Year Group Expectations English
Year Group Expectations English
Year 1
3
Assessing Reading: Meeting Year 1 Expectations
Year 1 Expectations: Word Reading • Match all 40+ graphemes to their phonemes (Phase
3)
• Blend sounds in unfamiliar words
• Divide words into syllables, for example, pocket, rabbit, carrot, thunder, sunset
• Read compound words, for example, football, playground, farmyard, bedroom
• Read words with contractions, e.g. I’m, I’ll, we’ll, and understand that the apostrophe represents the omitted letter(s)
• Read phonically decodable texts with confidence
• Read words containing ‘s, es, ing, ed, er , est’ endings
• Read words which have the prefix –un added
• Add the endings –ing, –ed and –er to verbs where no change is needed to the root word
• Read words of more than one syllable that contain taught GPCs (grapheme, phoneme correspondence)
Year 1 Expectations: Reading Comprehension• Say what they like or dislike about a text
• Link what they read or hear read to their own experiences
• Retell key stories orally using narrative language
• Understand and talk about the main characteristics within a known key story
• Learn some poems and rhymes by heart
• Use prior knowledge, context and vocabulary provided to understand texts
• Check that the text makes sense to them as they read and correct miscues
• Begin to draw inferences from the text and/or the illustrations
• Make predictions based on the events in the text
• Explain what they understand about a text
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Assessing Writing: Meeting Year 1 Expectations
Year 1 Expectations: Transcription• 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 and the digits 0-9
• Understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these
• Identify known phonemes in unfamiliar words
• Use syllables to divide words when spelling
• Use knowledge of alternative phonemes to narrow down possibilities for accurate spelling
• Use the spelling rule for adding s or es for verbs in 3rd person singular
• Name the letters of the alphabet in order
• Use letter names to show alternative spellings of the same phoneme
Year 1 Expectations: Composition• Compose a sentence orally before writing it
• Sequence sentences to form short narratives
• Sequence sentences in chronological order to recount an event or an experience
• Re-read what they have written to check that it makes sense
• Leave spaces between words
• Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
• Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’
• Use ‘and’ to join sentences together
• Know how the prefix ‘un’ can be added to words to change meaning
• Use the suffixes: s, es, ed, er and ing within their writing
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Assessing Spoken Language: Meeting Year 1 Expectations
Year 1 Expectations: Spoken Language
• Speak clearly and confidently in front of others
• Retell a well-known story, remembering the main characters
• Prepare to use ‘new’ words when communicating
• Hold attention well when collaborating with others
• Does not stray away from main topic when engaged in collaborative talk
• Prepare to ask relevant questions to extend understanding and knowledge
• Initiate conversation in collaborative situation
• Listen carefully to what others are saying in group talk
• Respond appropriately to what others say in group talk
• Happy to join in with role play
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Assessing Reading:Exceeding Year 1 Expectations
Year 1 Exceeding Expectations: Reading
• Read accurately and confidently words of 2 or more syllables
• Talk about favourite authors or genre of books
• Can predict what happens next in familiar stories
• Happy to read aloud in front of others
• Tell someone about likes and dislikes related to story they have read or a story they have had read to them
• Read a number of signs and labels in the environment drawing from phonic knowledge when doing so
• Aware of mistakes made because reading does not make sense
• Re-read a passage if unhappy with own comprehension
• Growing awareness of how non fiction texts are organised
• Use illustrations as an important feature in aiding reading
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Assessing Writing:Exceeding Year 1 Expectations
Year 1 Exceeding Expectations: Writing
• Write short stories about something personal to them
• Sequence a short story or series of events related to learning in science, history and geography
• Writing makes sense to the reader without additional explanation
• Confident in changing the way sentences start
• Make sentences longer and use words other than ‘and’ and ‘then’ to join ideas together
• Use new vocabulary for the first time in story or explanations and is excited about experimenting with new vocabulary
• Know which letters sit below the line and which are tall letters
• Consistent in use of lower case and capital letters
• Sound out spelling when not sure and come up with phonetically plausible attempts at spelling unfamiliar words
• Spell almost all words in the Year 1 and 2 list accurately.
