Write simple sentences, compound sentences and some complex sentences Spell high-frequency sight words, familiar words and most topic ocabulary correctly !se" capital letters and full stops accurately and question and exclamation mar#s , commas to separate items , quotation mar#s for direct speech !se rhetorical questions as their si$$ling start in persuasie writing !se more challenging noun groups %ereads and edits their writing !ses familiar and new ocabulary to describe and express opinions !se con&unctions to &oin simple sentences, e'g' and, but Spell" high-frequency sight words and familiar words correctly Write sentences, including statements, questions and commands, using correct structure (explicit teaching of these sentences during whole class and reading groups) !se simple noun groups %e-read texts for meaning and begins editing !se sub&ecterb agreement to maintain correct tense !se familiar and some new ocabulary to describe and express opinions Spell unfamiliar words using" phonological #nowledge and sound symbol relationships Spells unfamiliar words using" short owels and simple long-owel patterns by listening for rhyming patterns and regular spelling patterns Write sentences, including statements, questions and commands, using correct structure most of the time (explicit teaching of these sentences during whole class and reading groups Select pronoun to refer to the correct noun in a sentence !se capital letters, including for proper nouns, and full stops and approximations of placement for question and exclamation mar#s Spells high-frequency sight words and familiar words correctly plus consonantowelconsonant words and words containing #nown base words and word endings %e-read texts for meaning and, with support, starts editing Spells unfamiliar words using" short owels and simple long-owel patterns by listening for rhyming patterns Write simple sentences (sentences that contain a sub&ect and a erb) with spaces between words !se capital letters to begin words and sentences full stops to signal the end of sentences *pads to deelop +ne motor s#ills ,now and use some high-frequency sight words *dentify phonemes and prominent sounds in words and use onset and rime (the separate sounds in a syllable or in a one-syllable word) to spell words Spell by selecting - copying words from the enironment or personal word lists %e-read own texts for logical structure immediately after writing Compose using modelled texts, demonstrating" concepts of print, including left-to-right directionality - understanding that words and groups of words ma#e meaning, understanding of the purpose of isual features - editing for spelling, capital letters and full stops .ccasionally scribe to ascertain leel of understanding Write their words and hae them copy immediately underneath each Signifcant Extension Required Some Extension Required Achieving ear !evel Ex"ectations Su""ort #eeded $ntensive Su""ort Required Student #ames Stacey Slac# Stacey Slac# /eacher 0id Stacey Slac# /eacher 0id 1arent support Stacey Slac# /eacher 0id 1arent support What and %o& Su""orted Sta' #ames Class Diferentiation Surfboard Reading Class: ** Teacher: S Slack 2luency - Comprehension (3iteral right there and thin# - search) %eading 4roups after 5* - reading star (does it ma#e sense, loo# for patterns you #now and read li#e you6re telling a story) %ecognising long owel patterns in words when reading including 7ipping the owel !sing 5xpression - ac#nowledging punctuation %eading Strategies (explicitly taught in class - during reading groups) %eading Star 3oo# for chun#s and patterns, does it sound right8 2luency, comprehension - oral retell (reading groups) 5xpression - ac#nowledging punctuation (reading groups) Sight word recognition (warm ups) 3earn common endings and beginnings
Decoding (daily spelling groups)
%eading Strategies (explicitly taught in class - during reading groups) %eading star %ead on and reread, loo# at the picture 3iteral comprehension - oral retell (reading groups) 1ausing for full stops and commas 9uild a ban# of :2 words (;< to =<<) Spea# one word for each word on the page %eading star get your mouth ready, loo# at the picture, does it ma#e sense8 So, what happened in that story8(retell) %50D 2.% >50?*?4 5* additional We do6s Signifcant Extension Required Some Extension Required Achieving ear !evel Ex"ectations Su""ort #eeded $ntensive Su""ort Required Student #ames Stacey Slac# Diferentiat ed spelling Stacey Slack Teacher Aid Differentiated spelling Stacey Slac# /eacher 0id 1arent help Diferentiate d spelling Stacey S3ac# /eacher 0id 1arent help Diferentiated spelling What and %o& Su""orted Sta' #ames Class Diferentiation Surfboard (AT%S Class: ** Teacher: S Slack Recognise, model, read, write and order numbers to at least 200. ocate these numbers on a number line !ount collections to "00 by partitioning numbers using place #alue $egin to introduce four digit numbers and their properties %umber facts & near doubles Tell time using '(uarter past) and '(uarter to) language *se the split strategy for addition and subtraction number sentences, including trading Sol#e addition and subtraction word problems with number sentences +dentify names and features of all 2D shapes and most ,D shapes Recognise, model, read, write and order numbers to at least "00. ocate these numbers on a number line !ount collections to -0 by partitioning numbers using place #alue De#elop confidence with number se(uences to and from "00 by ones from any starting point. Skip count by twos, threes, fi#es and tens starting from .ero Tell the time to the half hour Sol#e simple addition and subtraction problems using a range of efficient mental and written strategies %umber /acts & doubles, count on)s and count backs *se the split strategy for addition and subtraction number sentences, including starting to do trading +dentify names and features of all 2D shapes and some ,D shapes Recognise, model, read, write and order numbers to at least -0. ocate these numbers on a number line !ount collections to ,0 by partitioning numbers using place #alue De#elop confidence with number se(uences to and from -0 by ones from any starting point. Skip count by twos, threes fi#es and tens starting from .ero Tell the time to the o)clock %umber /acts & Rainbow *se the split strategy for addition and subtraction number sentences, with no trading Re(uire additional support and time +dentify and name features of all 2D shapes and name most ,D shapes 0ands on materials 1stablish understanding of the language and processes of counting by naming numbers in se(uences, initially to and from 20, mo#ing from any starting point !onnect number names, numerals and (uantities, including .ero, initially up to 20 and then beyond Sort, describe and name familiar two2dimensional shapes and three2 dimensional ob3ects in the en#ironment $egin to tell time to the hour 4rally sol#e simple addition and subtraction problems +dentify and name features of some 2D shapes and name most ,D shapes +pads 5 0ands on materials Re(uire significant support and time Sometimes scribe in tests Signifcant Extension Required Some Extension Required Achieving ear !evel Ex"ectations Su""ort #eeded $ntensive Su""ort Required Student #ames Stacey Slack Stacey Slack Stacey Slack Teacher Aide Stacey Slack Teacher Aide What and %o& Su""orted Sta' #ames