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Con
tent
s
Gui
danc
e no
tes
3
Year
1
Rea
ding
6
Writ
ing
9
Rea
ding
sta
tem
ents
and
mas
tery
que
stio
ns
12
Writ
ing
stat
emen
ts a
nd m
aste
ry q
uest
ions
16
Year
2
Rea
ding
21
Writ
ing
24
Rea
ding
sta
tem
ents
and
mas
tery
que
stio
ns
28
Writ
ing
stat
emen
ts a
nd m
aste
ry q
uest
ions
34
Year
3
Rea
ding
41
Writ
ing
44
Rea
ding
sta
tem
ents
and
mas
tery
que
stio
ns
48
Writ
ing
stat
emen
ts a
nd m
aste
ry q
uest
ions
54
Year
4
Rea
ding
62
Writ
ing
65
Rea
ding
sta
tem
ents
and
mas
tery
que
stio
ns
69
Writ
ing
stat
emen
ts a
nd m
aste
ry q
uest
ions
75
Year
5
Rea
ding
83
Writ
ing
86
Rea
ding
sta
tem
ents
and
mas
tery
que
stio
ns
90
Writ
ing
stat
emen
ts a
nd m
aste
ry q
uest
ions
97
Year
6
Rea
ding
10
8
Writ
ing
111
Rea
ding
sta
tem
ents
and
mas
tery
que
stio
ns
11
5
Writ
ing
stat
emen
ts a
nd m
aste
ry q
uest
ions
122
Gui
danc
e no
tes
© R
ising
Sta
rs 2
016
3
Gui
danc
e fo
r usi
ng ‘I
can
’ sta
tem
ents
and
mas
tery
que
stio
ns (r
eadi
ng a
nd w
ritin
g)
The
‘I ca
n’ s
tate
men
ts fo
r rea
ding
and
writ
ing
are
base
d so
lely
on
the
curr
icul
um p
rogr
amm
e of
stu
dy, a
nd a
rran
ged
usin
g its
dim
ensi
ons.
The
su
b-di
men
sion
s m
atch
exa
ctly
to th
ose
of th
e R
isin
g S
tars
pro
gres
sion
grid
s an
d th
e st
atem
ents
and
que
stio
ns c
an b
e us
ed in
con
junc
tion
with
the
grid
s.
Usi
ng th
e ‘I
can’
sta
tem
ents
and
mas
tery
que
stio
ns
The
‘I ca
n’ s
tate
men
ts a
re p
upil-
spea
k ve
rsio
ns o
f the
con
tent
to b
e ta
ught
, so
they
can
be
intro
duce
d ju
st a
head
of t
each
ing
as a
way
of e
xpla
inin
g an
d sh
arin
g le
arni
ng in
tent
ions
. The
re a
re m
any,
and
bet
wee
n th
em th
ey c
over
a y
ear’s
wor
th o
f pro
gres
s in
read
ing
or w
ritin
g; e
ven
two
year
s’ w
orth
in th
e ca
se o
f mos
t Key
Sta
ge 2
con
tent
. Bea
r thi
s in
min
d be
fore
dec
idin
g ho
w to
sha
re th
em w
ith p
upils
: it m
ight
be
over
whe
lmin
g an
d co
unte
rpro
duct
ive
for
man
y pu
pils
to h
ave
six
term
s’ w
orth
of c
onte
nt p
aste
d in
to th
e fro
nt o
f the
ir bo
oks
in o
ne g
o.
The
mas
tery
que
stio
ns a
re in
tend
ed fo
r use
onc
e th
e P
oS (p
rogr
essi
on s
tate
men
t) el
emen
t has
bee
n ta
ught
for t
he fi
rst t
ime
and
pupi
ls h
ave
had
suffi
cien
t opp
ortu
nity
to p
ut th
e ne
w le
arni
ng in
to p
ract
ice.
Man
y, b
ut n
ot a
ll, o
f the
mas
tery
que
stio
ns a
re m
ost s
uite
d fo
r use
in a
pup
il co
nfer
enci
ng c
onte
xt: g
roup
s of
up
to s
ix p
upils
of s
imila
r abi
lity
wor
king
with
th
e te
ache
r to
disc
uss
and
evid
ence
thei
r pro
gres
s in
read
ing
or w
ritin
g. S
ever
al m
aste
ry q
uest
ions
cou
ld b
e co
vere
d w
ithin
a 2
0–30
min
ute
sess
ion,
es
peci
ally
if p
upils
are
giv
en th
e qu
estio
ns in
adv
ance
– e
ven
from
Yea
r 1 –
and
hav
e so
me
time
to p
repa
re fo
r the
m u
p to
a d
ay b
efor
e, fi
ndin
g ev
iden
ce
in th
eir i
ndep
ende
nt w
ritin
g ac
ross
the
curr
icul
um o
r rec
allin
g re
cent
read
ing
they
hav
e do
ne a
nd re
visi
ting
text
s in
pre
para
tion.
Tea
chin
g as
sist
ants
or
othe
r adu
lts c
ould
hav
e a
role
in h
elpi
ng th
e yo
unge
st a
nd le
ast a
ble
pupi
ls to
pre
pare
if s
uppo
rt is
nee
ded.
Mor
e ab
le p
upils
cou
ld w
ork
alon
e or
with
a
read
ing
or w
ritin
g bu
ddy
to p
repa
re fo
r a c
onfe
renc
ing
sess
ion.
Con
fere
ncin
g se
ssio
ns c
ould
be
fitte
d in
to th
e cl
ass
timet
able
in th
e sa
me
way
as
guid
ed
read
ing
or w
ritin
g se
ssio
ns o
r gui
ded
grou
p w
ork
in m
athe
mat
ics
are,
cau
sing
min
imal
dis
rupt
ion
to c
lass
room
rout
ine.
Pup
ils h
ave
a ch
ance
to le
arn
from
ea
ch o
ther
dur
ing
conf
eren
cing
ses
sion
s an
d th
ere
will
also
be
an o
ppor
tuni
ty fo
r app
lyin
g th
eir s
poke
n la
ngua
ge s
kills
. Tea
cher
s w
ill be
abl
e to
gat
her
usef
ul fe
edba
ck o
n th
e ef
fect
iven
ess
of re
cent
teac
hing
for r
efle
ctio
n an
d fu
ture
pla
nnin
g.
Gui
danc
e no
tes
© R
ising
Sta
rs 2
016
4
Usi
ng th
e re
adin
g m
aste
ry q
uest
ions
The
mas
tery
que
stio
ns fo
r rea
ding
are
not
inte
nded
to b
e se
t for
pup
ils to
giv
e w
ritte
n an
swer
s. T
hat w
ould
take
an
inor
dina
te a
mou
nt o
f lea
rnin
g tim
e an
d ge
nera
te h
uge
amou
nts
of m
arki
ng fo
r the
teac
her.
Nor
are
they
inte
nded
to b
e us
ed a
s te
st q
uest
ions
or f
or w
hole
-cla
ss u
se. D
ay-to
-day
as
sess
men
t, in
par
ticul
ar g
uide
d re
adin
g re
cord
s, w
ill s
uppl
y m
ost o
f the
evi
denc
e ne
eded
. I e
nvis
age
teac
hers
set
ting
up p
artic
ular
gro
ups
with
par
ticul
ar
text
s ch
osen
to a
llow
pup
ils to
dem
onst
rate
thei
r und
erst
andi
ng o
f sev
eral
rela
ted
or re
leva
nt ‘I
can
’ sta
tem
ents
in o
ne s
essi
on. T
he m
aste
ry q
uest
ions
w
ould
be
intro
duce
d by
the
teac
her f
or p
upils
to d
iscu
ss w
hile
the
teac
her n
oted
the
qual
ity o
f res
pons
es a
nd a
sses
sed
indi
vidu
als’
und
erst
andi
ng. I
n th
e sp
ace
of a
wee
k, a
who
le c
lass
cou
ld ta
ckle
the
sam
e m
aste
ry q
uest
ions
and
the
chal
leng
e of
fere
d by
the
chos
en te
xts
allo
ws
for d
iffer
entia
tion
and
ensu
ring
prog
ress
with
in th
e Y
ear 3
/4 a
nd Y
ear 5
/6 P
oS w
here
the
stat
emen
ts a
re th
e sa
me
for b
oth
year
gro
ups.
The
free
ly d
ownl
oada
ble
Ris
ing
Sta
rs
prog
ress
ion
grid
s of
fer p
ract
ical
gui
danc
e on
the
expe
cted
leve
ls o
f res
pons
e w
hich
can
info
rm th
e ch
oice
of t
ext.
Thes
e gu
ided
read
ing
sess
ions
can
fit w
ithin
regu
lar g
uide
d re
adin
g pr
ovis
ion
and,
if ru
n on
ce o
r tw
ice
each
hal
f ter
m, w
ill a
llow
for c
over
age
of a
ll th
e m
aste
ry q
uest
ions
in th
e co
mpr
ehen
sion
dim
ensi
on. A
gen
eral
sm
all g
roup
dis
cuss
ion
sess
ion
or tw
o ar
ound
the
sub-
dim
ensi
ons
rang
e of
read
ing
and
fam
iliarit
y w
ith te
xts,
per
haps
with
a s
elec
tion
of re
cent
ly s
tudi
ed te
xts
on th
e ta
ble
to jo
g pu
pils
’ mem
orie
s, w
ill al
low
for u
se o
f mas
tery
que
stio
ns fr
om
thos
e su
b-di
men
sion
s.
Why
not
giv
e pu
pils
the
two
or th
ree
mas
tery
que
stio
ns y
ou p
lan
to u
se in
adv
ance
so
they
can
link
them
to th
e ‘I
can’
sta
tem
ents
and
hav
e so
me
thin
king
tim
e to
pre
pare
for e
ach
guid
ed s
essi
on?