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Assessing Spoken Language:Exceeding Year 1 Expectations
Year 1 Exceeding Expectations: Spoken Language
• Justify answers, arguments and opinions when challenged
• Give well-structured descriptions, explanations and narratives for different purposes
• Express personal feelings when involved in discussions
• Participate keenly in discussions and debates
• Retell known story, remembering detail and adding own point of view
• Change events (usually endings) in a familiar story when asked to do so
• Consider the views of everyone in a collaborative talk situation
• Use appropriate language to ensure listener knows when something happened
• Understand consequences of what is said to others
• Summarise the outcome of collaborative talk
Year Group Expectations English
Year 2
10
Assessing Reading: Meeting Year 2 Expectations
Year 2 Expectations: Word Reading • Decode automatically and fluently
• Read accurately by blending the sounds in words that contain the graphemes taught
• Recognise and read alternative sounds for graphemes
• Read accurately words of two or more syllables that contain the same GPCs
• Read words containing common suffixes
• Read further common exception words
• Read and notice unusual correspondence between grapheme and phoneme
• Read most words quickly and accurately when they have been frequently encountered without overt sounding and blending
• Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
• Read books fluently and confidently
Year 2 Expectations: Reading Comprehension• Talk about and give an opinion on a range of texts
• Discuss the sequence of events in books and how they are related to each other
• Use prior knowledge and context and vocabulary explored to understand texts
• Retell orally some stories, including fairy stories and traditional tales
• Read for meaning, checking that the text makes sense and correcting inaccurate reading
• Know and recognise simple recurring literary language in stories and poetry
• Talk about favourite words and phrases.
• Increase repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
• Answer and ask appropriate questions and make predictions on the basis of what has been read so far
• Draw simple inferences from illustrations, events and characters’ actions and speech.
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Assessing Writing: Meeting Year 2 Expectations
Year 2 Expectations: Transcription• Segment spoken words into phonemes and record these
as graphemes
• Spell words with different alternative spellings, including a few common homophones
• Spell longer words using suffixes such as ment, ness, ful, less, ly
• Use knowledge of alternative phonemes to narrow down possibilities for accurate spelling
• Identify known phonemes in unfamiliar words and use syllables to divide words
• Form lower case letters of the correct size relative to one another
• Begin to use some of the diagonal and horizontal strokes needed to join letters
• Understand which letters, when adjacent to one another, are best left unjoined
• Write capital letters and digits of the correct size, with correct orientation and relationship to one another and to lower case letters
• Use spacing between words that reflects the size of the letters
Year 2 Expectations: Composition• Write narratives about personal experiences and those
of others (real and fictional)
• Write for different purposes, including real events
• Plan and discuss the content of writing and write down ideas
• Orally rehearse structured sentences or sequences of sentences
• Evaluate writing independently, with peers and with teacher
• Proof-read to check for errors in spelling, grammar and punctuation
• Use full stops, capital letters , exclamation and question marks accurately to demarcate sentences and commas for lists
• Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I
• Use subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
• Use present and past tenses correctly and consistently including the progressive form
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Assessing Spoken Language: Meeting Year 2 Expectations
Year 2 Expectations: Spoken Language
• Ask questions to gain information and to clarify meaning
• Express themselves using complete sentences when required
• Make more specific vocabulary choices, for example – technical language
• Take turns when talking in pairs or in small groups
• Offer appropriate comments in paired or small group discussion
• Begin to be aware that formal and informal situations require a different role and language
• Retell a familiar story using narrative language and linking words and phrases
• Hold the attention of listeners by adapting the way they talk
• Begin to understand how to speak for different purposes and audiences
• Perform a simple poem from memory
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Assessing Reading:Exceeding Year 2 Expectations
Year 2 Exceeding Expectations: Reading
• Enhance meaning through expression and intonation
• Identify and comment on main characters in stories and the way they relate to one another
• Self-correct, look backwards and forwards in the text and search for meaning
• Comment on the way characters relate to one another
• Show understanding of the main points of the text and re-tell the story
• Make sensible predictions about what is likely to happen in the story and to different characters
• Know how suspense and humour is built up in a story, including the development of the plot
• Recognise similarities in the plot or characters within different stories
• Extract information from non-fiction texts, appropriately using contents, index, chapters, headings and glossary
• Read poetry, using intonation and expression, and handle humour appropriately when needed
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Assessing Writing:Exceeding Year 2 Expectations
Year 2 Exceeding Expectations: Writing
• Descriptions are clear enough for people to recognise what is meant even when things are not named
