(The objectives for Spoken Language are common across Key Stages 1 and 2)
En2/1a listen and respond appropriately to adults and their peers
En2/1b ask relevant questions to extend their understanding and knowledge
En2/1c use relevant strategies to build their vocabulary
En2/1d articulate and justify answers, arguments and opinions
En2/1e give well-structured descriptions, explanations & and narratives for different purposes, including for expressing feelings.
En2/1f maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
En2/1g use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
En2/1h speak audibly and fluently with an increasing command of Standard English
En2/1i participate in discussions, presentations, performances, roleplay/improvisations and debates
En2/1j gain, maintain and monitor the interest of the listener(s)
En2/1k consider and evaluate different viewpoints, attending to and building on the contributions of others
En2/1l select and use appropriate registers for effective communication
En2/2.1a continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
En2/2.1b read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
En2/2.1c read accurately words of two or more syllables that contain the same graphemes as above
En2/2.1d read words containing common suffixes
En2/2.1e read further common exception words, noting unusual correspondence between spelling and sound and where these occur in the word
En2/2.1f read most words quickly and accurately,without overt sounding and blending , when they have been frequently encountered
En2/2.1g read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
En2/2.1h reread these books to build up their fluency and confidence in word reading.
En2/2.2a develop pleasure in reading, motivation to read, vocabulary and understanding by:
En2/2.2c 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
En2/2.2d explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.
En2/3.1a spell by:
En2/3.1b add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly
En2/3.1c apply spelling rules and guidelines, as listed in English Appendix 1
En2/3.1d write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.
En2/3.2a form lower-case letters of the correct size relative to one another
En2/3.2b start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
En2/3.2c write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters
En2/3.2d use spacing between words that reflects the size of the letters.
En2/3.3a Develop positive attitudes towards and stamina for writing by:
En2/3.3d read aloud what they have written with appropriate intonation to make the meaning clear
En2/3.4a develop their understanding of the concepts set out in English Appendix 2 by:
En2/3.4c use and understand the grammatical terminology in English Appendix 2 in discussing their writing and reading.
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