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Stage 2

Stage 2      
Phonics and Spelling Handwriting Composition Grammar
2.1.a.1 Spell by: segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly  2.1.d.1Form lower-case letters of the correct size relative to one another 2.2.a.1Develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional)  2.3.a.1Learn how to use: expanded noun phrases to describe and specify: e.g. the blue butterfly
2.1.a.2        Spell by: learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones 2.1.d.2Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined  2.2.a.2Develop positive attitudes towards and stamina for writing by: writing about real events 2.3.a.2Learn how to use: subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
2.1.a.3Spell by: learning to spell common exception words 2.1.d.3 Write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters 2.2.a.3Develop positive attitudes towards and stamina for writing by: writing poetry  
2.1.a.4Spell by: distinguishing between homophones and near-homophones 2.1.d.4Use spacing between words that reflects the size of the letters 2.2.a.4Develop positive attitudes towards and stamina for writing by: writing for different purposes 2.3.b.1Learn how to use: sentences with different forms: statement, question, exclamation, command
       2.3.b.2Learn how to use: the present and past tenses correctly and consistently including the progressive form
2.1.b.1Spell by: learning the possessive apostrophe (singular): e.g. the girl’s book   2.2.b.1Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about 2.3.b.3Learn how to use: some features of written Standard English
2.1.b.2Spell by: learning to spell more words with contracted forms   2.2.b.2Consider what they are going to write before beginning by: encapsulating what they want to say, sentence by sentence  
2.1.b.3Add suffixes to spell longer words, including -ment, -ness, -ful, -less, -ly <KPI uses the suffixes -er, -est in adjectives and -ly to turn adjectives into adverbs   2.2.b.3Consider what they are going to write before beginning by: writing down ideas and/or key words, including new vocabulary 2.3.c.1 Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences, Commas to separate items in a list, Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns (e.g. the girl’s name).
       
2.1.c.1Write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far   2.2.c.1Make simple additions, revisions and corrections to their own writing by: evaluating their writing with the teacher and other pupils  
    2.2.c.2Make simple additions, revisions and corrections to their own writing by: re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form  
     2.2.c.3Make simple additions, revisions and corrections to their own writing by: proof-reading to check for errors in spelling, grammar and punctuation (e.g. ends of sentences punctuated correctly)  
       
     2.2.d.1Read aloud what they have written with appropriate intonation to make the meaning clear  
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       

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