Usi
ng th
e w
ritin
g m
aste
ry q
uest
ions
For t
he tr
ansc
riptio
n di
men
sion
of w
ritin
g, te
ache
rs w
ill n
eed
to o
bser
ve p
upils
as
they
writ
e. T
he tw
o su
b-di
men
sion
s he
re –
han
dwrit
ing
and
wor
d bu
ildin
g/sp
ellin
g –
coul
d ea
sily
be
linke
d as
pup
ils a
re c
halle
nged
to s
pell
wor
ds a
nd th
e te
ache
r obs
erve
s th
eir l
ette
r for
mat
ion,
grip
and
pos
ture
(and
jo
ins
from
Yea
r 3 u
pwar
ds).
Sm
all g
roup
s of
no
mor
e th
an s
ix p
upils
are
idea
l for
this
pur
pose
; try
ing
to o
bser
ve g
rip a
nd le
tter f
orm
atio
n in
a c
lass
of
abou
t 30
pupi
ls is
just
not
pra
ctic
al. I
f gui
ded
grou
p w
ork
is n
ot a
regu
lar p
art o
f tea
chin
g w
ritin
g, it
cou
ld b
e in
trodu
ced
and
used
occ
asio
nally
for t
he
purp
ose
of u
sing
the
mas
tery
que
stio
ns.
Gui
danc
e no
tes
© R
ising
Sta
rs 2
016
5
Writ
ing
sub-
dim
ensi
ons:
Pla
nnin
g an
d dr
aftin
g / E
ditin
g / V
ocab
ular
y, g
ram
mar
and
pun
ctua
tion
/ Pre
sent
atio
n
Gro
ups
of u
p to
six
pup
ils c
ould
be
give
n th
e m
aste
ry q
uest
ions
in a
dvan
ce a
nd b
e en
cour
aged
to g
athe
r evi
denc
e fo
r sev
eral
mas
tery
que
stio
ns re
ady
for a
gro
up s
essi
on w
ith th
e te
ache
r. C
olou
r-co
ded
stic
ky p
lace
mar
kers
cou
ld p
rove
use
ful f
or th
is a
ctiv
ity. P
upils
cou
ld d
o th
is fr
om Y
ear 1
upw
ards
and
ol
der p
upils
cou
ld e
ven
prep
are
a pr
esen
tatio
n di
spla
ying
the
evid
ence
from
thei
r wor
k to
dem
onst
rate
thei
r mas
tery
, eve
n in
corp
orat
ing
the
pres
enta
tion
sub-
dim
ensi
on. A
dditi
onal
adu
lts c
ould
hel
p st
rugg
ling
pupi
ls lo
cate
the
evid
ence
they
nee
d. If
eve
ryon
e st
rugg
les
to fi
nd e
xam
ples
to a
nsw
er a
par
ticul
ar
mas
tery
que
stio
n in
thei
r ind
epen
dent
writ
ing,
the
teac
her h
as a
use
ful p
rom
pt fo
r ref
lect
ion
on p
lann
ing,
teac
hing
and
pro
vidi
ng o
ppor
tuni
ties
for
appl
icat
ion
of n
ew le
arni
ng.
Han
ding
ove
r res
pons
ibili
ty fo
r sha
ring
and
show
casi
ng th
eir w
ork
to p
upils
less
ens
the
load
on
the
teac
her a
nd e
ncou
rage
s in
depe
nden
ce. G
roup
ing
the
pupi
ls e
nabl
es d
iffer
entia
tion
as w
ell a
s al
low
ing
pupi
ls to
lear
n fro
m e
ach
othe
r. W
ithin
thes
e gr
oup
disc
ussi
ons
lie fu
rther
opp
ortu
nitie
s fo
r pup
ils to
ap
ply
thei
r spo
ken
lang
uage
lear
ning
and
for t
each
ers
to a
sses
s th
is.
Mix
ed a
ge c
lass
es
‘I ca
n’ s
tate
men
ts a
nd m
aste
ry q
uest
ions
are
link
ed to
yea
r gro
ups
but t
hey
refle
ct th
e gr
oupi
ng o
f yea
r gro
ups
in th
e cu
rricu
lum
into
low
er a
nd u
pper
K
ey S
tage
2. T
his
mak
es u
sing
the
stat
emen
ts a
nd q
uest
ions
rela
tivel
y st
raig
htfo
rwar
d in
a m
ixed
Yea
r 3/4
or m
ixed
Yea
r 5/6
cla
ss. U
sing
them
in m
ixed
ag
e cl
asse
s of
Yea
r R/1
, Yea
r 1/2
, Yea
r 2/3
or Y
ear 4
/5 w
ill m
ean
draw
ing
from
a b
igge
r set
of s
tate
men
ts a
nd q
uest
ions
, but
abi
lity
grou
ping
s w
ill
alre
ady
have
bee
n m
ade
and
can
be u
sed
for a
lloca
ting
them
and
con
fere
ncin
g pu
pils
ove
r the
ir pr
ogre
ss. T
each
ers
need
to b
ear i
n m
ind
the
expe
ctat
ion
that
pup
ils w
ill en
coun
ter a
nd a
cces
s th
e ag
e-ap
prop
riate
lear
ning
for t
heir
year
gro
up.
Sar
a M
oult
Febr
uary
201
6
W
e ha
ve h
ighl
ight
ed s
ome
of th
ese
stat
emen
ts w
ith d
oubl
e bo
rder
s to
allo
w te
ache
rs to
focu
s th
eir a
sses
smen
ts o
n th
e ar
eas
of th
e cu
rric
ulum
that
will
give
th
em th
e m
ost i
nfor
mat
ion
abou
t pup
ils’ p
rogr
ess.
The
se a
re a
lso
area
s w
here
we
feel
a te
achi
ng fo
cus
can
have
a s
igni
fican
t im
pact
on
prog
ress
in re
adin
g or
w
ritin
g. T
hese
hig
hlig
hted
sta
tem
ents
sho
uld
not,
how
ever
, be
used
in is
olat
ion
as th
is c
ould
lead
to in
accu
rate
judg
emen
ts.
Year
4: R
eadi
ng
©
Risi
ng S
tars
201
6 62
I can
tick
thes
e bo
xes
to s
how
wha
t I h
ave
been
lear
ning
.
I can
read
tric
ky w
ords
like
the
ones
on
our l
ist o
f 100
an
d id
entif
y th
e tri
cky
lette
r stri
ngs
insi
de th
em.
I can
read
diff
eren
tly s
truct
ured
text
s fo
r di
ffere
nt p
urpo
ses.
I can
reco
gnis
e a
them
e or
‘mes
sage
’ with
in a
pie
ce o
f w
ritin
g an
d I c
an re
cogn
ise
and
nam
e so
me
com
mon
co
nven
tions
use
d in
writ
ing.
I can
use
wha
t I k
now
abo
ut ro
ot w
ords
and
affi
xes
to
read
and
und
erst
and
new
wor
ds I
mee
t.
I can
list
en a
ttent
ivel
y or
read
a w
ide
rang
e of
diff
eren
t te
xts
and
disc
uss
them
with
oth
ers
afte
rwar
ds.
I can
nam
e so
me
stor
y ty
pes
and
give
exa
mpl
es I
have
re
ad, r
etel
ling
a go
od e
xam
ple
in m
y ow
n w
ords
.
I can
pre
pare
and
pre
sent
a p
lay
scrip
t or a
poe
m a
nd
use
my
voic
e an
d ge
stur
es to
gai
n an
d ho
ld th
e at
tent
ion
of li
sten
ers.
Year
4: R
eadi
ng
©
Risi
ng S
tars
201
6 63
I can
reco
gnis
e an
d na
me
diffe
rent
sor
ts o
f poe
ms.
I can
mon
itor m
y re
adin
g fo
r sen
se a
nd g
o ba
ck to
mak
e su
re o
f any
thin
g th
at c
onfu
ses
me,
exp
lain
ing
wha
t an
unfa
mili
ar w
ord
mea
ns in
the
text
afte
r loo
king
it u
p or
as
king
for t
he m
eani
ng.
I can
iden
tify
wha
t the
mai
n id
eas
in a
long
er te
xt a
re a
nd
sum
them
up
quic
kly
in a
few
sen
tenc
es.
I can
pre
dict
wha
t I th
ink
is g
oing
to h
appe
n ne
xt in
a
stor
y ba
sed
on w
hat h
as h
appe
ned
so fa
r and
hin
ts th
e w
riter
has
giv
en m
e.
I can
use
a d
ictio
nary
to c
heck
the
mea
ning
of a
n un
fam
iliar
wor
d I m
eet i
n m
y re
adin
g an
d us
e th
e kn
owle
dge
to h
elp
me
unde
rsta
nd w
hat I
read
.
I can
pos
e qu
estio
ns fo
r mys
elf a
s I r
ead
and
cont
inue
re
adin
g to
find
the
answ
ers
to th
em.
I can
pic
k up
hin
ts a
nd c
lues
the
writ
er h
as g
iven
me
to
help
wor
k ou
t why
cha
ract
ers
do a
nd s
ay th
e th
ings
they
do
and
I ca
n ex
plai
n ho
w I
wor
ked
this
out
.
I can
pic
k ou
t and
dis
cuss
wor
ds a
nd p
hras
es fr
om m
y re
adin
g th
at c
augh
t my
atte
ntio
n an
d m
ade
me
thin
k.
Year
4: R
eadi
ng
©
Risi
ng S
tars
201
6 64
I can
iden
tify
lang
uage
, stru
ctur
e an
d pr
esen
tatio
n fe
atur
es in
a te
xt th
at h
elp
me
unde
rsta
nd w
hat t
he w
riter
w
ants
me
to k
now
or b
elie
ve.
I can
dis
cuss
wha
t I h
ave
hear
d or
read
, tak
ing
turn
s an
d lis
teni
ng to
wha
t oth
ers
say.
