english at beck · through speaking and listening activities. evidence in books: annotated wagoll...

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English at Beck

Reading

Writing

Speaking and Listening

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Contents:

Policy 3

Reading 4

Inference 6

Guided Reading 8

Phonics 9

Empathy 10

Book Study 11

Writing Sequence 12

Editing and Redrafting 17

Writing Sequence bank of LOs 24

Writing Sequence activities 25

Handwriting 26

Vocabulary 31

Punctuation and Grammar 33

Spelling 40

Speaking and Listening 58

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It is our aim that during their time at Beck Primary school, children learn to express themselves fully when speaking and writing and understand even subtle meaning when reading and listening. We also believe it is vital that children develop a love of reading, writing and performing.

Speaking and Listening

Speaking and listening are skills which are developed through a child’s whole time at Beck. They learn to understand and tell stories (Narrative Talk), understand and present different side of an argument (Persuasive talk), give and receive instructions, get involved in discussion and debate (Discussion talk), and present their ideas to an audience (Performance Talk).

Reading

Reading is another skill which we promote throughout the curriculum. We have a reading corner in all of our classrooms through school, a fully stocked school library and Book Nook.

In Key Stage 1 and Lower Key Stage 2 we use a large variety of books from a number of reading schemes such as: Big Cat Collins, Project X, Engage Literacy and PM Books, the aim of this is to provide a diverse range of reading material to help engage our early readers. We assess our readers using the PM bench marking kit which is a levelled approach. Pupils read in school and also have a book to take home to read daily.

In Upper Key Stage 2 pupils move onto the Accelerated Reader program by Renaissance Learning. Pupils choose from a range of books to take home to read daily and are assessed using the Accelerated Reader Star test. They also have allocated guided reading time as part of their weekly timetable.

Writing

Writing includes learning a range of skills such as spelling, grammar and handwriting in order to present ideas. At Beck we understand the importance of learning the skills of writing and children learn and practise the spelling of words, grammar and handwriting within English lessons and in discreet sessions. Spellings are also sent home each week for children to practise and follow the guidance in the 2014 National Curriculum. We also understand the importance of composing interesting texts. Children have the opportunity to write Narrative (stories), Non-fiction and Poetry over each term. They also learn to draft, edit, improve and publish their own work ultimately presenting a piece which they are proud of.

Phonics

Phonics is useful in teaching children how to read and write words using phonemes and digraphs (the sounds in words) and the corresponding written graphemes (the sound in the word in its written form). A synthetic phonics approach is used throughout school, particularly from Foundation One to Year Two, to teach children the basic skills they need to read and write.

The programme teaches children the skills and knowledge to decode words more accurately and gives them the strategies to segment and blend words so that they can read and write them. Children also learn tricky words that cannot be attempted using the children's phonics skills. There are six phonic stages that the children learn and progress through between F1 and Y6. Beck Primary School has created a phonics scheme based on the Jolly Phonics programme and the government document, 'Letters and Sounds; a synthetic approach to phonics'.

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Reading

Reading is taught at Beck in a number of ways:

The reading outline on the next page breaks this down by year group.

Phonics

Shared Reading

Guided Reading

Book Study

Inference

Reading is assessed in the following ways:

Year Group Assessment

Foundation 1 Long and short observations

Foundation 2 Running Records and Benchmarking Long and short observations

Y1 Phonics Screening Test Running Records and Benchmarking Rising Stars Test – every half term Reading Assessment Grid

Y2 Phonics Screening Test for those who didn’t pass in Y1 Running Records and Benchmarking Rising Stars Test – every half term Reading Assessment Grid SATs Test

Y3 Running Records and Benchmarking Rising Stars Test – every half term Reading Assessment Grid

Y4 Running Records and Benchmarking Rising Stars Test – every half term Reading Assessment Grid

Y5 Running Records and Benchmarking Rising Stars Test – every half term Reading Assessment Grid Accelerated Reader Quizzes

Y6 Running Records and Benchmarking Rising Stars Test – every half term Reading Assessment Grid Accelerated Reader Quizzes SATs Test

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Beck Reading Pathway

Year Group Pupils working Below ARE “Non Readers”

Additional Support

Children working at ARE or above

Year 1 Individual Readers

Alphabet Ark and Key Words daily

Phonics Boosters

Shared Reading

ELS/FFT

Whole class book study using age appropriate texts in English lessons

Daily Guided Reading Session

Daily phonics session

Shared Reading

Year 2 Individual Readers


Phonics Boosters

Shared Reading

Key Words Intervention

Whole class book study using age appropriate texts in English lessons

Daily Guided Reading Session

Daily phonics session

Shared Reading

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Pupils working Below ARE “Non Readers”

Children working at ARE or above ARE and reading brown or above in colour

bands Year Group Pupils with Special Educational Needs who require additional to and

different provision Didn’t pass the Phonics Screening Test at the end of Y2 and working well below ARE

Children working towards Age Related Expectations

Passed the Phonics Screening Working towards developing fluency and confidence when

reading.

Year 3 Whole class book study using age appropriate texts

Guided Read 2x per week. 1 with teacher and 1 with TA

Individual Readers


Whole class book study using age appropriate texts

Individual Readers




Individual Readers



Individual Readers




Individual Readers


Individual Readers


Weekly Comprehension Lesson

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Individual Readers



Individual Readers

Mixture of whole class book study using age appropriate texts and Teresa Heathcote inference using extracts

Weekly Comprehension Lesson

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Inference and reading for meaning

Reading for meaning is taught whole class through the use of an age appropriate book.

Unlock background knowledge – What do children already know? What content in

the text will they have some experience of? Discuss this beforehand so children can

relate to the text.

Read Aloud Think Aloud – Read the text asking questions and discussing each part to

make inferences and unlock understanding.

I predict…

In the next part..

I wonder…

I think….. because….

I agree/disagree…

This is similar/dissimilar to….

In summary…

Vocabulary Search and Word Study- Discuss a word or phrase that children have

found difficult or didn’t know. Use the vocabulary organiser to explore the word in

depth.

Visualise It – Children draw pictures of the three main parts of the story or text. They

can then add a sentence to summarise.

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Gist – Summary of text. There is a box on the extract sheet for pupils to add a sentence

that fits into the text at that point or summarises the whole extract.

Inference Questions – children answer inference questions about the text to

demonstrate their understanding. Ensure these questions encourage deeper

understanding.

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Guided Reading

Children read the book band colour above what they take home.

For example:

Benchmarked - orange

Take home - turquoise

Guided read – purple

Plan each unit with all pupils reading fiction or non-fiction so that teaching can be

tailored for all.

Guided Reading Top Tips

Plan as a team and share resources/ideas.

Use network resources - tweak for your class

Make links to inference - Read Aloud Think Aloud

Link to phonics, grammar and key words teaching.

Expectations

Planning on network in year group folder.

Up to date records kept for guided reading, running records and bench marking

in yellow folders.

Work dated and stuck in guided reading books/folders.

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Phonics

Phonics is taught daily from Foundation Stage to Y2. Children are formally assessed in

phonics at the end of Y1 and should be secure up to phase 5.. The high frequency and

tricky words must be taught and practised so children can use both phonic strategies

and whole word reading strategies. The Letters and Sounds document has all of the

sounds, key words and sequences of learning

Children who arrive in school new to English may need phonics teaching even if they

are in KS2.

Phonics Teaching Structure:

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Empathy Lab

Empathy is explicitly taught through English teaching. Each year the empathy work

culminates in an awards ceremony where children have voted for their favourite

empathetic character.

Possible Activities:

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Book Study

Each year group teaches fiction writing through book study, once per half term.

Year Group Books

1 Beegu

Shh! We have a plan

My name is not refugee

The lonely Beast

The lonely giant

Little Red and the hungry lion

2 Penguin Problems

The name jar

We’re all wonders

On Sudden Hill

The Storm Whale

The sweetest song

The Ugly Five

3 I want my hat back

Penguin in Peril

Wolves

The great paper caper

Cinnamon

I am Henry Finch

Beauty and the Beast

4 Rainbow Bear

The day the crayons quit

The Promise

Imaginary Fred

King of the Sky

The squirrels that squabbled

5 A child’s garden

Return

Azzi inbetween

FArTHER

Cloud Tea Monkeys

The Ice Bear

6 Malala’s Magic Pencil

Here I am

The Rabbits

I believe in unicorns

The Island

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Writing

The Teaching Sequence for Writing

All steps have equal importance but require different amounts of teaching time.

Teaching Sequence Teachers: Pupils:

Immerse Up to 5 lessons

Hook – artefacts, videos, visits etc.

Real audience and purpose with a clear outcome.

Broad, rich engaging reading curriculum.

Planned drama, speaking and listening opportunities.

Vocabulary led

Establish clear purpose and audience.

Choose quality challenging texts.

Model reading strategies (read aloud think aloud, inference and deduction, writer’s use of language).

Make links between shared, guided and independent work.

Begin to gather ideas for writing.

Model vocabulary to be used in writing.

Enjoy reading a range of quality texts.

Ask questions.

Link to own experiences.

Visualise.

Evaluate.

Identify audience and purpose.

Talk about how they ae thinking and learning.

Role play, improvise.

Generate vocabulary to use in writing.

Evidence in books:

Photos of drama with captions from children

Vocabulary listed and used in sentences where appropriate

Comprehension based upon new vocabulary or text type.

Research/reading on topic/theme

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Analyse 1 lesson

Define features and characteristics of text/genre.

