Speaking The children participate in shared reading and writing activities as well as independent and small group work. During whole class activities, they are encouraged to participate fully. # tries hard to express ~ thoughts to others # has made greater effort to join in with group discussions # is beginning to enjoy speaking to a larger group of people # is able to express ~ ideas well # can express ~ ideas clearly to the group # is able to follow up what has been said in discussion # finds it hard to speak out in group discussions # is reluctant to speak to a group of people # needs encouragement to join in with a group discussion # has difficulty expressing ~ thoughts " Listening and but ^ ^ listens attentively at all times. ^ has shown progress in listening skills. ^ is beginning to show progress in listening skills. ^ listens patiently to others. ^ generally listens to what is being said. ^ sometimes needs to be reminded to listen. ^ has a short span of concentration when listening. ^ frequently needs to be reminded to listen. " class sit S&L In the classroom situation, ^ is often inattentive and therefore has difficulty following instructions. In the classroom situation, ^ is sometimes inattentive and then finds it difficult to follow instructions. In the classroom situation, ^ listens well and responds to instructions. In the classroom situation, ^ listens attentively and responds well to a series of instructions. In the classroom situation, ^ listens carefully to instructions and will follow them accurately. In the classroom situation, ^ usually listens well and responds to instructions. In the classroom situation, ^ often appears inattentive but is able to follow instructions. In the classroom situation, ^ does not always follow instructions carefully. " Reading During the year # has experienced a degree of difficulty with the development of ~ reading skills During the year # has been experiencing a degree of difficulty, and has needed frequent encouragement to pursue the development of ~ reading skills. During the year # has shown a positive approach to the development of ~ reading skills During the year # has made a good start to the development of ~ reading skills During the year # has made progress with the development of ~ reading skills During the year # has made sound progress with the development of ~ reading skills During the year # has made good progress in the development of ~ reading skills During the year # has made excellent progress in the development of ~ reading skills and but ^ shows little interset in books. ^ enjoys looking at pictures and stories. ^ enjoys a range of books, including fiction, non-fiction and poetry. ^ is beginning to show more interest in books. ^ is showing a greater interest in books as ~ abilities increase. ^ enjoys reading books independently. ^ derives much pleasure from ~ books. ^ always tries hard. ^ is an enthusiastic reader. ^ enjoys group reading and discussing ~book with others. ^ recognises a number of key words ^ recognises an increasing number of key words ^ is beginning to sound out, making good attempts at recognising words ^ is beginning to memorise words ^ has worked hard to develop an early sight vocabulary ^ has made a good effort to learn words ^ uses inital sounds and picture cues to aid word recognition ^ has an excellent sight vocabulary and but ^ has benefited greatly from ~ additional practice at home. ^ can read simple sentences with the support of adults. ^ can read simple sentences independently. ^ can read with a certain amount of fluency and expression. ^ is beginning to gain greater fluency and expression. ^ is beginning to gain greater independence. ^ is able to recall what has been read and can discuss characters in books. ^ is able to read simple books independently. ^ is able to read some more complex books independently. " cues reading ^ is able to use a variety of cues in ~ reading. ^ needs to work particuarly hard on recalling key words. ^ needs to concentrate when reading. ^ is becoming more confident at sounding out words. ^ is now able to make an attempt at reading most words. ^ is beginning to gain greater expression. ^ is a fluent and confident reader. ^ is becoming a fluent and confident reader. ^ is beginning to use a variety of cues in ~ reading. and but ^ knows the individual letter sounds. ^ can use the letter sounds to represent the word. ^ can use letters to represent whole or parts of words. ^ knows initial letter sounds of a word. ^ knows the individual letter sounds and can use these to sound out words. ^ is beginning to word build. ^ is beginning to sound out words. ^ is able to use a variety of cues in ~ reading. ^ can sound out most simple words. " read 4 meaning In reading for meaning, # is able to recall what the story is about In reading for meaning, # can predict what might happen next In reading for meaning, # is able to express ~ likes and dislikes In reading for meaning, # can give simple reasons for ~ likes and dislikes In reading for meaning, # responds positively to ideas and questions about the stories In reading for meaning, # is able to talk about the characters in the book In reading for meaning, # will independently ask questions to seek clarification In reading for meaning, # has difficulty recalling details of the story In reading for meaning, # is reluctant to predict what might happen next In reading for meaning, # can be reluctant to express ~ likes and dislikes and but ^ has difficulty explaining reasons for ~ likes and dislikes. finds it difficult to discuss the stories. finds it difficult talking about the characters in the book. does not initiate discussion. " Writing During the year # has had the opportunity to do different kinds of writing, e.g. stories, descriptions, recounts. In these activities, ^ requires a lot of support. In these activities, ^ shows a general reluctance. In these activities, ^ is showing steady improvement. In these activities, ^ is making satisfactory progress. In these activities, ^ is becoming more independent. In these activities, ^ is becoming increasingly confident. In these activities, ^ shows great enthusiasm. In these activities, ^ works well but slowly. In these activities, ^ is usually slow to get started. In these activities, ^ has shown a huge improvement. ^ ^ is beginning to express ~ ideas in writing. ^ is beginning to write ~ own sentences. ^ can write a simple sequence of events. ^ can write a simple sequence of events to make a story. ^ is beginning to write simple stories. ^ enjoys expressing ideas in writing. ^ has made an effort to make ~ own stories interesting. ^ is starting to write in more detail. ^ is trying to make ~ stories more imaginative. ^ has worked hard to write imaginative stories. ^ has worked hard to structure recounts in chronological order. ^ has worked on including time connectives in recounts. ^ has developed ~ diary work to include more detail. ^ should try to write more quickly ^ needs encouragement to write more " Writing 2 ^ can produce a well structured sequence of events ^ uses a rich vocabulary when writing ^ can write an account of a simple series of events ^ is beginning to use full stops and capital letters in sentences ^ generally always uses full stops and capital letters correctly ^ understands the basic ideas behind speech marks ^ understands what speech marks are used for ^ undertstands how to use speech marks ^ has a good understanding of how to use speech marks ^ has an excellent understanding of how to use speech marks ^ is beginning to use a wider range of punctuation. ^ can use questions marks and explanation marks correctly ^ Is becoming more confident with ~ use of punctuation ^ recognises punctuation in ~ reading book # is continuing to work on ~ spellings. ^ is not yet able to apply ^ knowledge of letter sounds to ~ independent attempts at word building ^ has a very rudimentary spelling vocabualry ^ is beginning to use letter sounds and patterns to help build up words ^ is making sound progress with ~ word building skills ^ has made excellent progress with word building ^ makes a reasonable attempt to spell common words ^ is beginning to use common patterns to assist spellings ^ shows some ability to attempt spelling by sounding out letters ^ has developed a bank of common words that ^ can spell independently ^ has made excellent attempts at independent spelling through the use of phonics " HW & dict ^ produces clear neat writing. ^ usually uses left to right orientation. ^ tends to confuse orientation. ^ can produce neat work when ^ tries. ^ forms most letters correctly. ^ sometimes lacks control in handwriting. ^ is unsure of the correct starting of some letters. ^ does not always use left/right orientation. ^ finds the physical skill of writing a problem. ^ is improving ^ control of a pencil. ^ has good fine motor skills and pencil control. ^ is beginning to use the joined script. ^ is using the joined script style of handwriting. ^ struggles with the joined script style of handwriting. ^ uses the joined script style of handwriting well. ^ has difficulty with pencil control and letter formation. ^ uses the pencil grip. ^ does not always use the correct pencil grip. ^ finds letter formation difficult. ~ handwriting is sometimes too small. ~ letters are not always correctly positioned. ^ sometimes rushes ~ work. ^ work is always neatly and clearly organised ^ work shows great pride ^ handwriting is generally neat ^ letters are generally formed correctly ^ letter formation needs greater care ^ work is not always neatly presented ^ letters are sometimes reversed ^ handwriting still contains random capital letters within words ^ handwriting tends to be too large ^ letters are not always correctly proportioned ^ is reluctant to use the classroom resources such as the word bank and dictionaries. ^ finds it difficult to use classroom resources surch as word books and dictionaries. ^ cannot interpret ~ own spellings when reading back an independent piece of work. ^ is developing an understanding of phonic and letter pattern rules. ^ can interpret ~ own spellings when reading back an independent piece of work. ^ is able to use classroom resources such as word books, dictionaries, word grids and word lists. ^ will independently use classroom resources, e.g. dictionaries, word cards, word grids and word lists. " Targets Reading ^ must work harder to enhance ~ ability to recognise words ^ needs more practice to improve ~ sight vocabulary ^ will benefit from further assistance at home. ^ needs further support to learn the individual letter sounds ^ needs to further develop ~ early word building skills. ^ needs to further practice to develop ~ understanding of phonics and letter patterns. ^ should try to write in more detail now ^ must make an effort to use capital letters and full stops ^ needs to give ~ writing more structure ^ needs to work to extend ~ vocabulary ^ needs to work on positioning the letters on the lines. ^ needs to space ~ writing more carefully. "