hwb.gov.wales€¦ · Web viewYdy/Nac ydy. Collaboration and discussion 2.OC1 contribute to discussion, keeping a focus on the topic and taking turns to speak I can work in a group,

Rhaglen Gymorth GenedlaetholNational Support Programme

Llythrennedd a RhifeddLiteracy and Numeracy

Updated April 2014

LNF Nursery – OracyElements Aspects Code Learners are able to: Learner friendly statementsDeveloping and presenting information and ideas

Speaking N.OS1 express some enjoyment or interest I can show when I am interested.I can show when I enjoy something.

N.OS2 talk about, in simple terms, drawings, models and actions

I can talk about drawings. I can talk about things I’ve made. I can talk about how I move. I can talk about how things move.

N.OS3 retell, in simple terms, an event or experience

I can tell someone about something that has happened to me.

N.OS4 speak clearly enough to be understood by adults and peers

I can speak so that grown-ups and my friends can hear me.

N.OS5 imitate real life and make believe experiences within role-play

I can pretend in role-play.I can make believe in role-play.

N.OS6 Welsh-medium statement: show awareness that some sounds change at the beginning of words through nursery rhymes and songs

I can show that some sounds change at the start of words in rhymes and songs.

Listening N.OL1 listen and respond with growing attention and concentration

I can listen well.

N.OL2 listen and join in with songs, rhymes and stories

I can listen to songs, rhymes and stories.I can join in with songs, rhymes and stories.

N.OL2a in simple terms, retell a story or information that they have heard

I can repeat a story or something I have heard.

N.OL3 ask an appropriate question about something that has been said

I can ask a question about something that somebody has said.

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Updated April 2014

Elements Aspects Code Learners are able to: Learner friendly statementsCollaboration and discussion

N.OC1 participate in discussions with other children and/or adults

I can take my turn when speaking with others.I know ‘my turn, your turn’.

N.OC2 take part in activities alongside others. I can work with my friends.

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Updated April 2014

LNF Nursery – Reading

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Elements Aspects Code Learners are able to: Learner friendly statementsLocating, selecting and using information

Reading strategies

N.RS1 choose different types of reading materials including books

I can choose something to read, e.g. a book

N.RS3a recognise familiar words, e.g. own name, and print in the environment, e.g. logos

I know what my name looks like.I know some logos.

N.RS7 make meaning from pictures in books, adding detail to their explanations

I can use pictures to tell a story.I can add my own ideas.

N.RS8 recognise and make meaning from pictures on-screen

I can understand pictures on-screen.

Responding to what had been read

Comprehension N.RC2 recall details of a story or text by answering open-ended questions or referring to picture prompts

I can retell parts of a story by using picture clues.I can retell parts of a story by answering questions.

N.RC6 begin to make links to own experiences when listening to or exploring books/texts

I can start to make links between listening to stories and things about me.

Response and analysis

N.RA1 show an interest in books and enjoy their content

I can show I like books.

N.RA2 follow picture books and texts read to them and respond appropriately.

I can follow picture books.I can follow things read to me and show I understand.



Updated April 2014

LNF Nursery – WritingElements Aspects Code Learners are able to: Learner friendly statements

Organising ideas and information

Meaning, purposes, readers

N.WM1 attribute meaning to marks, drawings and art work, e.g. adult annotation

I can understand marks made by my teacher.I can understand what drawings mean.I can understand what art work means.

N.WM1a experiment with a range of mark-making instruments and materials across a range of contexts

I can make marks with lots of things.

N.WM2 communicate by using symbols and pictures

I can make marks that mean something.I can draw pictures.

N.WM4 use pictures to convey meaning on-screen

I can use pictures on-screen.

N.WM5 write letters, numbers and/or symbols randomly

I can write letters. I can write numbers.I can make marks.

N.WS2 orally contribute to a form modelled by the adult

I can talk about my ideas when an adult is writing.

N.WG6 pick up small objects with finger and thumb and start to hold writing implements appropriately, using pincer grip

I can pick up small objects with my finger and thumb.I can start to hold writing tools correctly.

N.WG6a identify letter sounds through exploration of their shape using tactile letter forms and multi-sensory play activities.

I can tell letter sounds apart.I can explore letter sounds through play.

N.WG6b demonstrate an understanding of the directionality of written print

I can show I know that I need to write from left to right.

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Updated April 2014

LNF Reception – OracyElements Aspects Code Learners are able to: Learner friendly statementsDeveloping and presenting information and ideas

Speaking R.OS1 express what they like and dislike I can say what I like and don’t like.R.OS2 talk about things from their experience and

share informationI can talk about myself and my family.I can talk about things I like doing.

R.OS3 use words, phrases and simple sentences I can say a few words. I can say a few words in a sentence.

R.OS4 speak audibly I can speak so that people can hear me.R.OS5 contribute to role-play activities using

relevant languageI know which words to use in role-play.

R.OS6 Welsh-medium statement: show awareness that some sounds change at the beginning of words, e.g. y ci, y gath

I can show that some sounds change at the start of words, e.g. y ci, y gath.

Listening R.OL1 show that they have listened to others, e.g. by drawing a picture

I can show I have listened to my teacher and my friends, e.g. by drawing a picture

R.OL2 join in, repeat or memorise rhymes, songs and stories with some support

I can join in rhymes, songs and stories.I can remember them and say them again if someone helps me.

R.OL3 ask questions about something that has been said.

I can ask questions about what I have listened to.

Collaboration and discussion

R.OC1 exchange ideas in one-to-one and small group discussions, e.g. with friends

I can talk in a group or with another person.

R.OC2 take part in activities alongside others, with some interaction.

I can work in a group.

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Updated April 2014

LNF Reception – ReadingElements Aspects Code Learners are able to: Learner friendly statementsLocating, selecting and using information

Reading strategies

R.RS1 choose reading materials including books I can choose something to read, e.g. comic, book.