I can
read
a n
on-fi
ctio
n te
xt a
nd fi
nd a
nsw
ers
to q
uest
ions
I p
osed
bef
ore
I rea
d it
and
I can
mak
e no
tes
for m
ysel
f so
I re
mem
ber t
he in
form
atio
n I l
earn
ed.
Year
4: W
ritin
g
©
Risi
ng S
tars
201
6 65
I can
tick
thes
e bo
xes
to s
how
wha
t I h
ave
been
lear
ning
.
I can
spe
ll tri
cky
wor
ds fr
om o
ur li
st o
f 100
and
usu
ally
ge
t the
m ri
ght.
I can
spe
ll w
ords
whi
ch h
ave
had
pref
ixes
I ha
ve b
een
taug
ht a
dded
to th
em.
I can
che
ck th
e sp
ellin
g of
a w
ord
in a
dic
tiona
ry, u
sing
th
e fir
st tw
o or
thre
e (o
r mor
e) le
tters
.
I can
spe
ll pa
irs o
f hom
opho
nes
and
I rar
ely
get
them
mud
dled
.
I can
use
an
apos
troph
e to
sho
w p
osse
ssio
n in
plu
ral
wor
ds, i
nclu
ding
irre
gula
r plu
rals
(e.g
. chi
ldre
n, p
eopl
e,
cattl
e) th
at d
o no
t end
with
a le
tter s
and
I kn
ow w
hen
an
apos
troph
e is
not
requ
ired.
I can
spe
ll w
ords
whi
ch h
ave
had
suffi
xes
I hav
e be
en
taug
ht a
dded
to th
em.
I can
writ
e a
sent
ence
as
my
teac
her d
icta
tes
it, u
sing
co
rrect
spe
lling
and
punc
tuat
ion.
Year
4: W
ritin
g
©
Risi
ng S
tars
201
6 66
I can
join
my
writ
ing
in th
e w
ay I
have
bee
n ta
ught
, usi
ng
asce
nder
s an
d de
scen
ders
and
rem
embe
ring
lette
rs
whi
ch a
re b
est u
njoi
ned.
I can
look
at g
ood
exam
ples
of w
ritin
g, id
entif
y th
e fe
atur
es th
at m
ake
them
wor
k an
d th
en u
se th
ose
feat
ures
to s
uppo
rt m
e to
writ
e a
sim
ilar t
ext.
I can
say
eac
h se
nten
ce a
loud
bef
ore
I writ
e it,
add
ing
inte
rest
ing
wor
ds a
nd u
sing
all
the
diffe
rent
sen
tenc
e ty
pes
I hav
e be
en ta
ught
.
I can
pla
n an
d w
rite
a st
ory
with
a v
ivid
set
ting,
co
nvin
cing
cha
ract
ers
and
a pl
ot th
at m
akes
sen
se.
I can
form
my
join
ed w
ritin
g so
that
the
slop
e is
eve
n an
d th
e sp
acin
g be
twee
n w
ords
and
line
s m
akes
it c
lear
an
d re
adab
le.
I can
wor
k w
ith a
writ
ing
budd
y to
pla
n m
y w
ritin
g an
d jo
t do
wn
idea
s to
hel
p m
e re
mem
ber w
hat I
wan
t to
incl
ude.
I can
pla
n an
d or
gani
se m
y w
ritin
g to
pro
duce
th
emed
par
agra
phs.
I can
pla
n an
d w
rite
a no
n-fic
tion
text
that
is o
rgan
ised
us
ing
feat
ures
to h
elp
the
read
er u
nder
stan
d.
Year
4: W
ritin
g
©
Risi
ng S
tars
201
6 67
I can
wor
k w
ith a
writ
ing
budd
y to
ass
ess
the
effe
ctiv
enes
s of
my
writ
ing
agai
nst o
ur s
ucce
ss c
riter
ia
and
mak
e ch
ange
s an
d im
prov
emen
ts th
at h
ave
be
en s
ugge
sted
.
I can
pro
ofre
ad m
y ow
n or
my
writ
ing
budd
y’s
wor
k fo
r sp
ellin
g an
d pu
nctu
atio
n er
rors
and
mak
e th
e ne
cess
ary
chan
ges
befo
re m
y te
ache
r see
s m
y w
ork.
I can
form
new
nou
ns u
sing
pre
fixes
I ha
ve b
een
taug
ht.
I can
dec
ide
whe
n to
use
a p
rono
un in
stea
d of
a n
oun
in
my
writ
ing
to a
void
repe
titio
n w
hile
kee
ping
my
m
eani
ng c
lear
.
I can
wor
k w
ith a
writ
ing
budd
y to
impr
ove
gram
mar
and
vo
cabu
lary
and
to u
se p
rono
uns
to a
void
repe
titio
n w
hile
m
akin
g m
y m
eani
ng c
lear
.
I can
read
my
writ
ing
alou
d to
a g
roup
or t
o th
e w
hole
cl
ass,
hol
ding
thei
r atte
ntio
n an
d m
akin
g m
y
mea
ning
cle
ar.
I can
iden
tify
and
use
wor
ds th
at b
elon
g to
geth
er a
s a
fam
ily b
ased
on
a co
mm
on ro
ot w
ord
and
use
them
in m
y w
ritin
g to
mak
e m
y m
eani
ng c
lear
and
exa
ct.
I can
use
the
conj
unct
ions
I ha
ve b
een
taug
ht to
com
bine
m
ore
than
one
idea
in a
sen
tenc
e an
d m
y se
nten
ces
are
stru
ctur
ed d
iffer
ently
by
usin
g di
ffere
nt c
onju
nctio
ns.
Year
4: W
ritin
g
©
Risi
ng S
tars
201
6 68
I can
use
con
junc
tions
, adv
erbs
, inc
ludi
ng fr
onte
d ad
verb
ials
, and
pre
posi
tions
to te
ll m
y re
ader
whe
n an
d w
hy th
ings
hap
pene
d.
I can
dec
ide
whe
ther
to u
se a
or a
n in
fron
t of a
nou
n.
I can
cho
ose
whi
ch fo
rm o
f the
pas
t ten
se to
use
to h
elp
my
read
er u
nder
stan
d th
e or
der o
f eve
nts
in m
y w
ritin
g.
I can
pun
ctua
te d
irect
spe
ech
corre
ctly
, usi
ng c
omm
as
afte
r fro
nted
adv
erbi
als,
and
I ra
rely
mak
e a
mis
take
.
Yea
r 4: R
eadi
ng s
tate
men
ts a
nd m
aste
ry q
uest
ions
©
Risi
ng S
tars
201
6 69
Dom
ain:
Rea
ding
1
Dim
ensi
on
Sub
-dim
ensi
on
Pro
gres
sion
sta
tem
ent
‘I ca
n’ s
tate
men
t P
upil
page
M
aste
ry q
uest
ions
N
AH
T ke
y pe
rform
ance
in
dica
tor
(Y/N
) 1)
Wor
d R
eadi
ng
a)
Wor
d R
eadi
ng –
D
ecod
ing
4.1.
a.1
App
ly th
eir g
row
ing
know
ledg
e of
ro
ot w
ords
, pre
fixes
and
suf
fixes
(e
tym
olog
y an
d m
orph
olog
y) a
s lis
ted
in
Eng
lish
App
endi
x 1,
bot
h to
read
alo
ud
and
to u
nder
stan
d th
e m
eani
ng o
f new
w
ords
they
mee
t.
I can
use
wha
t I
know
abo
ut ro
ot
wor
ds a
nd a
ffixe
s to
read
and
un
ders
tand
new
w
ords
I m
eet.
62
Wha
t do
you
alre
ady
know
that
can
hel
p yo
u w
ork
out w
hat a
wor
d lik
e (e
.g. l
imita
tion)
m
eans
?
Y
4.1.
a.2
Rea
d fu
rther
exc
eptio
n w
ords
, no
ting
the
unus
ual c
orre
spon
denc
es
betw
een
spel
ling
and
soun
d, a
nd w
here
th
ese
occu
r in
the
wor
d.
I can
read
tric
ky
wor
ds li
ke th
e on
es o
n ou
r lis
t of
100
and
iden
tify
the
trick
y le
tter
strin
gs in
side
th
em.
62
Can
you
read
this
tric
ky w
ord?
W
here
is th
e tri
cky
bit i
nsid
e it?
H
ow d
o yo
u re
mem
ber h
ow to
spe
ll th
is w
ord?
N
2) C
ompr
ehen
sion
2
a) R
ange
of
Rea
ding
4.2.
a.1
Dev
elop
pos
itive
atti
tude
s to
re
adin
g an
d un
ders
tand
ing
of w
hat t
hey
read
by:
list
enin
g to
and
dis
cuss
ing
a w
ide
rang
e of
fict
ion,
poe
try, p
lays
, non
-fict
ion
and
refe
renc
e bo
oks
or te
xtbo
oks.
I can
list
en
atte
ntiv
ely
or re
ad
a w
ide
rang
e of
di
ffere
nt te
xts
and
disc
uss
them
with
ot
hers
afte
rwar
ds.
62
Wha
t diff
eren
t sor
ts o
f tex
ts h
ave
you
read
or
had
read
to y
ou?
H
ow m
any
diffe
rent
text
type
s ca
n yo
u na
me?
A
re y
ou g
ood
at li
sten
ing
to o
ther
s an
d bu
ildin
g on
thei
r ide
as w
hen
you
disc
uss
your
read
ing?
D
o ot
hers
list
en to
you
? (O
bser
ve p
upils
in g
uide
d re
adin
g se
ssio
ns to
as
sess
this
acc
urat
ely.