Understand and agree to success criteria – displayed on learning wall.

Teacher led.

Teachers are secure in their knowledge and understanding of structure and language features of text type.

Prioritise which features of text type children need to learn – sentence, text, word.

Provide interactive, investigative activities to meet learning intentions e.g. construct, classify.

Identify key features of text type/genre and agree success criteria.

Practise using different features e.g. paired work, constructing and varying sentences through speaking and listening activities.

Evidence in books:

Annotated WAGOLL

Pupil generated success criteria

Analysis of text- features, layout

SPAG Skills 1 lesson on

spellings 2 lessons on

grammar

Teach aspects from the success criteria that are new and or that children find challenging.

Focus on grammar/punctuation/vocabulary.

Spelling focused upon spellings needed for writing from vocabulary generation.

Teachers are secure in their subject knowledge in order to deliver quality first teaching.

Prioritise which features need to be specifically taught – differentiating as appropriate. E.g. past tense verbs/specific vocabulary.

Investigate the skill needed for the specific text type.

Practise writing/using the skill taught in order to be able to apply this in their main writing.

Children able to spell new vocabulary and be able to locate this on the learning wall.

Evidence in books:

Opportunities to practise SPAG skills taught in context.

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New vocabulary used in sentences spelt correctly.

Plan 1 lesson

Use the success criteria to influence planning.

Planned drama, speaking and listening opportunities for oral rehearsal.

Provide stimulus for gathering ideas e.g. visual literacy, integrated technologies, drama activities.

Talk about ideas and begin to map them out on a plan e.g. writing skeleton or story map.

Refer to checklist of success criteria.

Evidence in books:

Copy of plan to refer to when writing.

Write Shared, guided and modelled writing

Self and peer assessment.

Use of reading knowledge to help compose and make informed choices in writing.

Structured, visual and dynamic Literacy environment.

Teachers are secure in their knowledge and understanding of guided, shared and modelled writing.

Model the use of success criteria developed from analysis to inform and evaluate writing.

Integrate word/sentence level work with text level work to exemplify their application.

Provide stimuli and resources to support and enhance writing process.

Children are fully aware of the purpose and audience and write accordingly.

Develop a piece of writing over a number of sessions.

Refer to success criteria, review their writing and edit in response.

Respond to feedback.

Evidence in books:

Written work with any feedback or improvements.

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Provide an element of choice.

Review Clear feedback linked to success criteria.

Understand next steps in developing writing.

Reflect on outcome against audience and purpose.

Teachers are effective in linking feedback to the success criteria.

They are confident in identifying areas of success and those for development that will impact on raising the standard of writing, they can explain and set clear next steps.

They provide further opportunities to write in that particular genre setting up the audience and purpose.

Children can reflect on their successes and area for development. They identify factors contributing to success and those causing barriers in their work.

Children are clear in their next steps in learning and actively engage in addressing them.

Children are enthused by the challenge of using their knowledge to produce written work for a particular audience and purpose.

Evidence in books:

Edit and improvement on work with orange pencil and blue pen.

Peer marking.

Redraft

Publish/Perform Opportunity to neatly present a final version with corrections and improvements from review.

Teachers provide opportunity for children to perform writing

Children carefully publish writing in neat handwriting with layout and presentation

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modelling appropriate intonation and actions.

appropriate to audience and purpose.

Evidence in books:

Final neat published piece.

Photos of children performing writing.

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Y1 Writing Sequence

Immerse Environment reflects current topic in English. Books, pictures and resources available on provision. Shared read and dramatization of stories. Vocabulary displayed around classroom with pictures (Communicate in Print).

Analyse Shared read of WAGOLL with teacher explaining features. Identify vocabulary in context.

SPAG Skills Can be independent activity on provision for pupils to apply Y1 SPAG objectives. Practise use of and spelling of vocabulary.

Plan Children to plan writing. This could be orally, shared plan or written as the year progresses. Oral rehearsal of sentences using vocabulary.

Write Children to write in adult led group. Model writing using vocabulary in writing.

Review Children to check writing in adult led group using checklist. Check writing includes vocabulary.

Publish Children to publish writing. This starts as a good sentence and builds over the year.

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Editing and Redrafting

Here are the objectives for each year group for editing and improving. The bold is the

main objective from STAT and the non-bold shows what is on the drop down list. This

provides everything that must be covered as part of the objective.

Remember that this process is to improve writing and this should be clear in books. The

areas for improvement for editing and redrafting come from the success criteria

generated using a good quality WAGOLL. Refer back to the WAGOLL when redrafting

and make comparisons.

Year Group

STAT Link Activities and Ideas

1 Write sentences by rereading what they have written to check that it makes sense.

First draft to be marked

Peer feedback to be oral focusing upon if the writing makes sense and Y1 SPAG.

Children could be recorded reading their writing, listen back and check for sense.

2 Make simple additions, revisions and corrections to their own writing by re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form.

Make simple additions, revisions and corrections to their own writing by proof-reading to check for errors in spelling, grammar and punctuation.

First draft to be marked

Peer feedback to be oral focusing upon if the writing makes sense and Y2 SPAG and genre features.

Children could be recorded reading their writing, listen back and check for sense.

Moving towards redrafting by the end of the year.

3 and 4 Proof-read for spelling, grammar and punctuation errors and suggest improvements.

Identify possible spelling errors and know strategies for how and when to make changes.

Identify examples of direct speech in writing and check for use of inverted commas to punctuate the direct speech and what a comma is included after the reporting clause.

Identify accurate use and possible errors/ommisions in the following, suggesting and make corrections as necessary:

Capital letters

Peer review first draft with focus given by teacher linked to SPAG/genre focus.

Redraft to be hard marked by teacher.

Lower attaining and SEN pupils may require some soft marking to indicate where corrections are needed before redrafting.

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Full stops, question marks and exclamation marks to demarcate sentences.

Commas to separate items in a list

Apostrophes of ommision

Apostrophes to mark singular possession

Inverted commas and other punctuation to mark direct speech

Apostrophes marking plural possession

Commas after fronted adverbials

5 and 6 Evaluate and edit by assessing the effectiveness of their own and others’ writing.

Read aloud their own and others’ writing to assess its effectiveness.

Make suggestions for improving own and others’ writing.

Proof read for spelling, grammar and punctuation errors and suggest improvements.

Identify possible and spelling and punctuation errors and know strategies for making changes.

Check accurate use of punctuation covered including:

Semi-colons

Colons

Dashes to mark the boundary between independent clauses

Peer review first draft with focus given by teacher linked to SPAG/genre focus.

Redraft to be hard marked by teacher.

Lower attaining and SEN pupils may require some soft marking to indicate where corrections are needed before redrafting.

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Each year group has an edit and improve checklist to use to check their writing. It is

important to ensure that basic skills are checked in addition.

E.g.

Capital letters and full stops in KS2

Key words spelt correctly.

Y1

With Support I can check…

I have used finger spaces.

My writing makes sense.

My upper and lower case letters are formed correctly.

I have used the immersive vocabulary.

Y2

I can independently check…

I have used finger spaces.

My writing makes sense.

My upper and lower case letters are formed correctly.

With my partner I can check…

Simple and compound sentences.

The conjunctions when, if, that, because, and, or and but to join clauses.

Expanded noun phrases for description

Different sentence types - statements, questions, exclamations and commands.

Past and present tense used correctly

Use capital letters, full stops, question marks and exclamation marks to punctuate sentences.

Commas to separate items in lists.

Apostrophes for contractions – can’t, won’t, couldn’t

Common exception words are spelt correctly.

Some letters are joined with horizontal and diagonal joins.


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Y3



The conjunctions when, if, that, because, and, or and but to join clauses.

Expanded noun phrases for description

Different sentence types - statements, questions, exclamations and commands.

Past and present tense used correctly

Use capital letters, full stops, question marks and exclamation marks to punctuate sentences.

Commas to separate items in lists.

Apostrophes for contractions – can’t, won’t, couldn’t

Common exception words are spelt correctly.



Indefinite articles a and an used correctly.

Conjunctions, adverbs and prepositions to express time, place and cause.

Paragraphs to group related information.

Speech marks (inverted commas) to punctuate direct speech.

Spell Y3 words correctly.

Diagonal and horizontal joins to join letters.


Y4



Indefinite articles a and an used correctly.

Conjunctions, adverbs and prepositions to express time, place and cause.

Paragraphs to group related information.

Speech marks (inverted commas) to punctuate direct speech.



Simple, compound and complex sentences.

Noun phrases expanded by the expansion of modifying adjectives, nouns and preposition phrases.

Fronted adverbials followed by a comma.

Paragraphs to organise ideas.

Apostrophes to mark singular and plural possession.

Inverted commas (speech marks) and other punctuation to indicate direct speech.

Correct use of verb tenses through writing.

Spell Y3 and Y4 words correctly.

Joined handwriting with increasing fluency.


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Y5





Paragraphs to organise ideas.


Inverted commas (speech marks) and other punctuation to indicate direct speech.

Correct use of verb tenses through writing.

Spell Y3 and Y4 words correctly.

Joined handwriting with increasing fluency.



Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun.

Adverbs and modal verbs.

A range of expanded noun phrases to convey complicated information.

Paragraphs that link and flow.

Ideas linked cohesively between paragraphs using a range of devices.

Brackets, dashes or commas to indicate parenthesis.

A wide range of KS2 punctuation used correctly including inverted commas for direct speech.


Legible, joined handwriting.


