Vie des sections
Anglophone, école du mercredi
Literacy target for the English primary section
by Jenny Bennitt
Children progress at different rates and whilst some children will not be proficient in all the skills, others will and yet others may exceed the targets. Each year’s programme consolidates and builds on skills learned earlier. Our aim is to help each child achieve his or her potential.
P1
Reading
Children learn the sounds of the letters and how to blend them to make words. They learn to recognise frequent irregular words (e.g. I, the, was). They understand the roles of title, cover and illustrations in books and can use them to predict content. They can differentiate between fiction and non-fiction books.
Writing
Children can spell simple regular words and begin to write simple sentences. They begin to use capital letters, question marks and full stops to punctuate.
P2
Reading
Children can recognise and read longer words, using syllables to help them. They learn the link between sounds (phonemes) and the different ways they can be written (graphemes). They begin to read with expression and start to look at alphabetical order.
Writing Children can spell some multisyllabic words and some frequent irregular words. They can write and punctuate simple sentences and some may write more complex sentences. They begin to self-correct.
P3
Reading
Children develop their understanding of how words are written and use this to help read unfamiliar words. They begin to look at how language is used for effect e.g. adjectives, and start to use alphabetical ordering to find information.
Writing
Children use their growing knowledge of spelling systems to attempt to write unfamiliar words. They can use simple punctuation and write both simple and complex sentences. They start to plan their writing and can write a simple story showing a beginning, a middle and an ending. They try to check their own writing.
P4
Reading
Children learn how punctuation helps reading and understanding and use this knowledge when reading aloud. They recognise the different uses of the apostrophe and the punctuation of dialogue. They read more fluently and can locate information in a text. They learn how paragraphs and chapters are used to structure a text. They start to distinguish between fact and opinion.
Writing
Children use reading knowledge to help write unfamiliar words. Punctuation includes the exclamation mark, commas and speech marks. They write a variety of texts such as stories, non-fiction and poems, planning their writing beforehand and proof-reading and improving afterwards. The use of interesting vocabulary is encouraged.
P5
Reading
Children develop their reading skills using a variety of strategies such as word roots and context and also deepen their understanding of how texts are organised e.g. headings, chapters. They learn how complex sentences are constructed and punctuated. They begin to learn how to read differently when reading for pleasure and when looking for information. They also start to identify expressive and descriptive language.
Writing
Children extend their knowledge of spelling conventions as well as their range of punctuation. They can write using direct and indirect speech and are encouraged to vary sentence structure and use interesting vocabulary. They try different ways of planning writing and we ask children to try to proof-read and edit their writing before deciding on its final form. Children should try to make their work interesting for the reader by including some details about the characters or a description of the places involved.
P6
Reading
Focus is on fluency and reading different kinds of texts with understanding and expression. Children can begin to identify different types of writing e.g. myth, sci-fi, report. They develop their knowledge of how books work to locate information - contents, index, glossary etc. and start to read ‘between the lines’ and start to think beyond the words written on the page.
Writing
A wide range of punctuation is used and work continues to further develop spelling knowledge. Children write a variety of texts and should adapt their language and vocabulary according to what they are writing and who they are writing for. They should be able to use different ways of planning, link paragraphs within their writing, edit and improve their work.
Dernière modification le 19-10-06 par
