
mor
e re
cent
ly c
ateg
oris
ed g
enre
of ‘
fant
asy’
. G
ener
ic S
truc
ture
: Se
ttin
g is
nea
rly a
lway
s va
gue.
(O
nce
upon
a ti
me
... A
long
, lon
g tim
e ag
o ...)
St
ruct
ure
is m
ost t
ypic
ally
a re
coun
t in
chro
nolo
gica
l ord
er, w
here
eve
nts
rete
ll w
hat h
appe
ned
to a
mai
n ch
arac
ter t
hat c
ame
into
con
tact
with
the
‘fairy
wor
ld’.
Ofte
n th
e he
ro o
r her
oine
is s
earc
hing
for s
omet
hing
(a
hom
e, lo
ve, a
ccep
tanc
e, w
ealth
, wis
dom
) an
d in
man
y ta
les
drea
ms
are
fulfi
lled
with
a li
ttle
hel
p fr
om m
agic
. ‘Fai
ry ta
le e
ndin
gs’(
whe
re e
very
thin
g tu
rns
out f
or th
e be
st)
are
com
mon
but
man
y fa
iry ta
les
are
dark
er a
nd h
ave
a sa
d en
ding
. Th
e ex
pect
atio
n is
that
chi
ldre
n w
ill m
ake
prog
ress
with
in e
ach
year
in v
ario
us a
spec
ts o
f rea
ding
and
writ
ing
as th
ey m
ove
thro
ugh
units
of w
ork
on
narr
ativ
e te
xts.
Eac
h un
it w
ill in
trod
uce
new
opp
ortu
nitie
s fo
r lea
rnin
g an
d de
velo
pmen
t in
part
icul
ar a
reas
, e.g
. str
uctu
re, s
ettin
g. M
eanw
hile
, chi
ldre
n
will
be
prac
tisi
ng a
nd c
onso
lidat
ing
thei
r ski
lls a
nd u
nder
stan
ding
in a
ll th
e ot
her a
reas
.
Year
N
C R
eadi
ng a
nd C
ompo
siti
on O
bjec
tives
N
C G
ram
mar
Obj
ecti
ves
Not
es –
Foc
us fo
r wri
ting
, kno
wle
dge
need
ed fo
r the
wri
ter
and
how
eff
ects
can
be
achi
eved
thro
ugh
gram
mar
.
EYFS
Pr
opos
ed E
LGS:
Com
preh
ensi
on E
LG
Chi
ldre
n at
the
expe
cted
leve
l of d
evel
opm
ent w
ill:
•
Dem
onst
rate
und
erst
andi
ng o
f wha
t has
bee
n re
ad to
them
by
rete
lling
stor
ies
and
narr
ativ
es u
sing
thei
r ow
n w
ords
and
rece
ntly
intr
oduc
ed
voca
bula
ry;
• A
ntic
ipat
e –
whe
re a
ppro
pria
te –
key
eve
nts
in s
torie
s
• U
se a
nd u
nder
stan
d re
cent
ly in
trod
uced
voc
abul
ary
durin
g di
scus
sion
s
abou
t sto
ries,
non
-fic
tion,
rhym
es a
nd p
oem
s an
d du
ring
role
-pla
y.
Spe
akin
g EL
G
Chi
ldre
n at
the
expe
cted
leve
l of d
evel
opm
ent w
ill:
•
Part
icip
ate
in s
mal
l gro
up, c
lass
and
one
-to-
one
disc
ussi
ons,
offe
ring
thei
r ow
n id
eas,
usi
ng re
cent
ly in
trod
uced
voc
abul
ary;
Tool
kit F
ocus
/ Eff
ect o
n re
ader
Hel
p m
y re
ader
to fo
llow
my
stor
y by
: •
Incl
udin
g ph
rase
s su
ch a
s ‘o
nce
upon
a ti
me’
, one
da
y, u
nfor
tuna
tely
, luc
kily
•
Incl
udin
g ad
ject
ives
and
sim
iles
to d
escr
ibe
the
char
acte
r •
Incl
udin
g le
arne
d se
nten
ce p
atte
rns
from
the
mod
el
text
. Te
xt S
truc
ture
:
23
Nar
rati
ve T
radi
tion
al T
ales
– F
airy
Tal
es
Purp
ose:
Fai
ry ta
les
wer
e or
igin
ally
inte
nded
for a
dults
and
chi
ldre
n. T
hey
wer
e pa
ssed
dow
n or
ally
to a
mus
e an
d to
con
vey
cultu
ral i
nfor
mat
ion
that
influ
ence
s be
havi
our,
such
as
whe
re it
is s
afe
to tr
avel
and
whe
re it
is d
ange
rous
to g
o. F
airy
tale
s ar
e fo
und
in m
ost c
ultu
res
and
man
y de
rive
from
the
olde
st s
torie
s ev
er to
ld. S
ome
mod
ern
fairy
tale
s co
uld
be in
clud
ed in
the
mor
e re
cent
ly c
ateg
oris
ed g
enre
of ‘
fant
asy’
. G
ener
ic S
truc
ture
: Se
ttin
g is
nea
rly a
lway
s va
gue.
(O
nce
upon
a ti
me
... A
long
, lon
g tim
e ag
o ...)
St
ruct
ure
is m
ost t
ypic
ally
a re
coun
t in
chro
nolo
gica
l ord
er, w
here
eve
nts
rete
ll w
hat h
appe
ned
to a
mai
n ch
arac
ter t
hat c
ame
into
con
tact
with
the
‘fairy
wor
ld’.
Ofte
n th
e he
ro o
r her
oine
is s
earc
hing
for s
omet
hing
(a
hom
e, lo
ve, a
ccep
tanc
e, w
ealth
, wis
dom
) an
d in
man
y ta
les
drea
ms
are
fulfi
lled
with
a li
ttle
hel
p fr
om m
agic
. ‘Fai
ry ta
le e
ndin
gs’(
whe
re e
very
thin
g tu
rns
out f
or th
e be
st)
are
com
mon
but
man
y fa
iry ta
les
are
dark
er a
nd h
ave
a sa
d en
ding
. Th
e ex
pect
atio
n is
that
chi
ldre
n w
ill m
ake
prog
ress
with
in e
ach
year
in v
ario
us a
spec
ts o
f rea
ding
and
writ
ing
as th
ey m
ove
thro
ugh
units
of w
ork
on
narr
ativ
e te
xts.
Eac
h un
it w
ill in
trod
uce
new
opp
ortu
nitie
s fo
r lea
rnin
g an
d de
velo
pmen
t in
part
icul
ar a
reas
, e.g
. str
uctu
re, s
ettin
g. M
eanw
hile
, chi
ldre
n
will
be
prac
tisi
ng a
nd c
onso
lidat
ing
thei
r ski
lls a
nd u
nder
stan
ding
in a
ll th
e ot
her a
reas
.
Year
N
C R
eadi
ng a
nd C
ompo
siti
on O
bjec
tives
N
C G
ram
mar
Obj
ecti
ves
Not
es –
Foc
us fo
r wri
ting
, kno
wle
dge
need
ed fo
r the
wri
ter
and
how
eff
ects
can
be
achi
eved
thro
ugh
gram
mar
.
EYFS
Pr
opos
ed E
LGS:
Com
preh
ensi
on E
LG
Chi
ldre
n at
the
expe
cted
leve
l of d
evel
opm
ent w
ill:
•
Dem
onst
rate
und
erst
andi
ng o
f wha
t has
bee
n re
ad to
them
by
rete
lling
stor
ies
and
narr
ativ
es u
sing
thei
r ow
n w
ords
and
rece
ntly
intr
oduc
ed
voca
bula
ry;
• A
ntic
ipat
e –
whe
re a
ppro
pria
te –
key
eve
nts
in s
torie
s
• U
se a
nd u
nder
stan
d re
cent
ly in
trod
uced
voc
abul
ary
durin
g di
scus
sion
s
abou
t sto
ries,
non
-fic
tion,
rhym
es a
nd p
oem
s an
d du
ring
role
-pla
y.
Spe
akin
g EL
G
Chi
ldre
n at
the
expe
cted
leve
l of d
evel
opm
ent w
ill:
•
Part
icip
ate
in s
mal
l gro
up, c
lass
and
one
-to-
one
disc
ussi
ons,
offe
ring
thei
r ow
n id
eas,
usi
ng re
cent
ly in
trod
uced
voc
abul
ary;
Tool
kit F
ocus
/ Eff
ect o
n re
ader
Hel
p m
y re
ader
to fo
llow
my
stor
y by
: •
Incl
udin
g ph
rase
s su
ch a
s ‘o
nce
upon
a ti
me’
, one
da
y, u
nfor
tuna
tely
, luc
kily
•
Incl
udin
g ad
ject
ives
and
sim
iles
to d
escr
ibe
the
char
acte
r •
Incl
udin
g le
arne
d se
nten
ce p
atte
rns
from
the
mod
el
text
. Te
xt S
truc
ture
:
• O
ffer
exp
lana
tion
s fo
r why
thin
gs m
ight
hap
pen,
mak
ing
use
of re
cent
ly
intr
oduc
ed v
ocab
ular
y fr
om s
torie
s, n
on-f
ictio
n, rh
ymes
and
poe
ms
whe
n
appr
opria
te;
W
riti
ng E
LG C
hild
ren
at th
e ex
pect
ed le
vel o
f dev
elop
men
t will
:
• W
rite
reco
gnis
able
lett
ers,
mos
t of w
hich
are
cor
rect
ly fo
rmed
; •
Spel
l wor
ds b
y id
entif
ying
sou
nds
in th
em a
nd re
pres
entin
g th
e so
unds
with
a
lett
er o
r let
ters
; W
rite
sim
ple
phra
ses
and
sent
ence
s th
at c
an b
e re
ad b
y ot
hers
. Ex
pres
s th
eir i
deas
and
feel
ings
abo
ut th
eir e
xper
ienc
es u
sing
full
sent
ence
s,
incl
udin
g ac
cura
te u
se o
f pas
t, pr
esen
t and
futu
re te
nses
and
mak
ing
use
of
conj
unct
ions
, with
mod
ellin
g an
d su
ppor
t fro
m th
eir t
each
er
Linea
r or c
hron
olog
ical
ora
l re-
telli
ng o
f a fa
mili
ar s
tory
with
on
e el
emen
t cha
nged
for e
xam
ple
Jenn
y an
d th
e Be
anst
alk
or J
ack
and
the
Gia
nt S
unflo
wer
.
Sett
ing:
Fa
mili
ar fa
iryta
le s
ettin
g –
the
sam
e as
the
book
or k
ey te
xt
eg c
astle
, cot
tage
, woo
ds w
ith o
ppor
tuni
ty to
‘mag
pie’
vo
cabu
lary
. Re
tell
the
stor
y m
ultip
le ti
mes
with
pro
ps to
sup
port
co
mpr
ehen
sion
and
to h
elp
inte
rnal
ise
lang
uage
pat
tern
s of
the
genr
e.
1 •
liste
ning
to a
nd d
iscu
ssin
g a
wid
e ra
nge
of p
oem
s, s
torie
s an
d no
n-fic
tion
at a
le
vel b
eyon
d th
at a
t whi
ch th
ey c
an
read
inde
pend
ently
•
beco
min
g ve
ry fa
mili
ar w
ith k
ey s
torie
s,
fairy
sto
ries
and
trad
ition
al ta
les,
re
telli
ng th
em a
nd c
onsi
derin
g th
eir
part
icul
ar c
hara
cter
istic
s •
Reco
gnsi
ng a
nd jo
inin
g in
with
pr
edic
tabl
e ph
rase
s •
disc
ussi
ng w
ord
mea
ning
s, li
nkin
g ne
w
mea
ning
s to
thos
e al
read
y kn
own
• m
akin
g in
fere
nces
on
the
basi
s of
wha
t is
bei
ng s
aid
and
done
How
wor
ds c
an c
ombi
ne to
mak
e se
nten
ces
Join
ing
wor
ds a
nd jo
inin
g cl
ause
s us
ing
‘and
’ Se
quen
cing
sen
tenc
es to
form
sho
rt
narr
ativ
es
Sepa
ratio
n of
wor
ds w
ith s
pace
s In
trod
uctio
n to
cap
ital l
ette
rs, f
ull
stop
s, q
uest
ion
mar
ks a
nd
excl
amat
ion
mar
ks to
dem
arca
te
sent
ence
s
Tool
kit f
ocus
/ Eff
ect o
n re
ader
:
Hel
p m
y re
ader
to p
ictu
re m
y ch
arac
ters
by:
•
Usin
g ex
pand
ed n
oun
phra
ses,
sim
ile to
des
crib
e w
hat t
he c
hara
cter
s lo
ok li
ke.
• M
akin
g su
re th
at m
y ‘b
addi
es’ a
re d
escr
ibed
in a
ne
gativ
e w
ay a
nd m
y ‘g
oodi
es’ a
re d
escr
ibed
in a
po
sitiv
e w
ay.
Hel
p m
y re
ader
to p
ictu
re th
e se
ttin
g by
: •
Usin
g ex
pand
ed n
oun
phra
ses,
sim
ile a
nd a
ll th
e se
nses
to d
escr
ibe
them
. H
elp
my
read
er to
follo
w th
e st
ory
by:
• Us
ing
fairy
tale
sto
ry c
onve
ntio
ns, s
uch
as o
nce
upon
a
time.