Y6




Adverbs and modal verbs.

A range of expanded noun phrases to convey complicated information.

Paragraphs that link and flow.



A wide range of KS2 punctuation used correctly including inverted commas for direct speech.

Spell Y5 words correctly. Legible, joined handwriting.



Clear differences in the structure and language of formal and informal writing.


A range of layout devices including headings, sub-headings, columns, bullet points and tables.

Semi-colons, colons and dashes to mark the boundary between independent clauses.

Colons to introduce a list.

Hyphens

Spell most Y5 and Y6 words correctly.

Legible, joined handwriting.


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Peer Critique of Writing

Share positive (warm feedback) comments based upon the success criteria

generated by children during analyse session.

Areas to improve (cool feedback) use the success criteria if an aspect is missing

and move writing forward.

Ensure pupils fully understand the grammar and each aspect of the success

criteria before peer critique. This is taught during analyse and SPAG skills

sessions. You may need to remind children prior to review session.

This session is also opportunity to teach ARE aspects of writing that will improve

the quality of writing. You can model how to add this to writing before children

peer review and redraft. This will then show clear improvement between drafts.

Use gallery walk model to peer review. Children have post its and leave feedback

on writing as they walk around the classroom reading writing.

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Learning Objectives – Writing Sequence

Here are the main skills covered during the writing sequence. The context will link to the

genre and activity.

E.G.

L.O: To write a text

C: Letter to MP

Writing Sequence Stage Learning Objectives

Immersion The context is the stimulus or theme e.g Three Little Pigs Charles Darwin Great Fire of London

L.O: To generate vocabulary L.O: To debate L.O: To discuss L.O: To empathise L.O: To infer thoughts and feeling L.O: To research L.O: To retell a story L.O: To retell an event L.O: To make notes L.O: To gather ideas L.O: To listen to a story

Analyse The context is the text genre. C: Diary C: Haiku

L.O: To analyse a text

SPAG Skills Context egs C: commas C: technical vocabulary C: parenthesis C:

L.O: To spell correctly L.O: To identify sentence structure L.O: To punctuate sentences LO: To understand sentence structure

Plan The context is the stimulus or theme

L.O: To plan a text

Write The context is the stimulus or theme

L.O: To write a text

Review The context is the stimulus or theme

L.O: To edit and improve a text LO: To redraft a text

Publish and Perform The context is the stimulus or theme

L.O: To publish a text L.O: To perform

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Activity Ideas

Stage Ideas

Immerse Videos, artefacts and pictures.

Research tasks

Visits

Outdoor learning

Investigations (Science)

Reading comprehension

Visitors to class

Retell a story – orally, written

P4C

Debates/discussions

Predictions

Analyse Annotate a WAGOLL

Write own success criteria in books

Annotate a real life example

Sort features

Order pieces of a text (instructions, chronological pieces)

SPAG Skills Vocabulary generation

Thesaurus and dictionary work

SPAG in context of what you’re writing.

Edit and improve a piece using new vocabulary or taught skills

Ensure this is linked to curriculum.

Plan Oral rehearsal

Story maps

Mind maps

Planning grids

Write Range of genres

Opportunity to apply skills

Cross Curricular opportunities

Review Edit and improve – independently, peer, with teacher or TA

Redraft own work

Redraft work of others

Refer back to audience and purpose

Publish and Perform Published pieces

Make books

Read aloud

Perform – drama or actions

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Handwriting

To be taught at least 3 times per week. The teaching of handwriting can be

linked to phonics and the teaching of spelling and grammar.

Thin lines on line guides are to be used in plain handwriting books.

As this is a new scheme lots of modelling will be required so that children form

letters correctly.

Nelson is installed on class computers so teachers can produce worksheets for

children to practise on.

Each level has units to work through in order. They all have worksheets, videos

and some have games.

The correct way to form each letter or join is modelled on the programme so this

can be shown on IWBs.

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Year Group

2014 Curriculum Requirements Beck Teaching – linked to Nelson Handwriting Scheme

Handwriting objectives to be achieved by the end of the year

Foundation stage

40-60 Months (only when ready in F1) Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. STATs Link (Steps 13-15 Transition)

Show a preference for a dominant hand. [MH] (40-60)

Begin to use anticlockwise movement and retrace vertical lines. [MH] (40-60)

Begin to form recognisable letters. [MH] (40-60)

Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed.

Formation of phase 2 sounds as they are taught. Blue Level

Children can form all lower case letters correctly.

Y1 Pupils should be taught to:

Sit correctly at a table, holding a pencil comfortably and correctly

Begin to form lower-case letters in the correct direction, starting and finishing in the right place

Form capital letters

Form digits 0-9 Non Statutory:

Teach formation of different letter groups: Set 2 – 19 letters which start at the top of the x-height a c d e g i j m n o p q r s u v w x y z Set 3 – 6 letters which start at the top of the ascender b f h k l t

All upper and lower case letters are formed correctly with the correct starting and finishing place. Numbers 0-9 formed correctly and children use 1 digit per square in Maths books.

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Handwriting requires frequent and discrete, direct teaching. Pupils should be able to form letters correctly and confidently. The size of the writing implement (pencil, pen) should not be too large for a young pupil’s hand. Whatever is being used should allow the pupil to hold it easily and correctly so that bad habits are avoided. Left-handed pupils should receive specific teaching to meet their needs.

Set 4 – 5 letters which finish at the top of the x-height f o r v w Capital and lower case letters numbers 0-9 Blue Level


Form lower-case letters of the correct size relative to one another

Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined

Write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters

Use spacing between words that reflects the size of the letters.

Non Statutory:

Break letters b g j p q x y z Teach joins in order on Red Level

Ascenders and descenders formed correctly and are correct size. Capital letters are the correct size and appropriate sized finger spaces are left between words. Begin to join Letter where appropriate and leave break letters left unjoined.

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Pupils should revise and practise correct letter formation frequently. They should be taught to write with a joined style as soon as they can form letters securely with the correct orientation.


Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.

Increase the legibility, consistency and quality of their handwriting, e.g. by ensuring that the down strokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch.

Non Statutory: Pupils should be using joined handwriting throughout their independent writing. Handwriting should continue to be taught, with the aim of increasing the fluency with which pupils are able to write down what they want to say. This, in turn, will support their composition and spelling.

Review previous joins from Red Level and introduce Yellow Level joins.

Children to use all Red Level joins in writing. Break letters left unjoined.

Y4 All joins taught from Yellow Level. Children taught how to use the page effectively (spacing after headings, paragraphs, margins etc).

Joined handwriting used in all writing.

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Write legibly, fluently and with increasing speed by:

Choosing which shape of a letter to use when given choices and deciding, as part of their personal style, whether or not to join specific letters

Non Statutory: Pupils should continue to practise handwriting and be encouraged to increase the speed of it, so that problems with forming letters do not get in the way of their writing down what they want to say. They should be clear about what standard of handwriting is appropriate for a particular task (e.g. quick notes or a final handwritten version). They should also be taught to use an unjoined style (e.g. for

Support for children not meeting age related expectation.

Children to join in all handwriting and to be able to write at speed.

Y6 Support for children not meeting age related expectation.

Children to join in all handwriting and to be able to write at speed.

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Vocabulary Development

Pupils need to be explicitly taught vocabulary to support their reading and writing. There

are three tiers of vocabulary:

For example:

Tier 1 Tier 2 Tier 3

chair table boy girl mountain

volcano eruption vent temperature cascade

magma pyroclastic flow

Often tier 2 words have different shades of meaning that need to be explored.

E.g. Vent on a volcano

Air vent

Vent anger

Before teaching a vocabulary sessions teachers must carefully select the

vocabulary so that it is age appropriate and suitable for the topic/genre.

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Opportunities to develop vocabulary:

Children develop vocabulary both directly and

indirectly.

Reading a range of high quality texts supports

vocabulary development as does explici

teaching.

When teaching spellings, children need to explore both the spelling of the words and

their meanings (see spelling guidance).

During the writing sequence there is a SPAG skills lesson dedicated to vocabulary.

Here children need to be taught tier 2 vocabulary that they will then be using in their

writing. This is known as immersive vocabulary on the edit checklists.

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Spelling, Punctuation and Grammar

General Points:

Dictionary and thesaurus work to be taught throughout the year. Guided Reading is a good time to do this.

Vocabulary should be developed throughout the year. This includes regular teaching of age appropriate synonyms.

Display current SPAG foci at all times, ideally at front of class.

Sentence structure to be revisited regularly.

Suffixes and prefixes come up in each year group and need to be revisited regularly. They can be linked to

spellings.

Yellow highlighted objectives can be linked to spelling.

Standard English should always be modelled in both speaking and writing.

F2

Foundation Stage 40-60 Months:

Group letters to make words.

Leave spaces between words.

Write own name with correct use of upper and lower case letters.

Understand how text is arranged on the page by writing from left to right.

Begin to show some knowledge of sentence division.

Show some knowledge of word order.

Writes simple sentences which can be read by themselves or others.

SPaG Vocabulary:

Sentence, full stop, capital letter

Sentence Focus:

Writing a simple, correctly punctuated sentence

37

Year 1:

Develop an understanding of suffixes and how they change the meaning of words when added.

Develop an understanding of regular noun plural suffixes –e and –es (dog dog/wish wishes).

Suffixes that can be added to verbs where no change is needed in the spelling of root words.

How the prefix un- changes the meaning of verbs and adjectives.

How words combine to make sentences.

