Speaking and Listening
>Talking<
#Name# talks about matters that interest #him#.
#Name# is beginning to show confidence in talking particularly where the topic is of interest to #him#.
#Name# talks and listens confidently with different subjects.
#Name# talks and listens confidently with different subjects, exploring #his# ideas.
#Name# can adapt #his# talks, develop ideas thoughtfully and convey opinions clearly.
#Name# talks and listen confidently with a wide range of subjects, including some of a more formal nature.
#Name# can adapt #his# talks to different subjects with increasing confidence.
#Name# is confident in adapting #his# talks to different subjects.
#Name# can maintain and develop #his# talk purposefully.
#Name# can use structures and styles appropriately in a range of contexts, varying #his# vocabulary and expression confidently.

>Listening<
#He# listens to others and usually respond appropriately and
#He# usually listen carefully and responds appropriately to what others say and
#He# shows understanding of the main points in discussions and
#He# shows #he# has listened carefully through making relevant comments and
#He# listens carefully, asking questions to others ideas and views and
#He# keeps the interest of the listener by varying #his# expression and vocabulary and
#He# keeps the interest of the listener by using a variety of vocabulary and expression and
#He# makes a range of contributions which show that #he# is sensitive to the development of discussion and
#He# can take a leading role in discussion, follow a varied and complex speech and

>Use of Language<
 can convey simple meanings to the class, extending #his# accounts by adding detail.
 speaks clearly using a growing vocabulary.
 is beginning to use a more formal vocabulary and tone of voice.
 uses vocabulary precisely to communicate clearly.
 is becoming aware of standard English and when it is used.
 uses some of the features of standard English vocabulary and grammar.
 is beginning to use standard English in formal situations.
 is fluent in #his# use of standard English.
 is confident in using standard English in situations that require it.
 is fluent in the use of standard English for a variety of purposes.
 structures what #he# say clearly, using apt vocabulary and appropriate intonation and emphasis.

>Responding<
#He# can be reluctant to take part in discussion.
#He# enjoys taking an active part in discussion.
On occasions, #he# shows awareness of the listener by including relevant detail.
#He# can adapt what #he# says to the needs of the listener, varying #his# use of vocabulary and the level of detail.
#He# takes an active part in discussion, showing understanding of ideas and sensitivity to others.
In discussions #he# pays close attention to what others say and makes contributions that take account of others views.
In discussions #he# makes significant contributions but only where relevant.
#He# can sustain a discussion through the use of a variety of contributions.

Reading
>Mechanics<
#Name# can recognise familiar words in simple texts.
#Name# can use pictures, phonics and contextual clues in reading unfamiliar words.
#Name# reads a range of material fluently and accurately.
#Name# reads independently, using a variety of strategies to work out meaning.
#Name# has sustained confidence in a demanding range of texts.

>Understanding<
#He# can use #his# knowledge of letters when reading aloud and
#He# sometimes require help and
#His# reading of simple stories shows understanding and
#He# shows good understanding of ideas, events and characters and
#He# can identify key features and characters and
In reading and discussion #he# can identify different layers of meaning and
#He# understands the ways in which information can be conveyed in a range of texts and
#He# refers in detail to aspects of language, structure and presentation and

>Responding<
 responds to poems and stories by identifying aspects #he# likes.
 will give #his# opinion on ideas in stories and poems.
 shows understanding of the main points, offering #his# preferences.
 refers to the text when explaining #his# views.
 will give a personal opinion on the language, structure and themes used.
 will give a critical responses to poems, plays and novels, showing awareness of their features.
 can appreciate and comment on a range of texts, evaluating how authors achieve their effects.
 can make apt and careful comparison between texts, including consideration of audience, purpose and form.

>Skills<
#He# can use #his# knowledge of the alphabet to find books and information.
#He# can find and order information from a range of sources.
#He# can order and summarise information from different sources.
#He# can select and analyse information and give comment on a range of texts.
#He# ca identify and analyse argument, opinion and alternative interpretations, making cross-references where appropriate.

Writing
>Form & Contents<
#Name# uses simple words and phrases to explain #his# ideas.
#Name#s writing is imaginative and clear in both stories and explanations.
#Name#s writing is lively and thoughtful.
#Name# develops #his# ideas in interesting ways and organises #his# writing well.
#Name#s writing is varied and clearly written.
#Name#s writing engages interest and #he# shows adaptation of style.
#Name# is confident in #his# writing and shows appropriate choices of style.
#Name# selects specific features or expressions for effect and to add interest for the reader.
#Name# controls characters, events and settings well, and shows variety in #his# structures.
#Name#s writing is coherent and #he# gives clear points of view.
#Name#s writing has shape and impact, #he# can control a range of styles to maintain the readers interest.
In narrative writing, characters and settings are developed and in non-fiction, ideas are organised and coherent.

>Use of Language<
#He# uses appropriate vocabulary and
#He# uses interesting vocabulary and
#He# can use different forms of writing and
#His# vocabulary choices are often adventurous and
#He# uses vocabulary imaginatively and precisely and
#He# uses a range of sentence structures and
#He# makes distinctions and emphasis through #his# use of vocabulary and
#He# uses structure and vocabulary for a range of imaginative effects and
#His# non-fiction writing is coherent, reasoned and persuasive and

>Grammar<
 is showing an awareness of how full stops are used.
 writes in sentences, sometimes using capital letters and full stops.
 writes #his# ideas logically in sentences, choosing words for interest.
 #his# basic grammatical structure are correct.
 uses full stops, capital letters and question marks accurately.
 organises #his# sentences into paragraphs, using some punctuation within the sentence.
 uses commas, apostrophes and inverted commas accurately.
 shows a clear grasp of the use of punctuation and paragraphing.
 uses a variety of grammatical constructions accurately and appropriately.
 paragraphs are well constructed.

>Spelling<
#Name# can spell simple words correctly and
#Name#s spellings of common words are accurate and
#Name# spells words that conform to regular patterns accurate and
#Name# spells words with complex regular patterns correctly and
#Name#s spelling are generally accurate, including irregular words and
#Name#s spelling are correct, including complex irregular words and

>Handwriting<
 #his# letters are usually clearly shaped and correctly orientated.
 #his# letters are accurately formed and consistent in size.
 #his# handwriting is joined and legible.
 #his# handwriting style is fluent, joined and legible.
 #his# work is legible and attractively presented.