One
day
, mom
ents
late
r.
24
• Pr
edic
ting
wha
t mig
ht h
appe
n on
the
basi
s of
wha
t has
bee
n re
ad s
o fa
r •
com
posi
ng a
sen
tenc
e or
ally
bef
ore
writ
ing
it
• se
quen
cing
sen
tenc
es to
form
sho
rt
narr
ativ
es
• re
-rea
ding
wha
t the
y ha
ve w
ritte
n to
ch
eck
that
it m
akes
sen
se
• di
scus
s w
hat t
hey
have
writ
ten
with
the
teac
her o
r oth
er p
upils
Cap
ital
lett
ers
for n
ames
and
for
the
pers
onal
pro
noun
I
Te
xt s
truc
ture
/Vie
wpo
int:
C
hron
olog
ical
follo
win
g th
e pa
tter
n of
the
lear
ned
text
. Se
ttin
g:
Base
d on
the
sett
ing
of th
e ke
y te
xt.
2 •
liste
ning
to, d
iscu
ssin
g an
d ex
pres
sing
vi
ews
abou
t a w
ide
rang
e of
co
ntem
pora
ry a
nd c
lass
ic p
oetr
y, s
torie
s an
d no
n-fic
tion
at a
leve
l bey
ond
that
at
whi
ch th
ey c
an re
ad in
depe
nden
tly
• di
scus
sing
the
sequ
ence
of e
vent
s in
bo
oks
and
how
item
s of
info
rmat
ion
are
rela
ted
• be
com
ing
incr
easi
ngly
fam
iliar
with
and
re
telli
ng a
wid
er ra
nge
of s
torie
s, fa
iry
stor
ies
and
trad
ition
al ta
les
• re
cogn
isin
g si
mpl
e re
curr
ing
liter
ary
lang
uage
in s
torie
s an
d po
etry
•
disc
ussi
ng a
nd c
larif
ying
the
mea
ning
s of
wor
ds, l
inki
ng n
ew m
eani
ngs
to
know
n vo
cabu
lary
and
dis
cuss
ing
thei
r fa
vour
ite w
ords
and
phr
ases
•
mak
ing
infe
renc
es o
n th
e ba
sis
of w
hat
is b
eing
sai
d an
d do
ne
• pr
edic
ting
wha
t mig
ht h
appe
n on
the
basi
s of
wha
t has
bee
n re
ad s
o fa
r
sent
ence
s w
ith d
iffer
ent f
orm
s:
stat
emen
t, qu
estio
n, e
xcla
mat
ion,
co
mm
and
ex
pand
ed n
oun
phra
ses
to
desc
ribe
and
spec
ify [
for e
xam
ple,
th
e bl
ue b
utte
rfly
] th
e pr
esen
t and
pas
t ten
ses
corr
ectly
and
con
sist
ently
incl
udin
g th
e pr
ogre
ssiv
e fo
rm
subo
rdin
atio
n (u
sing
whe
n, if
, tha
t,
or b
ecau
se)
and
co-o
rdin
atio
n (u
sing
or,
and,
or b
ut)
full
stop
s, c
apita
l let
ters
, ex
clam
atio
n m
arks
, que
stio
n m
arks
, co
mm
as fo
r lis
ts a
nd a
post
roph
es
Tool
kit f
ocus
/ Eff
ect o
n re
ader
:
Hel
p m
y re
ader
to p
ictu
re m
y ch
arac
ters
by:
•
Usin
g ex
pand
ed n
oun
phra
ses
and
sim
ile to
de
scrib
e w
hat t
he c
hara
cter
s lo
ok li
ke a
nd s
ome
deta
il of
thei
r man
ner.
• M
akin
g su
re th
at m
y ‘b
addi
es’ a
re d
escr
ibed
in a
ne
gativ
e w
ay a
nd m
y ‘g
oodi
es’ a
re d
escr
ibed
in a
po
sitiv
e w
ay.
• M
ake
the
sett
ing
refle
ct th
e ch
arac
ter e
g. P
rett
y co
ttag
e su
rrou
nded
by
rose
s fo
r the
goo
d ch
arac
ter;
a da
rk c
aver
n fo
r the
evi
l cha
ract
er.
Hel
p m
y re
ader
to p
ictu
re th
e se
ttin
g by
: •
Usin
g ex
pand
ed n
oun
phra
ses,
sim
ile a
nd a
ll th
e se
nses
to d
escr
ibe
them
. •
Usin
g m
ore
than
one
adj
ectiv
e to
des
crib
e ob
ject
s an
d us
ing
a co
mm
a to
sep
arat
e th
ese
Hel
p m
y re
ader
to fo
llow
the
stor
y by
: •
Usin
g an
d in
nova
ting
on fa
iryta
le s
tory
con
vent
ions
, su
ch a
s on
ce u
pon
a tim
e. I
t cam
e to
pas
s th
at,
25
• Pr
edic
ting
wha
t mig
ht h
appe
n on
the
basi
s of
wha
t has
bee
n re
ad s
o fa
r •
com
posi
ng a
sen
tenc
e or
ally
bef
ore
writ
ing
it
• se
quen
cing
sen
tenc
es to
form
sho
rt
narr
ativ
es
• re
-rea
ding
wha
t the
y ha
ve w
ritte
n to
ch
eck
that
it m
akes
sen
se
• di
scus
s w
hat t
hey
have
writ
ten
with
the
teac
her o
r oth
er p
upils
Cap
ital
lett
ers
for n
ames
and
for
the
pers
onal
pro
noun
I
Te
xt s
truc
ture
/Vie
wpo
int:
C
hron
olog
ical
follo
win
g th
e pa
tter
n of
the
lear
ned
text
. Se
ttin
g:
Base
d on
the
sett
ing
of th
e ke
y te
xt.
2 •
liste
ning
to, d
iscu
ssin
g an
d ex
pres
sing
vi
ews
abou
t a w
ide
rang
e of
co
ntem
pora
ry a
nd c
lass
ic p
oetr
y, s
torie
s an
d no
n-fic
tion
at a
leve
l bey
ond
that
at
whi
ch th
ey c
an re
ad in
depe
nden
tly
• di
scus
sing
the
sequ
ence
of e
vent
s in
bo
oks
and
how
item
s of
info
rmat
ion
are
rela
ted
• be
com
ing
incr
easi
ngly
fam
iliar
with
and
re
telli
ng a
wid
er ra
nge
of s
torie
s, fa
iry
stor
ies
and
trad
ition
al ta
les
• re
cogn
isin
g si
mpl
e re
curr
ing
liter
ary
lang
uage
in s
torie
s an
d po
etry
•
disc
ussi
ng a
nd c
larif
ying
the
mea
ning
s of
wor
ds, l
inki
ng n
ew m
eani
ngs
to
know
n vo
cabu
lary
and
dis
cuss
ing
thei
r fa
vour
ite w
ords
and
phr
ases
•
mak
ing
infe
renc
es o
n th
e ba
sis
of w
hat
is b
eing
sai
d an
d do
ne
• pr
edic
ting
wha
t mig
ht h
appe
n on
the
basi
s of
wha
t has
bee
n re
ad s
o fa
r
sent
ence
s w
ith d
iffer
ent f
orm
s:
stat
emen
t, qu
estio
n, e
xcla
mat
ion,
co
mm
and
ex
pand
ed n
oun
phra
ses
to
desc
ribe
and
spec
ify [
for e
xam
ple,
th
e bl
ue b
utte
rfly
] th
e pr
esen
t and
pas
t ten
ses
corr
ectly
and
con
sist
ently
incl
udin
g th
e pr
ogre
ssiv
e fo
rm
subo
rdin
atio
n (u
sing
whe
n, if
, tha
t,
or b
ecau
se)
and
co-o
rdin
atio
n (u
sing
or,
and,
or b
ut)
full
stop
s, c
apita
l let
ters
, ex
clam
atio
n m
arks
, que
stio
n m
arks
, co
mm
as fo
r lis
ts a
nd a
post
roph
es
Tool
kit f
ocus
/ Eff
ect o
n re
ader
:
Hel
p m
y re
ader
to p
ictu
re m
y ch
arac
ters
by:
•
Usin
g ex
pand
ed n
oun
phra
ses
and
sim
ile to
de
scrib
e w
hat t
he c
hara
cter
s lo
ok li
ke a
nd s
ome
deta
il of
thei
r man
ner.
• M
akin
g su
re th
at m
y ‘b
addi
es’ a
re d
escr
ibed
in a
ne
gativ
e w
ay a
nd m
y ‘g
oodi
es’ a
re d
escr
ibed
in a
po
sitiv
e w
ay.
• M
ake
the
sett
ing
refle
ct th
e ch
arac
ter e
g. P
rett
y co
ttag
e su
rrou
nded
by
rose
s fo
r the
goo
d ch
arac
ter;
a da
rk c
aver
n fo
r the
evi
l cha
ract
er.
Hel
p m
y re
ader
to p
ictu
re th
e se
ttin
g by
: •
Usin
g ex
pand
ed n
oun
phra
ses,
sim
ile a
nd a
ll th
e se
nses
to d
escr
ibe
them
. •
Usin
g m
ore
than
one
adj
ectiv
e to
des
crib
e ob
ject
s an
d us
ing
a co
mm
a to
sep
arat
e th
ese
Hel
p m
y re
ader
to fo
llow
the
stor
y by
: •
Usin
g an
d in
nova
ting
on fa
iryta
le s
tory
con
vent
ions
, su
ch a
s on
ce u
pon
a tim
e. I
t cam
e to
pas
s th
at,
• w
ritin
g na
rrat
ives
abo
ut p
erso
nal
expe
rienc
es a
nd th
ose
of o
ther
s (r
eal
and
fictio
nal)
•
plan
ning
or s
ayin
g ou
t lou
d w
hat t
hey
are
goin
g to
writ
e ab
out
• e
ncap
sula
ting
wha
t the
y w
ant t
o sa
y,
sent
ence
by
sent
ence
•
Mak
e si
mpl
e ad
ditio
ns a
nd re
visi
ons
to
thei
r wor
k af
ter d
iscu
ssio
n w
ith p
upils
an
d th
eir t
each
er.
• re
-rea
ding
to c
heck
that
thei
r writ
ing
mak
es s
ense
and
that
ver
bs to
indi
cate
tim
e ar
e us
ed c
orre
ctly
and
con
sist
ently
, in
clud
ing
verb
s in
the
cont
inuo
us fo
rm
for c
ontr
acte
d fo
rms
and
the
poss
essi
ve (
sing
ular
)
• Us
ing
past
tens
e an
d pa
st p
rogr
essi
ve te
nse.
Te
xt s
truc
ture
/ Vie
wpo
int:
Re-t
ellin
g of
a w
ell-
know
n st
ory,
but
with
an
alte
rnat
ive
endi
ng o
r writ
e th
e se
quel
– w
hat h
appe
ns n
ext?
Se
ttin
g:
Cre
ate
a se
ttin
g to
mat
ch th
e go
od o
r bad
cha
ract
ers.
3
• lis
teni
ng to
and
dis
cuss
ing
a w
ide
rang
e of
fict
ion,
poe
try,
pla
ys, n
on-f
ictio
n an
d re
fere
nce
book
s or
text
book
s
• di
scus
sing
wor
ds a
nd p
hras
es th
at
capt
ure
the
read
er’s
imag
inat
ion
• dr
awin
g in
fere
nces
suc
h as
infe
rrin
g ch
arac
ters
’ fee
lings
, tho
ught
s an
d m
otiv
es fr
om th
eir a
ctio
ns, a
nd ju
stify
ing
infe
renc
es w
ith e
vide
nce
• pr
edic
ting
wha
t mig
ht h
appe
n fr
om
deta
ils s
tate
d an
d im
plie
d •
iden
tifyi
ng h
ow la
ngua
ge, s
truc
ture
, and
pr
esen
tatio
n co
ntrib
ute
to m
eani
ng
• di
scus
sing
writ
ing
sim
ilar t
o th
at w
hich
th
ey a
re p
lann
ing
to w
rite
in o
rder
to
unde
rsta
nd a
nd le
arn
from
its
stru
ctur
e,
voca
bula
ry a
nd g
ram
mar
Expr
essi
ng ti
me,
pla
ce a
nd c
ause
usin
g co
njun
ctio
ns [f
or e
xam
ple,
whe
n, b
efor
e, a
fter,
whi
le, s
o,
beca
use]
, adv
erbs
[fo
r exa
mpl
e,
then
, nex
t, so
on, t
here
fore
], or
pr
epos
itio
ns [
for e
xam
ple,
bef
ore,
afte
r, du
ring,
in, b
ecau
se o
f]
Intr
oduc
tion
to p
arag
raph
s as
a
way
to g
roup
rela
ted
mat
eria
l Us
e of
the
pres
ent p
erfe
ct fo
rm o
f
verb
s in
stea
d of
the
sim
ple
past
[f
or e
xam
ple,
He
has
gone
out
to
play
con
tras
ted
with
He
wen
t out
to
play
]
Tool
kit F
ocus
/ Eff
ect o
n Re
ader
:
Help
my
read
er to
live
the
stor
y th
roug
h th
e ch
arac
ter’s
ey
es b
y:
• D
escr
ibin
g th
em th
roug
h so
me
dire
ct d
escr
iptio
n an
d di
alog
ue c
once
ntra
ting
on th
e sp
eech
ver
bs to
sh
ow h
ow th
ey s
ays
thin
gs.