The structure of a simple sentence – subject and verb.

Joining clauses using and

Separation of words using appropriately sized spaces.

The use of capital letters, full stops, question marks and exclamation marks to demarcate sentences.

The use of capital letters for proper nouns and the personal pronoun I.

SPAG Vocabulary:

letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark

Sentence Focus:

Structure of a simple sentence – main/independent clause, subject, verb

Foci to be covered in each half term:

Structure of a simple sentence.

Punctuation – capital letter, full stop, question mark, exclamation mark

38

Year 2

Formation of nouns using suffixes such as –ness and –er.

Formation of nouns by compounding (superman, whiteboard).

Formation of adjectives using suffixes –ful and –less.

Using the suffixes –er and –est in adjectves.

Using the suffixes –ly to turn adjectives into adverbs.

Subordination – using when, if , that, because

Coordination – using or, and, but.

Expanded noun phrases for description and specification.

Different grammatical functions of a sentence – statement, question, exclamation and command.

Correct and consistent use of present and past tense.

Use of the progressive form of verbs in present and past tense to mark actions in progress (she is drumming, he was shouting).

Correct use of capital letters, full stops, question marks and exclamation marks to demarcate sentences.

Correct use of commas to separate items in a list.

Apostrophes to mark where letters are missing in spelling.

SPAG Vocabulary:

noun, noun phrase, statement, question, exclamation, command, compound, adjective, verb, suffix, tense (past, present), apostrophe, comma

Sentence Focus:

Structure of a simple sentence – main/independent clause, subject, verb Structure of a compound sentence – two main clauses, coordinating conjunctions (teach and, but and so).

Term 1 /early transition – simple sentences

Each term thereafter - compound sentences with the conjunctions and, but and so.

Revisited each half term:

Commas in a list

Different grammatical functions of a sentence

Apostrophes

39

Year 3

Formation of nouns using a range if prefixes including super-, anti- and auto-.

Develop an understanding of word families based on common words, showing how words are related in form and meaning (solve, solution, solve, dissolver, insoluble).

Use of the forms of a or an (indefinite articles) according to whether the following word begins with a consonant or a vowel.

The use of conjunctions, adverbs and prepositions to express time, place and cause.

The use of inverted commas to punctuate direct speech.

The use paragraphs to group related material.

SPAG Vocabulary:

adverb, preposition conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, vowel, letter, inverted commas (or ‘speech marks’)

Sentence Focus:

Structure of a compound sentence – two main clauses, coordinating conjunctions (teach and, but, yet, for and so).

Early transition/T1 – revise Y2 simple and redraft simple sentences – how can they be most effective?

Each half term thereafter – compound with a range of coordinating conjunctions

Revisit each half term:

All punctuation so far

Speech marks

Adverbials

Paragraphing

40

Year 4

The grammatical difference between plural and possessive –s

Standard English forms for verb inflections (E.G we were instead of we was).



Use of paragraphs to organise ideas.


Use of inverted commas and other punctuation to indicate direct speech.

Use of a range of further prefixes and suffixes and understand their use.

SPAG Vocabulary:

determiner, pronoun, possessive pronoun, adverbial

Sentence focus:

Revise compound sentences Complex sentences – subordinating conjunctions : as, because, although, while, when

Early transition/Term 1- revision of compound sentences

Each half term thereafter – complex sentences and subordinating conjunctions


Fronted adverbials with a comma

Paragraphing

Apostrophes

Standard English

41

Year 5

Use further prefixes and suffixes and understand the guidance for adding them.

Converting nouns or adjectives into verbs using suffixes.


Indicating degrees of possibility using adverbs and modal verbs.

Use of expanded noun phrases to convey complicated information concisely.

Devices to develop cohesion within a paragraph.


Use of commas to clarify meaning or avoid ambiguity.

SPAG Vocabulary

modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity

Sentence Focus:

Complex sentences and all subordinating conjunctions Revise all types and their use

Early transition/Term 1- revision of complex sentences and Y4 conjunctions

Each half term thereafter – complex sentences and further subordinating conjunctions. Revise compound and simple for effect.


Precise expanded noun phrases

Parenthesis

42

Year 6

Use further prefixes and suffixes and understand how to add them.

Appropriate vocabulary for formal and informal speech.

The difference between structures typical of informal speech and structures appropriate for formal speech and writing or the use of subjunctive forms.

Ideas linked cohesively between paragraphs using a wide range of cohesive devices.

A range of layout devices including headings, sub-headings, columns, bullet points and tables.

Use of the semi-colon, colon and dash to mark the boundary between independent clauses

Colons to introduce a list.

The use of hyphens to avoid ambiguity.

The correct punctuation of statements to list information.

Synonyms and antonyms.

SPAG Vocabulary:

subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, statements

Sentence Focus:

Revise all types and their use in a range of contexts.


Each sentence type to recap structure and a range of conjunctions.

All new punctuation and any that needs recapping from previous years.

43

Beck Primary School Spelling Curriculum

The spelling lists and rules have been split between each year group.

Each spelling rule is to be taught for 2 weeks as a quick starter at the beginning of each

English lesson. These should be a variety of short, snappy activities where children are

given opportunities to apply the spelling rule. There will be some time leftover to cover

difficult spelling rules again and the word lists in key stage 2. The word lists can also be

taught during guided reading as dictionary activities so that children also understand the

meaning of the words.

The current spelling rule is to be displayed in class with examples on the SPAG display.

Children are to be tested on the current spelling rule at the end of the first week of

teaching the new rule. The second week of teaching will focus upon applying spellings

and learning their meaning. Children who are not yet secure with the current spelling

rule are to have the gap filled by teaching assistants during the second week of

teaching. Children who are secure then focus more upon applying the rule in different

contexts and with more complex words.

The spelling test in the second week will have more complex words or an application

challenge for children who are more secure and a retest for the children who required

more teaching.

All children need to receive the current spelling rule spellings but lower attaining

children can receive fewer or more simple words. Pre-teaching the new spelling rule to

this group would also be beneficial.

Example Two Week Unit:

Monday Tuesday Wednesday Thursday Friday

Week 1 Introduce new spellings and discuss meanings Explore root word

Quick write Bingo Wordsearch Spelling test Practise incorrect or more difficult words

Week 2 Match word to definition

Say a sentence containing the spelling

Fill in the blanks in a sentence

Write a sentence

Spelling test

44

Year 1

Teaching of the spelling rules should be closely linked to Phonics teaching. Some

sounds can be combined in weekly spelling lists. The division of words into syllables

should be regularly referred to in spelling teaching rather than as a one off rule.

Spelling Rule Guidance Examples

The sounds f, l, s, z and k spelt as ff, ll, ss, zz and

ck

The sounds f, l, s, z and k are usually spelt as ff, ll, ss,

zz and ck after a single vowel letter in short words. Exceptions: if, pal, us, bus,

yes

off, well, miss, buzz, back

The n sound spelt as n before k

bank, think, honk, sunk

-tch Words are usually spelt with a tch sound straight

after a single vowel letter. Exceptions: rich, much,

which, such

catch, fetch, kitchen, notch, hutch

The v sound at the end of words

English words rarely end in the letter v so if a word ends in the v sound the

letter e usually needs to be added after it.

have, live, give

Adding s and es to words (plural of nouns and the third person singular of

verbs)

If the ending sounds like s or z, it is spelt as -s. If the ending sounds like iz and

forms an extra syllable, it is spelt as –es.

cats, dogs, spends, rocks, thanks, catches, hatches

Adding the endings –ing, -ed and –er to verbs where no change is

needed to the root word

-ing and –er always add an extra syllable to the word and –ed sometimes does. The past tense of some verbs may sound as if it

ends in id, d, or t but all of these endings are spelt –ed. If the verb ends in two

consonant letters (the same or different), the ending is

simply added on.

Hunting, hunted, hunter, buzzing, buzzed, buzzer, jumping, jumped, jumper

ai and oi The ai and oi sound are never used at the end of

English words.

rain, wait, train, afraid, paid oil, join, coin, point, soil

45

ay and oy Ay and oy are used for those sounds at the end of

words and at the end of syllables.

a_e, o_e, e_e, u_e, i_e made, these, five, home, June

ar car, start, park, arm, garden

ee see, tree, green, meet, week

ea sea, dream, meat, each, read (present tense)

ea head, bread, meant, instead, read (past tense)

er (stressed sound) her, term, verb, person

er (unstressed sound) better, under, summer, winter,

sister

ir girl, bird, shirt, first, third

ur turn, hurt, church, burst, Thursday

oo Very few words end in this sound.

food, pool, moon, zoo, soon

oo book, took, foot, wood, good

oa This digraph is rarely found at the end of English words.

boat, coat, road, coach, goal

oe toes, goes

ou The only common English word ending in ou is you.

out, about, mouth, around, sound

ow, ow, ue, ew Both the oo and yoo sounds can be spelt as u_e, ue and ew. If the

words end in the oo sound, ue and ew are more

common spellings than oo.

how, now, brown, down, town

own, blow, snow, grow, show

blue, clue, true, rescue, Tuesday

new, few, grew, flew, drew, threw

ie lie, pie, tie, cried, tried, dried

ie chief, field, thief

igh high, night, light, bright, right

or for, short, born, horse, morning

ore more, score, before, wore, shore

aw saw, draw, yawn, crawl

46

au author, August, dinosaur, astronaut

air air, fair, pair, hair, chair

ear dear, hear, beard, near, year

ear bear, pear, wear

are bare, dare, care, share, scared

Words ending in –y (making the i or ee

sound)

very, happy, funny, party, family

New consonant spellings ph and wh

The f sound is not normally spelt as ph in short

everyday words.

dolphin, alphabet, phonics, elephant

when, where, which, wheel, while

Using k for the k sound The k sound is spelt as k rather than c before e, i and

y.

