| Long term planning – National Curriculum Purpose of Study. |
EYFS: Development matters
| Age | Statements. |
|
Birth to 3 |
Enjoy songs and rhymes, tuning in and paying attention. Join in with songs and rhymes, copying sounds, rhythms, tunes and tempo. Say some of the words in songs and rhymes. Copy finger movements and other gestures. Sing songs and say rhymes independently, for example, singing whilst playing.
Enjoy sharing books with an adult. Pay attention and respond to the pictures or the words. Have favourite books and seek them out, to share with an adult, with another child, or to look at alone. Repeat words and phrases from familiar stories. Ask questions about the book. Makes comments and shares their own ideas. Develop play around favourite stories using props. Notice some print, such as the first letter of their name, a bus or door number, or a familiar logo. Enjoy drawing freely. Add some marks to their drawings, which they give meaning to. For example: “That says mummy.” Make marks on their picture to stand for their name. |
| 3 and 4 year olds | Understand the five key concepts about print: – print has meaning – print can have different purposes – we read English text from left to right and from top to bottom – the names of the different parts of a book – page sequencing.
Develop their phonological awareness, so that they can: – spot and suggest rhymes – count or clap syllables in a word – recognise words with the same initial sound, such as money and mother. Engage in extended conversations about stories, learning new vocabulary. Use some of their print and letter knowledge in their early writing. For example: writing a pretend shopping list that starts at the top of the page; writing ‘m’ for mummy. Write some or all of their name. Write some letters accurately. |
| Children in Reception. | Read individual letters by saying the sounds for them. Blend sounds into words, so that they can read short words made up of known lettersound correspondences. Read some letter groups that each represent one sound and say sounds for them. Read a few common exception words matched to the school’s phonic programme. Read simple phrases and sentences made up of words with known letter-sound correspondences and, where necessary, a few exception words. Re-read these books to build up their confidence in word reading, their fluency and their understanding and enjoyment. Form lower-case and capital letters correctly. Spell words by identifying the sounds and then writing the sound with letter/s. Write short sentences with words with known letter-sound correspondences using a capital letter and full stop. |
EYFS Early Learning Goals.
| Comprehension | Word reading |
| • Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.
• Anticipate (where appropriate) key events in stories. • Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play. |
• Say a sound for each letter in the alphabet and at least 10 digraphs.
• Read words consistent with their phonic knowledge by sound-blending. • Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words |
Year 1 – National Curriculum Purpose of Study.
| Little Wandle Phonics is closely matched to the National Curriculum in England 2014.
(Also use this grid for children who need to catch up in Years 2-4) |
| Word reading. Pupils should be taught to:
apply phonic knowledge and skills as the route to decode words respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes read accurately by blending sounds in unfamiliar words containing GPCs that have been taught read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word r read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings read other words of more than one syllable that contain taught GPCs read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s) read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words re-read these books to build up their fluency and confidence in word reading. |
| Reading comprehension.
Pupils should be taught to: develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently , being encouraged to link what they read or hear read to their own experiences , becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics , recognising and joining in with predictable phrases, learning to appreciate rhymes and poems, and to recite some by heart, discussing word meanings, linking new meanings to those already known, understand both the books they can already read accurately and fluently and those they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher, checking that the text makes sense to them as they read and correcting inaccurate reading, discussing the significance of the title and events, making inferences on the basis of what is being said and done, predicting what might happen on the basis of what has been read so far, participate in discussion about what is read to them, taking turns and listening to what others say and explain clearly their understanding of what is read to them. |
| Assessment – every 6 weeks complete Little Wandle assessments, every 3 weeks for those on daily interventions. This generates a book level to match ability.
– Summer term – complete NTS reading assessment. Generation of reading ages to match to book level. – Every 6 weeks, practice phonics screening check to build familiarity and give precise feedback when analysed. – QLA is completed by English lead and gaps addressed in planning – this is monitored. |
Year 2 – National Curriculum Purpose of Study.
| Word reading. Pupils should be taught to:
continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes read accurately words of two or more syllables that contain the same graphemes as above read words containing common suffixes read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation re-read these books to build up their fluency and confidence in word reading. |
| Reading comprehension. Pupils should be taught to:
Develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently, discussing the sequence of events in books and how items of information are related, becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales, being introduced to non-fiction books that are structured in different ways, recognising simple recurring literary language in stories and poetry, discussing and clarifying the meanings of words, linking new meanings to known vocabulary, discussing their favourite words and phrases, continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear, understand both the books that they can already read accurately and fluently and those that they listen to by:, drawing on what they already know or on background information and vocabulary provided by the teacher, checking that the text makes sense to them as they read and correcting inaccurate reading , making inferences on the basis of what is being said and done, answering and asking questions, predicting what might happen on the basis of what has been read so far, participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say, explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves. |
| Assessment – For phonics retakes: every 6 weeks complete Little Wandle assessments. This generates a book level to match ability.
– For those on WCR – complete termly NTS reading paper 1 and 2. This generates reading ages which are matched to reading book levels. – QLA is completed by English lead and gaps addressed in planning – this is monitored. |
Years 3 and 4 – National Curriculum Purpose of Study.
| Word reading. Pupils should be taught to:
apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word. |
| Reading comprehension. Pupils should be taught to:
develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks, reading books that are structured in different ways and reading for a range of purposes, using dictionaries to check the meaning of words that they have read, increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally, identifying themes and conventions in a wide range of bookspreparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action, discussing words and phrases that capture the reader’s interest and imagination, recognising some different forms of poetry [for example, free verse, narrative poetry], understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context , asking questions to improve their understanding of a text, drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence, predicting what might happen from details stated and implied, identifying main ideas drawn from more than one paragraph and summarising these, identifying how language, structure, and presentation contribute to meaning, retrieve and record information from non-fiction, participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say. |
| Assessment – For phonics interventions: every 3 weeks complete Little Wandle assessments. This generates a book level to match ability.
– For those on WCR – complete termly NTS reading paper. This generates reading ages which are matched to reading book levels. – QLA is completed by English lead and gaps addressed in planning – this is monitored. |
Years 5 and 6 – National Curriculum Purpose of Study.
| Word reading. Pupils should be taught to:
apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet. |
| Reading comprehension. Pupils should be taught to:
maintain positive attitudes to reading and understanding of what they read by: continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks, reading books that are structured in different ways and reading for a range of purposes, increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions, recommending books that they have read to their peers, giving reasons for their choices, identifying and discussing themes and conventions in and across a wide range of writing, making comparisons within and across books, learning a wider range of poetry by heart, preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience, understand what they read by: checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context, asking questions to improve their understanding, drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence, predicting what might happen from details stated and implied, summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas, identifying how language, structure and presentation contribute to meaning, discuss and evaluate how authors use language, including figurative language, considering the impact on the reader, distinguish between statements of fact and opinion retrieve, record and present information from non-fiction, participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously, explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary and provide reasoned justifications for their views. |
| Assessment – For phonics interventions: every 3 weeks complete Little Wandle assessments. This generates a book level to match ability.
– For those on WCR – complete termly NTS reading paper. This generates reading ages which are matched to reading book levels. – Year 6 completion of practice SATs papers every 6 weeks. – QLA is completed by English lead and gaps addressed in planning – this is monitored. |