R.RS2 recognise that words are constructed from phonemes (sounds) and that phonemes are represented by graphemes (written letters):– orally blend combinations of known

letters– orally segment combinations of known

letters

I can hear that words have different sounds in them.I can match sounds to letters.I can put letters together to match a sound.I can break up a word to show the different sounds.

R.RS3 read simple words such as consonant-vowel-consonant words

I can read simple words, e.g. cat, dog.

R.RS3a read simple captions and texts recognising high-frequency words

I can read simple labels.I can read high frequency words.

R.RS4 show an awareness of full stops when reading

I can read aloud and pause when there is a full stop.

R.RS6 show an awareness of the difference between stories and information texts

I can tell the difference between a story and an information text.

R.RS7 make meaning from visual features of the text, e.g. illustrations, photographs, diagrams and charts

I can use pictures and charts to help me understand what I am reading, e.g. illustrations, photographs, diagrams and charts.

R.RS8 recognise and make meaning from words and pictures on-screen

I can understand words and pictures on-screen.

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Updated April 2014

Elements Aspects Code Learners are able to: Learner friendly statementsElements Aspects Code Learners are able to: Learner friendly statementsResponding to what had been read

Comprehension R.RC2 retell familiar stories in a simple way, using pictures to support

I can retell the main parts of a story I know.I can use pictures to help me tell a story.

R.RC3 identify information from a text using visual features and words

I can find information using words and pictures.

R.RC6 relate information and ideas from a text to personal experience

I can make links between things I have read and things about me.


R.RA1 show an interest in books and other reading materials and respond to their content

I can say what I like to read and why.

R.RA2 follow texts read to them and respond appropriately.

I can follow the words read to me and show I understand.

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Updated April 2014

LNF Reception – WritingElements Aspects Code Learners are able to: Learner friendly statementsOrganising ideas and information


R.WM1 orally compose and dictate a sentence describing events, experiences and pictures to communicate meaning

I can make up and say a sentence to describe what I know and what I’ve done and about pictures I am shown.

R.WM2 convey meaning through pictures and mark making

I can draw pictures and make marks to show meaning.

R.WM2a recognise the alphabetic nature of writing and understand that written symbols have meaning

I am beginning to know my alphabet.I understand that written marks have meaning.

R.WM4 use pictures and symbols to compose writing on-screen

I can use pictures and symbols to write on-screen.

R.WM5 copy and write letters, words and phrases e.g. from the environment or those modelled by the practitioner

I can copy and write letters, words and groups of words that I can see around me or that I have been shown.

Structure and organisation

R.WS2 contribute to a form modelled by the teacher, e.g. through shared writing

I can share my ideas when writing with an adult, e.g. shared writing.

R.WS3 show understanding of different formats, e.g. cards, lists, invitations.

I know there are different types of writing, e.g. cards, lists, invitations.

R.WS4 begin to sequence words, signs or symbols appropriately

I can order words, signs or symbols to make sense.

Writing accurately

HandwritingGrammarPunctuationSpelling

R.WG3 distinguish between upper- and lower-case letters and show an awareness of full stops

I can tell the difference between capital letters and lower-case letters.I know what a full stop is.

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Updated April 2014

Elements Aspects Code Learners are able to: Learner friendly statementsR.WG4b use correct initial consonant by beginning

to apply phonic knowledgeI can write the first letter of a word correctly by using my knowledge of sounds.

R.WG5 use familiar and high-frequency words in writing

I can use everyday words in my writing.I can use high-frequency words in my writing.

R.WG6 hold writing instruments appropriately I can hold writing tools correctly.R.WG6a discriminate between letters I can tell the different letters apart.R.WG6b write from left to right I write from left to right.R.WG8 Welsh-medium statement: show

awareness that some sounds change at the beginning of words, e.g. y ci, y gath.

I know that some sounds change at the beginning of words, e.g. y ci, y gath.

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Updated April 2014

LNF Year 1 – OracyElements Aspects Code Learners are able to: Learner friendly statementsDeveloping and presenting information and ideas

Speaking 1.OS1 express an opinion on familiar subjects I can say what I like and don’t like about things.1.OS2 talk about things they have made or done,

explaining the processI can talk about things I have made or done and tell you how I did them.

1.OS3 include some detail and some relevant vocabulary to extend their ideas or accounts

I use interesting words to describe what I am thinking. I can use the correct words to give more information.

1.OS4 speak audibly, conveying meaning to listeners beyond their friendship group

I can talk to other people who aren’t my friends and they understand me.

1.OS5 adopt a role using appropriate language I know what to say when I am pretending to be someone else.

1.OS6 Welsh-medium statement: show awareness that some sounds change at the beginning of words, e.g. y ferch

I can show I know that some sounds change at the start of words.

Listening 1.OL1 listen to others, with growing attention, usually responding appropriately, e.g. carrying out instructions

I can pay attention when listening to others.I can do what they ask, e.g. carrying out instructions.

1.OL2 join in, repeat or memorise rhymes, songs, poems and stories

I can join in rhymes, songs, poems and stories.I can remember them and say them again.

1.OL2a retell narratives or information that they have heard using simple connectives

I can retell stories and information that I have heard. I can use words that join my ideas together

1.OL3 show understanding of what they have heard by asking questions to find out more information

I can ask questions about what I have heard to find out more information.

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Updated April 2014

Elements Aspects Code Learners are able to: Learner friendly statements1.OL4 Welsh-medium statement: answer

questions usually using the correct formats, e.g. Oes? Oes/Nac oes

I can answer questions using the correct formats, e.g. Oes? Oes/Nac oes.


1.OC1 contribute to conversations and respond to others, taking turns when prompted

I can listen and talk with others, taking turns.

1.OC2 take part in activities with others and talk about what they are doing.

I can listen and talk in a group about what we are doing.