)
Y
1 A
ll pr
ogre
ssio
n in
corp
orat
es a
nd b
uild
s on
prio
r lea
rnin
g. W
hen
asse
ssin
g, b
e aw
are
of th
e ne
ed to
look
bac
k an
d ta
ke p
revi
ous
year
gro
ups’
des
crip
tors
into
acc
ount
. 2
Not
e fo
r ref
eren
ces
to ‘a
ge-a
ppro
pria
te' t
exts
: The
Eng
lish
prog
ram
mes
of s
tudy
: key
sta
ges
1 an
d 2
(pag
e 26
) sta
tes
that
‘The
kno
wle
dge
and
skills
that
pup
ils n
eed
in o
rder
to c
ompr
ehen
d ar
e ve
ry s
imila
r at d
iffer
ent a
ges.
Tha
t is
why
the
prog
ram
me
of s
tudy
for c
ompr
ehen
sion
in y
ears
3 a
nd 4
and
yea
rs 5
and
6 a
re s
imila
r: th
e co
mpl
exity
of t
he w
ritin
g in
crea
ses
the
leve
l of c
halle
nge’
. It g
oes
on to
say
(pag
e 35
) tha
t ‘P
upils
sho
uld
cont
inue
to a
pply
wha
t the
y ha
ve a
lread
y le
arnt
to m
ore
com
plex
writ
ing’
. For
this
reas
on, t
he ‘W
hat t
o lo
ok fo
r’ de
scrip
tors
read
ver
y si
mila
rly a
cros
s th
e ye
ar g
roup
s fo
r com
preh
ensi
on, s
o pr
ogre
ssio
n is
ach
ieve
d by
incr
easi
ng th
e co
mpl
exity
and
cha
lleng
e of
wha
t pup
ils a
re b
eing
ask
ed to
read
and
the
ques
tions
they
are
bei
ng a
sked
to d
iscu
ss. T
he e
xam
ples
giv
en a
re d
raw
n fro
m ‘a
ge-a
ppro
pria
te’ t
exts
. Pup
ils s
houl
d no
t be
asse
ssed
as
mee
ting
or e
xcee
ding
exp
ecta
tions
if th
ey a
re n
ot re
adin
g an
d di
scus
sing
text
s su
itabl
e to
thei
r age
gro
up.
Yea
r 4: R
eadi
ng s
tate
men
ts a
nd m
aste
ry q
uest
ions
©
Risi
ng S
tars
201
6 70
Dom
ain:
Rea
ding
Dim
ensi
on
Sub
-dim
ensi
on
Pro
gres
sion
sta
tem
ent
‘I ca
n’ s
tate
men
t P
upil
page
M
aste
ry q
uest
ions
N
AH
T ke
y pe
rform
ance
in
dica
tor
(Y/N
) 2)
Com
preh
ensi
on
a) R
ange
of
Rea
ding
4.
2.a.
2 D
evel
op p
ositi
ve a
ttitu
des
to
read
ing
and
unde
rsta
ndin
g of
wha
t the
y re
ad b
y: re
adin
g bo
oks
that
are
stru
ctur
ed
in d
iffer
ent w
ays
and
read
ing
for a
rang
e of
pur
pose
s.
I can
read
di
ffere
ntly
st
ruct
ured
text
s fo
r diff
eren
t pu
rpos
es.
62
Wha
t diff
eren
t way
s do
you
kno
w to
read
a
text
?
(E.g
. rad
ial r
eadi
ng o
n a
web
site
, sea
rchi
ng
alph
abet
ical
ly in
a d
ictio
nary
, usi
ng a
con
tent
s pa
ge o
r ind
ex, s
kim
min
g a
text
or s
cann
ing
for
a w
ord
or p
hras
e, u
sing
illu
stra
tions
, dia
gram
s or
tabl
es to
sup
port
mea
ning
.)
N
b) F
amilia
rity
With
Tex
ts
4.2.
b.1
Dev
elop
pos
itive
atti
tude
s to
re
adin
g an
d un
ders
tand
ing
of w
hat t
hey
read
by:
incr
easi
ng th
eir f
amilia
rity
with
a
wid
e ra
nge
of b
ooks
, inc
ludi
ng fa
iry
stor
ies,
myt
hs a
nd le
gend
s, a
nd re
tellin
g so
me
of th
ese
oral
ly.
I can
nam
e so
me
stor
y ty
pes
and
give
exa
mpl
es I
have
read
, re
telli
ng a
goo
d ex
ampl
e in
my
own
wor
ds.
62
Can
you
nam
e a
stor
y yo
u ha
ve re
ad re
cent
ly?
W
as it
a m
yth,
lege
nd o
r fai
ry s
tory
?
Can
you
rete
ll it
to m
e in
you
r ow
n w
ords
?
N
4.2.
b.2
Dev
elop
pos
itive
atti
tude
s to
re
adin
g an
d un
ders
tand
ing
of w
hat t
hey
read
by:
iden
tifyi
ng a
nd d
iscu
ssin
g th
emes
and
con
vent
ions
in, a
nd a
cros
s, a
w
ide
rang
e of
writ
ing.
I can
reco
gnis
e a
them
e or
‘m
essa
ge’ w
ithin
a
piec
e of
writ
ing
and
I can
re
cogn
ise
and
nam
e so
me
com
mon
co
nven
tions
use
d in
writ
ing.
62
Wha
t was
the
them
e of
(nam
e re
cent
ly s
tudi
ed
text
)?
Wha
t con
vent
ions
did
you
reco
gnis
e as
you
re
ad it
?
(E.g
. ‘go
od’ c
hara
cter
s en
ding
wel
l, ‘b
addi
es’
bein
g pu
nish
ed o
r lea
rnin
g a
less
on.)
Y
Yea
r 4: R
eadi
ng s
tate
men
ts a
nd m
aste
ry q
uest
ions
©
Risi
ng S
tars
201
6 71
Dom
ain:
Rea
ding
Dim
ensi
on
Sub
-dim
ensi
on
Pro
gres
sion
sta
tem
ent
‘I ca
n’ s
tate
men
t P
upil
page
M
aste
ry q
uest
ions
N
AH
T ke
y pe
rform
ance
in
dica
tor
(Y/N
) 2)
Com
preh
ensi
on
c)
Per
form
ance
an
d P
oetry
4.
2.c.
1 D
evel
op p
ositi
ve a
ttitu
des
to
read
ing
and
unde
rsta
ndin
g of
wha
t the
y re
ad b
y: p
repa
ring
poem
s an
d pl
ay
scrip
ts to
read
alo
ud a
nd to
per
form
, sh
owin
g un
ders
tand
ing
thro
ugh
into
natio
n, to
ne, v
olum
e an
d ac
tion.
I can
pre
pare
and
pr
esen
t a p
lay
scrip
t or a
poe
m
and
use
my
voic
e an
d ge
stur
es to
ga
in a
nd h
old
the
atte
ntio
n of
lis
tene
rs.
62
Can
you
pre
pare
and
pre
sent
this
pla
y sc
ript/p
oem
for t
he g
roup
/cla
ss a
nd h
old
thei
r at
tent
ion
usin
g yo
ur v
oice
?
N
4.2.
c.2
Dev
elop
pos
itive
atti
tude
s to
re
adin
g an
d un
ders
tand
ing
of w
hat t
hey
read
by:
reco
gnis
ing
som
e di
ffere
nt
form
s of
poe
try (e
.g. f
ree
vers
e,
narr
ativ
e po
etry
).
I can
reco
gnis
e an
d na
me
diffe
rent
sor
ts o
f po
ems.
63
Wha
t diff
eren
t sor
ts o
f poe
ms
have
you
read
?
Can
you
nam
e so
me
poem
s yo
u kn
ow a
nd s
ay
wha
t typ
e th
ey a
re?
N
d) W
ord
Mea
ning
s
4.2.
d.1
Dev
elop
pos
itive
atti
tude
s to
re
adin
g an
d un
ders
tand
ing
of w
hat t
hey
read
by:
usi
ng d
ictio
narie
s to
che
ck th
e m
eani
ng o
f wor
ds th
at th
ey h
ave
read
.
I can
use
a
dict
iona
ry to
ch
eck
the
mea
ning
of a
n un
fam
iliar w
ord
I m
eet i
n m
y re
adin
g an
d us
e th
e kn
owle
dge
to
help
me
unde
rsta
nd w
hat
I rea
d.
63
Can
you
read
this
pas
sage
and
spo
t any
wor
ds
you
need
to lo
ok u
p in
the
dict
iona
ry?
H
ow w
ould
you
go
abou
t fin
ding
this
wor
d in
th
e di
ctio
nary
?
(Che
ck p
upil’s
tech
niqu
e fo
r ‘qu
arte
ring’
the
dict
iona
ry a
nd u
sing
the
guid
e w
ords
at t
he to
p of
the
page
s to
car
ry o
ut a
n ef
ficie
nt s
earc
h.)
N
Yea
r 4: R
eadi
ng s
tate
men
ts a
nd m
aste
ry q
uest
ions
©
Risi
ng S
tars
201
6 72
Dom
ain:
Rea
ding
Dim
ensi
on
Sub
-dim
ensi
on
Pro
gres
sion
sta
tem
ent
‘I ca
n’ s
tate
men
t P
upil
page
M
aste
ry q
uest
ions
N
AH
T ke
y pe
rform
ance
in
dica
tor
(Y/N
) 2)
Com
preh
ensi
on
e) U
nder
stan
ding
4.
2.e.
1 U
nder
stan
d w
hat t
hey
read
, in
book
s th
ey c
an re
ad in
depe
nden
tly,
by: c
heck
ing
that
the
text
mak
es s
ense
to
them
, dis
cuss
ing
thei
r un
ders
tand
ing
and
expl
aini
ng th
e m
eani
ng o
f wor
ds in
con
text
.
I can
mon
itor m
y re
adin
g fo
r sen
se
and
go b
ack
to
mak
e su
re o
f an
ythi
ng th
at
conf
uses
me,
ex
plai
ning
wha
t an
unf
amilia
r w
ord
mea
ns in
th
e te
xt a
fter
look
ing
it up
or
aski
ng fo
r the
m
eani
ng.