Kent, sketch, kit, skin

Adding the prefix -un The prefix un is added to the beginning of a word

without any change to the spelling of the root word.

unhappy, undo, unload, unfair, unlock

Compound words Compound words are two words joined together. Each

part of the longer word is spelt as it would be as if it

were on its own. Compound words can also be taught alongside other rules.

Football, playground, farmyard, bedroom,

blackberry

Common exception words

Pupils’ attention should be drawn to the grapheme-

phoneme correspondences that do and do not fit in with

what has been taught so far.

The, a, do, today, of, said, says, are, were, was, is, his, has, I, you, your, they, be,

he, me, she, we, no, go, so, by, my, here, there, where,

love, come, some, one, once, ask, friend, school,

put, push, pull, full, house, our

47

Year 2


The j should spelt as ge and dge at the end of words and sometimes spelt as g elsewhere in words before e, i and y

The letter j is never used at the end of an English

word. Dge is usually used at the end of words after short vowel sounds. After all other sounds, whether vowels or consonants, ge

is used at the end of a word. In other positions the j sound is often spelt

as g before e, i and y. the j sound is always spelt as j

before a, o and u.

badge, edge, bridge, dodge, fudge

age, huge, change, charge, bulge, village

gem, giant, magic, giraffe, energy,

jacket, jar, jog, join, adjust

The s sound before e, i and y

race, city, ice, cell, fancy

The n sound spelt kn and (less often) gn at the beginning of words

The k and g was sounded hundreds of years ago.

knock, know, knee, gnat, gnaw

The r sound spelt wr at the beginning of words

This spelling probably reflects an old pronunciation.

write, written, wrote, wrong, wrap

The l sound spelt –le at the end of words

The –le spelling is the most common spelling for this sound at the end of

words.

table, apple, bottle, little, middle

The l sound spelt as –al at the end of words

Not many nouns end in –al but many adjectives do.

metal, pedal, capital, hospital, animal

Words ending in -il There are not many of these words.

pencil, fossil, nostril

The i sound spelt –y at the end of words

This is the most common way to spell this sound at

the end of a word.

cry, fly, dry, try, reply, July

Adding –es to nouns and verbs ending in y

Change the y to i before -es is added.

flies, tries, replies, copies, babies, carries

Adding –ed, -ing, -er and –est to a root word ending in –y with a consonant before it

The y is changed to I before –ed, -er and –est

are added, but not before ing as this would result in ii. The only ordinary with ii

are skiing and taxiing.

copied, copier, happier, happiest, cried, replied but copying, crying, replying

48

Adding the endings –ing, -ed, -er, -est and –y to

words ending in –e with a consonant before it

The –e at the end of the root word is dropped

before –ing, -ed, -er, -est, -y or any other suffix

beginning with a vowel letter is added. The exception is being.

hiking, hiked, hiker, nicer, nicest, shiny

Adding –ing, -ed, -er and –y to words of one syllable ending in a

single consonant letter after a single vowel letter

The last consonant letter of the root word is doubled to keep the vowel sound

short. Exception: the letter x is never doubled: mixing,

mixed, boxer, sixes

Patting, patted, hummed, humming, dropping, dropped,

sadder, saddest, fatter, fattest, runner, runny

The or sound spelt a before l and ll

all, ball, call, walk, talk, always

The u sound spelt as o Other, mother, brother, monkey, nothing, Monday

The i sound spelt as ey The plural of these words is spelt by adding -s

key, monkey, donkey, chimney, valley

The o sound spelt as a after qu and w

a is the most common way to spell this sound after qu

and w.

want, watch, wander, quality, quantity, squash

The er sound spelt as or after w

There are not many of these words.

word, work, worm, world, worth

The or sound spelt as ar after w

There are not many of these words.

war, warm, towards

The zh sound spelt as s television, treasure, usual

The suffixes –ment, -ness, -ful, -less and –ly.

If a suffix starts with a consonant letter, it is added onto most root

words without any change to the last letter of those

words. Exceptions: argument, root words ending in –y

with a consonant before it but only if the root word

has more than one syllable.

enjoyment, sadness, careful, playful, hopeless, plainness,

badly

merriment, happiness, plentiful, penniless, happily

Contractions In contractions, the apostrophe shows where a letter or letters would if the words were written in

full.

can’t, didn’t, hasn’t, couldn’t, it’s, I’ll

Possessive apostrophe (singular nouns)

Megan’s, Ravi’s , the girl’s, the man’s

49

Words ending in -tion station, fiction, motion, national, section

Homophones and near homophones

It is important to know the difference in meaning

between homophones.

their/there/they’re, here/hear, quite/quiet, see/sea,

bare/bear, one/won, sun/son, to/too/two, be/bee, blue/blew,

night/knight

Common exception words

Door, floor, poor, because, find, kind, mind, behind,

child, children, wild, climb, most, only, both, old, cold,

gold, hold, told, every, everybody, even, great,

break, steak, pretty, beautiful, after, fast, last, past, father, class, glass, grass, pass, plant, path, bath, hour, move, prove,

improve, sure, sugar, eye, could, would, should, who, whole, any, many, clothes, busy, people, water, again,

half, money, Mr, Mrs, parents, Christmas

50

Year 3


The i sound spelt y elsewhere than at the

end of words

These words should be learnt as needed.

myth, gym, Egypt, pyramid, mystery

The u sound spelt as ou These words should be learnt as needed.

young, touch, double, trouble, country

More prefixes (repeated again in Y4)

Most prefixes are added to the beginning of root words without any changes in spelling. Like un-, the prefixes dis- and mis- have negative meanings. The prefix in- can mean both not and in/into. In the words given here it means not. Before a root word starting with l, -in becomes il- Before a root word starting with m or p, -in becomes im- Before a root word starting with r, -in becomes –ir re- means again or back sub- means under inter- means between or among super- means above anti- means against auto- means self or own

Dis-, mis- disappoint, disagree, disobey, misbehave, misspell In- inactive, incorrect illegal, illegible immature, immortal, impossible, impatient, imperfect irregular, irrelevant, irresponsible re- redo, refresh, return, reappear, redecorate sub- subdivide, subheading, submarine, submerge inter- interact, intercity, international, interrelated super- supermarket, superman, superstar anti- antiseptic, anti-clockwise, antisocial auto- autobiography, autograph

The suffix -ly The suffix –ly is added to an adjective to form an adverb. The suffix –ly starts with a consonant letter, so it is added straight on to most root words. Exceptions: If the root word ends in –y with a consonant letter before it, the y is changed to I, but only if the root

sadly, completely, usually, finally, comically happily, angrily gently, simply, humbly, nobly

51

word has more than one syllable. If the root word ends with –le the –le is changed to –ly. If the root word ends in –ic, --ally is added rather than just –ly. The words truly, duly, wholly.

basically, frantically, dramatically

Words with the k sound spelt ch

scheme, chorus, chemist, echo, character

Words with the sh sound spelt ch

chef, chalet, machine, brochure

Words with the s sound spelt sc

Science, scene, discipline, fascinate, crescent

Words with the ay sound spelt ei, eigh or ey

vein, weigh, eight, neighbour, they, obey

Possessive apostrophe with plural words

The apostrophe is placed after the plural form of the word: -s is not added if the plural already ends in –s but is added if the plural does not end in –s (i.e is an irregular plural – e.g.

children’s)

girls’, boys’, children’s, men’s, mice’s

(singular proper nouns ending in s use the ‘s suffix

e.g. Cyprus’s)

52

Word List

address appear arrive breath build caught continue describe different disappear early earth eight/eighth enough favourite February forward(s) fruit grammar group guide heard heart

history imagine important learn length material minute notice often opposite perhaps possible probably question remember sentence special strange therefore though/although thought through woman/women

53

Year 4


Adding suffixes beginning with vowel

letters to words of more than one

syllable

If the last syllable of a word is stressed and ends with one consonant letter which has

just one vowel letter before it, the final consonant letter is doubled before any ending

beginning with a vowel letter is added.

The consonant letter is not doubled if the syllable is

unstressed.

forgetting, forgotten, beginning, beginner, prefer,

preferred

gardening, gardener, limiting, limited, limitation

More prefixes (previously taught in

Y3)

Most prefixes are added to the beginning of root words without any changes in spelling. Like un-, the prefixes dis- and mis- have negative meanings. The prefix in- can mean both not and in/into. In the words given here it means not. Before a root word starting with l, -in becomes il- Before a root word starting with m or p, -in becomes im- Before a root word starting with r, -in becomes –ir re- means again or back sub- means under inter- means between or among super- means above anti- means against auto- means self or own

Dis-, mis- disappoint, disagree, disobey, misbehave, misspell In- inactive, incorrect illegal, illegible immature, immortal, impossible, impatient, imperfect irregular, irrelevant, irresponsible re- redo, refresh, return, reappear, redecorate sub- subdivide, subheading, submarine, submerge inter- interact, intercity, international, interrelated super- supermarket, superman, superstar anti- antiseptic, anti-clockwise, antisocial auto- autobiography, autograph

The suffix -ation The suffix –ation is added to verbs to form nouns. The rules already learnt still apply.

information, adoration, sensation, preparation, admiration

Words with endings sounding like ure

Words that sound like they end in sh end in -sure.