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Updated April 2014

LNF Year 1 – ReadingElements Aspects Code Learners are able to: Learner friendly statementsLocating, selecting and using information

Reading strategies

1.RS1 choose reading materials and explain what the text is about and why they like it

I can choose something to read.I can tell you what it is about and why I like it.

1.RS2 apply the following reading strategies with increasing independence:– phonic strategies to decode words– recognition of high-frequency words– context clues, e.g. prior knowledge– graphic and syntactic clues– self-correction, including re-reading and

reading ahead

I can read some text on my own.I can use sounds I know to work out words.I can read my high-frequency words.I can look for clues to help me read.I can use the pictures to help me understand.I can correct myself when I make a mistake.I can re-read a sentence when I have made a mistake.I can read ahead to see if it makes sense.

1.RS3 read suitable texts with accuracy and fluency

I can read carefully and confidently.

1.RS4 read aloud with attention to full stops and question marks

I can read aloud.I can read question marks and full stops.

1.RS4a read aloud with expression, showing awareness of exclamation and speech marks

I can read aloud with expression.I can respond to exclamation marks and speech marks.

1.RS6 identify simple text features such as titles and pictures to indicate what the text is about

I can use the title and pictures to say what a text is about.

1.RS6a look for clues in the text to understand information

I can look for clues in the text to help me understand.

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Updated April 2014

Elements Aspects Code Learners are able to: Learner friendly statements1.RS7 understand the meaning of visual features

and link to written text, e.g. illustrations, photographs, diagrams and charts

I can understand pictures and charts and link them to the text, e.g. illustrations, photographs, diagrams and charts.

1.RS8 identify words and pictures on-screen which are related to a topic

I can say which words and pictures on-screen are from our topic.


Comprehension 1.RC2 retell events from a narrative in the right order

I can retell the main parts of a story in the right order.

1.RC3 identify information related to the subject of a text

I can find the important parts that show what the text is about.

1.RC2b recall details from information texts I can tell you details from an information text I have read.

1.RC6 use personal experience to support understanding of texts

I can use what I know to help me understand texts.


1. RA1 express a view about the information in a text

I can say what I think about the information in a text.

1. RA2 explore language, information and events in texts

I can explore words, information and events in texts.

1. RA3 make links between texts read and other information about the topic.

I can make links between what I have read and other information about the topic.

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Updated April 2014

LNF Year 1 – WritingElements Aspects Code Learners are able to: Learner friendly statementsOrganising ideas and information


1.WM1 communicate purposefully in writing, e.g. may be supported by a drawing

I can write words or sentences about something, e.g. draw a picture to describe my writing.

1.WM2 use pictures, symbols, letters in sequence and familiar words to communicate meaning

I can order pictures, symbols, letters and words to say what I mean.

1.WM3 talk about what they are going to write I can talk about what I am going to write.1.WM5 write words, phrases and simple sentences

and read back own attemptsI can write words, phrases and sentences.I can read back my writing.

1.WM4 select letters, words and pictures to compose writing on-screen

I can choose letters, words and pictures to write on-screen.


1.WS4 sequence content correctly, e.g. instructions, recipes

I can put my writing in the right order, e.g. instructions, recipes.

1.WS2 follow a form modelled by the teacher I can follow a form that my teacher has shown me.

1.WS3 understand different types of writing, e.g. records of events, descriptions, narrative.

I understand different types of writing, e.g. records of events, descriptions, stories.

Writing accurately

Language 1.WL2 use specific words which relate to the topic of their writing.

I can use my topic key words in my writing.

Writing accurately


1.WG6c form upper- and lower-case letters that are usually clearly shaped and correctly orientated

I can write my capital letters and lower-case letters clearly and correctly.

1.WG3 use capital letters and full stops with some degree of consistency

I am beginning to use capital letters and full stops correctly.

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Updated April 2014

Elements Aspects Code Learners are able to: Learner friendly statements1.WG2 begin to use connectives to expand a point I am beginning to use connectives in my writing

to join my ideas.1.WG4b spell some words conventionally, including

consonant-vowel-consonant and common digraphs, e.g. th, ck.

I can spell some words correctly, e.g. cat, thin, sack.

1.WG4 use spelling strategies such as sound–symbol correspondence and segmenting

I can use my sounds to spell words.I can break up or chunk words to help me spell.

1.WG5 spell high-frequency words correctly I can spell high-frequency words correctly.

1.WG8 Welsh-medium statement: show awareness that some sounds change at the beginning of words, e.g. y ferch.

I know that some sounds change at the beginning of words, e.g. y ferch.

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Speaking 2.OS1 express opinions, giving reasons, and provide appropriate answers to questions

I can say what I like or don’t like and why.I can answer questions.

2.OS3 extend their ideas or accounts by sequencing what they say and including relevant details

When I talk, I can add more details and put them in order.

2.OS4 speak clearly to a range of audiences I can speak clearly to different people.I can speak clearly to a group of people.

2.OS5 adopt a specific role, using appropriate language in structured situations

I can play a role using the right words in different situations.

2.OS6 Welsh-medium statement: use some mutations that have been practised orally, e.g. fy mag, i dref

I can use some mutations that I have learnt, e.g. fy mag, i dref.

Listening 2.OL1 listen to others with concentration, understanding the main points and asking for clarification if needed

I listen to others with concentration.I can understand the main points.I ask questions when I don’t understand.

2.OL2a retell narratives or information that they have heard, sequencing events correctly

I can retell narratives or information that I have heard in the correct order.

2.OL3 show understanding of what they have heard by asking relevant questions to find out specific information

I can show understanding of what I have heard by asking questions to find out more information.

2.OL4 Welsh-medium statement: answer questions by using the correct formats, e.g. Ydy? Ydy/Nac ydy

I can answer questions by using the correct words, e.g. Ydy? Ydy/Nac ydy.

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2.OC1 contribute to discussion, keeping a focus on the topic and taking turns to speak

I can work in a group, stay on topic and take turns.