• Sh
owin
g ho
w th
ey re
act t
o th
e se
ttin
g an
d ev
ents
th
roug
h us
e of
ver
bs (
cree
ping
) an
d ad
verb
s (c
aref
ully
) H
elp
my
read
er to
follo
w th
e st
ory
by:
• Us
ing
a ra
nge
of a
dver
bial
s th
at s
how
rela
tions
of
time
• Ac
cura
te u
se o
f pas
t ten
se.
26
• co
mpo
sing
and
rehe
arsi
ng s
ente
nces
or
ally
(in
clud
ing
dial
ogue
),
prog
ress
ivel
y bu
ildin
g a
varie
d an
d ric
h vo
cabu
lary
and
an
incr
easi
ng ra
nge
of
sent
ence
str
uctu
res
• or
gani
sing
par
agra
phs
arou
nd a
them
e
• in
nar
rativ
es, c
reat
ing
sett
ings
, ch
arac
ters
and
plo
t •
prop
osin
g ch
ange
s to
gra
mm
ar a
nd
voca
bula
ry to
impr
ove
cons
iste
ncy,
in
clud
ing
the
accu
rate
use
of p
rono
uns
in s
ente
nces
Intr
oduc
tion
to in
vert
ed c
omm
as to
punc
tuat
e di
rect
spe
ech
Text
Str
uctu
re/V
iew
poin
t:
3rd pe
rson
, pas
t ten
se
Sett
ing:
Fam
iliar
fair
ytal
e se
ttin
g eg
woo
ds, c
astl
e,
fara
way
land
.
4 N
oun
phra
ses
expa
nded
by
the
addi
tion
of m
odify
ing
adje
ctiv
es,
noun
s an
d pr
epos
ition
phr
ases
Fr
onte
d ad
verb
ials
Us
e of
par
agra
phs
to o
rgan
ise
idea
s ar
ound
a th
eme
App
ropr
iate
cho
ice
of p
rono
un o
r
noun
with
in a
nd a
cros
s se
nten
ces
to a
id c
ohes
ion
and
avoi
d
repe
titio
n Us
e of
inve
rted
com
mas
and
oth
er
punc
tuat
ion
to in
dica
te d
irec
t
spee
ch
Apo
stro
phes
to m
ark
plur
al
poss
essi
on
Use
of c
omm
as a
fter f
ront
ed
adve
rbia
ls
Tool
kit F
ocus
/ Eff
ect o
n re
ader
: He
lp m
y re
ader
to li
ve th
e st
ory
thro
ugh
the
char
acte
r’s
eyes
by:
•
Begi
nnin
g to
sho
w a
nd n
ot te
ll m
y ch
arac
ter’s
fe
elin
gs a
nd re
actio
ns to
the
sett
ing
thro
ugh
desc
riptio
n, a
ctio
n an
d di
alog
ue.
• Us
e rh
etor
ical
que
stio
ns to
voi
ce th
e ch
arac
ter’s
co
ncer
ns a
nd w
orrie
s ou
t lou
d •
Usin
g te
chni
ques
(su
ch a
s us
ing
ambi
guou
s pr
onou
ns b
efor
e no
uns)
to h
elp
build
sus
pens
e.
• Be
gin
to tw
ist m
y ta
le b
y m
akin
g m
y ba
d ch
arac
ter
nice
at f
irst g
lanc
e or
a s
ettin
g to
be
a fr
iend
ly
wel
com
ing
one
at fi
rst
Text
Str
uctu
re/ V
iew
poin
t:
Use
of p
rese
nt te
nse
for t
he v
oice
of t
he n
arra
tor a
nd th
en
past
tens
e to
tell
thei
r ver
sion
of t
he s
tory
. Se
ttin
g: T
wis
t on
one
draw
n fr
om re
adin
g.
27
• co
mpo
sing
and
rehe
arsi
ng s
ente
nces
or
ally
(in
clud
ing
dial
ogue
),
prog
ress
ivel
y bu
ildin
g a
varie
d an
d ric
h vo
cabu
lary
and
an
incr
easi
ng ra
nge
of
sent
ence
str
uctu
res
• or
gani
sing
par
agra
phs
arou
nd a
them
e
• in
nar
rativ
es, c
reat
ing
sett
ings
, ch
arac
ters
and
plo
t •
prop
osin
g ch
ange
s to
gra
mm
ar a
nd
voca
bula
ry to
impr
ove
cons
iste
ncy,
in
clud
ing
the
accu
rate
use
of p
rono
uns
in s
ente
nces
Intr
oduc
tion
to in
vert
ed c
omm
as to
punc
tuat
e di
rect
spe
ech
Text
Str
uctu
re/V
iew
poin
t:
3rd pe
rson
, pas
t ten
se
Sett
ing:
Fam
iliar
fair
ytal
e se
ttin
g eg
woo
ds, c
astl
e,
fara
way
land
.
4 N
oun
phra
ses
expa
nded
by
the
addi
tion
of m
odify
ing
adje
ctiv
es,
noun
s an
d pr
epos
ition
phr
ases
Fr
onte
d ad
verb
ials
Us
e of
par
agra
phs
to o
rgan
ise
idea
s ar
ound
a th
eme
App
ropr
iate
cho
ice
of p
rono
un o
r
noun
with
in a
nd a
cros
s se
nten
ces
to a
id c
ohes
ion
and
avoi
d
repe
titio
n Us
e of
inve
rted
com
mas
and
oth
er
punc
tuat
ion
to in
dica
te d
irec
t
spee
ch
Apo
stro
phes
to m
ark
plur
al
poss
essi
on
Use
of c
omm
as a
fter f
ront
ed
adve
rbia
ls
Tool
kit F
ocus
/ Eff
ect o
n re
ader
: He
lp m
y re
ader
to li
ve th
e st
ory
thro
ugh
the
char
acte
r’s
eyes
by:
•
Begi
nnin
g to
sho
w a
nd n
ot te
ll m
y ch
arac
ter’s
fe
elin
gs a
nd re
actio
ns to
the
sett
ing
thro
ugh
desc
riptio
n, a
ctio
n an
d di
alog
ue.
• Us
e rh
etor
ical
que
stio
ns to
voi
ce th
e ch
arac
ter’s
co
ncer
ns a
nd w
orrie
s ou
t lou
d •
Usin
g te
chni
ques
(su
ch a
s us
ing
ambi
guou
s pr
onou
ns b
efor
e no
uns)
to h
elp
build
sus
pens
e.
• Be
gin
to tw
ist m
y ta
le b
y m
akin
g m
y ba
d ch
arac
ter
nice
at f
irst g
lanc
e or
a s
ettin
g to
be
a fr
iend
ly
wel
com
ing
one
at fi
rst
Text
Str
uctu
re/ V
iew
poin
t:
Use
of p
rese
nt te
nse
for t
he v
oice
of t
he n
arra
tor a
nd th
en
past
tens
e to
tell
thei
r ver
sion
of t
he s
tory
. Se
ttin
g: T
wis
t on
one
draw
n fr
om re
adin
g.
5
• co
ntin
uing
to re
ad a
nd d
iscu
ss a
n in
crea
sing
ly w
ide
rang
e of
fict
ion,
poe
try,
pl
ays,
non
-fic
tion
and
refe
renc
e bo
oks
or
text
book
s
• re
adin
g bo
oks
that
are
str
uctu
red
in d
iffer
ent
way
s an
d re
adin
g fo
r a p
urpo
se
• id
entif
ying
and
dis
cuss
ing
them
es a
nd
conv
entio
ns in
and
acr
oss
a w
ide
rang
e of
w
ritin
g
• m
akin
g co
mpa
rison
s w
ithin
and
acr
oss
book
• pr
edic
ting
wha
t mig
ht h
appe
n fr
om d
etai
ls
stat
ed a
nd im
plie
d
• dr
awin
g in
fere
nces
suc
h as
infe
rrin
g ch
arac
ters
’ fee
lings
, tho
ught
s an
d m
otiv
es
from
thei
r act
ions
, and
just
ifyin
g in
fere
nces
w
ith e
vide
nce
• su
mm
aris
ing
the
mai
n id
eas
draw
n fr
om
mor
e th
an 1
para
grap
h, id
entif
ying
key
de
tails
that
sup
port
the
mai
n id
eas
• id
entif
ying
how
lang
uage
, str
uctu
re a
nd
pres
enta
tion
cont
ribut
e to
mea
ning
• di
scus
s an
d ev
alua
te h
ow a
utho
rs u
se
lang
uage
, inc
ludi
ng fi
gura
tive
lang
uage
, co
nsid
erin
g th
e im
pact
on
the
read
er
• id
entif
ying
the
audi
ence
for a
nd p
urpo
se o
f th
e w
ritin
g, s
elec
ting
the
appr
opria
te fo
rm
and
usin
g ot
her s
imila
r writ
ing
as m
odel
s fo
r th
eir o
wn
usin
g th
e pe
rfec
t for
m o
f ver
bs to
mar
k re
latio
nshi
ps o
f tim
e an
d ca
use
Rela
tive
clau
ses
begi
nnin
g w
ith
who
, whi
ch, w
here
, whe
n, w
hose
, th
at, o
r an
omitt
ed re
lativ
e pr
onou
n
Indi
catin
g de
gree
s of
pos
sibi
lity
usin
g ad
verb
s [f
or e
xam
ple,
pe
rhap
s, s
urel
y] o
r mod
al v
erbs
[fo
r ex
ampl
e, m
ight
, sho
uld,
will
, mus
t]
Dev
ices
to b
uild
coh
esio
n w
ithin
a
para
grap
h [f
or e
xam
ple,
then
, afte
r th
at, t
his,
firs
tly]
Linki
ng id
eas
acro
ss p
arag
raph
s us
ing
adve
rbia
ls
of ti
me
[for
exa
mpl
e, la
ter]
, pla
ce
[for
exa
mpl
e, n
earb
y] a
nd n
umbe
r [f
or e
xam
ple,
sec
ondl
y] o
r ten
se
choi
ces
[for
exa
mpl
e, h
e ha
d se
en
her b
efor
e]
Brac
kets
, das
hes
or c
omm
as to
in
dica
te p
aren
thes
is U
se o
f co
mm
as t
o cl
arify
mea
ning
or
avoi
d am
bigu
ity
Tool
kit F
ocus
/ Eff
ect o
n Re
ader
: He
lp m
y re
ader
to li
ve th
e st
ory
thro
ugh
the
char
acte
r’s
eyes
by:
•
Use
a ra
nge
of d
evic
es to
sho
w a
nd n
ot te
ll an
d de
velo
p th
e ch
arac
ter.
• Us
ing
expa
nded
nou
n ph
rase
s an
d si
mile
to
desc
ribe
key
aspe
cts
of y
our c
hara
cter
that
hel
p th
e re
ader
to fo
rm a
pic
ture
of w
hat t
hey
look
like
as
wel
l as
thei
r per
sona
lity.
•
Usin
g re
lativ
e cl
ause
s be
ginn
ing
with
whi
ch, w
ho o
r th
at to
giv
e ad
ditio
nal d
etai
l abo
ut th
e ch
arac
ter
• Re
veal
ing
char
acte
rs’ o
r the
nar
rato
r’s th
ough
ts a
nd
doub
ts th
roug
h rh
etor
ical
que
stio
ns
• M
akin
g ch
oice
s ab
out v
erbs
and
adv
erbs
and
se
nten
ce o
rder
to s
how
how
a c
hara
cter
reac
ts to
ot
her c
hara
cter
s an
d th
e st
ory
even
ts
• Sh
owin
g de
tails
abo
ut y
our c
hara
cter
thro
ugh
thei
r di
rect
spe
ech
(wha
t the
y sa
y, h
ow th
ey s
ay it
and
ac
com
pany
ing
actio
ns.)
Te
xt S
truc
ture
/ Vie
wpo
int:
Tell
the
stor
y fr
om a
n al
tern
ativ
e vi
ew p
oint
with
the
intr
oduc
tion
of a
n un
relia
ble
narr
ator
. Us
e th
e st
ory
as a
ba
sis
for a
rang
e of
writ
ing
oppo
rtun
ities
incl
udin
g jo
urna
lism
(Se
e 50
way
s to
rete
ll a
stor
y)
Sett
ing:
Tra
ditio
nal,
but w
ith a
dded
com
plex
ity o
f
unre
liabl
e na
rrat
or.
28
6
• in
writ
ing
narr
ativ
es, c
onsi
derin
g ho
w a
utho
rs
have
dev
elop
ed c
hara
cter
s an
d se
ttin
gs in
w
hat p
upils
hav
e re
ad, l
iste
ned
to o
r see
n pe
rfor
med
•
sele
ctin
g ap
prop
riate
gra
mm
ar a
nd
voca
bula
ry, u
nder
stan
ding
how
suc
h ch
oice
s ca
n ch
ange
and
enh
ance
mea
ning
•
in n
arra
tives
, des
crib
ing
sett
ings
, cha
ract
ers
and
atm
osph
ere
and
inte
grat
ing
dial
ogue
to
conv
ey c
hara
cter
and
adv
ance
the
actio
n •
usin
g a
wid
e ra
nge
of d
evic
es to
bui
ld
cohe
sion
with
in a
nd a
cros
s pa
ragr
aphs
•
usin
g fu
rthe
r org
anis
atio
nal a
nd
pres
enta
tiona
l dev
ices
to s
truc
ture
text
and
to
gui
de th
e re
ader
•
Ass
essi
ng th
e ef
fect
iven
ess
of th
eir o
wn
and
othe
rs’ w
ritin
g an
d pr
opos
ing
chan
ges
to
voca
bula
ry, g
ram
mar
and
pun
ctua
tion
to
enha
nce
effe
cts
and
clar
ify m
eani
ng.