Words that sound like they end in ch end in -ture.

measure, treasure, pleasure, enclosure

creature, furniture, picture, nature, adventure

Endings which sound like shun

If the ending sounds like zh, it is spelt –sion.

division, invasion, confusion, decision, collision, television

54

The suffix -ous Sometimes the root word is obvious and the usual rules

apply for adding suffixes beginning with vowel letters.

Sometimes there is no obvious root word.

-our is changed to or before –ous is added.

A final e must be kept if the j sound of g is to be kept.

If there is an ee sound before the –ous ending, it is usually

spelt as i but a few words have e.

poisonous, dangerous, mountainous, famous, various tremendous, enormous, jealous humorous, glamorous, vigorous, courageous, outrageous serious, obvious, curious hideous, spontaneous, courteous

Endings which sound like tion spelt –tion, -

sion,-ssion, -cian

Strictly speaking, the suffixes are –ion and-ian. Clues about whether to put t, s, ss or c before these suffixes often come from the last letter or letters of the root word. -tion is the most common spelling. It is used if the root word ends in t or te. -ssion is used if the root word ends in ss or –mit -sion is used if the root word ends in d or se. Exceptions: attend – attention, intend – intention -cian is used if the root word ends in c or cs.

invention, injection, action, hesitation, completion expression, discussion, confession, permission, admission expansion, extension, comprehension, tension musician, electrician, magician, politician, mathematician

words ending with the g sound spelt –

gue and the k sound spelt -que

league, tongue, antique, unique

homophones or near-homophones

accept/except, affect/effect, ball/bawl, berry/bury, brake/break, fair/fare,

grate/great, grown/groan, here/hear, heel/heal/he’ll,

knot/not, mail/male, main/mane, meat/meet,

medal/meddle, missed/mist, peace/piece, plain/plane,

rain/rein/reign, scene/seen,

55

weather/whether, whose/who’s

Word List

accident(ally) actual(ly) answer believe bicycle breathe

busy/business calendar centre century certain circle

complete consider exercise

experience experiment

extreme famous height

increase interest island

knowledge library

medicine

mention natural naughty

occasion(ally) ordinary particular peculiar popular position

possess(ion) potatoes pressure promise purpose quarter recent regular reign

separate straight strength surprise therefore various weight

56

Year 5


Endings which sound like shul

-cial is common aftera vowel letter and –tial after

a consonant letter. Exceptions: initial,

financial, commercial, provincial

official, special, artificial, partial, confidential,

essential

Adding suffixes beginning with vowel letters to words ending in -fer

The r is doubled if the –fer is still stressed when the

ending is added. The r is not doubled if the –fer is no longer stressed.

referring, referred, referral, preferring, preferred,

transferring, transferred reference, referee,

preference, transference

Words with the I sound spelt ei after c

The i before e after c rule applies to words where the

sound spelt by ei is i. Exceptions: protein,

caffeine, seize

deceive, conceive, receive, perceive, ceiling

Words containing the letter string -ough

ough is one of the trickiest spellings in English. It can be used to spell a number

of different sounds.

ought, bought, thought, nought, brought, fought rough, tough, enough

cough though, although, dough

through thorough, borough

plough

Words with “silent” letters (i.e. letters whose

presence cannot be predicted from the

pronunciation of the word)

Some letters are no longer sounded but were

hundreds of years ago.

doubt, island, lamb, solemn, thistle, knight

57

Word List

accommodate accompany according achieve

aggressive apparent attached available average awkward bargain bruise

communicate community

curiosity definite

desperate determined

develop dictionary disastrous

environment especially excellent

explanation familiar

forty

frequently guarantee

identity interrupt lightning

marvellous mischievous

occupy occur

persuade privilege

profession programme recognise

recommend relevant rhyme rhythm

shoulder suggest symbol system

temperature thorough variety

vegetable vehicle

58

Year 6


Endings which sound like ous spelt like –

cious or -tious

Not many common words end like this. If the root word ends in –ce, the ous sound is usually spelt as c. E.g. vice – vicious, grace- gracious, space- spacious, malice – malicious. Exception: anxious

vicious, precious, conscious, delicious, malicious,

suspicious ambitious, cautious, fictitious,

infectious, nutritious

Words ending in –ant, -ance/-ancy, -ence/-ency

Use the – ant and –ance/-ancy if there is a related word with an er or e sound in the right place. –ation endings are often a clue. Use –ent and –ence/-ency after soft c (s sound), soft g (j sound) and qu, or if there is a related word with a clear i sound in the middle. There are many words where the guidelines don’t help and they have to be learnt.

observant, observance, expectant, hesitant, hesitancy, tolerant,

tolerance, substance innocent, innocence, decent,

decency, frequent, frequency, confident,

confidence,

assistant, assistance, obedient, obedience,

independent, independence

Words ending in –able and -ible

Words ending in –ably and -ibly

The –able/-ably endings are far more common than –ible/-ibly endings. As with –ant and –ance/-ancy, the –able ending is used if there is a relevant word ending in –ation. If the –able ending is added to a word ending in –ce or –ge, the e after the c or g must be kept as those letters would otherwise have their “hard” sounds before the a of the –able ending. The –able ending is usually but not always used if a complete root word can be heard before it, even if there is no related word ending in –ation.

adorable/adorably, applicable/applicably,

considerable/considerably, tolerable/tolerably

changeable, noticeable,

forcible, legible

dependable, comfortable, understandable, reasonable,

enjoyable, reliable

possible/possibly, horrible/horribly,

terrible/terribly, visible/visibly, incredible/incredibly,

sensible/sensibly

59

The first five examples opposite are more obvious; in reliable, the complete word rely is heard, but the y changes to an I in accordance with the rule. The –ible ending is common if the root word can’t be heard before it but it also sometimes occurs when a complete word can be heard (e.g. sensible).

Use of the hyphen Hyphens can be used to join a prefix to a root word, especially if the prefix ends in vowel letter and the root

word begins with one.

co-ordinate, re-enter, co-operate, co-own

Homophones and other words that are often

confused.

In these pairs of words, nouns end –ce and verbs end –se. Advice and advise provide a useful clue as the word advise (verb) is pronounced with a /z/ sound – which could not be spelt c. aisle: a gangway between seats (in a church, train, plane) isle: an island aloud: out loud allowed: permitted affect: usually a verb (e.g. The weather may affect our plans) effect: usually a noun (e.g. It may have an effect on our plans). If a verb, it means ‘bring about’ (e.g. He will effect changes in the running of the business.). altar: a table-like piece of furniture in a church alter: to change ascent: the act of ascending (going up)

advice/advise device/devise licence/license practice/practise prophecy/prophesy farther: further father: a male parent guessed: past tense of the verb guess guest: visitor heard: past tense of the verb hear herd: a group of animals led: past tense of the verb lead lead: present tense of that verb, or else the metal which is very heavy (as heavy as lead) morning: before noon mourning: grieving for someone who has died past: noun or adjective referring to a previous time (e.g. In the past) or preposition or adverb showing place (e.g. he walked past me)

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assent: to agree/agreement (verb and noun) bridal: to do with a bride at a wedding bridle: reins etc. for controlling a horse cereal: made from grain (e.g. breakfast cereal) serial: adjective from the noun series – a succession of things one after

passed: past tense of the verb ‘pass’ (e.g. I passed him in the road) precede: go in front of or before

Word List

amateur ancient

appreciate category cemetery committee competition conscience conscious

controversy convenience correspond

criticise embarrass

equip (-ped/-ment) exaggerate existence

foreign government

harass hindrance

immediate (ly)

individual interfere leisure muscle

necessary neighbour nuisance

opportunity parliament physical prejudice

pronunciation queue

restaurant sacrifice secretary signature

sincere (ly) soldier

stomach sufficient twelfth yacht

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Beck Speaking and Listening Curriculum

Speaking and listening should be planned for and linked to the writing genre. This can

be found on the network in English.

Cambridge Oracy Framework

The Cambridge Oracy Framework is useful as it breaks down the different aspects of

oracy that can then be linked to teaching and modelling of oracy.

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Narrative talk

Fiction - story, descriptive writing.

Planning Stage

Persuasive talk Non-fiction – persuasive text, newspaper article,

non-chronological report. Planning Stage. Present &

Perform.

Taking and Giving instructions.

Non-fiction – writing instructions.

Planning, proof-read edit & improve, present &

perform.

Discussion talk All genres.

Planning/ proof-read, edit & improve.

Performing Writing All genres.

Performance.

1. Use conventions such as ‘In the beginning…’ ‘Once upon a time’.

1. Express feelings and ideas when speaking about matters of immediate interest.

1. Compose simple written instructions through a shared write. Think out and give clear oral instructions.

1. Talk about how different characters might think, feel and react differently from themselves and from each other.

1. Read aloud their writing clearly enough to be heard by their peers and the teacher.

Partially Met. Met. Exceeded.





2. Listen to a story and join in with the actions.

2. Listen to what others in group suggest and then say what they do and do not agree with.

2. Give instructions with authority. Follow 3 part instructions accurately and appropriately.

2. Talk through and role-play how other might think, feel and react differently from themselves and each other.





3. Experiment with familiar phrases associated with well-known stories in their own stories.

3. Respond to what has been heard, making comments and asking questions. Show awareness if the needs of the listener, gaining the listeners attention before commencing. .

