English- Autumn

Units/Genre Reading Speaking & Listening Writing Comp

OBJECTIVES

Information ● Read words with split digraphs ● Provide relevant ● Explore and use spellings of
texts: personal to e.g. made, like information with sufficient words with split digraphs e.g.
information ● Explore in texts, and detail, as needed. made, like
understand, the differences in ● During a discussion, ● Explore in texts, and
use of full stops and question respond in a way that is understand, the differences in
marks. relevant to the task. use of full stops and question
● Explore and recognise the ● Ask questions about what marks.
features of text structure in a is heard or read to improve ● Use capital letters, full stops
range of different fiction and understanding. and question marks correctly
non-fiction texts, including ● Deliver a short in simple sentences.
simple poems. presentation in a familiar ● Explore and use commas to
● Read and explore a range of context about a chosen separate items in lists.
simple non-fiction text types. object or event. ● Include additional information
● Locate relevant information in ● Show some use of non- to develop some ideas when
texts, including using a verbal communication writing non-fiction texts.
contents page. techniques. ● Use vocabulary relevant to a
● Answer questions about texts familiar topic.
with some explanation of ● Choose and use interesting
thinking. words and phrases, including
● Use the initial letter to organise to describe people and
words in alphabetical order, places.
and to locate words in simple
dictionaries and glossaries.

Fiction: ● Explore in texts sentences that ● Talk about own activities, ● Write simple sentences, and
Traditional tales contain and, but, because, if, including why they made multi-clause sentences using
from different when. particular choices and, but, or.
cultures ● Enjoy reading and hearing a ● Speak clearly and ● Present text in a range of
range of simple stories, poems confidently with familiar different ways, e.g. diagrams
and non-fiction texts. people. with typed labels, storyboards
● Explore explicit meanings in ● Take turns in speaking, with handwritten captions.
simple texts. adding relevant ● Include simple descriptions of
● Talk about patterns in simple information. settings and characters when
● Extend experiences and writing stories.
stories and poems, e.g. rhyme,
ideas about characters and ● Begin to write for a purpose
 repetition. situations through role- using basic language and
● Show understanding of play. features appropriate for the
punctuation, including speech ● Show awareness of speech text type.
marks, and simple grammar marks when reading aloud. ● Begin to include direct speech
when re-reading text. ● Work with others in a in writing, using a new line for
● Talk about the sequence of group. each speaker.
events or ideas in a text. ● Show some awareness of
● Identify and use the main the listener, e.g. by varying
events to retell a story verbally. tone to engage them, by
● Recognise that stories may be responding to their non-
from different times and places. verbal cues.
● Explore implicit meanings in
simple texts.
● Make simple inferences based
on what is said or done in a
text.

Poems with ● Identify common ways in which ● Read familiar stories and ● Explore and use different
patterns in graphemes can be pronounced poems aloud with fluency spellings of common
sounds differently e.g. how and low ; and expression. Including phonemes, including long
hot and cold recalling main points.’ vowel phonemes, e.g. day,
● Extend the range of common ● Listen and respond rain, made, great; apple,
words recognised on sight, appropriately, including travel, metal.
including homophones and recalling the main points. ● Ensure consistency in
near-homophones. ● Use relevant vocabulary to formation, size and proportion
● Read words with common describe events and of letters and the spacing of
prefixes and suffixes, including feelings. words.
un-, dis-, re-, -er, ● Show understanding of the ● Explore and use words which
● -est, -ly, -y and -ful. opinions of others. sound the same but have
● Talk about patterns in simple ● Identify whether someone’s different spellings of long
stories and poems, e.g. rhyme, non-verbal communication vowels (homophones), e.g.
repetition. matches their verbal tail and tale, stare and stair,
● Explore and comment on communication blew and blue.
sounds and words in texts, ● Spell some words with
including adjectives. common prefixes and
● Explore and comment on suffixes, including un-, dis-, -
sounds and words in texts er, -est, -ful and -ly.
including adjectives. ● Begin to write simple stories
● Discuss texts read or heard, and poems, including using
 including giving reasons for the structures of familiar
likes and dislikes. stories and poems.
● Identify and record interesting ● Use own lists of interesting
and significant words from and significant words to
texts to inform own writing. extend the range of
vocabulary used in written
work.