• en
surin
g th
e co
nsis
tent
and
cor
rect
use
of
tens
e th
roug
hout
a p
iece
of w
ritin
g •
ensu
ring
corr
ect s
ubje
ct a
nd v
erb
agre
emen
t whe
n us
ing
sing
ular
and
plu
ral,
dist
ingu
ishi
ng b
etw
een
the
lang
uage
of
spee
ch a
nd w
ritin
g an
d ch
oosi
ng th
e ap
prop
riate
regi
ster
•
perf
orm
thei
r ow
n co
mpo
sitio
ns, u
sing
ap
prop
riate
into
natio
n, v
olum
e an
d m
ovem
ent s
o th
at m
eani
ng is
cle
ar.
Use
of th
e pa
ssiv
e to
affe
ct th
e
pres
enta
tion
of in
form
atio
n in
a
sent
ence
Th
e di
ffere
nce
betw
een
stru
ctur
es
typi
cal o
f inf
orm
al s
peec
h an
d
stru
ctur
es a
ppro
pria
te fo
r for
mal
spee
ch a
nd w
ritin
g [f
or e
xam
ple,
the
use
of q
uest
ion
tags
: He’
s yo
ur
frie
nd, i
sn’t
he?,
or t
he u
se o
f su
bjun
ctiv
e fo
rms
such
as
If I w
ere
or W
ere
they
to c
ome
in s
ome
very
fo
rmal
writ
ing
and
spee
ch]
Linki
ng id
eas
acro
ss p
arag
raph
s us
ing
a w
ider
rang
e of
coh
esiv
e
devi
ces:
repe
titio
n of
a w
ord
or
phra
se, g
ram
mat
ical
con
nect
ion,
an
d el
lipsi
s
Use
of th
e se
mi-
colo
n, c
olon
and
da
sh to
mar
k th
e bo
unda
ry
betw
een
inde
pend
ent c
laus
es [
for
exam
ple,
It’s
rain
ing;
I’m
fed
up]
Use
of th
e co
lon
to in
trod
uce
a lis
t and
us
e of
sem
i-co
lons
with
in li
sts
Punc
tuat
ion
of b
ulle
t poi
nts
to li
st
info
rmat
ion
How
hyp
hens
can
be
used
to a
void
am
bigu
ity
[rec
over
vers
us re
-cov
er]
Tool
kit F
ocus
/ Eff
ect o
n re
ader
: C
reat
e a
rela
tion
ship
bet
wee
n m
y re
ader
and
the
char
acte
rs b
y:
• Us
e sp
eech
and
regi
ster
to s
how
a c
lear
dis
tinct
ion
betw
een
narr
ator
and
the
diffe
rent
cha
ract
ers
in th
e st
ory.
(Se
e th
e Re
al S
tory
of t
he 3
Litt
le P
igs)
•
Use
figur
ativ
e la
ngua
ge a
nd p
athe
tic fa
llacy
to
show
sub
tle s
hifts
in a
tmos
pher
e w
ithin
the
rete
lling
an
d to
fore
shad
ow e
vent
s •
Cre
ate
susp
ense
at k
ey m
omen
ts u
sing
a ra
nge
of
devi
ces
(pas
sive
voi
ce, a
mbi
guou
s pr
onou
ns,
judi
ciou
s ch
oice
of v
ocab
ular
y to
cre
ate
desi
red
effe
cts)
•
Ente
rtai
n an
d am
use
my
read
er b
y us
ing
elem
ents
of
the
trad
ition
al s
tory
telli
ng in
new
and
inte
rest
ing
way
s (w
ithou
t bei
ng to
o cl
iché
).
Text
Str
uctu
re/ V
iew
poin
t:
Tell
the
stor
y fr
om a
n al
tern
ativ
e vi
ewpo
int w
ith p
erha
ps a
di
ffere
nt g
enre
twis
t: S
ci-F
i, co
ntem
pora
ry (
BAEM
or
refu
gees
or m
igra
tion)
Dua
l nar
rativ
e an
d no
n- li
near
na
rrat
ives
. Se
ttin
g: A
ltern
ativ
e se
ttin
gs a
nd ti
me
perio
ds e
xplo
red
thro
ugh
genr
e tw
ists
.
29
6
• in
writ
ing
narr
ativ
es, c
onsi
derin
g ho
w a
utho
rs
have
dev
elop
ed c
hara
cter
s an
d se
ttin
gs in
w
hat p
upils
hav
e re
ad, l
iste
ned
to o
r see
n pe
rfor
med
•
sele
ctin
g ap
prop
riate
gra
mm
ar a
nd
voca
bula
ry, u
nder
stan
ding
how
suc
h ch
oice
s ca
n ch
ange
and
enh
ance
mea
ning
•
in n
arra
tives
, des
crib
ing
sett
ings
, cha
ract
ers
and
atm
osph
ere
and
inte
grat
ing
dial
ogue
to
conv
ey c
hara
cter
and
adv
ance
the
actio
n •
usin
g a
wid
e ra
nge
of d
evic
es to
bui
ld
cohe
sion
with
in a
nd a
cros
s pa
ragr
aphs
•
usin
g fu
rthe
r org
anis
atio
nal a
nd
pres
enta
tiona
l dev
ices
to s
truc
ture
text
and
to
gui
de th
e re
ader
•
Ass
essi
ng th
e ef
fect
iven
ess
of th
eir o
wn
and
othe
rs’ w
ritin
g an
d pr
opos
ing
chan
ges
to
voca
bula
ry, g
ram
mar
and
pun
ctua
tion
to
enha
nce
effe
cts
and
clar
ify m
eani
ng.
• en
surin
g th
e co
nsis
tent
and
cor
rect
use
of
tens
e th
roug
hout
a p
iece
of w
ritin
g •
ensu
ring
corr
ect s
ubje
ct a
nd v
erb
agre
emen
t whe
n us
ing
sing
ular
and
plu
ral,
dist
ingu
ishi
ng b
etw
een
the
lang
uage
of
spee
ch a
nd w
ritin
g an
d ch
oosi
ng th
e ap
prop
riate
regi
ster
•
perf
orm
thei
r ow
n co
mpo
sitio
ns, u
sing
ap
prop
riate
into
natio
n, v
olum
e an
d m
ovem
ent s
o th
at m
eani
ng is
cle
ar.
Use
of th
e pa
ssiv
e to
affe
ct th
e
pres
enta
tion
of in
form
atio
n in
a
sent
ence
Th
e di
ffere
nce
betw
een
stru
ctur
es
typi
cal o
f inf
orm
al s
peec
h an
d
stru
ctur
es a
ppro
pria
te fo
r for
mal
spee
ch a
nd w
ritin
g [f
or e
xam
ple,
the
use
of q
uest
ion
tags
: He’
s yo
ur
frie
nd, i
sn’t
he?,
or t
he u
se o
f su
bjun
ctiv
e fo
rms
such
as
If I w
ere
or W
ere
they
to c
ome
in s
ome
very
fo
rmal
writ
ing
and
spee
ch]
Linki
ng id
eas
acro
ss p
arag
raph
s us
ing
a w
ider
rang
e of
coh
esiv
e
devi
ces:
repe
titio
n of
a w
ord
or
phra
se, g
ram
mat
ical
con
nect
ion,
an
d el
lipsi
s
Use
of th
e se
mi-
colo
n, c
olon
and
da
sh to
mar
k th
e bo
unda
ry
betw
een
inde
pend
ent c
laus
es [
for
exam
ple,
It’s
rain
ing;
I’m
fed
up]
Use
of th
e co
lon
to in
trod
uce
a lis
t and
us
e of
sem
i-co
lons
with
in li
sts
Punc
tuat
ion
of b
ulle
t poi
nts
to li
st
info
rmat
ion
How
hyp
hens
can
be
used
to a
void
am
bigu
ity
[rec
over
vers
us re
-cov
er]
Tool
kit F
ocus
/ Eff
ect o
n re
ader
: C
reat
e a
rela
tion
ship
bet
wee
n m
y re
ader
and
the
char
acte
rs b
y:
• Us
e sp
eech
and
regi
ster
to s
how
a c
lear
dis
tinct
ion
betw
een
narr
ator
and
the
diffe
rent
cha
ract
ers
in th
e st
ory.
(Se
e th
e Re
al S
tory
of t
he 3
Litt
le P
igs)
•
Use
figur
ativ
e la
ngua
ge a
nd p
athe
tic fa
llacy
to
show
sub
tle s
hifts
in a
tmos
pher
e w
ithin
the
rete
lling
an
d to
fore
shad
ow e
vent
s •
Cre
ate
susp
ense
at k
ey m
omen
ts u
sing
a ra
nge
of
devi
ces
(pas
sive
voi
ce, a
mbi
guou
s pr
onou
ns,
judi
ciou
s ch
oice
of v
ocab
ular
y to
cre
ate
desi
red
effe
cts)
•
Ente
rtai
n an
d am
use
my
read
er b
y us
ing
elem
ents
of
the
trad
ition
al s
tory
telli
ng in
new
and
inte
rest
ing
way
s (w
ithou
t bei
ng to
o cl
iché
).
Text
Str
uctu
re/ V
iew
poin
t:
Tell
the
stor
y fr
om a
n al
tern
ativ
e vi
ewpo
int w
ith p
erha
ps a
di
ffere
nt g
enre
twis
t: S
ci-F
i, co
ntem
pora
ry (
BAEM
or
refu
gees
or m
igra
tion)
Dua
l nar
rativ
e an
d no
n- li
near
na
rrat
ives
. Se
ttin
g: A
ltern
ativ
e se
ttin
gs a
nd ti
me
perio
ds e
xplo
red
thro
ugh
genr
e tw
ists
.
Nar
rati
ve M
yste
ry
Purp
ose:
to in
trig
ue a
nd e
nter
tain
. G
ener
ic S
truc
ture
: •
Stru
ctur
e is
oft
en c
hron
olog
ical
, eve
n in
a lo
nger
nar
rativ
e, b
ut c
ompl
ex s
truc
tura
l tec
hniq
ues
are
som
etim
es u
sed
for e
ffec
t. D
iffer
ent s
truc
ture
s ca
n be
use
d fo
r
laye
ring
of i
nfor
mat
ion
or d
rip-
feed
ing
fact
s to
bui
ld u
p a
full
pict
ure
for a
read
er (
e.g.
use
of f
lash
back
s to
fill
in in
form
atio
n th
at w
asn’
t pro
vide
d ea
rlier
in th
e st
ory
or o
rgan
isin
g se
ctio
ns s
o th
at th
ey te
ll th
e st
ory
both
bef
ore
and
afte
r a k
ey e
vent
. Kn
owin
g w
hat i
s go
ing
to h
appe
n an
d th
en re
adin
g ab
out i
t hap
peni
ng c
an a
dd
to th
e su
spen
se.
• Se
ttin
gs a
re o
ften
pla
ces
the
mai
n ch
arac
ter i
s un
fam
iliar
with
(de
ep, d
ark
fore
sts,
old
, uni
nhab
ited
plac
es, l
onel
y ru
ral l
ands
cape
s) o
r ver
y fa
mili
ar p
lace
s (s
choo
l, lo
cal t
own)
, but
with
an
adde
d in
gred
ient
that
trig
gers
the
mys
tery
(a
stra
nger
arr
ives
in to
wn,
a p
arce
l arr
ives
, peo
ple
star
t act
ing
stra
ngel
y).
The
expe
ctat
ion
is th
at c
hild
ren
will
mak
e pr
ogre
ss w
ithin
eac
h ye
ar in
var
ious
asp
ects
of r
eadi
ng a
nd w
ritin
g as
they
mov
e th
roug
h un
its o
f wor
k on
nar
rativ
e te
xts.
Eac
h un
it w
ill in
trod
uce
new
opp
ortu
nitie
s fo
r lea
rnin
g an
d de
velo
pmen
t in
part
icul
ar a
reas
, e.g
. str
uctu
re, s
ettin
g. M
eanw
hile
, chi
ldre
n w
ill b
e pr
actis
ing
and
cons
olid
atin
g th
eir s
kills
and
und
erst
andi
ng in
all
the
othe
r are
as.
Year
N
C R
eadi
ng a
nd C
ompo
sitio
n O
bjec
tives
N
C G
ram
mar
Obj
ecti
ves
Not
es –
Foc
us fo
r wri
ting,
kno
wle
dge
need
ed fo
r the
wri
ter a
nd h
ow
effe
cts
can
be a
chie
ved
thro
ugh
gram
mar
.
EYFS
Pr
opos
ed E
LGS:
Com
preh
ensi
on E
LG
Chi
ldre
n at
the
expe
cted
leve
l of d
evel
opm
ent w
ill:
•
Dem
onst
rate
und
erst
andi
ng o
f wha
t has
bee
n re
ad to
them
by
rete
lling
sto
ries
and
narr
ativ
es u
sing
thei
r ow
n w
ords
and
rece
ntly
intr
oduc
ed v
ocab
ular
y;
• A
ntic
ipat
e –
whe
re a
ppro
pria
te –
key
eve
nts
in s
torie
s
• U
se a
nd u
nder
stan
d re
cent
ly in
trod
uced
voc
abul
ary
durin
g di
scus
sion
s ab
out
stor
ies,
non
-fic
tion,
rhym
es a
nd p
oem
s an
d du
ring
role
-pla
y.