63
Do
you
‘liste
n’ to
you
rsel
f whe
n yo
u re
ad
sile
ntly
to c
heck
for s
ense
?
Wha
t do
you
do if
som
ethi
ng d
oesn
’t se
em to
be
mak
ing
sens
e?
Do
you
stop
to c
heck
unf
amilia
r wor
ds in
a
dict
iona
ry?
C
an y
ou s
how
me
a w
ord
you
chec
ked
in
toda
y’s
read
ing
and
expl
ain
to m
e w
hat i
t m
eans
in th
is p
artic
ular
sen
tenc
e an
d te
xt?
N
4.2.
e.2
Und
erst
and
wha
t the
y re
ad, i
n bo
oks
they
can
read
inde
pend
ently
, by
: ask
ing
ques
tions
to im
prov
e th
eir
unde
rsta
ndin
g of
a te
xt.
I can
pos
e qu
estio
ns fo
r m
ysel
f as
I rea
d an
d co
ntin
ue
read
ing
to fi
nd th
e an
swer
s to
them
.
63
Did
you
ask
you
rsel
f que
stio
ns a
bout
this
text
as
you
read
?
Can
you
tell
me
a qu
estio
n yo
u po
sed
to
your
self
as y
ou re
ad th
is te
xt?
D
id y
ou fi
nd th
e an
swer
as
you
cont
inue
d
to re
ad?
W
hat w
as it
?
N
4.2.
e.3
Und
erst
and
wha
t the
y re
ad, i
n bo
oks
they
can
read
inde
pend
ently
, by
: ide
ntify
ing
mai
n id
eas
draw
n fro
m
mor
e th
an o
ne p
arag
raph
and
su
mm
aris
ing
thes
e.
I can
iden
tify
wha
t th
e m
ain
idea
s in
a
long
er te
xt a
re
and
sum
them
up
quic
kly
in a
few
se
nten
ces.
63
Can
you
sum
up
the
mai
n id
eas
in th
e pa
ssag
e yo
u ha
ve ju
st re
ad?
Wha
t are
they
? Y
Yea
r 4: R
eadi
ng s
tate
men
ts a
nd m
aste
ry q
uest
ions
©
Risi
ng S
tars
201
6 73
Dom
ain:
Rea
ding
Dim
ensi
on
Sub
-dim
ensi
on
Pro
gres
sion
sta
tem
ent
‘I ca
n’ s
tate
men
t P
upil
page
M
aste
ry q
uest
ions
N
AH
T ke
y pe
rform
ance
in
dica
tor
(Y/N
) 2)
Com
preh
ensi
on
f) In
fere
nce
4.
2.f.1
Und
erst
and
wha
t the
y re
ad, i
n bo
oks
they
can
read
inde
pend
ently
, by:
dr
awin
g in
fere
nces
suc
h as
infe
rrin
g ch
arac
ters
' fee
lings
, tho
ught
s an
d m
otiv
es
from
thei
r act
ions
, and
just
ifyin
g in
fere
nces
with
evi
denc
e.
I can
pic
k up
hin
ts
and
clue
s th
e w
riter
has
giv
en
me
to h
elp
wor
k ou
t why
ch
arac
ters
do
and
say
the
thin
gs
they
do
and
I can
ex
plai
n ho
w I
wor
ked
this
out
.
63
Why
did
cha
ract
er X
do/
say
that
? D
id th
e w
riter
giv
e yo
u an
y hi
nts
or c
lues
in
the
text
?
Can
you
find
the
clue
s an
d sh
ow m
e?
N
g) P
redi
ctio
n
4.2.
g.1
Und
erst
and
wha
t the
y re
ad, i
n bo
oks
they
can
read
inde
pend
ently
, by:
pr
edic
ting
wha
t mig
ht h
appe
n fro
m d
etai
ls
stat
ed a
nd im
plie
d.
I can
pre
dict
wha
t I t
hink
is g
oing
to
happ
en n
ext i
n a
stor
y ba
sed
on
wha
t has
ha
ppen
ed s
o fa
r an
d hi
nts
the
writ
er h
as
give
n m
e.
63
Wha
t do
you
pred
ict i
s go
ing
to h
appe
n ne
xt?
W
hy d
o yo
u th
ink
that
?
Wha
t inf
orm
atio
n su
gges
ts th
is to
you
?
Wha
t hin
ts h
as th
e w
riter
giv
en y
ou?
W
hen
you
read
on,
wer
e yo
u rig
ht?
Y
h) A
utho
rial
Inte
nt
4.2.
h.1
Dev
elop
pos
itive
atti
tude
s to
re
adin
g an
d un
ders
tand
ing
of w
hat t
hey
read
by:
dis
cuss
ing
wor
ds a
nd p
hras
es
that
cap
ture
the
read
er’s
inte
rest
and
im
agin
atio
n.
I can
pic
k ou
t and
di
scus
s w
ords
an
d ph
rase
s fro
m
my
read
ing
that
ca
ught
my
atte
ntio
n an
d m
ade
me
thin
k.
63
Wha
t wor
ds a
nd p
hras
es c
augh
t you
r atte
ntio
n in
this
text
?
Can
you
exp
lain
why
?
N
Yea
r 4: R
eadi
ng s
tate
men
ts a
nd m
aste
ry q
uest
ions
©
Risi
ng S
tars
201
6 74
Dom
ain:
Rea
ding
Dim
ensi
on
Sub
-dim
ensi
on
Pro
gres
sion
sta
tem
ent
‘I ca
n’ s
tate
men
t P
upil
page
M
aste
ry q
uest
ions
N
AH
T ke
y pe
rform
ance
in
dica
tor
(Y/N
) 2)
Com
preh
ensi
on
h)
Aut
horia
l In
tent
4.2.
h.2
Und
erst
and
wha
t the
y re
ad, i
n bo
oks
they
can
read
inde
pend
ently
, by:
id
entif
ying
how
lang
uage
, stru
ctur
e an
d pr
esen
tatio
n co
ntrib
ute
to m
eani
ng.
I can
iden
tify
lang
uage
, st
ruct
ure
and
pres
enta
tion
feat
ures
in a
text
th
at h
elp
me
unde
rsta
nd w
hat
the
writ
er w
ants
m
e to
kno
w o
r be
lieve
.
64
Can
you
sho
w m
e so
me
lang
uage
/stru
ctur
e/pr
esen
tatio
n fe
atur
es in
this
te
xt th
at h
elpe
d yo
u un
ders
tand
it a
nd e
xpla
in
exac
tly h
ow it
hel
ped?
N
i) N
on-fi
ctio
n
4.2.
i.1 R
etrie
ve a
nd re
cord
info
rmat
ion
from
non
-fict
ion.
I can
read
a
non-
fictio
n te
xt
and
find
answ
ers
to q
uest
ions
I po
sed
befo
re I
read
it a
nd I
can
mak
e no
tes
for
mys
elf s
o I
rem
embe
r the
in
form
atio
n I
lear
ned.
64
Can
you
sho
w m
e w
here
you
hav
e po
sed
a qu
estio
n be
fore
you
r rea
d a
non-
fictio
n te
xt
and
mad
e no
tes
of th
e an
swer
?
Y
j) D
iscu
ssin
g R
eadi
ng
4.2.
j.1 P
artic
ipat
e in
dis
cuss
ion
abou
t bot
h bo
oks
that
are
read
to th
em a
nd th
ose
they
can
read
for t
hem
selv
es, t
akin
g tu
rns
and
liste
ning
to w
hat o
ther
s sa
y.
I can
dis
cuss
w
hat I
hav
e he
ard
or re
ad, t
akin
g tu
rns
and
liste
ning
to
wha
t ot
hers
say
.
64
Do
you
take
turn
s w
hen
disc
ussi
ng y
our
read
ing
with
oth
ers?
D
o yo
u lis
ten
to o
ther
s an
d bu
ild o
n
thei
r ide
as?
D
o ot
hers
list
en to
you
and
bui
ld o
n
your
idea
s?
(Obs
erve
pup
il at
wor
k w
ith o
ther
s du
ring
guid
ed re
adin
g se
ssio
ns to
ass
ess
this
.)
N
Yea
r 4: W
ritin
g st
atem
ents
and
mas
tery
que
stio
ns
©
Risi
ng S
tars
201
6 75
Dom
ain:
Writ
ing3,
4
Dim
ensi
on
Sub
-dim
ensi
on
Pro
gres
sion
sta
tem
ent
‘I ca
n’ s
tate
men
t P
upil
page
M
aste
ry q
uest
ions
N
AH
T ke
y pe
rform
ance
in
dica
tor
(Y/N
) 1)
Writ
ing
– Tr
ansc
riptio
n
a) P
honi
c an
d W
hole
Wor
d Sp
ellin
g
4.1.
a.1
Spe
ll fu
rther
hom
opho
nes.
I can
spe
ll pa
irs o
f ho
mop
hone
s an
d I r
arel
y ge
t the
m
mud
dled
.
65
Do
you
alw
ays
use
the
corr
ect h
omop
hone
?
(Giv
e ex
ampl
es fr
om A
ppen
dix
1 lin
ked
to
curre
nt a
nd p
rior t
each
ing.
) C
an y
ou s
how
me
in y
our w
ritin
g w
here
you
ha
ve u
sed
the
right
hom
opho
ne?
(A
sses
s pu
pil’s
spe
lling
of t
hese
wor
ds in
in
depe
nden
t writ
ing
to c
heck
whe
ther
it is
em
bedd
ing.
)
N
4.1.
a.2
Spe
ll w
ords
that
are
ofte
n m
issp
elle
d (E
nglis
h A
ppen
dix
1).
I can
spe
ll tri
cky
wor
ds fr
om o
ur
list o
f 100
and
us
ually
get
them
rig
ht.
65
Can
you
sho
w m
e w
here
you
use
d th
is li
st
wor
d in
you
r writ
ing
and
spel
led
it co
rrect
ly?