3.Ensure instructions follow another in sequence. Know the given difference between an instruction and a sentence




What they need to know/do:

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Narrative talk Fiction - story,

descriptive writing. Planning Stage


non-chronological report.

Planning Stage. Present & Perform.


Non-fiction – writing instructions. Planning, proof-read edit & improve, present & perform.




Performance.

1. When engaging in role-play situations children should have the opportunity to role-play and act out familiar stories whilst being encouraged to use narrative language such as ‘A long time ago’ etc. This should be modelled through shared and guided reading. Children should have access to a rich resource of literature to role-play these stories from.

1. Allow time for children to discuss past events such as their weekend/events in school. This could be done through assemblies, circle time. Children could present their thoughts through different media – filming, voice recording.

1. Through the teaching of shared writing children will have the opportunity to offer suggestions of instructions for the teacher to write down. The correct language should be modelled to the children. Model instructional language to children. Play instructional games, children instruct each other to a different part of the playground/classrooms/school hall. Use BeeBots/Roamers and children verbally say their instructions before using the robots. Record their instructions using iPad/voice recorder, can another child follow the instruction??

1. Through hot-seating take on the role of a character from a story, allow children to express their own view point and why. Debates should be introduced using a story, eg: Goldilocks and the Three Bears, and split the class into two groups. Model correct debating skills, turn taking, reasoning etc. Argue different view-points to the story, eg ‘Was goldilocks right to eat the porridge?’ Model correct debating skills, turn taking, reasoning etc. Argue different view-points to the story, eg ‘Was goldilocks right to eat the porridge?’.

1. Children should be given the opportunity to present their written work to their peers. They should then build on this to presenting it to the teacher in front of the class.

2. Oral story telling should be taught frequently to encourage children to retell stories and build on narrative talk.

2. Children should be encouraged to give their opinion on matters with play, who’s turn it is, who should play a character during role-play and why.

2. Through role-play children should be given the opportunity to role-play authoritative characters, eg a police man. Give children instructions in context, eg tidying up. Are children following these instructions?

2. Build on debating and hot seating skills. Record children partaking in these activities and allow them to reflect. Allow children to think of different endings to stories, provide opportunities for chn to role-play the different story endings.

3. When engaging in role-play situations children should have the opportunity to role-play and act out familiar stories; re-enacting lines from the story eg ‘Run, run as fast as you can!’.

3. Circle time/lessons focused on discussion to encourage children to wait until someone has finished talking until it is their turn to talk. Talk partner work should be used frequently and you must ensure when children are using talk partners that they are turn taking conversation and responding to what the other child is saying

3. Children should be taught the language for oral instructions. ‘Will you’, ‘Go and’. Children should be taught the difference between an instruction and a sentence.

Learning Opportunities:

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Ye

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2

Narrative talk Fiction - story, descriptive

writing. Planning Stage.


non-chronological report.





perform.




Performance.

1. Let listeners know key events and facts of a story, where and when the story is set, key characters etc.

1. Recognise the need to take equal turns in a group situation.

1. When receiving instructions will ask for clarification if they are unsure.

1. Through discussion, be prepared to explore different views and viewpoints.

1. Read aloud what they have written with appropriate intonation to make the meaning clear.






2. Repeat chunks of a story they know well using story language.

2. Use non-fiction books to find the answer to a simple question that concerns them. Begin to distinguish between fact and opinion.

2. Focus on the person/people they are giving instructions to. Use appropriate intonation when giving instructions.

2. Know that views and responses will vary greatly according to whose point of view is being looked at.





3. Use different voice for different characters.

3. Know how to change voice when presenting something to a whole class.

3. Use appropriate words associated with instructions, eg, Will you follow the? Ensure instructions follow another in sequence.

3. Through discussion and in life situations, recognise, that different people (characters) have different thoughts and feelings.






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writing. Planning Stage, Present &

Perform.



Perform.






Planning Stage, Performance.

1. Children should be given the opportunity to talk about past events. When retelling their stories the child should use terms like yesterday, last week, today as well as specific names of places, including towns. The teacher should encourage this by asking structured questions to prompt these answers.

1. Children should have the opportunity to engage in debates. This could be done around a story or a topic, if possible a topic in current news that interests them. This will develop the children’s skills to take turn when this walking and to respond to a person’s opinion. This will build on work in Year One around debates.

1. Children need to be becoming more confident in addressing people and making eye contact with the person they addressing. Children need opportunities to deliver small group presentations. This can start off small with the children presenting their work to the class before working with their peers to present a piece of research. Feedback should be given on the children’s presentation skills which they can build on next time. Ideally children should have this opportunity during each topic.

1. Children should have the opportunities to engage in discussion about matters that interest them. During the discussion children should understand that other children may have different view to them.

1. Children should have the opportunity to perform a piece of writing to the class, in more than one genre eg, poetry and a narrative. They should be given feedback on their performance.

2. When retelling a story the child should use terms from the story, for example ‘The Owl Who Was Afraid of the Dark’ they will use terms such as ‘In the Deep Dark Wood’. Oral story telling should be planned for to allow for these opportunities. When children have read a text they should be given time to reflect on that text and retell it to someone who isn’t familiar with it.

2. When engaging in debates and discussions children should be patient and know that other children may have a turn before them. Teachers should reward children who are waiting their turn to encourage this behaviour. Children should have the opportunity to research a specific topic issue. Children could be split into groups to research two different sides to an argument and present this to the class.

2. Children are clear and confident in giving instructions. When studying instructions and writing them children should have the opportunity to instruct their peers using the instructions they have written, therefore when planning for instructional writing teachers need to ensure the instructions children will write are adaptable for this to happen. This could be cooking instructions, how to brush their teeth etc.

2. Through the teaching of lessons such as PSHE children should be able to vocalise the reasoning of certain choices and justify them. They should be presented with different scenarios and have the opportunities to discuss them.

3. Drama should be taught around a story/topic to allow for children to practise using different voices for different characters. This could be done in small groups re-enacting a small extract from a story or a section from a play.

4. Children should have the opportunity to adapt drama from a story to allow them to demonstrate different emotions through their voice. This could be done through an English or topic lesson.

3. When giving instructions children should know imperative verbs are frequently used, therefore children should have an understanding of what an imperative verb is and this should be modelled by the teacher when giving instructions.


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writing. Planning Stage

Persuasive talk Non-fiction –

persuasive text, newspaper article, non-

chronological report. Planning Stage.

Present & Perform.



Planning, proof-read edit & improve, present & perform.


Planning/ proof-read, edit & improve, perform.

Performing Writing. All genres.

Planning, proof read & edit, performance.

1. Shows good understanding as to how the characters relate to one another.

1. Organise their persuasive language with a clear view as to who they are pitching it at.

1 Develop sequence of instructions in chronological order. With others, evaluate effectiveness of instructions they have given.

1. Through role-play and drama explore how different views might be expressed/explained/justified eg the different view of characters in a particular book, the different view of people in a stimulated ‘real life’ scenario.

1. Compose and rehearse sentences orally.






2. Varies voice and language to express feelings at key moments in the story.

2. Use special words linked to the topic being discussed.

2. Prepare a set of oral descriptions related to a game such as a new playground game.

2. Through discussion explore how different views might be expressed/explained/justified e.g the different view of characters in a particular book, the different view of people writing a newspaper.

2. Read aloud their own writing to a group, using appropriate intonation and controlling the tone and volume so that the meaning is clear.






3. Use appropriate tenses to show if the story is set in the present, past or future.

3. Listens carefully and then makes relevant comments associated with what has been said.

3. Give the listener enough detail so that the instructions can be clearly understood. Gives clear oral instructions to members of a group.





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non-chronological report. Planning Stage. Present

& Perform.







1. Through a comprehension activity the child should be able to orally describe characters of a story and how they relate to other characters in the story.

1. Children should have the opportunity to engage in debates. This will build on work from Year One and Two. The debates should now be more structured with children directing their questions to specific children they are debating with. Children need the time to research their debate topic thoroughly and plan specific questions.

1. Children should have the opportunity to devise a set of instructions for a small task and instruct their peer to carry out the task. They should then have the opportunity to work with their peer to evaluate the set of instructions and how effective they were, before making any changes if needed. Children should be taught how to instruct a person to a location. This could be a location in school then children will have the opportunity to see if their instructions were correct.

1. Through studying a text children should have the opportunity to act out and role-play different endings to the story, then discuss why/why not that ending would be appropriate.

1. Children should be given the opportunity to compose and rehearse sentences orally. This is building on work from Key Stage One

2. Children should have the opportunity to retell stories to their peers. They should receive feedback on how the use of their voice tells the story, eg: using a louder or softer voice in parts. The children should also have the opportunity to listen to the teacher telling stories so the correct use of voice is modelled to them.

2. Children need opportunities to conduct presentations, again building on work from Years One and Two. Children’s presentations should now be longer and more structured. Again children need the time to research their topic thoroughly and this should be planned for over a couple of weeks. An outcome for a topic could be a presentation, providing children a context to their learning.

2. Children should have the opportunity to devise their own game, in groups, then instruct other children how to play it.

2. Through drama children should have the opportunities to act out different parts of a story. After they should discuss the choices of a character and if they would make the same choices.

2. Children should be given the opportunity to perform their writing to a group, a specific focus should be on performing poetry. Feedback should be given from their peers.

3. A child should often be using terms like ‘recently’ or ‘a long time ago’ when retelling and discussing a story, therefore opportunities for story telling should be provided.