Spe
akin
g EL
G
Chi
ldre
n at
the
expe
cted
leve
l of d
evel
opm
ent w
ill:
•
Part
icip
ate
in s
mal
l gro
up, c
lass
and
one
-to-
one
disc
ussi
ons,
offe
ring
thei
r ow
n id
eas,
usi
ng re
cent
ly in
trod
uced
voc
abul
ary;
• O
ffer
exp
lana
tions
for w
hy th
ings
mig
ht h
appe
n, m
akin
g us
e of
rece
ntly
intr
oduc
ed
voca
bula
ry fr
om s
torie
s, n
on-f
ictio
n, rh
ymes
and
poe
ms
whe
n ap
prop
riate
;
Wri
ting
ELG
Chi
ldre
n at
the
expe
cted
leve
l of d
evel
opm
ent w
ill:
• W
rite
reco
gnis
able
lett
ers,
mos
t of w
hich
are
cor
rect
ly fo
rmed
; •
Spel
l wor
ds b
y id
entif
ying
sou
nds
in th
em a
nd re
pres
entin
g th
e so
unds
with
a
lett
er o
r let
ters
;
Tool
kit F
ocus
/ Eff
ect o
n re
ader
: O
ral s
tory
telli
ng o
f a w
ell-
know
n st
ory
that
has
bee
n he
ard
seve
ral
times
. Te
ll ow
n st
ory
base
d on
this
whe
re s
impl
e su
bstit
utio
n of
cha
ract
er o
f a
smal
l ele
men
t has
hap
pene
d. L
angu
age
stru
ctur
es a
nd p
atte
rns
mirr
or th
e or
igin
al te
xt.
Chi
ldre
n sh
ould
be
enco
urag
ed to
‘mag
pie’
phr
ases
and
sen
tenc
es
from
the
text
to u
se in
thei
r ow
n or
al re
-tel
ling.
O
ppor
tuni
ties
to p
erfo
rm th
e te
xt s
ever
al ti
mes
and
to b
egin
to
inno
vate
on
it w
ith th
eir o
wn
vers
ion.
30
Writ
e si
mpl
e ph
rase
s an
d se
nten
ces
that
can
be
read
by
othe
rs.
Expr
ess
thei
r ide
as a
nd fe
elin
gs a
bout
thei
r exp
erie
nces
usi
ng fu
ll se
nten
ces,
incl
udin
g
accu
rate
use
of p
ast,
pres
ent a
nd fu
ture
tens
es a
nd m
akin
g us
e of
con
junc
tions
, with
mod
ellin
g an
d su
ppor
t fro
m th
eir t
each
er
1 •
liste
ning
to a
nd d
iscu
ssin
g a
wid
e ra
nge
of
poem
s, s
torie
s an
d no
n-fic
tion
at a
leve
l be
yond
that
at w
hich
they
can
read
in
depe
nden
tly
• be
com
ing
very
fam
iliar
with
key
sto
ries,
fairy
st
orie
s an
d tr
aditi
onal
tale
s, re
telli
ng th
em
and
cons
ider
ing
thei
r par
ticul
ar
char
acte
ristic
s •
Reco
gnsi
ng a
nd jo
inin
g in
with
pre
dict
able
ph
rase
s •
disc
ussi
ng w
ord
mea
ning
s, li
nkin
g ne
w
mea
ning
s to
thos
e al
read
y kn
own
• m
akin
g in
fere
nces
on
the
basi
s of
wha
t is
bein
g sa
id a
nd d
one
• Pr
edic
ting
wha
t mig
ht h
appe
n on
the
basi
s of
wha
t has
bee
n re
ad s
o fa
r •
com
posi
ng a
sen
tenc
e or
ally
bef
ore
writ
ing
it
• se
quen
cing
sen
tenc
es to
form
sho
rt
narr
ativ
es
• re
-rea
ding
wha
t the
y ha
ve w
ritte
n to
che
ck
that
it m
akes
sen
se
• di
scus
s w
hat t
hey
have
writ
ten
with
the
teac
her o
r oth
er p
upils
How
wor
ds c
an c
ombi
ne to
mak
e se
nten
ces
Join
ing
wor
ds a
nd jo
inin
g cl
ause
s us
ing
and
Sequ
enci
ng s
ente
nces
to fo
rm s
hort
na
rrat
ives
Se
para
tion
of w
ords
with
spa
ces
Intr
oduc
tion
to c
apita
l let
ters
, ful
l st
ops,
que
stio
n m
arks
and
ex
clam
atio
n m
arks
to d
emar
cate
se
nten
ces
Cap
ital l
ette
rs fo
r nam
es
and
for t
he p
erso
nal p
rono
un I
Tool
kit F
ocus
/ Eff
ect o
n re
ader
: H
elp
the
read
er to
imag
ine
the
sett
ing
and
char
acte
r by:
•
usin
g se
nses
to d
escr
ibe
the
sett
ing
• Us
ing
sim
ple
noun
phr
ases
and
sim
ple
sim
iles
to g
ive
deta
il ab
out t
he s
ettin
g an
d ch
arac
ter
• Be
gin
to u
se v
erbs
and
adv
erbs
to s
how
how
a c
hara
cter
ac
ts o
r mov
es.
• M
agpi
e vo
cabu
lary
from
the
orig
inal
text
, exp
lore
syn
onym
s an
d st
ore
on w
orki
ng w
all f
or u
se.
Text
str
uctu
re: R
etel
l fam
iliar
sto
ry in
ow
n w
ords
follo
win
g th
e lin
ear s
truc
ture
of t
he o
rigi
nal u
sing
sim
ple
subs
titut
ion
(mig
ht b
e
the
mys
teri
ous
obje
ct a
nd h
ow th
at e
ffec
ts s
ome
even
ts)
2 •
liste
ning
to, d
iscu
ssin
g an
d ex
pres
sing
vie
ws
abou
t a w
ide
rang
e of
con
tem
pora
ry a
nd
clas
sic
poet
ry, s
torie
s an
d no
n-fic
tion
at a
le
vel b
eyon
d th
at a
t whi
ch th
ey c
an re
ad
inde
pend
ently
•
disc
ussi
ng th
e se
quen
ce o
f eve
nts
in b
ooks
an
d ho
w it
ems
of in
form
atio
n ar
e re
late
d
sent
ence
s w
ith d
iffer
ent f
orm
s:
stat
emen
t, qu
estio
n, e
xcla
mat
ion,
co
mm
and
ex
pand
ed n
oun
phra
ses
to d
escr
ibe
and
spec
ify [
for e
xam
ple,
the
blue
bu
tter
fly]
Tool
kit F
ocus
/ Eff
ect o
n re
ader
: H
elp
the
read
er to
imag
ine
the
sett
ing
and
char
acte
r by:
• Us
ing
expa
nded
nou
n ph
rase
s, s
imile
, alli
tera
tion
and
all
sens
es to
des
crib
e th
e se
ttin
g
• be
com
ing
incr
easi
ngly
fam
iliar
with
and
re
telli
ng a
wid
er ra
nge
of s
torie
s, fa
iry s
torie
s an
d tr
aditi
onal
tale
s •
reco
gnis
ing
sim
ple
recu
rrin
g lit
erar
y la
ngua
ge in
sto
ries
and
poet
ry
• di
scus
sing
and
cla
rifyi
ng th
e m
eani
ngs
of
wor
ds, l
inki
ng n
ew m
eani
ngs
to k
now
n vo
cabu
lary
and
dis
cuss
ing
thei
r fav
ourit
e w
ords
and
phr
ases
•
mak
ing
infe
renc
es o
n th
e ba
sis
of w
hat i
s be
ing
said
and
don
e
• pr
edic
ting
wha
t mig
ht h
appe
n on
the
basi
s of
wha
t has
bee
n re
ad s
o fa
r •
writ
ing
narr
ativ
es a
bout
per
sona
l ex
perie
nces
and
thos
e of
oth
ers
(rea
l and
fic
tiona
l)
• pl
anni
ng o
r say
ing
out l
oud
wha
t the
y ar
e go
ing
to w
rite
abou
t •
enc
apsu
latin
g w
hat t
hey
wan
t to
say,
se
nten
ce b
y se
nten
ce
• M
ake
sim
ple
addi
tions
and
revi
sion
s to
thei
r w
ork
afte
r dis
cuss
ion
with
pup
ils a
nd th
eir
teac
her.
• re
-rea
ding
to c
heck
that
thei
r writ
ing
mak
es
sens
e an
d th
at v
erbs
to in
dica
te ti
me
are
used
cor
rect
ly a
nd c
onsi
sten
tly, i
nclu
ding
ve
rbs
in th
e co
ntin
uous
form
the
pres
ent a
nd p
ast t
ense
s co
rrec
tly a
nd c
onsi
sten
tly in
clud
ing
the
prog
ress
ive
form
su
bord
inat
ion
(usi
ng w
hen,
if, t
hat,
or
beca
use)
and
co-
ordi
natio
n (u
sing
or
, and
, or b
ut)
full
stop
s, c
apita
l let
ters
, exc
lam
atio
n m
arks
, que
stio
n m
arks
, com
mas
for
lists
and
apo
stro
phes
for c
ontr
acte
d fo
rms
and
the
poss
essi
ve (
sing
ular
)
• In
clud
ing
deta
ils o
f the
tim
e of
day
or t
he w
eath
er to
hel
p de
scrib
e se
ttin
g an
d cr
eate
mys
tery
•
Mak
ing
choi
ces
abou
t ver
bs a
nd a
dver
bs to
sho
w h
ow a
ch
arac
ter r
eact
s to
the
sett
ing
and
stor
y ev
ents
•
Use
som
e dr
amat
ic a
dver
bial
s to
add
to th
e m
yste
ry e
g su
dden
ly, u
nfor
tuna
tely
. Te
xt s
truc
ture
: Inn
ovat
e on
the
stru
ctur
e of
a fa
mili
ar s
tory
Se
ttin
g: S
ubst
itute
the
sett
ing
to a
diff
eren
t but
fam
iliar
one
(dra
wn
from
exp
erie
nce
or re
adin
g) to
allo
w th
e ch
ildre
n to
tr
ansf
er le
arni
ng to
a d
iffer
ent c
onte
xt.
3
• lis
teni
ng to
and
dis
cuss
ing
a w
ide
rang
e of
fic
tion,
poe
try,
pla
ys, n
on-f
ictio
n an
d re
fere
nce
book
s or
text
book
s •
disc
ussi
ng w
ords
and
phr
ases
that
cap
ture
th
e re
ader
’s im
agin
atio
n
• dr
awin
g in
fere
nces
suc
h as
infe
rrin
g ch
arac
ters
’ fee
lings
, tho
ught
s an
d m
otiv
es
Expr
essi
ng ti
me,
pla
ce a
nd c
ause
us
ing
conj
unct
ions
[fo
r exa
mpl
e,
whe
n, b
efor
e, a
fter
, whi
le, s
o,
beca
use]
, adv
erbs
[fo
r exa
mpl
e,
then
, nex
t, so
on, t
here
fore
], or
pr
epos
ition
s [f
or e
xam
ple,
bef
ore,
af
ter,
durin
g, in
, bec
ause
of]
Tool
kit F
ocus
/ Eff
ect o
n re
ader
: Le
t the
read
er s
ee th
e sc
ene
thro
ugh
the
mai
n ch
arac
ters
eye
s by
:
• Us
ing
dram
atic
adv
erbi
als
to c
reat
e su
spen
se:
all o
f a s
udde
n,
with
out w
arni
ng. i
nclu
ding
sud
den
nois
es th
at p
ut th
e ch
arac
ter
(and
read
er o
n ed
ge).
31
Writ
e si
mpl
e ph
rase
s an
d se
nten
ces
that
can
be
read
by
othe
rs.
