Y6 English

Reading & Speaking: Progression

Word Reading

I can read aloud and understand the meaning of the words on the Year 5/6 list.

Comprehension

I can read, enjoy, understand and discuss books that are written by different authors, in different styles. I can read books that are structured in different ways for different purposes e.g. for fun or research.

I can read, enjoy and understand a wide range of books, including books from our literary heritage and books from other cultures and traditions.

I can discuss ideas, events, structures, issues, characters and plots of texts across a wide range of writing.

I can discuss and compare themes, structures, issues, characters and plots within a book and between different books.

I can read, understand and learn from a wide range of poetry, and can learn longer poems by heart.

I can read whole books, including novels, with confidence.

I can show my understanding of texts by summarising the main ideas over a paragraph or a number of paragraphs, finding key details and quotations as evidence to support my views.

I can understand how language, structure and presentation contribute to the meaning of a text.

I can talk about how authors use language, including figurative language, and the impact it has on the reader.

I can participate in discussions about books that are read to me and those that I can read, building on my own and others' ideas and challenging views courteously and with clear reasoning.

I can show my understanding of texts and poems in presentations and debates and can present information using notes I have created to help me focus on the topic in my presentation.

I can fully explain my views with reasons and evidence from the text.

Spoken Language

I can continue to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

I can prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience

I can discuss and evaluate how authors use language, including complex figurative language, considering the impact on the reader

I can ask specific reasoned questions to improve my understanding.

I can identify and discuss themes and conventions in and across a wide range of writing with reasoning

I can participate in discussions about books that are read to me and those that I can read, building on my own and others’ ideas and challenging views courteously and with clear reasoning.

I can explain and discuss my understanding of what I have read, including through formal presentations and debates in pairs, groups and the whole class, maintaining a focus on the topic and using notes where necessary.

I can perform my own compositions to a range of audiences, using appropriate intonation, volume, and movement so that the meaning is clear.

I can pronounce mathematical vocabulary correctly and confidently

I can use the whole number system, including saying, reading and writing numbers accurately

I can describe the properties of shapes and explain how unknown angles and lengths can be derived from known measurements

I can describe positions on the full coordinate grid (all four quadrants)

I can report and present findings and evidence from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

I can use relevant scientific language and illustrations to discuss, communicate and justify my scientific ideas, separating opinion from fact, and talk about how scientific ideas have developed over time

Writing: Progression

Spelling

I can add suffixes beginning with vowel letters to words ending in -fer eg. referring, preferred, referee, preference.

I can use prefixes involving the use of a hyphen e.g. co-ordinate, re-enter.

I can distinguish between words which sound the same but have different meanings and other words which are often confused e.g. lose/loose.

I can use dictionaries to check the spelling and meaning of words.

I can spell most words correctly including words that are often misspelt.

I can use a dictionary to check the spelling of less common or interesting words I want to use

I can use knowledge of root words, prefixes and suffixes in spelling and understand that the spelling of some words needs to be learnt specifically.

I can use a thesaurus with confidence.

Handwriting

I can write legibly, fluently and with increasing speed, deciding whether or not to join specific letters

I can write legibly, fluently and with increasing speed by choosing the writing implement that is best suited for a task.

Composition

I can change my writing to fit the audience and change the language and sentence length for the purpose

I can plan my writing by recording my first thoughts and building on those ideas using what I have read or need to find out about as necessary.

I can plan a detailed character and/or setting to have an effect on the reader and use ideas from what I have read, heard and seen in other stories, plays or films.

I can write effectively for a range of purposes and audiences, independently using ideas from my own reading

I can use grammar and vocabulary which is suited to the purpose of my writing.

I can write pieces describing settings, characters and atmosphere

I can include dialogue in my writing to convey character and advance the action

I can draft and write by accurately précising longer passages.

I can use different techniques to make my writing flow and link paragraphs.

I can set out my work using headings, sub-headings, columns, tables or bullet points to structure the text and to guide the reader.

I can give reasoned feedback on mine and others’ work to improve it.

I can give reasoned feedback on a text and suggest changes to vocabulary, grammar and punctuation to make the meaning clearer.

I can mark and edit work to have the correct tense throughout.

I can mark and edit work to have the correct subject and verb agreement.

I recognise differences between the language of speech and writing and can choose sensibly

I can read work looking for spelling errors and correct them using a dictionary.

I can proof-read for punctuation errors, including use of semi-colons, colons, dashes, punctuation of bullet points in lists, and use of hyphens.

I can confidently perform my own work to a group and make sure it sounds interesting, controlling the tone and volume so that its meaning is clear.

Vocabulary, Grammar & Punctuation

I can change the vocabulary to suit the purpose such as using formal and informal language appropriately in my writing.

I can understand how words are related by meaning as synonyms and antonyms.

I can use the passive to affect the presentation of information in a sentence.

I can understand the difference between structures typical of informal speech and structures appropriate for formal speech and writing.

I can manage shifts in formality by using a range of formal and informal vocabulary and grammatical structures consistently and effectively to match particular audiences and purposes.

I can link ideas across paragraphs using a wide range of cohesive devices such repetition of a word or phrase, grammatical connections and ellipsis.

I can use layout devices such as headings, sub- headings, columns, bullets, or tables, to structure text.

I can use the semi-colon, colon and dash to mark the boundary between independent clauses and in lists e.g. It's raining; I'm fed up

I can use the colon to introduce a list and use semicolons within lists.

I can use bullet points to list information.

I can use hyphens for clarity e.g. man eating shark or man-eating shark.

I can understand the following words: subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon and bullet points.

I can use the perfect form of verbs to mark relationships of time and cause.

I can use expanded noun phrases to explain complicated information simply.

I can use the full range of punctuation I have been taught, including colons and semi-colons to mark the boundary between independent clauses.

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