• Use some phrases and words that they come across in reading
• Use words like ‘suddenly’ or ‘amazingly’, so that writing grips the reader’s interest
• Stories have interesting endings that have been carefully thought about
• Consistent in using the first or third person
• Keep writing interesting throughout and not be tempted to look at quick ways to finish it
• Check that capital letters, commas and question marks are used when needed and attempt to use speech marks
• Use a dictionary to check spellings of words
• Use specific nouns when needed, e.g. ‘terrier’ instead of ‘dog’
• Take time to describe characters and events within stories, rather than move from one event to another
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Assessing Spoken Language:Exceeding Year 2 Expectations
Year 2 Exceeding Expectations: Spoken Language
• Use different style, tone and loudness of speech when speaking to a larger audience
• Help the discussion to go well by listening and respond to others’ ideas
• Draw up a set of questions about a group of artefacts that is shared or discussed with the class
• Explain main things learnt from a presentation by someone
• Draw up hypotheses in science
• Talk about personal feelings when reflecting on a story
• Organise persuasive language with a clear view as to who it is pitched at
• Know when to vary voice and language to express feelings at a key moment
• Ensure instructions follow one another in sequence
• Decide how to present a poem dramatically, using all members of the group
Year Group Expectations English
Year 3
17
Assessing Reading: Meeting Year 3 Expectations
Year 3 Expectations: Word Reading • Apply knowledge of root words, prefixes and suffixes to read
aloud and to understand the meaning of unfamiliar words
• Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
• Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words
Year 3 Expectations: Reading Comprehension (continued)• Draw inferences such as inferring characters' feelings,
thoughts and motives from their actions
• Use dictionaries to check the meaning of unfamiliar words
• Identify main idea of a text
• Identify how structure, and presentation contribute to the meaning of texts
• Retrieve and record information from non-fiction
• Discuss books, poems and other works that are read aloud and independently, taking turns and listening to others’ opinions
• Explain and discuss understanding of books, poems and other material, both those read aloud and those read independently
• Prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action
Year 3 Expectations: Reading Comprehension• Experience and discuss a range of fiction, poetry, plays, non-
fiction and reference books or textbooks
• Know that non-fiction books are structured in different ways and be able to use them effectively
• Begin to understand that narrative books are structured in different ways, for example, quest stories and stories with dilemmas
• Ask questions to improve understanding of a text
• Predict what might happen from details stated
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Assessing Writing: Meeting Year 3 Expectations
Year 3 Expectations: Transcription• Spell words with additional prefixes and suffixes and
understand how to add them to root words, for example – form nouns using super, anti, auto
• Recognise and spell additional homophones, for example – he’ll, heel, heal
• Use the first two or three letters of a word to check its spelling in a dictionary
• Spell correctly word families based on common words, for example – solve, solution, solver
• Spell identified commonly misspelt words from Year 3 and 4 word list
• Make analogies from a word already known to apply to an unfamiliar word
• Identify the root in longer words
• Use the diagonal and horizontal strokes that are needed to join letters
• Understand which letters, when adjacent to one another, are best left unjoined
• Increase the legibility, consistency and quality of handwriting
Year 3 Expectations: Composition• Look at and discuss models of writing of the text type, purpose
and audience to be written, noting: structure; grammatical features and use of vocabulary
• Compose sentences using a wider range of structures linked to the grammar objectives
• Write a narrative with a clear structure, setting, characters and plot
• Write a non-narrative using simple organisational devices such as headings and sub-headings
• Suggest improvement to writing through assessing writing with peers and self assessment
• Make improvements by proposing changes to grammar and vocabulary to improve consistency, e.g. the accurate use of pronouns in sentences
• Use a range of sentences with more than one clause by using a wider range of conjunctions, e.g. when, if, because, although
• Use the perfect form of verbs to mark relationships of time and cause
• Use conjunctions, adverbs and prepositions to express time and cause
• Proof-read to check for errors in spelling and punctuation errors
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Assessing Spoken Language: Meeting Year 3 Expectations
Year 3 Expectations: Spoken Language
• Sequence and communicate ideas in an organised and logical way in complete sentences as required
• Vary the amount of detail and choice of vocabulary dependent on the purpose and audience
• Participate fully in paired and group discussions
• Show understanding of the main points in a discussion
• Start to show awareness of how and when Standard English is used
• Retell a story using narrative language and added relevant detail
• Show they have listened carefully through making relevant comments
• Formally present ideas or information to an audience
• Recognise that meaning can be expressed in different ways dependent on the context
• Perform poems from memory adapting expression and tone as appropriate
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Assessing Reading:Exceeding Year 3 Expectations