Expr
ess
thei
r ide
as a
nd fe
elin
gs a
bout
thei
r exp
erie
nces
usi
ng fu
ll se
nten
ces,
incl
udin
g
accu
rate
use
of p
ast,
pres
ent a
nd fu
ture
tens
es a
nd m
akin
g us
e of
con
junc
tions
, with
mod
ellin
g an
d su
ppor
t fro
m th
eir t
each
er
1 •
liste
ning
to a
nd d
iscu
ssin
g a
wid
e ra
nge
of
poem
s, s
torie
s an
d no
n-fic
tion
at a
leve
l be
yond
that
at w
hich
they
can
read
in
depe
nden
tly
• be
com
ing
very
fam
iliar
with
key
sto
ries,
fairy
st
orie
s an
d tr
aditi
onal
tale
s, re
telli
ng th
em
and
cons
ider
ing
thei
r par
ticul
ar
char
acte
ristic
s •
Reco
gnsi
ng a
nd jo
inin
g in
with
pre
dict
able
ph
rase
s •
disc
ussi
ng w
ord
mea
ning
s, li
nkin
g ne
w
mea
ning
s to
thos
e al
read
y kn
own
• m
akin
g in
fere
nces
on
the
basi
s of
wha
t is
bein
g sa
id a
nd d
one
• Pr
edic
ting
wha
t mig
ht h
appe
n on
the
basi
s of
wha
t has
bee
n re
ad s
o fa
r •
com
posi
ng a
sen
tenc
e or
ally
bef
ore
writ
ing
it
• se
quen
cing
sen
tenc
es to
form
sho
rt
narr
ativ
es
• re
-rea
ding
wha
t the
y ha
ve w
ritte
n to
che
ck
that
it m
akes
sen
se
• di
scus
s w
hat t
hey
have
writ
ten
with
the
teac
her o
r oth
er p
upils
How
wor
ds c
an c
ombi
ne to
mak
e se
nten
ces
Join
ing
wor
ds a
nd jo
inin
g cl
ause
s us
ing
and
Sequ
enci
ng s
ente
nces
to fo
rm s
hort
na
rrat
ives
Se
para
tion
of w
ords
with
spa
ces
Intr
oduc
tion
to c
apita
l let
ters
, ful
l st
ops,
que
stio
n m
arks
and
ex
clam
atio
n m
arks
to d
emar
cate
se
nten
ces
Cap
ital l
ette
rs fo
r nam
es
and
for t
he p
erso
nal p
rono
un I
Tool
kit F
ocus
/ Eff
ect o
n re
ader
: H
elp
the
read
er to
imag
ine
the
sett
ing
and
char
acte
r by:
•
usin
g se
nses
to d
escr
ibe
the
sett
ing
• Us
ing
sim
ple
noun
phr
ases
and
sim
ple
sim
iles
to g
ive
deta
il ab
out t
he s
ettin
g an
d ch
arac
ter
• Be
gin
to u
se v
erbs
and
adv
erbs
to s
how
how
a c
hara
cter
ac
ts o
r mov
es.
• M
agpi
e vo
cabu
lary
from
the
orig
inal
text
, exp
lore
syn
onym
s an
d st
ore
on w
orki
ng w
all f
or u
se.
Text
str
uctu
re: R
etel
l fam
iliar
sto
ry in
ow
n w
ords
follo
win
g th
e lin
ear s
truc
ture
of t
he o
rigi
nal u
sing
sim
ple
subs
titut
ion
(mig
ht b
e
the
mys
teri
ous
obje
ct a
nd h
ow th
at e
ffec
ts s
ome
even
ts)
2 •
liste
ning
to, d
iscu
ssin
g an
d ex
pres
sing
vie
ws
abou
t a w
ide
rang
e of
con
tem
pora
ry a
nd
clas
sic
poet
ry, s
torie
s an
d no
n-fic
tion
at a
le
vel b
eyon
d th
at a
t whi
ch th
ey c
an re
ad
inde
pend
ently
•
disc
ussi
ng th
e se
quen
ce o
f eve
nts
in b
ooks
an
d ho
w it
ems
of in
form
atio
n ar
e re
late
d
sent
ence
s w
ith d
iffer
ent f
orm
s:
stat
emen
t, qu
estio
n, e
xcla
mat
ion,
co
mm
and
ex
pand
ed n
oun
phra
ses
to d
escr
ibe
and
spec
ify [
for e
xam
ple,
the
blue
bu
tter
fly]
Tool
kit F
ocus
/ Eff
ect o
n re
ader
: H
elp
the
read
er to
imag
ine
the
sett
ing
and
char
acte
r by:
• Us
ing
expa
nded
nou
n ph
rase
s, s
imile
, alli
tera
tion
and
all
sens
es to
des
crib
e th
e se
ttin
g
• be
com
ing
incr
easi
ngly
fam
iliar
with
and
re
telli
ng a
wid
er ra
nge
of s
torie
s, fa
iry s
torie
s an
d tr
aditi
onal
tale
s •
reco
gnis
ing
sim
ple
recu
rrin
g lit
erar
y la
ngua
ge in
sto
ries
and
poet
ry
• di
scus
sing
and
cla
rifyi
ng th
e m
eani
ngs
of
wor
ds, l
inki
ng n
ew m
eani
ngs
to k
now
n vo
cabu
lary
and
dis
cuss
ing
thei
r fav
ourit
e w
ords
and
phr
ases
•
mak
ing
infe
renc
es o
n th
e ba
sis
of w
hat i
s be
ing
said
and
don
e
• pr
edic
ting
wha
t mig
ht h
appe
n on
the
basi
s of
wha
t has
bee
n re
ad s
o fa
r •
writ
ing
narr
ativ
es a
bout
per
sona
l ex
perie
nces
and
thos
e of
oth
ers
(rea
l and
fic
tiona
l)
• pl
anni
ng o
r say
ing
out l
oud
wha
t the
y ar
e go
ing
to w
rite
abou
t •
enc
apsu
latin
g w
hat t
hey
wan
t to
say,
se
nten
ce b
y se
nten
ce
• M
ake
sim
ple
addi
tions
and
revi
sion
s to
thei
r w
ork
afte
r dis
cuss
ion
with
pup
ils a
nd th
eir
teac
her.
• re
-rea
ding
to c
heck
that
thei
r writ
ing
mak
es
sens
e an
d th
at v
erbs
to in
dica
te ti
me
are
used
cor
rect
ly a
nd c
onsi
sten
tly, i
nclu
ding
ve
rbs
in th
e co
ntin
uous
form
the
pres
ent a
nd p
ast t
ense
s co
rrec
tly a
nd c
onsi
sten
tly in
clud
ing
the
prog
ress
ive
form
su
bord
inat
ion
(usi
ng w
hen,
if, t
hat,
or
beca
use)
and
co-
ordi
natio
n (u
sing
or
, and
, or b
ut)
full
stop
s, c
apita
l let
ters
, exc
lam
atio
n m
arks
, que
stio
n m
arks
, com
mas
for
lists
and
apo
stro
phes
for c
ontr
acte
d fo
rms
and
the
poss
essi
ve (
sing
ular
)
• In
clud
ing
deta
ils o
f the
tim
e of
day
or t
he w
eath
er to
hel
p de
scrib
e se
ttin
g an
d cr
eate
mys
tery
•
Mak
ing
choi
ces
abou
t ver
bs a
nd a
dver
bs to
sho
w h
ow a
ch
arac
ter r
eact
s to
the
sett
ing
and
stor
y ev
ents
•
Use
som
e dr
amat
ic a
dver
bial
s to
add
to th
e m
yste
ry e
g su
dden
ly, u
nfor
tuna
tely
. Te
xt s
truc
ture
: Inn
ovat
e on
the
stru
ctur
e of
a fa
mili
ar s
tory
Se
ttin
g: S
ubst
itute
the
sett
ing
to a
diff
eren
t but
fam
iliar
one
(dra
wn
from
exp
erie
nce
or re
adin
g) to
allo
w th
e ch
ildre
n to
tr
ansf
er le
arni
ng to
a d
iffer
ent c
onte
xt.
3
• lis
teni
ng to
and
dis
cuss
ing
a w
ide
rang
e of
fic
tion,
poe
try,
pla
ys, n
on-f
ictio
n an
d re
fere
nce
book
s or
text
book
s •
disc
ussi
ng w
ords
and
phr
ases
that
cap
ture
th
e re
ader
’s im
agin
atio
n
• dr
awin
g in
fere
nces
suc
h as
infe
rrin
g ch
arac
ters
’ fee
lings
, tho
ught
s an
d m
otiv
es
Expr
essi
ng ti
me,
pla
ce a
nd c
ause
us
ing
conj
unct
ions
[fo
r exa
mpl
e,
whe
n, b
efor
e, a
fter
, whi
le, s
o,
beca
use]
, adv
erbs
[fo
r exa
mpl
e,
then
, nex
t, so
on, t
here
fore
], or
pr
epos
ition
s [f
or e
xam
ple,
bef
ore,
af
ter,
durin
g, in
, bec
ause
of]
Tool
kit F
ocus
/ Eff
ect o
n re
ader
: Le
t the
read
er s
ee th
e sc
ene
thro
ugh
the
mai
n ch
arac
ters
eye
s by
:
• Us
ing
dram
atic
adv
erbi
als
to c
reat
e su
spen
se:
all o
f a s
udde
n,
with
out w
arni
ng. i
nclu
ding
sud
den
nois
es th
at p
ut th
e ch
arac
ter
(and
read
er o
n ed
ge).
32
from
thei
r act
ions
, and
just
ifyin
g in
fere
nces
w
ith e
vide
nce
• pr
edic
ting
wha
t mig
ht h
appe
n fr
om d
etai
ls
stat
ed a
nd im
plie
d •
iden
tifyi
ng h
ow la
ngua
ge, s
truc
ture
, and
pr
esen
tatio
n co
ntrib
ute
to m
eani
ng
• di
scus
sing
writ
ing
sim
ilar t
o th
at w
hich
they
ar
e pl
anni
ng to
writ
e in
ord
er to
und
erst
and
and
lear
n fr
om it
s st
ruct
ure,
voc
abul
ary
and
gram
mar
•
com
posi
ng a
nd re
hear
sing
sen
tenc
es o
rally
(i
nclu
ding
dia
logu
e), p
rogr
essi
vely
bui
ldin
g a
varie
d an
d ric
h vo
cabu
lary
and
an
incr
easi
ng ra
nge
of s
ente
nce
stru
ctur
es
• or
gani
sing
par
agra
phs
arou
nd a
them
e
• in
nar
rativ
es, c
reat
ing
sett
ings
, cha
ract
ers
and
plot
•
prop
osin
g ch
ange
s to
gra
mm
ar a
nd
voca
bula
ry to
impr
ove
cons
iste
ncy,
incl
udin
g th
e ac
cura
te u
se o
f pro
noun
s in
sen
tenc
es
Intr
oduc
tion
to p
arag
raph
s as
a w
ay
to g
roup
rela
ted
mat
eria
l Us
e of
the
pres
ent p
erfe
ct fo
rm o
f
verb
s in
stea
d of
the
sim
ple
past
[fo
r ex
ampl
e, H
e ha
s go
ne o
ut to
pla
y co
ntra
sted
with
He
wen
t out
to p
lay]
In
trod
uctio
n to
inve
rted
com
mas
to
punc
tuat
e di
rect
spe
ech
• Us
ing
adje
ctiv
es th
at b
egin
to d
escr
ibe
the
sett
ing
for t
he re
ader
. •
Begi
nnin
g to
use
spe
ech
to c
onve
y ch
arac
ter f
ocus
ing
on th
e sp
eech
ver
bs u
sed
and
the
punc
tuat
ion
to s
how
spe
ech.
Te
xt S
truc
ture
: in
nova
tes
from
a fa
mili
ar c
hron
olog
ical
str
uctu
re
draw
n fr
om a
rang
e of
mod
el te
xts.
Sett
ing:
Chi
ldre
n to
pro
duce
thei
r ow
n in
nova
tions
bas
ed o
n a
fam
iliar
set
tings
with
a m
yste
riou
s tw
ist (
scho
ol, l
ocal
tow
n)
Chi
ldre
n ca
n al
so a
lter t
he c
hara
cter
from
the
orig
inal
text
.
4 N
oun
phra
ses
expa
nded
by
the
addi
tion
of m
odify
ing
adje
ctiv
es,
noun
s an
d pr
epos
ition
phr
ases
Fr
onte
d ad
verb
ials
Us
e of
par
agra
phs
to o
rgan
ise
idea
s ar
ound
a th
eme
App
ropr
iate
cho
ice
of p
rono
un o
r nou
n w
ithin
and
acr
oss
sent
ence
s to
aid
coh
esio
n an
d av
oid
repe
titio
n Us
e of
inve
rted
com
mas
and
oth
er
punc
tuat
ion
to in
dica
te d
irect
sp
eech
A
post
roph
es to
mar
k pl
ural
po
sses
sion
Use
of c
omm
as a
fter
fr
onte
d ad
verb
ials
Tool
kit F
ocus
/ Eff
ect o
n re
ader
: Le
t the
read
er e
xper
ienc
e th
e sc
ene
as if
they
are
the
mai
n ch
arac
ter:
•
Use
a w
iden
ing
rang
e of
adv
erbi
als
to m
ake
the
read
er ju
mp
(all
at o
nce,
out
of n
owhe
re)
• Be
gin
to u
se e
mpt
y w
ords
(so
meo
ne o
r som
ethi
ng)
to c
reat
e an
ai
r of m
yste
ry.
• Us
e rh
etor
ical
que
stio
ns to
voi
ce o
ut lo
ud th
e m
ain
char
acte
r’s
wor
ries
(Wha
t was
that
? W
ere
they
foot
step
s?)
• Sp
eech
is b
egin
ning
to a
dd fu
rthe
r det
ail a
bout
cha
ract
er a
nd
plot
. (u
se o
f spe
ech
verb
s an
d ta
gged
on
narr
ativ
e to
sho
w
actio
ns a
nd re
actio
ns)
Text
Str
uctu
re: F
ollo
w th
e m
ain
stru
ctur
e of
the
text
but
Inno
vate
th
roug
h th
e di
ffer
ent w
ays
to o
pen
and
end
a st
ory
to p
rovi
de li
nks
and
spec
ific
effe
cts.
