Primary English (0058): Stage 2

Reading

Writing

Speaking and Listening

Word Structure (Phonics)

Vocabulary and Language

Grammar and punctuation

Structure of texts

Interpretation of texts

Appreciation and reflection

Word Structure (Spelling)

Vocabulary and language

Grammar and punctuation

Structure of texts

Creation of texts

Presentation and reflection

Making yourself understood

Showing understanding

Group work and discussion

Performance

Reflection and evaluation

Identify common ways in which graphemes can be pronounced differently, e.g. how and low; hot and cold.

Read words with split digraphs, e.g. made, like

Read words with common prefixes and suffixes, including un-, dis-, re-, -er, -est, -ly, -y and -ful.

Read familiar words quickly and accurately, usually without audible sounding and blending

Use phonic knowledge to decode unfamiliar words.

Read multi-syllabic and compound words by segmenting them into syllables.

Identify possible meanings of unfamiliar words encountered in reading

Identify and record interesting and significant words from texts to inform own writing.

Use the initial letter to organise words in alphabetical order, and to locate words in simple dictionaries and glossaries.

Explore and comment on sounds and words in texts, including adjectives.

Explore different ways of beginning sentences in texts, including using language of time.

Show understanding of punctuation, including speech marks, and simple grammar when re-reading text.

Explore in texts, and understand, the differences in use of full stops and question marks.

Explore in texts sentences that contain and, but, because, if, when.

Explore in texts, and understand, the grammar of commands/instructions and questions.

Explore in texts examples of nouns and noun phrases, including use of common adjectives and simple quantifiers (e.g. some, most, all).

Explore examples of pronouns in texts, including their purpose and how they agree grammatically with verbs.

Talk about the sequence of events or ideas in a text.

Explore and recognise the features of text structure in a range of different fiction and non-fiction texts, including simple poems.

Explore and recognise organisational features that help the reader to find information in texts, including subheadings and labelled diagrams.

Begin to distinguish between fiction and non-fiction texts

Read and explore a range of simple stories and poems, including identifying the contribution of any visual elements

Identify the characteristics of simple stories.

Read and explore a range of simple non-fiction text types

Begin to show awareness that different non-fiction text types have different purposes and begin to identify their features.

Explore explicit meanings in simple texts.

Identify and use the main events to retell a story verbally.

Describe story settings and characters.

Find information from simple visual sources, including tables and labelled diagrams.

Explore implicit meanings in simple texts.

Predict story endings.

Make simple inferences based on what is said or done in a text

Answer simple questions from reading a short text.

Locate relevant information in texts, including using a contents page.

Answer questions about texts with some explanation of thinking.

Talk about patterns in simple stories and poems, e.g. rhyme, repetition.

Enjoy reading and hearing a range of simple stories, poems and non-fiction texts.

Begin to read texts silently as well as aloud.

Discuss texts read or heard, including giving reasons for likes and dislikes

Make choices about books to read for pleasure.

Recognise that stories may be from different times and places.

Explore and use different spellings of common phonemes, including long vowel phonemes, e.g. day, rain, made, great; apple, travel, metal.

Explore and use spellings of words with split digraphs, e.g. made, like.

Relate rhyme to known spelling patterns, e.g. whale, snail.

Use common irregular plurals, e.g. mice, sheep.

Explore and use verbs with endings -s, -ed and -ing where no change is needed to the root, and understand the effect on the meaning of a verb of adding these endings.

Spell some words with common prefixes and suffixes, including un-, dis-, -er, -est, -ful and -ly.

Explore and use words which sound the same but have different spellings of long vowels (homophones), e.g. tail and tale, stare and stair, blew and blue.

Use knowledge of phonemes and spelling patterns to spell a range of common regular words correctly

Spell a range of common exception words accurately.

Ask for support in spelling unfamiliar words and use spelling logs to support future writing

Use vocabulary relevant to a familiar topic.

In story writing, use a range of adjectives to describe characters and settings.

Begin to vary sentence openings, including using language of time, e.g. Suddenly …, That morning …

Choose and use interesting words and phrases, including to describe people and places.

Use own lists of interesting and significant words to extend the range of vocabulary used in written work.

Use capital letters, full stops and question marks correctly in simple sentences.

Explore and use commas to separate items in lists.

Begin to include direct speech in writing, using a new line for each speaker.

Write clear statements, commands/instructions and questions.

Write simple sentences, and multi-clause sentences using and, but, or.

Begin to write multi-clause sentences using simple connectives,e.g. because, if, when.

Begin to use suffixes -s, -ing and -ed appropriately for present and past verb forms in sentences

Use simple quantifiers appropriately for the context, e.g. some, most, all.

Use pronouns in writing, and ensure grammatical agreement of nouns and pronouns with verbs.

Use common adjectives appropriately in sentences, including simple comparative and superlative forms.

Write a sequence of events or ideas, including stories with a beginning, middle and end.

Group together sentences relating to similar ideas.

3 Use simple organisational features appropriate to the text type, e.g. subheadings, labelled diagrams.

Begin to write simple stories and poems, including using the structures of familiar stories and poems.

Plan writing through discussion, e.g. talking about the setting and characters before writing a story.

Include simple descriptions of settings and characters when writing stories.

Begin to write for a purpose using basic language and features appropriate for the text type.

Include additional information to develop some ideas when writing non-fiction texts.

Ensure consistency in formation, size and proportion of letters and the spacing of words.

Know how to join letters and which letters are best left unjoined.

Record key information drawn from a non-fiction text, e.g. listing key topic words

Present text in a range of different ways, e.g. diagrams with typed labels, storyboards with handwritten captions.

Read own writing to others and share ideas for improvements.

Begin to proofread for errors by re-reading own writing aloud (e.g. sentence punctuation, verb forms).

Speak clearly and confidently with familiar people.

Provide relevant information with sufficient detail, as needed.

Use relevant vocabulary to describe events and feelings

Show some use of non-verbal communication techniques.

Show some awareness of the listener, e.g. by varying tone to engage them, by responding to their non-verbal cues.

Listen and respond appropriately, including recalling the main points.

Ask questions about what is heard or read to improve understanding.

Work with others in a group.

Show understanding of the opinions of others.

During a discussion, respond in a way that is relevant to the task.

Take turns in speaking, adding relevant information.

Read familiar stories and poems aloud with fluency and expression.

Show awareness of speech marks when reading aloud.

Extend experiences and ideas about characters and situations through role-play.

Deliver a short presentation in a familiar context about a chosen object or event.

Talk about own activities, including why they made particular choices.

Talk about others' presentations, including what they enjoyed and why.

Identify whether someone's non-verbal communication matches their verbal communication.