3. When engaging in debates children will show appreciation to points being made by the opposing side before disagreeing. This needs to be taught and modelled by the teacher.

3. Children should be given the opportunity to devise and carry out instructions in chronological order. Opportunities should be planned for for children to teach their peers a new skill.


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Narrative talk

Fiction - story, descriptive writing.

Planning Stage, Proof read & edit, Perform.

Persuasive talk Non-fiction – persuasive text,

newspaper article, non-chronological report.





perform.

Discussion talk. All genres.



Planning, proof read & edit, Perform.

1. Identify language used within a story that is different from everyday use.

1. Know when to vary voice and language to express feelings at key moment. Ensure that persuasive talk provokes a strong response.

1. With others, evaluate effectiveness of instructions they have given.

1. Continue to explore the expression of different views through discussion, role-play and drama.

1. Compose and rehearse sentences orally.






2. Talk about their personal feelings in relation to the way a story starts and ends.

2. Make thoughtful use of the resources available, especially non-fiction books and the internet, to develop and illustrate ideas in discussion. Make use of what they have learnt from discussion about presentation or broadcast.

2. Prepare a set of oral descriptions related to a gam such as a new playground game. Develop sequence of instructions in chronological order.

2. In exploring persuasive texts, and those presenting a particular argument, discuss which present a single viewpoint and which try to be more objective and balanced.

2. Read aloud their writing to the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear.






3. Speak with good diction so that the audience can hear what is said.

3. Give listeners/partners clear reasons/ evidence for their views.

3. Give the listener enough detail so that the instructions can be clearly understood. Gives clear oral instructions to members of a group.





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Perform.



Planning, proof-read edit & improve, present & perform.





1. Children need opportunities to retell stories. When retelling a story they are summarising, or making up their own, children now need to be consciously adding descriptions of the characters or the setting. Teachers need to be commenting upon the descriptive language children are using and providing constructive feedback.

1. Children should have the opportunity to engage in debates. This will build on work from Year One, Two and Three. Children should be taught how to exaggerate their point and know the impact that heightening their voice has to end a debate.

1. Children should be using accurate language to the instructions they are giving, eg; when explaining to others about setting up a scientific experiment children will be using the technical language correctly.

1. Children should have the opportunities to listen to a range of views about an argument before making up their own mind. They should be prepared to listen to these views and comment upon them fairly, even those that do not match their own opinion.

1. Children should be given the opportunity to compose and rehearse sentences orally. This is building on work from Year Three.

2. Children need to be provided opportunities to orally reflect on a story. They need to be commenting upon their own emotional response to a story. Children should be justifying their responses as well as commenting upon their peers response to the story.

2. When creating an argument or debate children should have the opportunity to thoroughly research their topic, gaining a bank of resources to help create and sustain their argument.

2. Children should be taught a range of imperative verbs which they can use when giving instructions.

2. Children should be taught how to use persuasive language appropriately. When engaging in discussions they should be able to recognise if anyone is too biased and is arguing from a point of view that may be unfair.

2. Children should be given the opportunity to perform their writing to a group, a specific focus should be on performing poetry. Feedback should be given from their peers.

3. Children need to be using correct Standard English and powerful verbs and adjectives when addressing a group. The use of correct Standard English needs to be modelled by the teacher and the teacher needs to be providing feedback on the type of language children are using. Children should have the opportunity to respond to the feedback given by the teacher, therefore lots of opportunities to formally address a group need to be provided so children can build on those skills.

3. Children should be taught about different types of resources to support an argument/debate and which resources could provide most valuable in creating and sustaining their argument. Children’s arguments in debates should be thoroughly backed up by facts and should no longer be based on their own personal opinion.

3. When giving instructions to others, children should be speaking clearly and slowly, using correct grammatical features at all times. Feedback should be given by the teacher on the children’s use of language and their diction. Children should be adapting their talk to suit different audiences. They should be provided opportunities to create instructions for a range of ages, for example they could create a set of instructions for a lower year group and have the opportunity to instruct these children, testing out their use of language and the effectiveness of their instructions.


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& Perform.




perform.





1. Use strong adjectives and verbs to help create a scenario that draws in the listener.

1. Ensure persuasive language has the right balance of image, words, phrases and sound.

1. Devise a set of instructions (using appropriate form and features) and test them out on other people, revise and try them out again.

1. Experiment with the presentation of various views (own and others, biased and balanced) through discussion, debate and drama.

1. Perform their own compositions, using appropriate intonation, volume and movement so the meaning is clear.






2. Recognise how important it is to know the place and time they are talking about so a story holds its authenticity.

2. Summarise the main points of an argument or discussion and make up own mind about what the important points are.

2. Identify sets of instructions which are for more complex procedures, or are combined with other text types (eg some recipes).

2. In exploring persuasive texts, and those presenting a particular argument, distinguish and discuss any texts which seems to be trying to present a more balanced or reasoned view, or which explore more than one possible perspective on an issue.





3. Present conflicting views of an argument and reach a considered conclusion.

3. Evaluate sets of instructions (including attempting to follow some of them) for purpose, organisation, clarity and usefulness).




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& Perform.




perform.





1. Children need the opportunities to retell stories. When doing so they need to be taught which adjectives and verbs they can use to capture the audience’s interest immediately.

1. Children should be taught a range of techniques to enhance persuasive language. This should include using resources such as images, words, phrases and sounds.

1. Children should have the opportunity to test out the instructions they have devised on other children. They should then be allowed to reflect on their instructions and have the opportunities to change them.

1. Children should have the opportunities to listen to a range of views about an argument before making up their own mind. They should be prepared to listen to these views and comment upon them fairly, even those that do not match their own opinion.

1. Children should have the opportunity to perform their writing to their peers and their class.

2. When retelling stories children should be taught the importance of making the setting clear from the beginning to ensure the listener is in no doubt about where the story is taking place.

2. Children should be taught how to create a balanced argument so the listener can make up their own mind.

2. Children should be taught how to produce instructions for more complex procedures, eg: baking a cake.

2. Children should be taught how to use persuasive language appropriately. When engaging in discussions they should be able to recognise if anyone is too biased and is arguing from a point of view that may be unfair.

3. Children should be given the opportunities to evaluate others instructions, eg ‘how accurate a set of instructions are when playing a game which was played by children during Tudor times’. Through reflection on the instructions children should be able to alter them where they see fit.


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1. Make appropriate choices between Standard English, colloquialism or dialect according to need.

1. Talk in extended turns to express straightforward ideas and feelings.

1. Give clear oral instructions to achieve the completion of a common task. Follow oral instructions of increased complexity.

1. Recognise and understand the distinction between the persuasive presentation of a particular view and the discursive presentation of a balanced argument.

1. Perform their own compositions, using appropriate intonation, volume and movement so the meaning is clear.

Partially Met. Met. Exceeded





2. Recognise the need to manipulate narrative pace and setting to reflect mood.

2. Listen to the debate with an open mind, recalling the main arguments and deciding, for clear reasons, which one was the most convincing.

2. Use the language conventions and grammatical features of the different types of speech as appropriate.

2. Identify the language, grammar, organisational and stylistic features of balanced discussions which: Draw reasoned conclusions based on available evidence. Clarify the strengths and weaknesses of different positions. Summarise different sides of an argument.






3. Recognise the need to use strong verbs and adjectives to make a point about a character in their talk.

3. Present a spoken argument that develops coherently and logically and supports its points with evidence and persuasive language. Present strong argument in a formal debate on an issue, using the language and procedures of debating.

3. Choose the appropriate form of speech and style to suit a specific purpose and audience drawing on knowledge of different non-fiction text types.





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Taking and Giving instructions. Non-fiction –

writing instructions. Planning, proof-

read edit & improve, present &

perform.





1. Children need the opportunities to perform a text. They should be moving away from Standard English in an attempt to capture a characters specific features, for example; brings in an accent or slang as needed.

1. When engaging in talk partner discussion children should be talking in extended turns to express straight forward ideas and feelings. Talk-partner discussion should be filmed and shown back to the children so they can reflect on their use of language and extended talk.

1. When working in groups to complete a task children should agree on what they will do and rely upon each other to complete the task.

1. Children should have the opportunity to present their view on a current affair to a group. They should be able to distinguish between those who are determined not to change their views and those who are more likely to do so.

1. Children should have the opportunity to perform their writing to their peers and their class.

2. When performing a text the teacher will comment upon how the child has captured the audience. Have they varied pace to change the mood and add suspense? Children should be aiming to have the audience completely engulfed in the story.

2. Children should have the opportunities to listen to two sides of an argument before making up their own point of view as a group, this could be taught through children having the opportunities to observe debates.

2. Children should be taught how to move from first, second and third person as appropriate when instructing others on how to do something.

2. Children should have the opportunity to thoroughly research a topic. They should be able to summarise different sides to an argument, clarify the strengths and weaknesses of different positions, signal personal opinion clearly and draw reasoned conclusions based on available evidence.

3. Children should be taught when to bring in additional features when performing a text, such as strong verbs and adjectives to ensure that the audience identifies with the characters in the story.

3. Children should be provided with opportunities to present a spoken argument about a current issue. They should present their cause logically, putting a clear order to their argument. Children should be conducting formal debates. A child should be elected the chair of the debate and children should have an awareness of going through the ‘chair’ if they need to make a point or add to what is being presented.

Learning opportunities:

english at beck · through speaking and listening activities. evidence in books: annotated wagoll...

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