33
from
thei
r act
ions
, and
just
ifyin
g in
fere
nces
w
ith e
vide
nce
• pr
edic
ting
wha
t mig
ht h
appe
n fr
om d
etai
ls
stat
ed a
nd im
plie
d •
iden
tifyi
ng h
ow la
ngua
ge, s
truc
ture
, and
pr
esen
tatio
n co
ntrib
ute
to m
eani
ng
• di
scus
sing
writ
ing
sim
ilar t
o th
at w
hich
they
ar
e pl
anni
ng to
writ
e in
ord
er to
und
erst
and
and
lear
n fr
om it
s st
ruct
ure,
voc
abul
ary
and
gram
mar
•
com
posi
ng a
nd re
hear
sing
sen
tenc
es o
rally
(i
nclu
ding
dia
logu
e), p
rogr
essi
vely
bui
ldin
g a
varie
d an
d ric
h vo
cabu
lary
and
an
incr
easi
ng ra
nge
of s
ente
nce
stru
ctur
es
• or
gani
sing
par
agra
phs
arou
nd a
them
e
• in
nar
rativ
es, c
reat
ing
sett
ings
, cha
ract
ers
and
plot
•
prop
osin
g ch
ange
s to
gra
mm
ar a
nd
voca
bula
ry to
impr
ove
cons
iste
ncy,
incl
udin
g th
e ac
cura
te u
se o
f pro
noun
s in
sen
tenc
es
Intr
oduc
tion
to p
arag
raph
s as
a w
ay
to g
roup
rela
ted
mat
eria
l Us
e of
the
pres
ent p
erfe
ct fo
rm o
f
verb
s in
stea
d of
the
sim
ple
past
[fo
r ex
ampl
e, H
e ha
s go
ne o
ut to
pla
y co
ntra
sted
with
He
wen
t out
to p
lay]
In
trod
uctio
n to
inve
rted
com
mas
to
punc
tuat
e di
rect
spe
ech
• Us
ing
adje
ctiv
es th
at b
egin
to d
escr
ibe
the
sett
ing
for t
he re
ader
. •
Begi
nnin
g to
use
spe
ech
to c
onve
y ch
arac
ter f
ocus
ing
on th
e sp
eech
ver
bs u
sed
and
the
punc
tuat
ion
to s
how
spe
ech.
Te
xt S
truc
ture
: in
nova
tes
from
a fa
mili
ar c
hron
olog
ical
str
uctu
re
draw
n fr
om a
rang
e of
mod
el te
xts.
Sett
ing:
Chi
ldre
n to
pro
duce
thei
r ow
n in
nova
tions
bas
ed o
n a
fam
iliar
set
tings
with
a m
yste
riou
s tw
ist (
scho
ol, l
ocal
tow
n)
Chi
ldre
n ca
n al
so a
lter t
he c
hara
cter
from
the
orig
inal
text
.
4 N
oun
phra
ses
expa
nded
by
the
addi
tion
of m
odify
ing
adje
ctiv
es,
noun
s an
d pr
epos
ition
phr
ases
Fr
onte
d ad
verb
ials
Us
e of
par
agra
phs
to o
rgan
ise
idea
s ar
ound
a th
eme
App
ropr
iate
cho
ice
of p
rono
un o
r nou
n w
ithin
and
acr
oss
sent
ence
s to
aid
coh
esio
n an
d av
oid
repe
titio
n Us
e of
inve
rted
com
mas
and
oth
er
punc
tuat
ion
to in
dica
te d
irect
sp
eech
A
post
roph
es to
mar
k pl
ural
po
sses
sion
Use
of c
omm
as a
fter
fr
onte
d ad
verb
ials
Tool
kit F
ocus
/ Eff
ect o
n re
ader
: Le
t the
read
er e
xper
ienc
e th
e sc
ene
as if
they
are
the
mai
n ch
arac
ter:
•
Use
a w
iden
ing
rang
e of
adv
erbi
als
to m
ake
the
read
er ju
mp
(all
at o
nce,
out
of n
owhe
re)
• Be
gin
to u
se e
mpt
y w
ords
(so
meo
ne o
r som
ethi
ng)
to c
reat
e an
ai
r of m
yste
ry.
• Us
e rh
etor
ical
que
stio
ns to
voi
ce o
ut lo
ud th
e m
ain
char
acte
r’s
wor
ries
(Wha
t was
that
? W
ere
they
foot
step
s?)
• Sp
eech
is b
egin
ning
to a
dd fu
rthe
r det
ail a
bout
cha
ract
er a
nd
plot
. (u
se o
f spe
ech
verb
s an
d ta
gged
on
narr
ativ
e to
sho
w
actio
ns a
nd re
actio
ns)
Text
Str
uctu
re: F
ollo
w th
e m
ain
stru
ctur
e of
the
text
but
Inno
vate
th
roug
h th
e di
ffer
ent w
ays
to o
pen
and
end
a st
ory
to p
rovi
de li
nks
and
spec
ific
effe
cts.
5
• co
ntin
uing
to re
ad a
nd d
iscu
ss a
n in
crea
sing
ly w
ide
rang
e of
fict
ion,
poe
try,
pl
ays,
non
-fic
tion
and
refe
renc
e bo
oks
or
text
book
s
• re
adin
g bo
oks
that
are
str
uctu
red
in d
iffer
ent
way
s an
d re
adin
g fo
r a p
urpo
se
• id
entif
ying
and
dis
cuss
ing
them
es a
nd
conv
entio
ns in
and
acr
oss
a w
ide
rang
e of
w
ritin
g
• m
akin
g co
mpa
rison
s w
ithin
and
acr
oss
book
s
• pr
edic
ting
wha
t mig
ht h
appe
n fr
om d
etai
ls
stat
ed a
nd im
plie
d
• dr
awin
g in
fere
nces
suc
h as
infe
rrin
g ch
arac
ters
’ fee
lings
, tho
ught
s an
d m
otiv
es
from
thei
r act
ions
, and
just
ifyin
g in
fere
nces
w
ith e
vide
nce
• su
mm
aris
ing
the
mai
n id
eas
draw
n fr
om
mor
e th
an 1
para
grap
h, id
entif
ying
key
de
tails
that
sup
port
the
mai
n id
eas
• id
entif
ying
how
lang
uage
, str
uctu
re a
nd
pres
enta
tion
cont
ribut
e to
mea
ning
• di
scus
s an
d ev
alua
te h
ow a
utho
rs u
se
lang
uage
, inc
ludi
ng fi
gura
tive
lang
uage
, co
nsid
erin
g th
e im
pact
on
the
read
er
• id
entif
ying
the
audi
ence
for a
nd p
urpo
se o
f th
e w
ritin
g, s
elec
ting
the
appr
opria
te fo
rm
and
usin
g ot
her s
imila
r writ
ing
as m
odel
s fo
r th
eir o
wn
•
in w
ritin
g na
rrat
ives
, con
side
ring
how
aut
hors
ha
ve d
evel
oped
cha
ract
ers
and
sett
ings
in
usin
g th
e pe
rfec
t for
m o
f ver
bs to
m
ark
rela
tions
hips
of t
ime
and
caus
e Re
lativ
e cl
ause
s be
ginn
ing
with
who
, w
hich
, whe
re, w
hen,
who
se, t
hat,
or
an o
mitt
ed re
lativ
e pr
onou
n In
dica
ting
degr
ees
of p
ossi
bilit
y us
ing
adve
rbs
[for
exa
mpl
e, p
erha
ps,
sure
ly]
or m
odal
ver
bs [
for e
xam
ple,
m
ight
, sho
uld,
will
, mus
t]
Dev
ices
to b
uild
coh
esio
n w
ithin
a
para
grap
h [f
or e
xam
ple,
then
, aft
er
that
, thi
s, fi
rstly
] Lin
king
idea
s ac
ross
pa
ragr
aphs
usi
ng a
dver
bial
s of
tim
e [f
or e
xam
ple,
late
r], p
lace
[fo
r ex
ampl
e, n
earb
y] a
nd n
umbe
r [fo
r ex
ampl
e, s
econ
dly]
or t
ense
cho
ices
[f
or e
xam
ple,
he
had
seen
her
be
fore
] Br
acke
ts, d
ashe
s or
com
mas
to
indi
cate
par
enth
esis
Use
of c
omm
as
to c
larif
y m
eani
ng o
r avo
id
ambi
guity
Tool
kit F
ocus
/ Eff
ect o
n re
ader
: Pu
t you
r rea
der i
nto
the
stor
y by
: •
Build
ing
in te
nsio
n at
key
mom
ents
: dro
ppin
g cl
ues
as to
wha
t m
ight
hap
pen
to le
ave
the
read
er g
uess
ing.
•
Usin
g pr
ecis
e no
uns,
adj
ectiv
es a
nd v
erbs
to h
elp
the
read
er to
pi
ctur
e th
e se
ttin
g an
d its
atm
osph
ere.
•
Usin
g a
rang
e of
dev
ices
to s
uppo
rt c
hara
cter
isat
ion
(des
crip
tion,
act
ion,
car
eful
ly c
ontr
olle
d sp
eech
that
giv
es d
etai
ls
abou
t the
cha
ract
er fr
om w
hat t
hey
say
and
how
they
say
it).
•
Use
of p
rono
uns,
esp
ecia
lly ‘i
t’), e
mpt
y w
ords
and
am
bigu
ous
noun
s to
con
ceal
the
iden
tity
of m
yste
rious
cre
atur
es o
r ch
arac
ters
. •
Man
ipul
atin
g se
nten
ce s
truc
ture
s (w
ord
orde
r and
leng
th,
repe
titio
n of
a k
ey p
hras
e or
idea
for e
mph
asis
) to
con
vey
a se
nse
of d
ange
r and
sus
pens
e in
key
mom
ents
of t
he s
tory
. Te
xt S
truc
ture
: D
raw
upo
n a
rang
e of
read
ing
to s
how
fore
shad
owin
g te
chni
ques
. Ex
peri
men
t with
the
orde
r par
agra
phs
to a
chie
ve d
iffer
ent e
ffec
ts
(fla
shba
ck in
a s
ectio
n to
fill
in d
etai
ls o
f a b
acks
tory
link
ed to
ev
ent o
r obj
ect o
r to
expl
ain
char
acte
r)
34
6
wha
t pup
ils h
ave
read
, lis
tene
d to
or s
een
perf
orm
ed
• se
lect
ing
appr
opria
te g
ram
mar
and
vo
cabu
lary
, und
erst
andi
ng h
ow s
uch
choi
ces
can
chan
ge a
nd e
nhan
ce m
eani
ng
• in
nar
rativ
es, d
escr
ibin
g se
ttin
gs, c
hara
cter
s an
d at
mos
pher
e an
d in
tegr
atin
g di
alog
ue to
co
nvey
cha
ract
er a
nd a
dvan
ce th
e ac
tion
• us
ing
a w
ide
rang
e of
dev
ices
to b
uild
co
hesi
on w
ithin
and
acr
oss
para
grap
hs
• u
sing
furt
her o
rgan
isat
iona
l and
pr
esen
tatio
nal d
evic
es to
str
uctu
re te
xt a
nd
to g
uide
the
read
er
• A
sses
sing
the
effe
ctiv
enes
s of
thei
r ow
n an
d ot
hers
’ writ
ing
and
prop
osin
g ch
ange
s to
vo
cabu
lary
, gra
mm
ar a
nd p
unct
uatio
n to
en
hanc
e ef
fect
s an
d cl
arify
mea
ning
. •
ensu
ring
the
cons
iste
nt a
nd c
orre
ct u
se o
f te
nse
thro
ugho
ut a
pie
ce o
f writ
ing
• en
surin
g co
rrec
t sub
ject
and
ver
b ag
reem
ent w
hen
usin
g si
ngul
ar a
nd p
lura
l, di
stin
guis
hing
bet
wee
n th
e la
ngua
ge o
f sp
eech
and
writ
ing
and
choo
sing
the
appr
opria
te re
gist
er
Use
of th
e pa
ssiv
e to
affe
ct th
e pr
esen
tatio
n of
info
rmat
ion
in a
se
nten
ce
The
diffe
renc
e be
twee
n st
ruct
ures
ty
pica
l of i
nfor
mal
spe
ech
and
stru
ctur
es a
ppro
pria
te fo
r for
mal
sp
eech
and
writ
ing
[for
exa
mpl
e, th
e us
e of
que
stio
n ta
gs: H
e’s
your
frie
nd,
isn’
t he?
, or t
he u
se o
f sub
junc
tive
form
s su
ch a
s If
I wer
e or
Wer
e th
ey
to c
ome
in s
ome
very
form
al w
ritin
g an
d sp
eech
] Lin
king
idea
s ac
ross
par
agra
phs
usin
g a
wid
er ra
nge
of c
ohes
ive
devi
ces:
repe
titio
n of
a w
ord
or
phra
se, g
ram
mat
ical
con
nect
ion,
an
d el
lipsi
s
Use
of th
e se
mi-
colo
n, c
olon
and
da
sh to
mar
k th
e bo
unda
ry b
etw
een
inde
pend
ent c
laus
es [
for e
xam
ple,
It’
s ra
inin
g; I’
m fe
d up
] Us
e of
the
colo
n to
intr
oduc
e a
list a
nd u
se o
f se
mi-
colo
ns w
ithin
list
s Pu
nctu
atio
n of
bul
let p
oint
s to
list
info
rmat
ion
How
hyp
hens
can
be
used
to a
void
am
bigu
ity [
reco
ver v
ersu
s re
-cov
er]
Tool
kit F
ocus
/ Eff
ect o
n re
ader
: Pu
t you
r rea
der i
n th
e st
ory
by:
• Us
ing
a ra
nge
of d
evic
es to
sho
w a
nd n
ot te
ll yo
ur c
hara
cter
’s fe
elin
gs a
nd m
akin
g su
re th
at th
e de
scrip
tive
deta
ils th
at a
re
shar
ed w
ork
toge
ther
to h
elp
the
read
er to
con
nect
with
the
char
acte
r or c
hara
cter
s an
d fo
rm o
pini
ons
abou
t the
m.