2.OC2 share activities and information to complete a task.

I can share ideas and information to finish a task.

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Reading strategies

2.RS1 choose reading materials independently giving reasons for their choices

I can choose what I want to read and say why I have chosen it.

2.RS2 apply the following reading strategies with increasing independence to a range of familiar and unfamiliar texts:– phonic strategies– recognition of high-frequency words– context clues, e.g. prior knowledge– graphic and syntactic clues– self-correction, including re-reading

and reading ahead

Working more independently:I can read some texts that I know on my own.I can read some text that is new to me on my own.I can use sounds I know to work out words.I can read high-frequency words.I can use clues to help me read.I can use the pictures to help me understand.I can correct myself when I make a mistake.I can re-read a sentence when I have made a mistake.I can read ahead to see if it makes sense.

2.RS3 read a range of suitable texts with increasing accuracy and fluency

I can read different texts carefully and confidently.

2.RS4 read aloud with attention to punctuation, including full stops, question, exclamation and speech marks, varying intonation, voice and pace

I can read aloud, paying attention to full stops, question marks, exclamation marks and speech marks.I can change my expression, voice and pace.

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Updated April 2014

Elements Aspects Code Learners are able to: Learner friendly statements2.RS6 identify and use text features, e.g. titles,

headings and pictures, to locate and understand specific information

I can use the title, headings and pictures to find and understand information, e.g. titles, headings and pictures, to locate and understand specific information.

2.RS6a look for key words to find out what the text is about

I can look for key words to find out what the text is about.

2.RS7 use the different features of texts to make meaning, e.g. pictures, charts and layout

I can use the different features of texts to help me understand what I read, e.g. pictures, charts, layout.

2.RS8 identify key words to search for information on-screen, and modify search words as necessary

I can identify key words to search for information on-screen.I can change the key words to look again if I can’t find what I need.


Comprehension 2.RC2 recall and retell narratives and information from texts with some details

I can retell narratives with some details.I can recall information from texts with some details.

2.RC3 identify information from a text accurately and sort into categories or headings

I can find information in a text and sort it under headings or into groups.

2.RC2b explain relevant details from texts I can explain details from texts.

2.RC6 draw upon relevant personal experience and prior knowledge to support understanding of texts

I can use what I already know and what I have learnt from my own life to help me understand texts.

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Elements Aspects Code Learners are able to: Learner friendly statementsResponse and Analysis

2.RA1 express views about information and details in a text considering content, ideas, presentation, organisationand the language used

I can say what I think about the information and details in a text.I think about how the text is organized, the words that have been used, what the text looks like and the information in the text.

2.RA2 show understanding and express opinions about language, information and events in texts

I can understand and say what I think about the words, information and events in texts.

2.RA3 make links between texts read and new information about the topic.

I can make links between texts read and new information about a topic.

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2.WM1 write for different purposes I can write for different purposes.2.WM2 write text which makes sense to another

reader, which may include details and pictures

I can write text which makes sense to others.I can include details and pictures.

2.WM3 use talk to plan writing I can plan my writing by talking about it with others.

2.WM5 re-read and improve their writing to ensure that it makes sense

I can check and improve my writing to ensure that it makes sense.

2.WM4 experiment with different formats and layouts on-screen, using the facility to move text and pictures around easily

I can experiment with different layouts on-screen, moving text and pictures around easily.


2.WS1 follow a structure in their writing with support, e.g. reports, lists

I can follow a plan or layout given to me when I am writing, with help, e.g. reports, lists.

2.WS2 follow and build upon a form modelled by the teacher

I can follow and build on a form that my teacher has shown me.

2.WS2a organise writing with a beginning, middle and end

I can organise my writing with a beginning, middle and end.

2.WS3 use different types of writing appropriate to purpose and reader.

I can use different types of writing to suit the purpose and audience.

Writing accurately

Language 2.WL1 understand and use language appropriate to writing e.g. noun, verb, adjective

I can understand and use words and phrases to suit the purpose e.g. creature, slithering, scaly

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Elements Aspects Code Learners are able to: Learner friendly statements2.WL2 use simple subject-related words

appropriatelyI can use simple words from our topics.

Handwriting, Grammar, PunctuationSpelling

2.WG6c form upper- and lower-case letters accurately and with consistent size

I can write capital letters and lower-case letters correctly and keep them the same size.

2.WG3 use capital letters, full stops and question marks accurately, and sometimes use exclamation marks

I can use capital letters, full stops and question marks correctly. Sometimes I use exclamation marks.

2.WG2 use connectives to write compound sentences

I can use connectives to join two sentences.

2.WG1 use ordering words, e.g. first, next, then, lastly

I can use ordering words in my writing, e.g. first, next, then, lastly.

2.WG4a use standard forms of verbs, e.g. see/saw, go/went, and subject–verb agreement, e.g. I was/we were

I can use verbs correctly, e.g. see/saw, go/went, I was/we were.

2.WG4 use spelling strategies such as segmenting, simple roots and suffixes, e.g. ing, ed

I can use spelling strategies to spell words, e.g. breaking up words, finding the root word and looking at word endings -ing, -ed.

2.WG5 spell high-frequency words correctly I can spell high-frequency words correctly.2.WG8 Welsh-medium statement: use some

mutations, that have been practised orally, e.g. fy mag, i dre

I can use some mutations that I have practised when speaking, e.g. fy mag, i dre.

2.WG9 Welsh-medium statement: spell some words that use ŷ/u/i, e.g. tŷ, llun, and diphthongs, e.g. coed.

I can spell some words that use ŷ/u/i, e.g. tŷ, llun.I can spell some words that use diphthongs, e.g. coed.

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Speaking 3.OS2 explain information and ideas using relevant vocabulary

I can explain information and ideas using the correct vocabulary.

3.OS3 organise what they say so that listeners can understand, e.g. emphasising key points, sequencing an explanation

I can organise what I say so that people understand me, e.g. emphasising key points, sequencing an explanation.

