Language

For example:

• using conventions required to maintain a formal tone when participating in formal speaking events, such as an assembly
• developing, maintaining and repairing interactions with peers in informal situations, such as small group work

For example:

• using examples of language that signal opinion, such as I believe … Many people may disagree but …
• experimenting with turning an objective statement into a subjective one, such as he has five cats becomes he has too many cats
• labelling statements as either fact or opinion

For example:

• discussing the purpose of the opening stage of narratives, and exploring the different phases that each use, such as description, dialogue and action
• labelling phases included in the analysis stage of a review, such as the phase of theme, characterisation or language features
• identifying examples of different language features in informative reports, such as action verbs, linking verbs, tense, descriptive language, language for defining and technical vocabulary
• identifying visual features, such as maps that may be included in a description of a place to help the reader visualise important information

For example:

• using temporal text connectives, such as first, later, finally, next morning to connect ideas
• using conditional words/phrases, such as however, though, on the other hand, even so when creating complex sentences
• identify topic word associations, such as desert, sand, heat, nocturnal, water

For example:

• identifying the parts of complex sentences, such as The weavers promised to make the Emperor new clothes (independent clause) even though (conjunction) they had no intention of doing so (dependent clause).
• identifying subordinating conjunctions according to their functions, such as
  • causality because, since, as, so that
  • time after, before, when, as long as, whenever, until

For example:

• exploring the effect on the reader of dialogue written in different ways, such as ‘Head for the exit!’ yelled the teacher. / The teacher directed them to head for the exit.

For example:

• identifying details in texts that are provided by a prepositional phrase, such as where, when, or how something happened
• finding examples of adverb groups or phrases in texts and using as models when writing similar sentences

For example:

• identifying when an event in a narrative has occurred, is happening or will happen in the future through understanding of tense
• identifying the tenses used in different genres, such as timeless present tense in reports

For example:

• discussing how framing can create a sense of enclosure or openness
• identifying how the placement of characters, text or objects creates balance or alignment
• identifying the salient features of a visual text and exploring what they emphasise or highlight

For example:

• identifying parts of dialogue, such as who is speaking and what is said in the sentence ‘Mrs Brown, please keep this for me,’ asked Jane. ‘I’ll be back to get it later.’
• using the correct conventions when writing simple dialogue, such as ‘It is mine,’ said the king.

For example:

• reading and writing
  • multisyllabic words with more complex consonant patterns, such as <tch> pitching, <sc> scenery, <squ> squashing
  • words with more complex vowel patterns, such as <oo> foolish, <ui> fruitful, <ough> thoughtful, toughen, <eigh> neighbourly, sleight, <eo> geography, <ei> vein, either, leisure

For example:

• spelling more complex words that contain
  • double letter patterns, such as scissors, rubber, yellow
  • other spelling generalisations, such as dropping a final <e> in words, such as writing, hoping
  • morphological word families, such as aqua, aquatic, Aquaman, aquarium, aqueduct
  • common prefixes, such as <dis>, <un>, <ex>, <mis>, <pre>
  • common suffixes, such as <ful>, <less>, <able>, <ous>, <ion>, <ic>, <ment>

For example:

• spelling frequently mixed‑up homophones (and near homophones), such as there, their, they’re; were, where, wear, we’re; quiet, quite; lose, loose; aloud, allowed