(the
w
ords
they
cho
ose
to s
ay, h
ow th
ey s
ay th
em, a
ccom
pany
ing
actio
ns, r
egis
ter a
nd w
ords
use
d, fa
cial
exp
ress
ions
, how
they
re
act a
nd o
ther
s re
act t
o th
em)
• Us
e qu
estio
ns, c
omm
ents
, asi
des
from
nar
rato
r to
fore
shad
ow
and
build
tens
ion.
•
Usin
g th
e se
ttin
g to
refle
ct th
e ch
arac
ter’s
feel
ings
(pa
thet
ic
falla
cy)
• Us
ing
wel
l-pl
aced
dev
ices
to le
ave
the
read
er g
uess
ing
and
won
derin
g ab
out t
he e
vent
s th
at m
ight
unf
old:
pas
sive
voi
ce to
co
ncea
l the
age
nt a
nd p
rovi
de n
arra
tive
dist
ance
, em
pty
wor
ds,
ellip
sis,
am
bigu
ous
noun
or
pron
oun
choi
ce o
ver s
peci
fyin
g (i
t, si
lhou
ette
, sha
dow
, the
wom
an e
tc)
Text
Str
uctu
re:
Chi
ldre
n dr
aw u
pon
prev
ious
read
ing
and
anal
ysis
of
sus
pens
e st
ruct
ures
and
tech
niqu
es to
pla
n th
eir o
wn
mys
tery
st
ory.
The
ir s
truc
ture
ens
ures
that
they
eng
age
the
read
er e
arly
on
with
hin
t to
sugg
est w
hat m
ight
unf
old
and
then
str
ateg
ical
ly
plac
e cl
ues
thro
ugho
ut th
e re
st o
f the
text
.
35
6
wha
t pup
ils h
ave
read
, lis
tene
d to
or s
een
perf
orm
ed
• se
lect
ing
appr
opria
te g
ram
mar
and
vo
cabu
lary
, und
erst
andi
ng h
ow s
uch
choi
ces
can
chan
ge a
nd e
nhan
ce m
eani
ng
• in
nar
rativ
es, d
escr
ibin
g se
ttin
gs, c
hara
cter
s an
d at
mos
pher
e an
d in
tegr
atin
g di
alog
ue to
co
nvey
cha
ract
er a
nd a
dvan
ce th
e ac
tion
• us
ing
a w
ide
rang
e of
dev
ices
to b
uild
co
hesi
on w
ithin
and
acr
oss
para
grap
hs
• u
sing
furt
her o
rgan
isat
iona
l and
pr
esen
tatio
nal d
evic
es to
str
uctu
re te
xt a
nd
to g
uide
the
read
er
• A
sses
sing
the
effe
ctiv
enes
s of
thei
r ow
n an
d ot
hers
’ writ
ing
and
prop
osin
g ch
ange
s to
vo
cabu
lary
, gra
mm
ar a
nd p
unct
uatio
n to
en
hanc
e ef
fect
s an
d cl
arify
mea
ning
. •
ensu
ring
the
cons
iste
nt a
nd c
orre
ct u
se o
f te
nse
thro
ugho
ut a
pie
ce o
f writ
ing
• en
surin
g co
rrec
t sub
ject
and
ver
b ag
reem
ent w
hen
usin
g si
ngul
ar a
nd p
lura
l, di
stin
guis
hing
bet
wee
n th
e la
ngua
ge o
f sp
eech
and
writ
ing
and
choo
sing
the
appr
opria
te re
gist
er
Use
of th
e pa
ssiv
e to
affe
ct th
e pr
esen
tatio
n of
info
rmat
ion
in a
se
nten
ce
The
diffe
renc
e be
twee
n st
ruct
ures
ty
pica
l of i
nfor
mal
spe
ech
and
stru
ctur
es a
ppro
pria
te fo
r for
mal
sp
eech
and
writ
ing
[for
exa
mpl
e, th
e us
e of
que
stio
n ta
gs: H
e’s
your
frie
nd,
isn’
t he?
, or t
he u
se o
f sub
junc
tive
form
s su
ch a
s If
I wer
e or
Wer
e th
ey
to c
ome
in s
ome
very
form
al w
ritin
g an
d sp
eech
] Lin
king
idea
s ac
ross
par
agra
phs
usin
g a
wid
er ra
nge
of c
ohes
ive
devi
ces:
repe
titio
n of
a w
ord
or
phra
se, g
ram
mat
ical
con
nect
ion,
an
d el
lipsi
s
Use
of th
e se
mi-
colo
n, c
olon
and
da
sh to
mar
k th
e bo
unda
ry b
etw
een
inde
pend
ent c
laus
es [
for e
xam
ple,
It’
s ra
inin
g; I’
m fe
d up
] Us
e of
the
colo
n to
intr
oduc
e a
list a
nd u
se o
f se
mi-
colo
ns w
ithin
list
s Pu
nctu
atio
n of
bul
let p
oint
s to
list
info
rmat
ion
How
hyp
hens
can
be
used
to a
void
am
bigu
ity [
reco
ver v
ersu
s re
-cov
er]
Tool
kit F
ocus
/ Eff
ect o
n re
ader
: Pu
t you
r rea
der i
n th
e st
ory
by:
• Us
ing
a ra
nge
of d
evic
es to
sho
w a
nd n
ot te
ll yo
ur c
hara
cter
’s fe
elin
gs a
nd m
akin
g su
re th
at th
e de
scrip
tive
deta
ils th
at a
re
shar
ed w
ork
toge
ther
to h
elp
the
read
er to
con
nect
with
the
char
acte
r or c
hara
cter
s an
d fo
rm o
pini
ons
abou
t the
m.
(the
w
ords
they
cho
ose
to s
ay, h
ow th
ey s
ay th
em, a
ccom
pany
ing
actio
ns, r
egis
ter a
nd w
ords
use
d, fa
cial
exp
ress
ions
, how
they
re
act a
nd o
ther
s re
act t
o th
em)
• Us
e qu
estio
ns, c
omm
ents
, asi
des
from
nar
rato
r to
fore
shad
ow
and
build
tens
ion.
•
Usin
g th
e se
ttin
g to
refle
ct th
e ch
arac
ter’s
feel
ings
(pa
thet
ic
falla
cy)
• Us
ing
wel
l-pl
aced
dev
ices
to le
ave
the
read
er g
uess
ing
and
won
derin
g ab
out t
he e
vent
s th
at m
ight
unf
old:
pas
sive
voi
ce to
co
ncea
l the
age
nt a
nd p
rovi
de n
arra
tive
dist
ance
, em
pty
wor
ds,
ellip
sis,
am
bigu
ous
noun
or
pron
oun
choi
ce o
ver s
peci
fyin
g (i
t, si
lhou
ette
, sha
dow
, the
wom
an e
tc)
Text
Str
uctu
re:
Chi
ldre
n dr
aw u
pon
prev
ious
read
ing
and
anal
ysis
of
sus
pens
e st
ruct
ures
and
tech
niqu
es to
pla
n th
eir o
wn
mys
tery
st
ory.
The
ir s
truc
ture
ens
ures
that
they
eng
age
the
read
er e
arly
on
with
hin
t to
sugg
est w
hat m
ight
unf
old
and
then
str
ateg
ical
ly
plac
e cl
ues
thro
ugho
ut th
e re
st o
f the
text
.
Ye
ar G
roup
Pr
ogre
ssio
n in
Non
-Chr
onol
ogic
al R
epor
ts
Year
1 Th
roug
h di
scus
sion
s as
a c
lass
and
with
the
teac
her,
writ
e a
sim
ple
non-
chro
nolo
gica
l rep
ort b
y w
ritin
g se
nten
ces
linke
d to
th
e to
pic.
Lin
k th
e w
ritin
g to
cha
ract
ers
and
lear
ning
from
fict
ion
text
s th
at h
ave
been
stu
died
(le
ss e
nerg
y pu
t int
o fa
cts
and
mor
e pu
t int
o pr
actis
ing
the
sent
ence
pat
tern
s an
d gr
amm
ar).
Use
exp
ande
d no
un p
hras
es to
add
det
ail t
o no
uns
and
co-
ordi
natin
g co
njun
ctio
ns to
com
bine
sen
tenc
es.
Year
2
Thro
ugh
disc
ussi
ons
as a
cla
ss a
nd w
ith th
e te
ache
r, us
e a
mod
el te
xt fo
r str
uctu
re a
nd la
ngua
ge to
writ
e a
non-
chro
nolo
gica
l rep
ort l
inke
d to
cha
ract
ers
and
lear
ning
from
fict
ion.
Use
sim
ple
subs
titut
ion
that
dra
ws
upon
the
key
gram
mar
and
str
uctu
ral f
eatu
res
of th
e m
odel
text
: ch
unks
of i
nfor
mat
ion
abou
t the
sub
ject
, gen
eral
isin
g w
ords
, exp
ande
d no
un p
hras
es w
ith p
repo
sitio
ns to
pro
vide
add
ition
al d
etai
l and
pre
cisi
on, p
rono
uns
to a
void
aw
kwar
d re
petit
ion
of n
ouns
.
Year
3
With
teac
her s
uppo
rt, s
tudy
a m
odel
text
to re
veal
the
unde
rlyin
g st
ruct
ure
and
use
this
info
rmat
ion
to b
ox-u
p, re
sear
ch a
nd
plan
an
enga
ging
non
-chr
onol
ogic
al re
port
abo
ut a
diff
eren
t top
ic.
Use
devi
ces
to h
ook
the
read
er in
and
enc
oura
ge th
em
to re
ad o
n (d
irect
add
ress
to re
ader
, int
eres
ting
fact
s th
roug
hout
the
writ
ing)
. De
velo
p or
gani
sed
para
grap
hs u
sing
su
bhea
ding
s, to
pic
sent
ence
s an
d co
njun
ctio
ns, u
se a
gre
ater
var
iety
of g
ener
alis
ers
and
prec
ise
noun
s an
d ad
ject
ives
for
clar
ity, a
nd a
ppro
pria
te te
chni
cal v
ocab
ular
y.
Year
4
With
som
e te
ache
r and
pee
r sup
port
, stu
dy m
odel
text
s to
reve
al th
e un
derly
ing
stru
ctur
e of
non
-chr
onol
ogic
al re
port
s an
d us
e th
is in
form
atio
n to
box
-up,
rese
arch
and
pla
n a
cohe
sive
and
eng
agin
g no
n-ch
rono
logi
cal r
epor
t abo
ut a
diff
eren
t to
pic.
Use
dev
ices
to h
ook
the
read
er in
and
enc
oura
ge th
em to
read
on
(dire
ct a
ddre
ss to
read
er, i
nter
estin
g fa
cts
thro
ugho
ut th
e w
ritin
g).
Dev
elop
org
anis
ed p
arag
raph
s us
ing
appr
opria
te s
ubhe
adin
gs, t
opic
sen
tenc
es a
nd c
onju
nctio
ns,
use
a gr
eate
r var
iety
of g
ener
alis
ers
and
prec
ise
noun
s an
d ad
ject
ives
for c
larit
y, u
se a
rang
e of
dev
ices
to m
ake
the
writ
ing
cohe
sive
(sy
nony
ms,
pro
noun
s, la
yout
dev
ices
, adv
erbi
als,
con
junc
tions
and
var
ied
open
ing
sent
ence
s an
d se
nten
ce le
ngth
) an
d la
ngua
ge b
egin
ning
to s
how
app
ropr
iate
leve
ls o
f for
mal
ity.
Year
5
App
ly le
arni
ng a
bout
non
-chr
onol
ogic
al re
port
s to
writ
ing
expe
rt a
nd e
ngag
ing
non-
chro
nolo
gica
l rep
orts
acr
oss
the
curr
icul
um: r
esea
rchi
ng a
nd w
ritin
g ab
out k
ey th
emes
in h
isto
ry, g
eogr
aphy
and
sci
ence
. In
crea
sing
em
phas
is to
be
put o
n th
e us
e of
impe
rson
al d
evic
es (
pass
ive,
gen
eral
iser
s), t
echn
ical
lang
uage
, to
give
an
expe
rt to
ne.
Year
6
Expl
ore
nuan
ces
of la
ngua
ge in
non
-chr
onol
ogic
al re
port
s an
d us
e th
is in
form
atio
n to
wri
te n
on-c
hron
olog
ical
repo
rts
for a
ra
nge
of p
urpo
ses
and
audi
ence
s. P
ract
ise
and
appl
y us
ing
elem
ents
of e
xpla
natio
n, p
ersu
asio
n an
d te
chni
ques
nor
mal
ly
asso
ciat
ed w
ith n
arra
tive
to b
alan
ce th
e ap
prop
riate
leve
ls o
f for
mal
ity to
ach
ieve
an
expe
rt to
ne, w
hils
t als
o en
gagi
ng a
nd
intr
igui
ng th
e re
ader
.
36
Appendix IV – NSNAP Example from Year 1 Science
37
© 2020 Norfolk County Council
Appendix IV – NSNAP Example from Year 1 Science