Year 3 Exceeding Expectations: Reading
• Skim materials and note down different views and arguments
• Pause appropriately in response to punctuation and/or meaning
• Justify predictions by referring to the story
• Begin to find meaning beyond the literal, e.g. the way impressions of people are conveyed through choice of detail and language
• Read ahead to determine direction and meaning in a story
• Investigate what is known about the historical setting and events and their importance to the story
• Deduce from the evidence in the text what characters are like
• Explore figurative language and the way it conveys meaning succinctly
• identify the way a writer sets out to persuade
• Explore the relationship between a poet and the subject of a poem
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Assessing Writing:Exceeding Year 3 Expectations
Year 3 Exceeding Expectations: Writing
• Use adjectives and adverbs with confidence and attempt to think of different ones to use in different situations
• Give careful thought to the planning of writing and re-read it as a matter of course
• Ensure that descriptions have just enough detail to help the reader gain a better understanding about the way the story is unfolding
• Use words that have not been used before when describing events, characters and feelings
• Use powerful verbs to show character or add impact
• Vary sentences, adding phrases to make the meaning more precise
• Include descriptions of events and characters in a variety of styles and can sometimes contain humour
• Describe characters and include feelings and emotions when needed
• Choose the most appropriate style of writing to suit the needs of the situations, eg: poems, lists, letters, reports
• Check punctuation and use speech marks and apostrophes accurately
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Assessing Spoken Language:Exceeding Year 3 Expectations
Year 3 Exceeding Expectations: Spoken Language
• Speak with good diction so that those at the rear of the audience can hear clearly what is said
• Talk about personal feelings in relation to the way a story starts and ends
• Ensure that persuasive talk provokes a strong response
• Listen to others responsively in discussion and link ideas clearly to what others have said, even when views are different
• Make use of what is learnt from a discussion, presentation or broadcast
• Ensure the language and structure used when giving instructions are appropriate for the task
• Give instruction with clear diction so that everything can be heard and understood
• Adapt instructions to suit different audiences, for example, adults or younger children
• Be happy to attempt different roles/ responsibilities according to what is needed
• Be happy to take a different viewpoint to influence feelings about a character or situation
Year Group Expectations English
Year 4
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Assessing Reading: Meeting Year 4 Expectations
Year 4 Expectations: Word Reading • Apply knowledge of root words, prefixes and suffixes to read
aloud and to understand the meaning of unfamiliar words
• Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
• Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words
Year 4 Expectations: Reading Comprehension (continued)• Prepare poems to read aloud and to perform, showing
understanding through intonation, tone, volume and action
• Explain the meaning of words in context
• Ask questions to improve understanding of a text
• Infer meanings and begin to justify them with evidence from the text
• Predict what might happen from details stated and deduced information
• Identify how the writer has used precise word choices for effect to impact on the reader
• Identify some text type organisational features, for example, narrative, explanation, persuasion
• Retrieve and record information from non-fiction
• Make connections with prior knowledge and experience
• Begin to build on others’ ideas and opinions about a text in discussion
• Explain why text types are organised in a certain way
Year 4 Expectations: Reading Comprehension• Know which books to select for specific purposes, especially in
relation to science, history and geography learning
• Use dictionaries to check the meaning of unfamiliar words
• Discuss and record words and phrases that writers use to engage and impact on the reader
• Know and recognise some of the literary conventions in text types covered
• Begin to understand simple themes in books
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Assessing Writing: Meeting Year 4 Expectations
Year 4 Expectations: Transcription• Spell words with additional prefixes and suffixes and
understand how to add them to root words. for example – ation, ous, ion, ian
• Recognise and spell additional homophones, for example – accept and except, whose and who’s
• Use the first two or three letters of a word to check its spelling in a dictionary
• Spell identified commonly misspelt words from Year 3 and 4 word list
• Use the diagonal and horizontal strokes that are needed to join letters
• Understand which letters, when adjacent to one another, are best left unjoined
• Increase the legibility, consistency and quality of their handwriting: down strokes of letters are parallel and equidistant; lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch
Year 4 Expectations: Composition• Compose sentences using a wider range of structures, linked to
the grammar objectives
• Orally rehearse structured sentences or sequences of sentences
• Begin to open paragraphs with topic sentences
• Write a narrative with a clear structure, setting, characters and plot
• Make improvements by proposing changes to grammar and vocabulary to improve consistency, e.g. the accurate use of pronouns in sentences
• Use a range of sentences with more than one clause
• Use appropriate nouns or pronouns within and across sentences to support cohesion and avoid repetition
• Use fronted adverbials, for example, ‘Later that day, I went shopping.’
