Traditional Tales: Goldilocks

KS1 English Objectives

Reading- Word Reading

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
• 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

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
• 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

Writing - Transcription HANDWRITING

form capital letters

Writing - Composition

saying out loud what they are going to write about
• composing a sentence orally before writing it
• sequencing sentences to form short narratives
• re-reading what they have written to check that it makes sense
• discuss what they have written with the teacher or other pupils
• read aloud their writing clearly enough to be heard by their peers and the teacher

Writing Spelling, Punctuation and Grammar

leaving spaces between words
• joining words and joining clauses using and
• beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
• using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’

English Appendix

Regular plural noun suffixes –s or –es [for example, dog, dogs; wish, wishes], including the effects of these suffixes on the meaning of the noun
• Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper)
• How the prefix un– changes the meaning of verbs and adjectives [negation, for example, unkind, or undoing: untie the boat]
• How words can combine to make sentences
• Joining words and joining clauses using and
• Sequencing sentences to form short narratives