3.OS4 speak clearly, varying expression to help listeners

I can speak clearly, using expression to help people understand.

3.O4a use language appropriate to more formal situations, e.g. during an assembly, talking to a visitor

I can use the right words when talking to people in important situations, e.g. during an assembly, talking to a visitor.

3.OS5 keep in role and support others in role play I can keep in role and help others in role play.3.OS6 Welsh-medium statement: use the most

common mutations usually correctly, e.g. ar ben

I can use common mutations correctly most of the time, e.g. ar ben.

Listening 3.OL1 listen carefully and make connections between what they are learning and what they already know

I can listen carefully and make links with what I am learning and what I already know.

3.OL3 check understanding by asking relevant questions or making relevant comments

I can check I understand by asking sensible questions or making comments.


3.OC1 contribute to group discussion, sharing ideas and information

I can listen and talk in a group, sharing ideas and information.

3.OC2 use talk purposefully to complete a task in a group.

I talk with a group to finish a task.

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Reading strategies

3.RS2 use a range of strategies to make meaning from words and sentences, including knowledge of phonics, word roots, word families, syntax, text organisation and prior knowledge of context

I can use different strategies to help me read.I can use sounds I know to work out words.I can use word roots.I can use word families.I can use syntax.I look at the way the text is organised.I can use what I know already.

3.RS3 read short information texts independently with concentration

I can concentrate when I read short information texts on my own.

3.RS4 read aloud using punctuation to aid expression

I can read aloud using punctuation to help my expression.

3.RS5 skim to gain an overview of a text, e.g. topic, purpose

I can skim read to get an overview of a text, e.g. topic, purpose.

3.RS5a look for specific information in texts using contents, indexes, glossaries, dictionaries

I can look for specific information in texts using the contents, index, glossary or dictionary.

3.RS7 use visual clues, e.g. illustration, photographs, diagrams and charts, to enhance understanding

I can use visual clues, e.g. illustration, photographs, diagrams and charts, to enhance understanding.

3.RS6 identify different purposes of texts, e.g. to inform, instruct, explain

I can identify the different purposes of texts, e.g. to inform, instruct, explain.

3.RS6a identify how texts are organised, e.g. lists, numbered points, diagrams with arrows, tables and bullet points

I can identify how texts are organised, e.g. lists, numbered points, diagrams with arrows, tables and bullet points.

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Elements Aspects Code Learners are able to: Learner friendly statements3.RS8 locate information on web pages using

screen features, e.g. toolbars, side bars, headings, arrows.

I can find information on web pages using screen features, e.g. toolbars, side bars, headings.


Comprehension 3.RC3 accurately identify the topic and main ideas of a text, e.g. by highlighting, using key words of the text

I can identify the topic and the main ideas of a text, e.g. by highlighting, using key words of the text.

3.RC4 deduce ideas and information by linking explicit statements, e.g. cause and effect

I can work out ideas and information by linking what is written in the text, e.g. cause and effect.

3.RC6 take an interest in information beyond their personal experience.

I can take an interest in information about things that I don’t know about.


3.RA2 use information from texts in their discussion or writing

I can use information from texts in discussions or writing.

3.RA3 make links between what they read and what they already know and believe about the topic.

I can make links between what I have read and what I already know and believe about the topic.

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3.WM1 write for different purposes and readers choosing words for variety and interest

I can write for different reasons and readers.I can choose words to make my writing interesting.

3.WM2 include relevant details, information or observations in their writing

I can include details, information or observations in my writing.

3.WM3 note down ideas to use in writing I can note down ideas to use in my writing.3.WM4 use on-screen functions, e.g. font, colour,

cut, paste, size, to present their work in ways to interest the reader and enhance meaning

I can use on-screen functions, e.g. font, colour, cut, paste, size, to present my work in ways to interest the reader and enhance meaning.

3.WM5 review and improve sections of their work I can re-read and improve parts of my work.Structure and organisation

3.WS1 use a basic structure for writing I can use a simple structure for my writing.3.WS2a write using an introduction to the topic and

a conclusionI can write an introduction to the topic and a conclusion.

3.WS4 present processes, event or reports in a clear sequence

I can present processes, event or reports in a clear sequence.

3.WS5 use visual information if relevant, e.g. labelled diagrams

I can use visual information if needed, e.g. labelled diagrams.

Writing accurately

Language 3.WL1 use language appropriate to writing, including standard forms of English

I can use language appropriate to writing, including standard forms of English.

3.WL2 use vocabulary related to the topic or subject context

I can use vocabulary related to the topic or subject.

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LNF Year 3 – WritingElements Aspects Code Learners are able to: Learner friendly statementsWriting accurately

Handwriting, Grammar, Punctuation and Spelling

3.WG1 start sentences in a variety of ways I can start sentences in different ways.3.WG1a use adjectives and adverbs to expand

simple sentences and phrasesI can use adjectives and adverbs to extend my sentences and phrases.

3.WG2 use connectives for causation and consequence, e.g. because, after

I can use connectives to show cause and effect, e.g. because, after.

3.WG3 use full stops, question marks, exclamation marks and commas for lists

I can use full stops, question marks, exclamation marks and commas for lists.

3.WG4b spell plural forms, e.g. -s, -es, -ies I can spell plural words, e.g. balls, glasses, babies.

3.WG4a use past tense of verbs consistently, e.g. consonant doubling before ed

I can use the past tense of verbs all the time, e.g. stop – stopped.

3.WG4 use strategies including knowledge of word families, roots, morphology and graphic knowledge to spell words, e.g. most common polysyllabic words

I can use spelling strategies to spell words.I can use word families to spell words.I can use word roots.I can use what I know about spelling patterns in similar words and the shape of words, e.g. most common polysyllabic words.

3.WG5 spell all high-frequency words correctly I can spell all high frequency words correctly.