Can
you
sho
w m
e w
here
you
use
d th
ese
list
wor
ds in
you
r writ
ing
and
spel
led
them
co
rrect
ly?
(Ass
ess
pupi
l’s s
pelli
ng o
f the
se w
ords
in
inde
pend
ent w
ritin
g to
che
ck w
heth
er it
is
embe
ddin
g.)
N
b) O
ther
Wor
d B
uild
ing
Spel
ling
4.1.
b.1
Pla
ce th
e po
sses
sive
apo
stro
phe
accu
rate
ly in
wor
ds w
ith re
gula
r plu
rals
(e
.g. g
irls’
, boy
s’) a
nd in
wor
ds w
ith
irreg
ular
plu
rals
(e.g
. chi
ldre
n’s)
.
I can
use
an
apos
troph
e to
sh
ow p
osse
ssio
n in
plu
ral w
ords
, in
clud
ing
irreg
ular
pl
ural
s (e
.g.
child
ren,
peo
ple,
ca
ttle)
that
do
not
end
with
a le
tter s
an
d I k
now
whe
n an
apo
stro
phe
is
not r
equi
red.
65
Can
you
sho
w m
e in
you
r writ
ing
whe
re y
ou
have
cor
rect
ly u
sed
an a
post
roph
e to
sho
w
poss
essi
on?
(B
e su
re to
dire
ct th
e pu
pil t
o se
arch
thei
r in
depe
nden
t writ
ing
for e
xam
ples
, not
writ
ten
exer
cise
s or
wor
kshe
ets
they
may
hav
e do
ne
at y
our i
nstig
atio
n.)
N
3 A
ll pr
ogre
ssio
n in
corp
orat
es a
nd b
uild
s on
prio
r lea
rnin
g. W
hen
asse
ssin
g, b
e aw
are
of th
e ne
ed to
look
bac
k an
d ta
ke p
revi
ous
year
gro
ups’
des
crip
tors
into
acc
ount
. 4
Pup
ils s
houl
d co
ntin
ue to
be
supp
orte
d in
und
erst
andi
ng a
nd a
pply
ing
the
conc
epts
of w
ord
stru
ctur
es (s
ee E
nglis
h A
ppen
dix
2, p
ages
64,
67)
: ht
tps:
//ww
w.g
ov.u
k/go
vern
men
t/upl
oads
/sys
tem
/upl
oads
/atta
chm
ent_
data
/file
/335
186/
PR
IMA
RY_
natio
nal_
curri
culu
m_-
_Eng
lish_
2207
14.p
df
Yea
r 4: W
ritin
g st
atem
ents
and
mas
tery
que
stio
ns
©
Risi
ng S
tars
201
6 76
Dom
ain:
Writ
ing
Dim
ensi
on
Sub
-dim
ensi
on
Pro
gres
sion
sta
tem
ent
‘I ca
n’ s
tate
men
t P
upil
page
M
aste
ry q
uest
ions
N
AH
T ke
y pe
rform
ance
in
dica
tor
(Y/N
) 1)
Writ
ing
– Tr
ansc
riptio
n
b) O
ther
Wor
d B
uild
ing
Spe
lling
4.1.
b.2
Use
furth
er p
refix
es a
nd
unde
rsta
nd h
ow to
add
them
(Eng
lish
App
endi
x 1)
.
I can
spe
ll w
ords
w
hich
hav
e ha
d pr
efix
es I
have
be
en ta
ught
ad
ded
to th
em.
65
Can
you
spe
ll th
ese
wor
ds?
(Sel
ect w
ords
with
ta
ught
pre
fixes
from
App
endi
x 1.
) (A
sses
s pu
pil’s
spe
lling
of t
hese
wor
ds in
in
depe
nden
t writ
ing
to c
heck
whe
ther
it is
em
bedd
ing.
)
N
4.1.
b.3
Use
furth
er s
uffix
es a
nd
unde
rsta
nd h
ow to
add
them
(Eng
lish
App
endi
x 1)
.
I can
spe
ll w
ords
w
hich
hav
e ha
d su
ffixe
s I h
ave
been
taug
ht
adde
d to
them
.
65
Can
you
spe
ll th
ese
wor
ds?
(Sel
ect w
ords
with
taug
ht s
uffix
es fr
om
App
endi
x 1.
) (A
sses
s pu
pil’s
spe
lling
of t
hese
wor
ds in
in
depe
nden
t writ
ing
to c
heck
whe
ther
it is
em
bedd
ing.
)
N
4.1.
b.4
Use
the
first
two
or th
ree
lette
rs o
f a
wor
d to
che
ck it
s sp
ellin
g in
a
dict
iona
ry.
I can
che
ck th
e sp
ellin
g of
a w
ord
in a
dic
tiona
ry,
usin
g th
e fir
st tw
o or
thre
e (o
r mor
e)
lette
rs.
65
Can
you
sho
w m
e ho
w y
ou w
ould
look
up
the
wor
d X?
(S
elec
t lon
ger w
ord
with
com
plex
lette
r stri
ng
at th
e be
ginn
ing,
per
haps
a w
ord
from
the
Yea
r 3/4
list
. Che
ck p
upil’s
tech
niqu
e fo
r ‘q
uarte
ring’
the
dict
iona
ry a
nd u
sing
the
guid
e w
ords
at t
he to
p of
the
page
s to
car
ry o
ut a
n ef
ficie
nt s
earc
h.)
N
c) T
rans
crip
tion
4.
1.c.
1 W
rite
from
mem
ory
sim
ple
sent
ence
s, d
icta
ted
by th
e te
ache
r, th
at
incl
ude
wor
ds a
nd p
unct
uatio
n ta
ught
so
far.
I can
writ
e a
sent
ence
as
my
teac
her d
icta
tes
it,
usin
g co
rrec
t sp
ellin
g an
d pu
nctu
atio
n.
65
Can
you
writ
e th
is s
ente
nce
as I
say
it?
(Incl
ude
taug
ht s
pellin
g pa
ttern
s, li
st w
ords
and
pu
nctu
atio
n.)
Y
Yea
r 4: W
ritin
g st
atem
ents
and
mas
tery
que
stio
ns
©
Risi
ng S
tars
201
6 77
Dom
ain:
Writ
ing
Dim
ensi
on
Sub
-dim
ensi
on
Pro
gres
sion
sta
tem
ent
‘I ca
n’ s
tate
men
t P
upil
page
M
aste
ry q
uest
ions
N
AH
T ke
y pe
rform
ance
in
dica
tor
(Y/N
) 1)
Writ
ing
– Tr
ansc
riptio
n
d) H
andw
ritin
g
4.
1.d.
1 U
se th
e di
agon
al a
nd h
oriz
onta
l st
roke
s th
at a
re n
eede
d to
join
lette
rs a
nd
unde
rsta
nd w
hich
lette
rs, w
hen
adja
cent
to
one
ano
ther
, are
bes
t lef
t unj
oine
d.
I can
join
my
writ
ing
in th
e w
ay
I hav
e be
en
taug
ht, u
sing
as
cend
ers
and
desc
ende
rs a
nd
rem
embe
ring
lette
rs w
hich
are
be
st u
njoi
ned.
66
Can
you
sho
w m
e ho
w y
ou w
ould
writ
e th
ese
wor
ds in
you
r joi
ned
writ
ing?
(O
bser
ve p
upil
writ
ing
to m
onito
r let
ter
form
atio
n, s
peed
, flu
ency
, pen
grip
and
po
stur
e an
d to
che
ck th
at th
e pe
n is
not
bei
ng
lifte
d w
ithin
wor
ds.)
N
4.1.
d.2
Incr
ease
the
legi
bilit
y, c
onsi
sten
cy
and
qual
ity o
f the
ir ha
ndw
ritin
g (e
.g. b
y en
surin
g th
at th
e do
wns
troke
s of
lette
rs
are
para
llel a
nd e
quid
ista
nt; t
hat l
ines
of
writ
ing
are
spac
ed s
uffic
ient
ly s
o th
at th
e as
cend
ers
and
desc
ende
rs o
f let
ters
do
not t
ouch
).
I can
form
my
join
ed w
ritin
g so
th
at th
e sl
ope
is
even
and
the
spac
ing
betw
een
wor
ds a
nd li
nes
mak
es it
cle
ar a
nd
read
able
.
66
Can
you
sho
w m
e in
you
r eve
ryda
y w
ritin
g ho
w y
our s
lope
is e
ven
and
the
desc
ende
rs o
f on
e lin
e ar
e no
t tou
chin
g th
e as
cend
ers
of th
e lin
e be
low
? (D
o no
t ass
ess
this
in h
andw
ritin
g ex
erci
se
book
s if
pupi
ls u
se th
em.)
N
2) W
ritin
g –
Tran
scrip
tion
a) C
onte
xts
for
Writ
ing
4.2.
a.1
Pla
n th
eir w
ritin
g by
: dis
cuss
ing
writ
ing
sim
ilar t
o th
at w
hich
they
are
pl
anni
ng to
writ
e in
ord
er to
und
erst
and
and
lear
n fro
m it
s st
ruct
ure,
voc
abul
ary
and
gram
mar
.
I can
look
at g
ood
exam
ples
of
writ
ing,
iden
tify
the
feat
ures
that
m
ake
them
wor
k an
d th
en u
se
thos
e fe
atur
es
to s
uppo
rt m
e
to w
rite
a
sim
ilar t
ext.
66
Can
you
sho
w m
e ho
w y
ou fo
und
the
feat
ures
of
this
text
and
use
d th
em to
hel
p yo
u w
rite
your
ow
n?
(Pup
ils m
ay h
ave
high
light
ed a
nd a
nnot
ated
a
good
exa
mpl
e an
d na
med
and
list
ed th
e fe
atur
es a
s a
‘tool
kit’
for t
heir
writ
ing.