• Use expanded noun phrases with modifying adjectives and prepositional phrases, for example, ‘The strict teacher with curly hair’
• Use other punctuation in direct speech, including a comma after the reporting clause; use apostrophes to mark plural possession; and use commas after fronted adverbials
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Assessing Spoken Language:
Meeting Year 4 ExpectationsYear 4 Expectations:
Spoken Language• Ask questions to clarify or develop understanding
• Sequence, develop and communicate ideas in an organised, logical way in complete sentences as required
• Show understanding of the main points and significant details in a discussion
• Increasingly adapt what is said to meet the needs of the audience/listener
• Vary the use and choice of vocabulary dependent on the audience and purpose
• Show understanding of how and why language choices vary in different contexts
• Present writing to an audience, using appropriate intonation and controlling the tone and volume so that the meaning is clear
• Justify answers with evidence
• Understand when the context requires the use of Standard English
• Perform poems or plays from memory, conveying ideas about characters and situations by adapting expression and tone
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Assessing Reading:Exceeding Year 4 Expectations
Year 4 Exceeding Expectations: Reading
• Locate and use information from a range of sources, both fiction and non-fiction
• Compare fictional accounts in historical novels with the factual account
• Appreciate the bias in persuasive writing, including articles and advertisements
• Talk widely about different authors, giving some information about their backgrounds and the type of literature they produce
• Use inference and deduction to work out the characteristics of different people from a story
• Compare the language in older texts with modern Standard English (spelling, punctuation and vocabulary);
• Skim, scan and organise non- fiction information under different headings
• Refer to the text to support predictions and opinions
• Recognise complex sentences
• Show awareness of the listener through the use of pauses, giving emphasis and keeping an appropriate pace so as to entertain and maintain interest
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Assessing Writing:Exceeding Year 4 Expectations
Year 4 Exceeding Expectations: Writing
• Prepared to carry out a little research to find words that are specific to the event being written about
• Check to see if there are any sentences that can be re-organised so as to give my writing a greater impact
• Consciously use short sentences to speed up action sequences
• Use dialogue and reactions from other characters to make my character interesting
• Recognise when a simile may generate more impact than a metaphor, and vice versa
• Recognise when it is reasonable to allow direct speech to tell the reader more about an individual’s personality
• Recognise that a combination of good adjectives, similes and metaphors may help create a powerful image of the characters I am writing about
• Know how to re-order sentences so that they create maximum effect
• Vary choice of pronouns correctly to refer to the first, second and third person, both singular and plural
• Use commas or ellipses in order to create greater clarity and effect in my writing
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Assessing Spoken Language:Exceeding Year 4 Expectations
Year 4 Exceeding Expectations: Spoken Language
• Prepare and deliver a talk to the class on an aspect of learning in science, history or geography
• Present a strong argument in a formal debate on an issue, using the language and procedures of debating
• Propose and discuss possible explanations and questions (eg. re phenomena in science, history or geography) as a basis for planning an investigation with roles, activities and resources
• Develop a group presentation that reports recent learning to the class, with vocabulary and grammar appropriate to the subject
• Listen to a debate with an open mind, recall the main arguments and decide, for clear reasons, which one was most convincing
• Comment on the language used in the arguments presented in the debate
• Take roles to argue opposing views on an issue, and then discuss ways of dealing constructively with disagreement
• Reflect on and evaluate dramatic presentations and those of others
• Explain the advantages and disadvantages of the formal rules of debating
• Show good understanding of what has been said and introduce new ideas that are valid
Year Group Expectations English
Year 5
Assessing ReadingMeeting Year 5 Expectations
Year 5 Expectations: Word Reading
• Apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.
• Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.
• Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words.
• Re-read and read ahead to check for meaning.
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Year 5 Expectations: Comprehension
• Become familiar with and talk about a wide range of books, including myths, legends and traditional stories and books from other cultures and traditions and know their features.
• Read non-fiction texts and identify purpose and structures and grammatical features and evaluate how effective they are.
• Identify significant ideas , events and characters and discuss their significance.
• Learn poems by heart. for example, narrative verse, haiku.
• Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action.
Assessing ReadingMeeting Year 5 Expectations (continued)
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Year 5 Expectations: Comprehension
• Use meaning-seeking strategies to explore the meaning of words in context.
• Use meaning – seeking strategies to explore the meaning of idiomatic and figurative language.
• Identify and comment on writer’s use of language for effect. for example, precisely chosen adjectives, similes and personification.
• Identify grammatical features used by writer – rhetorical questions, varied sentence lengths, varied sentence starters, empty words – to impact on the reader.
• Draw inferences such as inferring characters' feelings, thoughts and motives from their actions.
• Justify inferences with evidence from the text.
• Make predictions from what has been read.
• Summarise the main ideas drawn from a text.
• Identify the effect of the context on a text. for example, historical or other cultures.
• Identify how language, structure and presentation contribute to the meaning of a text.
Year 5 Expectations: Comprehension (continued)• Express a personal point of view about a text, giving rea
sons.
• Make connections between other similar texts, prior knowledge and experience.
• Compare different versions of texts and talk about their differences and similarities.
• Listen to and build on others’ ideas and opinions about a text.
• Present an oral overview or summary of a text.
• Present the author’s viewpoint of a text.
• Present a personal point of view based on what has been read.
• Listen to others’ personal point of view.
• Explain a personal point of view and give reasons.
• Know the difference between fact and opinion.
• Use knowledge of structure of text type to find key information.
• Use text marking to identify key information in a text.
• Make notes from text marking.
Assessing WritingMeeting Year 5 Expectations
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Year 5 Expectations: Transcription
• Form verbs with prefixes. for example, dis, de, mis, over and re.
