Phase 2 English Curriculum
Phase 2 (Year 3 and 4)
Children will be taught to:
Speaking and listening
- Listen and respond appropriately to adults and their peers
- Ask relevant questions to extend their understanding and knowledge
- Use relevant strategies to build their vocabulary
- Give reasons for their answers, arguments and express their opinions
- Describe things with more detail including feelings
- Begin to give simple explanations
- Be active listeners and respond to others’ contributions and collaborate
- Use talk partners to explore ideas and make predictions
- Speak clearly and fluently
- Participate in discussions, presentations, performances and role play
- Engage other listeners and interpret their responses
- Use different tones of voice depending on the audience
- apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology), 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.
- 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 books
- preparing 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.
- Use strokes that are needed to join letters
- Increase the consistency and quality of handwriting
- Use fluent, joined handwriting consistently
- Spell and use rules in Year 3 spelling appendix
- Spell words from the Year 3 word list correctly and use them consistently in their writing.
- Use the possessive apostrophe
- Use a dictionary to check spellings (using first 2 -3 letters)
- Spell and use rules in Year 4 spelling appendix
- Spell words from the Year 4 word list correctly and use them consistently in their writing
- Use some sentence variations in their writing
- Using compound and complex sentences – use because (begin to use if, when, although)
- Beginning to use paragraphs/ section their ideas
- Create settings, characters and plot in narratives - comment on the characters thoughts and feelings.
- Use simple organisational features in non – narrative writing
- To be able to write for a sustained period of time.
- Awareness of time for each story part (don’t rush the ending)
- Use some sentence variations in their writing
- Narrative writing includes a problem and resolution while sequencing their ideas.
Vocabulary Grammar and Punctuation
- Use full stops, capital letters, exclamation marks and question marks. Mostly accurate use of commas used in lists; and commas (comma splicing evident) accurately.
- Some use of inverted commas.
- Use and punctuate direct speech accurately
- Begin to use other punctuation when reporting speech
- A concise piece of writing with correct punctuation, grammar and spelling.
- Use the correct determiner for a noun
- Use a range of prefixes (super- anti- auto)
- Expressing time, place and cause using conjunctions (when-before-after-while-so-because-then-next-soon-therefore-before-after-during-in-because of)
- Use paragraphs and sub headings.
- Use paragraphs organised around a theme
- Use simple, compound and complex sentences with some subordinate connectives eg also, as well, but
- Use present perfect form of verbs in contrast to the past tense
- To know the difference between the possessive s and plural s
- Use powerful verbs and adverbs for effect.
- Use technical/subject-specific vocabulary
- Use expanded noun phrases with modifying adjectives.
- Use frontal adverbials and use a comma after them
- Appropriate use of nouns and pronouns throughout a piece of work
Preposition, conjunction, word family, prefix, clause subordinate clause, direct speech, consonant, consonant letter vowel, vowel, vowel letter, inverted commas, speech marks. Determiner, pronoun, possessive pronoun and adverbial