3.WG6c produce legible handwriting and present work appropriately joining letters in some words

I can use handwriting that can be read easily, joining letters in some words.

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Elements Aspects Code Learners are able to: Learner friendly statements3.WG7 Welsh-medium statement: use the

standard form of the verb as relevant to the context

I can use the standard form of verbs.

3.WG8 Welsh-medium statement: use the most common mutations usually correctly, e.g. ar ben.

I can usually use everyday mutations correctly,

e.g. ar ben.

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Speaking 4.OS2 explain information and ideas using supportive resources, e.g. on-screen and web-based materials

I can explain information and ideas using resources to help me, e.g. on-screen and web-based materials.

4.OS3 organise talk so that different audiences can follow what is being said, e.g. giving background information, providing a brief summary of main points

I can organise what I say so that people understand the main points, e.g. giving background information, providing a brief summary of main points.

4.OS4 adapt talk showing understanding of the differences between informal talk with friends and more extended talk with a wider group

I can adapt how I talk showing understanding of the differences between informal talk with my friends and more extended talk with a wider group.

4.OS5 explore different situations through role play In role play, I can explore different situations.4.OS6 Welsh-medium statement: use the most

common mutations correctly, e.g. fy nghalonI can use common mutations correctly, e.g. fy nghalon.

Listening 4.OL1 listen carefully to presentations and show understanding of main points

I can listen carefully to presentations and show I understand the main points.

4.OL3 after listening, respond, giving views on what the speaker has said

I can listen carefully and give my opinion about what I have heard.


4.OC1 contribute to group discussion and help everyone take part

I join in group discussions and encourage everyone to take part.

4.OC2 help a group to reach agreement, e.g. considering reasons or consequences, keeping focus on the topic.

I can help a group to agree, e.g. considering reasons or consequences, keeping focus on the topic.

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Reading strategies


I can use a range of strategies to help me read.I can use sounds I know to work out words.I can use word roots.I can use word families.I can use my knowledge of grammar.I look at the way the text is organised.I can use what I know.

4.RS3 read texts, including those with few visual clues, independently with concentration

I can read texts without visual clues, independently with concentration.

4.RS4 use understanding of sentence structure and punctuation to make meaning

I can understand how sentence structure and punctuation makes meaning.

4.RS5 skim to gain the gist of a text or the main idea in a chapter

I can skim a text or chapter to identify the main idea.

4.RS5a scan for specific information using a variety of features in texts, e.g. titles, illustrations, key words

I can scan for certain information using different features in texts, e.g. titles, illustrations, key words.

4.RS6 identify how texts differ in purpose, structure and layout

I can identify how texts differ in purpose, structure and layout.

4.RS8 find information and ideas from web pages, using different search methods, considering which are the most efficient methods.

I can find information and ideas from web pages, using different search methods, and think about which is the best way.

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Elements Aspects Code Learners are able to: Learner friendly statementsResponding to what had been read

Comprehension 4.RC3 accurately identify the main points and supporting information in texts

I can identify the main points and supporting information in texts.

4.RC4 deduce connections between information, e.g. sequence, importance

I can deduce connections between information, e.g. sequence, importance.

4.RC6 explore information and ideas beyond their personal experience.

I can explore information and ideas beyond my own experience.


4.RA2 select and use information and ideas from texts

I can select and use information and ideas from texts.

4.RA3 understand how something can be represented in different ways, e.g. moving image, multi-modal and print.

I can understand how something can be shown in different ways, e.g. moving image, multi-modal and print.

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4.WM1 adapt what they write to the purpose and reader, choosing words appropriately, e.g. descriptive, persuasive language

I can change what I write to suit the purpose and reader, choosing words appropriately, e.g. descriptive, persuasive language.

4.WM2 explain main idea(s) with supporting details, including observations and explanations where relevant

I can explain the main ideas using helpful details.I can include observations and explanations where needed.

4.WM3 gather ideas to plan writing I can gather ideas to plan my writing.

4.WM4 explore and use appropriately the different forms of writing on-screen to interact with others, e.g. websites, emails, blogs

I can explore and use different forms of writing on-screen to communicate with others, e.g. websites, emails, blogs.

4.WM5 improve writing, checking for clarity and organisation

I can improve my writing, checking that the meaning is clear and I have organised it well.


4.WS1 use specific structures in writing, e.g. tables, questionnaires

I can use specific structures in my writing, e.g. tables, questionnaires.

4.WS2a write an introduction, develop a series of ideas and a conclusion

I can write an introduction, develop a series of ideas and write a conclusion.

4.WS4 organise writing into logical sequences or sections by beginning to use paragraphs

I can organise writing into logical sequences or sections by beginning to use paragraphs.

4.WS5 use visual information, e.g. illustrations, diagrams and graphs, which are clear and relevant to the written text

I can use visual information, e.g. illustrations, diagrams and graphs, which are clear and relevant to the written text.

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Elements Aspects Code Learners are able to: Learner friendly statementsWriting accurately


I can use language appropriate to writing, including standard forms of English.

4.WL2 use subject-specific vocabulary independently

I can use subject-specific vocabulary independently.

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Handwriting, Grammar. Punctuation and Spelling

4.WG1 vary the order of words, phrases and clauses in sentences

I can vary the order of words, phrases and clauses in sentences.

4.WG1a use adjectival and adverbial phrases to add interest and precision

I can use adjectival and adverbial phrases to add interest and specific detail.

4.WG2 use connectives to show links within sentences

I can use connectives to show links within sentences.

4.WG3 use punctuation to demarcate sentences and begin to use speech marks, commas to mark clauses and phrases, and apostrophes for omission, e.g. it’s (it is)

I can use punctuation to demarcate sentences.I am beginning to use speech marks, commas to mark clauses and phrases, and apostrophes for omission, e.g. it’s (it is).