• Convert nouns or adjectives into verbs by adding a suffix. for example, ate, ise, ify.
• Understand the general rules for adding prefixes and suffixes above.
• Spell some words with ‘silent’ letters, e.g. knight, psalm, solemn.
• Distinguish between homophones and other words which are often confused.
• Spell identified commonly misspelt words from Year 5 and 6 word list.
• Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary.
• Use a thesaurus.
• Use a range of spelling strategies.
• Choose 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.
• Choose the writing implement that is best suited for a task (e.g. quick notes, letters).
Year 5 Expectations: Composition
• Know the audience for and purpose of the writing.
• Use the features and structures of text types taught so far.
• Use grammatical features and vocabulary appropriate for the text types taught so far
• Start sentences in different ways.
• Use sentence starters to highlight the main idea.
• Develop characters through action and dialogue.
• Establish viewpoint as the writer through commenting on characters or events.
• Show how grammar and vocabulary choices create impact on the reader.
• Choose vocabulary to engage and impact on the reader.
• Use stylistic devices to create effects in writing, for example, simile, metaphor, personification.
• Add well-chosen detail to interest the reader.
• Summarise a paragraph or event.
• Organise writing into paragraphs to show different information or events.
Assessing WritingMeeting Year 5 Expectations (continued)
• Assess the effectiveness of their own and others’ writing.
• Suggest changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
• Ensure the consistent and correct use of tense throughout a piece of writing.
• Ensure correct subject and verb agreement when using singular and plural.
• Distinguish between the language of speech and writing.
• Distinguish between the formal and informal spoken and written language.
• Proof-read for spelling and punctuation errors.
• Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.
Year 5 Expectations: Composition
• Use cohesive devices (connecting adverbs and adverbials) to link ideas within paragraphs.
• Use modal verbs or adverbs to indicate degrees of possibility.
• Use relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun.
• Use commas to clarify meaning or avoid ambiguity in writing.
• Use brackets, dashes or commas to indicate parenthesis.
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Assessing Spoken LanguageMeeting Year 5 Objectives
Year 5 Expectations: Spoken Language
• Engage the interest of the listener by varying their expression and vocabulary.
• Adapt spoken language to the audience, purpose and context.
• Explain the effect of using different language for different purposes.
• Develop ideas and opinions with relevant detail.
• Express ideas and opinions, justifying a point of view.
• Show understanding of the main points, significant details and implied meanings in a discussion.
• Listen carefully in discussions, make contributions and ask questions that are responsive to others’ ideas and views.
• Begin to use Standard English in formal situations.
• Begin to use hypothetical language to consider more than one possible outcome or solution .
• Perform own compositions, using appropriate intonation and volume so that meaning is clear.
• Perform poems or plays from memory, making careful choices about how they convey ideas about characters and situations by adapting expression and tone.
• Understand and begin to select the appropriate register according to the context.
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Assessing ReadingExceeding Year 5 Expectations
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Year 5 Exceeding Expectations: Reading Comprehension
• Express opinions about a text, using evidence from the text, giving reasons and explanations. Point, evidence, explanation. (PEE)
• Adapt own opinion in the light of further reading or others’ ideas.
• Identify formal and informal language .
• Know the features of different narrative text types, for example, adventure, fantasy, myths.
• Compare texts by the same writer.
• Compare texts by different writers on the same topic.
• Summarise key information from different texts.
• Empathise with different character’s points of view.
• Infer meaning using evidence from the text and wider reading and personal experience.
• Explain how a writer’s use of language and grammatical features have been used to create effects and impact on the reader.
• Explain how punctuation marks the grammatical boundaries of sentences and gives meaning.
• Know how the way a text is organised supports the purpose of the writing.
• Use scanning and text marking to find and identify key information.
Assessing WritingExceeding Year 5 Expectations
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Year 5 Exceeding Expectations: Composition
• Use paragraphs to structure the plot in narrative writing, showing changes in time, place and events.
• Use changes in time and place to guide the reader through the text.
• Use paragraphs to organise information logically and shape a non-fiction text effectively.
• Sustain and develop ideas within a paragraph, introducing it with a topic sentence.
• Close text with reference to its opening.
• Re-order sentences to create impact on the reader.
• Use expanded noun phrases to add well thought out detail to writing.
• Use punctuation to clarify meaning of sentences – commas to mark phrases and clauses.
• Use dialogue effectively and punctuate it accurately.
Assessing Spoken LanguageExceeding Year 5 Expectations
Year 5 Exceeding Expectations: Spoken Language
• Organise and shape a talk, making connections between ideas and drawing on different points of view.
• Use Standard English appropriately.