)
N
Yea
r 4: W
ritin
g st
atem
ents
and
mas
tery
que
stio
ns
©
Risi
ng S
tars
201
6 78
Dom
ain:
Writ
ing
Dim
ensi
on
Sub
-dim
ensi
on
Pro
gres
sion
sta
tem
ent
‘I ca
n’ s
tate
men
t P
upil
page
M
aste
ry q
uest
ions
N
AH
T ke
y pe
rform
ance
in
dica
tor
(Y/N
) 2)
Writ
ing
– Tr
ansc
riptio
n b)
Pla
nnin
g an
d D
rafti
ng
Writ
ing
4.2.
b.1
Pla
n th
eir w
ritin
g by
: dis
cuss
ing
and
reco
rdin
g id
eas.
I can
wor
k w
ith a
w
ritin
g bu
ddy
to
plan
my
writ
ing
and
jot d
own
idea
s to
hel
p m
e re
mem
ber w
hat I
w
ant t
o in
clud
e.
66
Can
you
sho
w m
e w
here
you
mad
e no
tes
of
your
idea
s w
hen
you
plan
ned
with
you
r w
ritin
g bu
ddy?
D
id y
ou u
se a
ll th
ose
idea
s?
Can
you
show
me
whe
re th
ey a
re in
the
piec
e yo
u w
rote
aft
erw
ards
?
N
4.2.
b.2
Dra
ft an
d w
rite
by: c
ompo
sing
and
re
hear
sing
sen
tenc
es o
rally
(inc
ludi
ng
dial
ogue
), pr
ogre
ssiv
ely
build
ing
a va
ried
and
rich
voca
bula
ry a
nd a
n in
crea
sing
ra
nge
of s
ente
nce
stru
ctur
es (E
nglis
h A
ppen
dix
2).
I can
say
eac
h se
nten
ce a
loud
be
fore
I w
rite
it,
addi
ng in
tere
stin
g w
ords
and
usi
ng
all t
he d
iffer
ent
sent
ence
type
s I
have
bee
n ta
ught
.
66
Do
you
rem
embe
r to
spea
k ea
ch s
ente
nce
alou
d be
fore
you
writ
e it?
D
o yo
u m
ake
chan
ges
and
impr
ovem
ents
ev
en b
efor
e yo
u w
rite
it th
e fir
st ti
me?
D
o yo
u us
e al
l the
diff
eren
t sen
tenc
e ty
pes
you
have
bee
n ta
ught
?
Can
you
sho
w m
e a
piec
e w
here
you
are
pa
rticu
larly
pro
ud o
f the
adv
entu
rous
vo
cabu
lary
and
var
iety
of s
ente
nce
type
s yo
u ha
ve u
sed?
N
4.2.
b.3
Dra
ft an
d w
rite
by: o
rgan
isin
g pa
ragr
aphs
aro
und
a th
eme.
I can
pla
n an
d or
gani
se m
y w
ritin
g to
pro
duce
th
emed
pa
ragr
aphs
.
66
Can
you
sho
w m
e w
here
you
hav
e pl
anne
d an
d w
ritte
n a
para
grap
h ar
ound
a th
eme?
W
hat w
as th
e th
eme
and
how
did
you
pla
n
the
writ
ing?
Y
4.2.
b.4
Dra
ft an
d w
rite
by: i
n na
rrativ
es,
crea
ting
setti
ngs,
cha
ract
ers
and
plot
.
I can
pla
n an
d w
rite
a st
ory
with
a
vivi
d se
tting
, co
nvin
cing
ch
arac
ters
and
a
plot
that
mak
es
sens
e.
66
Can
you
sho
w m
e a
plan
and
a s
tory
with
a
vivi
d se
tting
, con
vinc
ing
char
acte
rs a
nd a
plo
t th
at m
akes
sen
se?
Y
Yea
r 4: W
ritin
g st
atem
ents
and
mas
tery
que
stio
ns
©
Risi
ng S
tars
201
6 79
Dom
ain:
Writ
ing
Dim
ensi
on
Sub
-dim
ensi
on
Pro
gres
sion
sta
tem
ent
‘I ca
n’ s
tate
men
t P
upil
page
M
aste
ry q
uest
ions
N
AH
T ke
y pe
rform
ance
in
dica
tor
(Y/N
) 2)
Writ
ing
– Tr
ansc
riptio
n b)
Pla
nnin
g an
d D
rafti
ng
Writ
ing
4.2.
b.5
Dra
ft an
d w
rite
by: i
n no
n-na
rrativ
e m
ater
ial,
usin
g si
mpl
e or
gani
satio
nal
devi
ces
(e.g
. as
head
ings
and
su
b-he
adin
gs).
I can
pla
n an
d w
rite
a no
n-fic
tion
text
that
is
orga
nise
d us
ing
feat
ures
to h
elp
the
read
er
unde
rsta
nd.
66
Can
you
sho
w m
e a
non-
fictio
n te
xt y
ou h
ave
writ
ten
that
is o
rgan
ised
usi
ng fe
atur
es to
hel
p th
e re
ader
und
erst
and?
C
an y
ou n
ame
all t
he fe
atur
es y
ou u
sed?
N
c) E
ditin
g W
ritin
g5 4.
2.c.
1 E
valu
ate
and
edit
by: a
sses
sing
the
effe
ctiv
enes
s of
thei
r ow
n an
d ot
hers
’ w
ritin
g an
d su
gges
ting
impr
ovem
ents
.
I can
wor
k w
ith a
w
ritin
g bu
ddy
to
asse
ss th
e ef
fect
iven
ess
of
my
writ
ing
agai
nst
our s
ucce
ss
crite
ria a
nd m
ake
chan
ges
and
impr
ovem
ents
th
at h
ave
been
su
gges
ted.
67
Do
you
wor
k w
ell w
ith y
our w
ritin
g bu
ddy?
C
an y
ou s
how
me
any
chan
ges
or
impr
ovem
ents
you
mad
e th
at y
our b
uddy
su
gges
ted?
D
id y
our b
uddy
mak
e an
y of
the
impr
ovem
ents
yo
u su
gges
ted?
H
ow d
o yo
u th
ink
the
chan
ges
you
mad
e im
prov
ed th
e im
pact
of y
our w
ritin
g?
N
4.2.
c.2
Eva
luat
e an
d ed
it by
: pro
posi
ng
chan
ges
to g
ram
mar
and
voc
abul
ary
to
impr
ove
cons
iste
ncy,
incl
udin
g th
e ac
cura
te u
se o
f pro
noun
s in
sen
tenc
es.
I can
wor
k w
ith a
w
ritin
g bu
ddy
to
impr
ove
gram
mar
an
d vo
cabu
lary
an
d to
use
pr
onou
ns to
avo
id
repe
titio
n w
hile
m
akin
g m
y m
eani
ng c
lear
.
67
Can
you
sho
w m
e w
here
you
hav
e im
prov
ed
your
gra
mm
ar o
r voc
abul
ary
or y
our u
se o
f pr
onou
ns a
s a
resu
lt of
edi
ting
your
wor
k?
N
5 Th
e ac
tivity
of p
roof
read
ing
for e
rror
s in
gra
mm
ar, s
pelli
ng a
nd p
unct
uatio
n is
ess
entia
lly u
ncha
nged
acr
oss
the
age
rang
e. P
rogr
essi
on li
es in
the
grow
ing
know
ledg
e th
ey b
ring
to b
ear o
n th
e ta
sk. A
pup
il sh
ould
not
be
asse
ssed
as
mee
ting
or
exce
edin
g ex
pect
atio
ns u
nles
s th
ey c
an d
emon
stra
te th
at th
ey a
re a
pply
ing
thei
r rec
ently
acq
uire
d, a
ge-e
xpec
ted
know
ledg
e to
the
task
as
wel
l as
draw
ing
on a
ll th
eir e
arlie
r lea
rnin
g. P
upils
sho
uld
be e
xpec
ted
to fe
ed b
ack
appr
opria
tely
to o
ther
s an
d to
mak
e co
rrec
tions
in th
eir o
wn
writ
ing.
Yea
r 4: W
ritin
g st
atem
ents
and
mas
tery
que
stio
ns
©
Risi
ng S
tars
201
6 80
Dom
ain:
Writ
ing
Dim
ensi
on
Sub
-dim
ensi
on
Pro
gres
sion
sta
tem
ent
‘I ca
n’ s
tate
men
t P
upil
page
M
aste
ry q
uest
ions
N
AH
T ke
y pe
rform
ance
in
dica
tor
(Y/N
) 2)
Writ
ing
– Tr
ansc
riptio
n c)
Edi
ting
Writ
ing
4.2.
c.3
Pro
ofre
ad fo
r spe
lling
and
pu
nctu
atio
n er
rors
.
I can
pro
ofre
ad
my
own
or m
y w
ritin
g bu
ddy’
s w
ork
for s
pellin
g an
d pu
nctu
atio
n er
rors
and
mak
e th
e ne
cess
ary
chan
ges
befo
re
my
teac
her s
ees
my
wor
k.
67
Can
you
sho
w m
e in
you
r writ
ing
whe
re y
ou
have
mad
e ne
cess
ary
corre
ctio
ns to
you
r sp
ellin
g or
pun
ctua
tion
afte
r pro
ofre
adin
g an
d be
fore
you
han
ded
in y
our w
ork?
Y
d) P
erfo
rmin
g W
ritin
g
4.2.
d.1
Rea
d al
oud
thei
r ow
n w
ritin
g, to
a
grou
p or
the
who
le c
lass
, usi
ng
appr
opria
te in
tona
tion
and
cont
rollin
g th
e to
ne a
nd v
olum
e so
that
the
mea
ning
is
clea
r.
I can
read
my
writ
ing
alou
d to
a
grou
p or
to th
e w
hole
cla
ss,
hold
ing
thei
r at
tent
ion
and
mak
ing
my
mea
ning
cle
ar.