4.WG4 use strategies including knowledge of word families, roots, morphology, derivations and graphic knowledge to spell words, e.g. words with more complex patterns

I can use spelling strategies to spell words.I can use word families to spell words.I can use word roots.I can use what I know about spelling patterns in similar words and the shape of words, e.g. words with more complex patterns.

4.WG6c produce handwriting which is clear and legible and may be cursive

I can use handwriting that is clear and legible.I may use cursive writing.

4.WG7 Welsh-medium statement: use the standard form of a variety of verbs, e.g. present, past and negative forms

I can use the standard form for lots of verbs, e.g. present, past and negative forms.

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Elements Aspects Code Learners are able to: Learner friendly statements4.WG8 Welsh-medium statement: use the most

common mutations correctly, e.g. fy nghalonI can use every day mutations correctly, e.g. fy nghalon.

4.WG9 Welsh-medium statement: spell an increasing number of plural forms correctly in context, e.g. -iau, -u.

I can spell a number of plural forms correctly in my writing, e.g. -iau, -u.

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Speaking 5.OS2 explain information and ideas, exploring and using ways to be convincing, e.g. use of vocabulary, gesture, visual aids

I can explain information and ideas exploring ways to convince people, e.g. use of vocabulary, gesture, visual aids.

5.OS4 speak clearly, using formal language and projecting voice effectively to a large audience, e.g. event for parents/carers, presentation to visitors

I can speak formally and project my voice clearly to a large audience, e.g. at an event for parents/carers, presentation to visitors.

5.OS5 explore issues and themes through role play I can explore issues and themes through role play.

5.OS6 Welsh-medium statement: mutate correctly after most prepositions and pronouns, e.g. am funud, dy fam

I can use mutations correctly after most prepositions and pronouns, e.g. am funud, dy fa.

Listening 5.OL1 listen carefully to presentations using techniques to remember the main points, e.g. making notes, summarising

I can listen carefully to presentations and use different methods to help me remember the main points, e.g. making notes, summarising.

5.OL3 listen to others, asking questions and responding to both the content and the speakers’ viewpoints

I listen carefully to others and ask questions.I can respond to what is said and the speakers’ viewpoints.


5.OC1 contribute to group discussion, taking some responsibility for completing the task well, e.g. introducing relevant ideas, summing up

I can contribute to group discussion.I can take responsibility for completing the task well, e.g. introducing relevant ideas, summing up.

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Elements Aspects Code Learners are able to: Learner friendly statements5.OC2 build on and develop the ideas of others in

group discussions, e.g. by asking questions to explore further, offering more ideas.

I can build on and develop the ideas of others in group discussions, e.g. by asking questions to explore further, offering more ideas.

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Reading strategies


I can use a range of strategies to help me read.I can use sounds I know to work out words.I can use word roots.I can use word families.I can use my knowledge of grammar.I look at the way the text is organised.I can use what I know already.

5.RS3 read extended texts independently for sustained periods

I can read extended texts independently for longer periods of time.

5.RS4 identify how punctuation relates to sentence structure and how meaning is constructed in complex sentences

I identify how punctuation links to sentence structure.I can tell how meaning is built in complex sentences.

5.RS5 use a range of strategies for skimming, e.g. finding key words, phrases, gist, main ideas, themes

I can use a range of strategies for skimming, e.g. finding key words, phrases, gist, main ideas, themes.

5.RS5a scan to find specific details using graphic and textual organisers, e.g. sub-headings, diagrams

I can scan to find specific details using a range of text features, e.g. sub-headings, diagrams.

5.RS6 identify features of texts, e.g. introduction to topic, sequence, illustrations, degree of formality

I can identify the features of texts, e.g. introduction to topic, sequence, illustrations, degree of formality.

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Elements Aspects Code Learners are able to: Learner friendly statements5.RS8 use information from trusted sources, on-

screen and on paper, selecting and downloading as necessary.

I can use information from trusted sources, on-screen and on paper, selecting and downloading as necessary.


Comprehension

5.RC3 show understanding of main ideas and significant details in texts, e.g. mind mapping showing hierarchy of ideas, flowchart identifying a process

I can show I understand the main ideas and important details in a text, e.g. mind mapping showing hierarchy of ideas, flowchart identifying a process.

5.RC4 infer meaning which is not explicitly stated, e.g. What happens next? Why did he/she do that?

I can infer meaning that is not explicit e.g. What happens next? Why did he/she do that?

5.RC6 identify and explore ideas and information that interest them.

I can identify and explore ideas and information that interest me.


5.RA3 gather and organise information and ideas from different sources

I can gather and organise information and ideas from different sources.

5.RA5 identify what the writer thinks about the topic,

e.g. admires a historical figure, is only interested in facts

I can identify what the writer thinks about the topic, e.g. admires a historical figure, is only interested in facts.

5.RA6 consider if the content is reliable, e.g. are photographs more reliable than drawings?

I can consider if the content is reliable, e.g. are photographs more reliable than drawings?

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5.WM1 write with a clear purpose, showing consideration for the reader, e.g. by choosing appropriate vocabulary and presentational devices

I can write with a clear purpose, thinking about the reader, e.g. by choosing appropriate vocabulary and presentational devices.

5.WM2 expand upon main idea(s) with supporting reasons, information and examples

I can expand upon main idea(s) with supporting reasons, information and examples.

5.WM3 use techniques in planning writing, e.g. mind-mapping, sequencing, placemat activities

I can use techniques in planning writing, e.g. mind-mapping, sequencing, placemat activities.

5.WM4 explore the layout of web pages to create material using available tools

I can explore the layout of web pages to create material using available tools.

5.WM5 revise and improve writing, explaining why they have made changes

I can revise and improve my writing, explaining why I have made the changes.


5.WS1 use features which show the structure of the writing, e.g. sub-headings, captions

I use features which show the structure of the writing, e.g. sub-headings, captions.

5.WS2a write an introduction that establishes context, a series of appropriately ordered points and a suitable conclusion

I can write an introduction that sets the scene.I can write a series of ideas in order.I can write a suitable conclusion.