• Use persuasive language and techniques to influence the listener
• Show understanding of how and why language choices vary in their own and others’ talk in different contexts.
• Sustain listening to different sources, retaining or noting key information.
• Speak in extended turns to express ideas and opinions, with some relevant detail.
• Vary vocabulary, grammar, and non-verbal features to suit audience, purpose, and context.
• Sustain listening to different sources, retaining or noting key information.
• Listen to others in discussion and link own ideas clearly to others’ views .
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Year Group Expectations English
Year 6
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Assessing Reading: Meeting Year 6 Expectations
Year 6 Expectations: Word Reading• Apply knowledge of root words to read aloud and to
understand the meaning of unfamiliar words.
• Apply knowledge of prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.
• Use combined knowledge of phonemes and word derivations to pronounce words correctly. for example: arachnophobia, audience
• Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words.
• Read fluently, using punctuation to inform meaning.
Year 6 Expectations: Comprehension
• Read and become familiar with a wide range of books, including modern fiction, fiction from our literary heritage, and books from other cultures and traditions.
• Read books that are structured in different ways.
• Recognise texts that contain features from more than one text type.
• Consider and evaluate how effectively texts are structured and laid out.
• Read non-fiction texts to support other curriculum areas.
• Read closely to ensure understanding.
• Recommend books that they have read to their peers, giving reasons for their choices.
• Identify and discuss themes in a range of writing and across longer texts.
• Identify and discuss the conventions of different text types.
• Identify key points in an appropriate text.
• Learn a range of poetry by heart. for example, narrative verse, sonnet.
• Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action.
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Assessing Reading: Meeting Year 6 Expectations (continued)
Year 6 Expectations: Comprehension• Identify and comment on writer’s choice of vocabulary, giving
examples and explanation.
• Identify and explain how writers use grammatical features for effect. for example, the use of short sentences to build tension.
• Show awareness of the writers’ craft by commenting on use of language, grammatical features and structure of texts.
• Express a personal point of view about a text, giving reasons linked to evidence from texts.
• Raise queries about texts.
• Make connections between other similar texts, prior knowledge and experience and explain the links.
• Compare different versions of texts and explain the differences and similarities.
• Listen to others’ ideas and opinions about a text.
• Build on others’ ideas and opinions about a text in discussion.
Year 6 Expectations: Comprehension
• Explain and comment on explicit and implicit points of view.
• Summarise key information from different parts of a text.
• Recognise the writer’s point of view and discuss it.
• Present a personal point of view based on what has been read.
• Present a counter-argument in response to others’ points of view.
• Provide reasoned justifications for their views.
• Refer to the text to support opinion.
• Distinguish between statements of fact and opinion.
• Find information using skimming to establish main idea.
• Use scanning to find specific information.
• Text mark to make research efficient and fast.
• Organise information or evidence appropriately.
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Assessing Writing: Meeting Year 6 Expectations
Year 6 Expectations: Transcription
• Convert verbs into nouns by adding suffixes. for example, tion, ure.
• Distinguish between homophones and other words which are often confused.
• Spell identified commonly misspelt words from Year 5 and 6 word list.
• Understand that the spelling of some words needs to be learnt specifically.
• Use dictionaries to check the spelling and meaning of words
• Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
• Use a thesaurus.
• Use a range of spelling strategies.
• Choose 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.
• Choose the writing implement that is best suited for a task (e.g. quick notes, letters).
Year 6 Expectations: Composition• Identify the audience for and purpose of the writing.
• Choose the appropriate form and register for the audience and purpose of the writing.
• Use grammatical structures/features and choose vocabulary appropriate to the audience, purpose and degree of formality to make meaning clear and create effect.
• Use a range of sentence starters to create specific effects, for example, adverbials, conjunctions, ing, ed.
• Use developed noun phrases to add detail to sentences.
• Use the passive voice to present information with a different emphasis.
• Use commas to mark phrases and clauses.
• Sustain and develop main ideas logically in narrative and non-narrative writing.
• Use character, dialogue and action to advance events in narrative writing.
• Summarise text, conveying key information.
• Write paragraphs with a topic sentence which clearly signal a change in, for example, subject, time, place, event.
• Use organisational and presentational devices to structure text and to guide the reader, for example, headings, bullet points, underlining
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Assessing Writing: Meeting Year 6 Expectations
Year 6 Expectations: Composition (continued)
• Assess the effectiveness of their own and others’ writing.
• Suggest changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
• Ensure the consistent and correct use of tense throughout a piece of writing.
• Ensure correct subject and verb agreement when using singular and plural.
• Distinguish between the language of speech and writing.
• Distinguish between the correct subject and verb agreement when using singular and plural.
• Distinguish between the language of speech and writing and choose the appropriate register.
• Proof-read for spelling and punctuation errors.
• Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.
Assessing Spoken LanguageMeeting Year 6 Expectations
Year 6 Expectations: Spoken Language
• Talk confidently and fluently in a range of situations, using formal and Standard English as appropriate.
• Ask questions to develop ideas and make contributions that take account of others’ views.
• Explain ideas and opinions giving reasons and evidence.
• Take an active part in discussions, taking different roles.
• Listen to and consider the views and opinions of others in discussions.
• Make contributions to discussions, evaluating others’ ideas and responding to them.
• Sustain and argue a point of view in a debate, using formal language of persuasion.
• Express possibilities using hypothetical and speculative language in science and when discussing reading.
• Engage listeners through choice of vocabulary and register according to the context.
• Perform own compositions, using appropriate intonation and volume and expression so that literal and implied meaning is made clear.
• Perform poems or plays from memory, making deliberate choices about how they convey ideas about characters, contexts and atmosphere.
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Assessing Reading: Exceeding Year 6
ExpectationsYear 6 Exceeding Expectations: Comprehension• Explain the structural devices used to organise a text.
• Comment on the structural devices used to organise the text.
• Read several texts on the same topic to find and compare information.
• Explain the main purpose of a text and summarise it succinctly.
• Draw inferences from subtle clues across a complete text
• Recognise the impact of the social, historical, cultural on the themes in a text.
• Comment on the development of themes in longer novels.
• Compare and contrast the styles of different writers with evidence and explanation.
• Evaluate the styles of different writers with evidence and explanation.
• Prepare poems and plays to read aloud and to perform, using body language, tone, pitch and volume to engage the audience.
• Compare and contrast the language used in two different texts.
• Identify the grammatical features/techniques used to create mood, atmosphere, key messages, attitudes.
Year 6 Exceeding Expectations: Comprehension
• Evaluate the impact of the grammatical features/techniques used to create mood, atmosphere, key messages, attitudes.
• Identify how writers manipulate grammatical features for effect.
• Analyse why writers make specific vocabulary choices.
• Give a personal response to a range of literature and non-fiction texts, stating preferences and justifying them.
• Explain how and why a text has impact on a reader.
• Identify how characters change during the events of a longer novel.
• Explain the key features, themes and characters across a text.
• Compare and contrast characters, themes and structure in texts by the same and different writers.
• Explain the author’s viewpoint in a text and present an alternative point of view.
• Explain an opinion, referring to the text to justify it; Point, Evidence and Explanation (PEE).
• Present a counter-argument in response to others’ points of view using evidence from the text and explanation (PEE).
• Use a combination of skimming, scanning and text marking to find and collate information.
• Re-present collated information.
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Assessing Writing: Exceeding Year 6
ExpectationsYear 6 Exceeding Expectations: Composition
• Choose the appropriate style and form for the purpose and audience of the writing.
• Use techniques to engage the reader, for example, personal comments, opening hook, flashback.
• Write paragraphs with a clear focus.
• Write paragraphs with different structures and lengths.
• Link ideas within and between paragraphs with a range of cohesive devices, for example, connecting adverbs/adverbials, use of pronouns.
• Use different sentence structures and length to suit the purpose and audience of the writing.
• Use a range of sentence types for impact and specific effect on the reader.
• Control complex sentences, manipulating the clauses to achieve specific effects.
• Use punctuation to convey and clarify meaning, including colon and semi-colon.
• Make precise and specific word choices according to the text type and audience.
• Summarise longer texts precisely, identifying the key information.
• Use the passive voice confidently, for example, to create suspense or in a science investigation or historical or geographical report.
• Use the subjunctive in the most formal writing to express a wish or a suggestion for the future.
Assessing Spoken Language Exceeding Year 6 Expectations
Year 6 Exceeding Expectations: Spoken Language
• Adapt spoken language confidently according to the demands of the context. .
• Understand that there are different registers and levels of formality within Standard English and that this is dependent on the context.
• Make considered choices about the register and vocabulary to engage their audience, according to the context.
• Ask pertinent questions to develop and extend ideas.
• Articulate ideas and opinions, using evidence and explanation to support .
• Participate in discussions, listen attentively and respond to others’ points of view, drawing on evidence and explaining.
• Adopt group roles and responsibilities independently, drawing ideas together and promoting effective discussion
• Debate an issue, structuring a logical argument using formal discursive language and responding to the opposite point of view.
• Explore complex ideas and feelings in a range of ways, both succinct and extended
• Maintain generally controlled and effective organisation of talk to guide the listener
• Perform their own compositions, using appropriate intonation and volume and expression to engage their audience.
• Perform poems or plays from memory, making deliberate choices about how they convey ideas about characters, contexts and atmosphere to engage a specific audience.
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