67
Can
you
read
this
pie
ce a
loud
to th
e gr
oup/
clas
s, h
oldi
ng th
eir a
ttent
ion
and
mak
ing
your
mea
ning
cle
ar?
N
3) W
ritin
g –
Voc
abul
ary,
G
ram
mar
and
P
unct
uatio
n
a) V
ocab
ular
y
4.3.
a.1
Form
nou
ns u
sing
pre
fixes
(sup
er-,
anti-
).
I can
form
new
no
uns
usin
g pr
efix
es I
have
be
en ta
ught
.
67
Can
you
sho
w m
e in
you
r writ
ing
whe
re y
ou
have
use
d ne
w n
ouns
usi
ng p
refix
es y
ou h
ave
been
taug
ht?
(B
e su
re to
dire
ct th
e pu
pil t
o se
arch
thei
r in
depe
nden
t writ
ing
for e
xam
ples
, not
writ
ten
exer
cise
s or
wor
kshe
ets
they
may
hav
e do
ne
at y
our i
nstig
atio
n.)
N
Yea
r 4: W
ritin
g st
atem
ents
and
mas
tery
que
stio
ns
©
Risi
ng S
tars
201
6 81
Dom
ain:
Writ
ing
Dim
ensi
on
Sub
-dim
ensi
on
Pro
gres
sion
sta
tem
ent
‘I ca
n’ s
tate
men
t P
upil
page
M
aste
ry q
uest
ions
N
AH
T ke
y pe
rform
ance
in
dica
tor
(Y/N
) 3)
Writ
ing
– V
ocab
ular
y,
Gra
mm
ar a
nd
Pun
ctua
tion
a) V
ocab
ular
y
4.
3.a.
2 W
ord
fam
ilies
base
d on
com
mon
w
ords
(sol
ve, s
olut
ion,
dis
solv
e,
inso
lubl
e).
I can
iden
tify
and
use
wor
ds th
at
belo
ng to
geth
er
as a
fam
ily b
ased
on
a c
omm
on ro
ot
wor
d an
d us
e th
em in
my
writ
ing
to m
ake
my
mea
ning
cle
ar
and
exac
t.
67
Can
you
sho
w m
e in
you
r writ
ing
whe
re y
ou
have
use
d w
ords
that
bel
ong
toge
ther
as
a
fam
ily?
(B
e su
re to
dire
ct th
e pu
pil t
o se
arch
thei
r in
depe
nden
t writ
ing
for e
xam
ples
, not
writ
ten
exer
cise
s or
wor
kshe
ets
they
may
hav
e do
ne
at y
our i
nstig
atio
n.)
N
b) G
ram
mar
4.3.
b.1
Dev
elop
thei
r und
erst
andi
ng o
f the
co
ncep
ts s
et o
ut in
Eng
lish
App
endi
x 2
by: c
hoos
ing
noun
s or
pro
noun
s ap
prop
riate
ly fo
r cla
rity
and
cohe
sion
and
to
avo
id re
petit
ion.
I can
dec
ide
whe
n to
use
a p
rono
un
inst
ead
of a
nou
n in
my
writ
ing
to
avoi
d re
petit
ion
whi
le k
eepi
ng m
y m
eani
ng c
lear
.
67
Can
you
sho
w m
e in
you
r writ
ing
whe
re y
ou
have
use
d pr
onou
ns in
stea
d of
nou
ns to
avo
id
repe
titio
n w
hile
kee
ping
you
r mea
ning
cle
ar?
(B
e su
re to
dire
ct th
e pu
pil t
o se
arch
thei
r in
depe
nden
t writ
ing
for e
xam
ples
, not
writ
ten
exer
cise
s or
wor
kshe
ets
they
may
hav
e do
ne
at y
our i
nstig
atio
n.)
Y
4.3.
b.2
Dev
elop
thei
r und
erst
andi
ng o
f the
co
ncep
ts s
et o
ut in
Eng
lish
App
endi
x 2
by: e
xten
ding
the
rang
e of
sen
tenc
es w
ith
mor
e th
an o
ne c
laus
e by
usi
ng a
wid
er
rang
e of
con
junc
tions
, inc
ludi
ng w
hen,
if,
beca
use,
alth
ough
.
I can
use
the
conj
unct
ions
I ha
ve b
een
taug
ht
to c
ombi
ne m
ore
than
one
idea
in a
se
nten
ce a
nd m
y se
nten
ces
are
stru
ctur
ed
diffe
rent
ly b
y us
ing
diffe
rent
co
njun
ctio
ns.
67
Can
you
sho
w m
e in
you
r writ
ing
whe
re y
ou
have
use
d th
e co
njun
ctio
ns y
ou h
ave
been
ta
ught
to c
ombi
ne m
ore
than
one
idea
in a
se
nten
ce?
Are
you
r sen
tenc
es s
truct
ured
diff
eren
tly b
y us
ing
diffe
rent
con
junc
tions
?
(Be
sure
to d
irect
the
pupi
l to
sear
ch th
eir
inde
pend
ent w
ritin
g fo
r exa
mpl
es, n
ot w
ritte
n ex
erci
ses
or w
orks
heet
s th
ey m
ay h
ave
done
at
you
r ins
tigat
ion.
)
N
Yea
r 4: W
ritin
g st
atem
ents
and
mas
tery
que
stio
ns
©
Risi
ng S
tars
201
6 82
Dom
ain:
Writ
ing
Dim
ensi
on
Sub
-dim
ensi
on
Pro
gres
sion
sta
tem
ent
‘I ca
n’ s
tate
men
t P
upil
page
M
aste
ry q
uest
ions
N
AH
T ke
y pe
rform
ance
in
dica
tor
(Y/N
) 3)
Writ
ing
– V
ocab
ular
y,
Gra
mm
ar a
nd
Pun
ctua
tion
b) G
ram
mar
4.
3.b.
3 D
evel
op th
eir u
nder
stan
ding
of t
he
conc
epts
set
out
in E
nglis
h A
ppen
dix
2 by
: usi
ng c
onju
nctio
ns, a
dver
bs a
nd
prep
ositi
ons
to e
xpre
ss ti
me
and
caus
e (K
PI u
ses
front
ed a
dver
bial
s).
I can
use
co
njun
ctio
ns,
adve
rbs,
incl
udin
g fro
nted
ad
verb
ials
, and
pr
epos
ition
s to
tell
my
read
er w
hen
and
why
thin
gs
happ
ened
.
68
Can
you
sho
w m
e in
you
r writ
ing
whe
re y
ou
have
use
d co
njun
ctio
ns, a
dver
bs, i
nclu
ding
fro
nted
adv
erbi
als,
or p
repo
sitio
ns to
tell
your
re
ader
whe
n an
d w
hy th
ings
hap
pene
d?
(Be
sure
to d
irect
the
pupi
l to
sear
ch th
eir
inde
pend
ent w
ritin
g fo
r exa
mpl
es, n
ot w
ritte
n ex
erci
ses
or w
orks
heet
s th
ey m
ay h
ave
done
at
you
r ins
tigat
ion.
)
Y
4.3.
b.4
Dev
elop
thei
r und
erst
andi
ng o
f the
co
ncep
ts s
et o
ut in
Eng
lish
App
endi
x 2
by: u
sing
the
pres
ent p
erfe
ct fo
rm o
f ver
bs
in c
ontra
st to
the
past
tens
e (K
PI u
ses
stan
dard
Eng
lish
form
s fo
r ver
b in
flect
ions
in
stea
d of
loca
l spo
ken
form
s).
I can
cho
ose
whi
ch fo
rm o
f the
pa
st te
nse
to u
se
to h
elp
my
read
er
unde
rsta
nd th
e or
der o
f eve
nts
in
my
writ
ing.
68
Hav
e yo
u us
ed b
oth
past
tens
e fo
rms
(e.g
. th
ey w
ent/t
hey
have
gon
e) in
you
r writ
ing?
C
an y
ou e
xpla
in w
hy y
ou c
hose
eac
h on
e an
d w
hat d
iffer
ence
it m
ade?
(B
e su
re to
dire
ct th
e pu
pil t
o se
arch
thei
r in
depe
nden
t writ
ing
for e
xam
ples
, not
writ
ten
exer
cise
s or
wor
kshe
ets
they
may
hav
e do
ne
at y
our i
nstig
atio
n.)
Y
4.3.
b.5
Use
the
corre
ct fo
rm o
f a o
r an.
I can
dec
ide
whe
ther
to u
se a
or
an
in fr
ont o
f a
noun
.
68
Whi
ch o
f the
se v
ehic
le n
ames
(fire
eng
ine,
ta
xi, a
mbu
lanc
e, p
olic
e ca
r, ex
pres
s tra
in)
need
s an
, not
a, i
n fro
nt o
f it?
N
c) P
unct
uatio
n
4.3.
c.1
Use
of i
nver
ted
com
mas
and
oth
er
punc
tuat
ion
to in
dica
te d
irect
spe
ech;
ap
ostro
phes
to m
ark
plur
al p
osse
ssio
n;
use
of c
omm
as a
fter f
ront
ed a
dver
bial
s.
I can
pun
ctua
te
dire
ct s
peec
h co
rrec
tly, u
sing
co
mm
as a
fter
front
ed
adve
rbia
ls, a
nd I
rare
ly m
ake
a
mis
take
.
68
Can
you
sho
w m
e in
you
r writ
ing
whe
re y
ou
have
use
d an
d pu
nctu
ated
dire
ct s
peec
h ef
fect
ivel
y an
d co
rrect
ly o
r use
d a
com
ma
afte
r a
front
ed a
dver
bial
?
(Be
sure
to d
irect
the
pupi
l to
sear
ch th
eir
inde
pend
ent w
ritin
g fo
r exa
mpl
es, n
ot w
ritte
n ex
erci
ses
or w
orks
heet
s th
ey m
ay h
ave
done
at
you
r ins
tigat
ion.
)
Y
