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Transcription – Spelling, Handwriting and Presentation
Pupils should be able to spell:
- words containing each of the 40+ phonemes already taught
- common exception words
- the days of the week
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Pupils should be able to:
- name the letters of the alphabet in order
- using letter names to distinguish between alternative spellings of the same sound
- add prefixes and suffixes: using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs
- using the prefix un–
- using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]
- write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.
- sit correctly at a table, holding a pencil comfortably and correctly
- begin to form lower-case letters in the correct direction, starting and finishing in the right place
- form capital letters
- form digits 0-9
- understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these
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Composition
Pupils should be able to write sentences by:
- 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
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- discuss what they have written with the teacher or other pupils.
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- read aloud their writing clearly enough to be heard by their peers and the teacher.
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Vocabulary, Grammar & Punctuation
Pupils should be able to develop their understanding of the concepts set out in section Vocabulary, Grammar and Punctuation (see below) by:
- 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’
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