End of Year Expectations

Writing

Reading

Year 1

  • Write clearly demarcated sentences.
  • Use ‘and’ to join ideas.
  • Use conjunctions to join sentences (e.g. so, but).
  • Use standard forms of verbs, e.g. go/went.
  • Introduce use of: capital letters, full stops, question marks, exclamation marks
  • Use capital letters for names and personal pronoun ‘I’.
  • Write a sequence of sentences to form a short narrative [as introduction to paragraphs]. 
  • Use correct formation of lower case – finishing in right place.
  • Use correct formation of capital letters.
  • Use correct formation of digits.

Year 1

  • Identify which words appear again and again.
  • Recognise and join in with predictable phrases.
  • Relate reading to own experiences.
  • Re-read if reading does not make sense.
  • Re-tell with considerable accuracy.
  • Discuss significance of title and events.
  • Make predictions on basis of what has been read. 
  • Make inferences on basis of what is being said and done.
  • Read aloud with pace and expression, i.e. pause at full stop; raise voice for question.
  • Recognise: capital letters, full stops, question marks, exclamation marks, ellipsis
  • Know why the writer has used the above punctuation in a text. 
  • Know difference between fiction and nonfiction texts.

Year 2

  • Write different kinds of sentence: statement, question, exclamation, command. 
  • Use expanded noun phrases to add description and specification.
  • Write using subordination (when, if, that, because) and co-ordination (or, and, but).
  • Correct and consistent use of present tense & past tense. 
  • Correct use of verb tenses.
  • Write with correct and consistent use of: capital letters, full stops, question marks, exclamation marks
  • Use commas in a list.
  • Use apostrophe to mark omission and singular possession in nouns. 
  • Write under headings.
  • Write lower case letters correct size relative to one another.
  • Show evidence of diagonal and horizontal strokes to join handwriting. 

Year 2

  • Secure with year group phonic expectations.
  • Recognise simple recurring literary language.
  • Read ahead to help with fluency and expression.
  • Comment on plot, setting & characters in familiar & unfamiliar stories. 
  • Recount main themes and events.
  • Comment on structure of the text.
  • Use commas, question marks and exclamation marks to vary expression.
  • Read aloud with expression and intonation. 
  • Recognise: commas in lists, apostrophe of omission and possession (singular noun)
  • Identify past/present tense and why the writer has used a tense.
  • Use content and index to locate information

Year 3

  • Use conjunctions (when, so, before, after, while, because).
  • Use adverbs (e.g. then, next, soon).
  • Use prepositions (e.g. before, after, during, in, because of).
  • Experiment with adjectives to create impact.
  • Correctly use verbs in 1st, 2nd and 3rd person.
  • Use perfect form of verbs to mark relationships of time and cause.
  • Use inverted commas to punctuate direct speech.
  • Group ideas into basic paragraphs.
  • Write under headings and sub-headings.
  • Write with increasing legibility, consistency and fluency.

Year 3

  • Comment on the way characters relate to one another.
  • Know which words are essential in a sentence to retain meaning.
  • Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions.
  • Recognise how commas are used to give more meaning. 
  • Recognise inverted commas •
  • Recognise: plurals, pronouns and how used, collective nouns, adverbs
  • Explain the difference that the precise choice of adjectives and verbs make

Year 4

  • Vary sentence structure, using different openers.
  • Use adjectival phrases (e.g. biting cold wind).
  • Use appropriate choice of noun or pronoun.
  • Use fronted adverbials.
  • Use apostrophe for plural possession.
  • Use a comma after fronted adverbial (e.g. Later that day, I heard bad news.). 
  • Use commas to mark clauses.
  • Use inverted commas and other punctuation to punctuate direct speech.
  • Use paragraphs to organised ideas around a theme.
  • Use connecting adverbs to link paragraphs.
  • Write with increasing legibility, consistency and fluency. 

Year 4

  • Give a personal point of view on a text.
  • Re-explain a text with confidence.
  • Justify inferences with evidence, predicting what might happen from details stated or implied.
  • Use appropriate voices for characters within a story.
  • Recognise apostrophe of possession (plural) 
  • Identify how sentence type can be changed by altering word order, tenses, adding/deleting words or amending punctuation.
  • Explain why a writer has used different sentence types or a particular word order and the effect it has created.
  • Skim & scan to locate information and/or answer a question.

Year 5

  • Add phrases to make sentences more precise and detailed.
  • Use range of sentence openers – judging the impact or effect needed.
  • Begin to adapt sentence structure to text type.
  • Use pronouns to avoid repetition. 
  • Indicate degrees of possibility using adverbs (e.g. perhaps, surely) or modal verbs (e.g. might, should, will).
  • Use the following to indicate parenthesis: brackets, dashes, comma 
  • Use commas to clarify meaning or avoid ambiguity.  
  • Link clauses in sentences using a range of subordinating and coordinating conjunctions.
  • Use verb phrases to create subtle differences (e.g. she began to run).
  • Consistently organise into paragraphs. 
  • Link ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (e.g. secondly).
  • Write legibly, fluently and with increasing speed.  

Year 5

  • Summarise main points of an argument or discussion within their reading and make up own mind about issue/s.
  • Compare between two texts
  • Appreciate that people use bias in persuasive writing. 
  • Appreciate how two people may have a different view on the same event.
  • Draw inferences and justify with evidence from the text.
  • Vary voice for direct or indirect speech.
  • Recognise clauses within sentences.
  • Explain how and why a writer has used clauses to add information to a sentence.
  • Use more than one source when carrying out research.
  • Create a set of notes to summarise what has been read.

Year 6

  • Use subordinate clauses to write complex sentences.
  • Use passive voice where appropriate.
  • Use expanded noun phrases to convey complicated information concisely (e.g. The fact that it was raining meant the end of sports day).
  • Use a sentence structure and layout matched to requirements of text type. 
  • Use semi-colon, colon or dash to mark the boundary between independent clauses. 
  • Use colon to introduce a list and semi colon within a list.
  • Use correct punctuation of bullet points.
  • Use hyphens to avoid ambiguity.
  • Use full range of punctuation matched to requirements of text type. 
  • Use wide range of devices to build cohesion within and across paragraphs. 
  • Use paragraphs to signal change in time, scene, action, mood or person. 
  • Write legibly, fluently and with increasing speed. 

Year 6

  • Refer to text to support opinions and predictions. 
  • Give a view about choice of vocabulary, structure, etc.
  • Distinguish between fact and opinion. 
  • Appreciate how a set of sentences has been arranged to create maximum effect.
  • Recognise: complex sentences with more than one subordinate clause, phrases which add detail to sentences
  • Explain how a writer has used sentences to create particular effects.
  •  Skim and scan to aide note-taking