5.WS4 use paragraphs, which have a main idea and related details

I can write in paragraphs which have a main idea and details about the main idea.

5.WS5 use images, graphs and illustrations which are clear, relevant and appropriate

I can use images, graphs and illustrations which are clear, relevant and appropriate.

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I can use appropriate language in my writing, including standard forms of English.

5.WL2 use appropriate vocabulary, including subject-specific words and phrases

I can use appropriate vocabulary, including subject-specific words and phrases.

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Handwriting, Grammar. Punctuation and Spelling

5.WG1 use different sentence structures, including complex sentences showing relationships of time, or cause, e.g. before you start… , if you do this, then…

I can use different sentence structures, including complex sentences showing relationships of time or cause, e.g. before you start…, if you do this, then…

5.WG2 use conditionals to show hypotheses or possibilities, e.g. if, might, could

I can use conditionals to show hypotheses or possibilities, e.g. if, might, could.

5.WG3 use the full range of punctuation to guide the reader in complex sentences, e.g. commas, bullet points, speech marks and apostrophes for possession

I can use the full range of punctuation to guide the reader in complex sentences, e.g. commas, bullet points, speech marks and apostrophes for possession.

5.WG4 use a variety of strategies to spell words with complex regular patterns, e.g. exercise, competition

I can use a variety of strategies to spell words with complex regular patterns, e.g. exercise, competition.

5.WG6c produce legible, cursive handwriting with increasing fluency

I can produce legible, cursive handwriting with increasing fluency.

5.WG7 Welsh-medium statement: use the standard forms of a variety of verbs, e.g. present, past and negative forms

I can use the standard form for lots of verbs, e.g. present, past and negative forms.

5.W8 Welsh-medium statement: mutate correctly, especially after most prepositions and pronouns, e.g. am funud, dy fam

I can mutate correctly after most prepositions and pronouns, e.g. am funud, dy fam.

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Elements Aspects Code Learners are able to: Learner friendly statements5.W9 Welsh-medium statement: spell an

increasing number of plural forms, e.g. -oedd, -od, -ydd, and words with double consonants, e.g. cynnwys, correctly in context.

I can spell a number of plural forms correctly in my writing, e.g. -oedd, -od, -ydd, and words with double consonants, e.g. cynnwys.

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Speaking 6.OS2 express issues and ideas clearly, using specialist vocabulary and examples

I can express issues and ideas clearly using technical vocabulary.I can give examples to explain exactly what I mean.

6.OS4 speak clearly, using formal language and varying expression, tone and volume, to keep listeners interested

I can speak clearly, using formal language, varying expression, tone and volume so that the listeners are interested in what I am saying.

6.OS5 explore challenging or contentious issues through sustained role play

I can explore issues that cause problems and disagreements in role play.

6.OS6 Welsh-medium statement: mutate correctly after prepositions and pronouns, becoming aware that not every word follows the usual order, e.g. y llinell.

I can mutate correctly after prepositions and pronouns and understand that sometimes the order of words changes, e.g. y llinell.

Listening 6.OL1 listen carefully to presentations and show understanding of the speakers’ conclusions or opinions

I can listen carefully to presentations and show that I understand the conclusions and opinions being shared.

6.OL3 respond to others with questions and comments which focus on reasons, implications and next steps.

I can respond to others with questions and comments which focus on reasons, consequences and next steps.

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6.OC1 contribute purposefully to group discussion to achieve agreed outcomes

I can contribute purposefully to group discussion to achieve agreed outcomes.

6.OC2 follow up points in group discussions, showing agreement or disagreement giving reasons.

I can follow up points in group discussions, showing agreement or disagreement and giving reasons.

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Reading strategies


I can use a range of strategies to help me read.I can use sounds I know to work out words.I can use word roots.I can use word families.I can use my knowledge of grammar.I look at the way the text is organised.I can use what I know already.

6.RS3 read complex texts independently for sustained periods

I can read a complex text independently for a sustained period of time.

6.RS4 understand how punctuation can vary and so affect sentence structure and meaning, e.g. I had chocolate(,) cake and cheese for tea

I know how punctuation can vary and affect sentence structure and meaning, e.g. I had chocolate(,) cake and cheese for tea.

6.RS5 use a range of strategies for finding information, e.g. skimming for gist, scanning for detail

I can use a range of strategies for finding information, e.g. skimming for gist, scanning for detail.

6.RS5a read closely, annotating for specific purposes

I can read closely, annotating for specific purposes.

6.RS8 use internet searches carefully, deciding which sources to read and believe.

I can use nternet searches carefully, deciding which sources to read and believe.

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Elements Aspects Code Learners are able to: Learner friendly statementsResponding to what had been read

Comprehension 6.RC3 show understanding of main ideas and significant details in different texts on the same topic

I can show understanding of main ideas and significant details in different texts on the same topic.

6.RC4 infer ideas which are not explicitly stated, e.g. writers’ viewpoints or attitudes

I can infer ideas which are not explicitly stated, e.g. writers’ viewpoints or attitudes

6.RC6 identify ideas and information that interest them to develop further understanding.

I can identify ideas and information that interest me to develop further understanding.


6.RA3 collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources

I can collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources.

6.RA4 distinguish between facts, theories and opinions

I can tell the difference between facts, theories and opinions.

6.RA5 compare the viewpoint of different writers on the same topic, e.g. rats are fascinating or rats are a menace

I can compare the viewpoints of different writers on the same topic, e.g. rats are fascinating or rats are a menace.

6.RA6 consider whether a text is effective in conveying information and ideas.

I can consider whether a text is effective in presenting information and ideas.

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6.WM1 adapt writing style to suit the reader and purpose, e.g. formal style for unknown reader, simple style for younger readers

I can adapt my writing to suit the reader and purpose, e.g. formal style for unknown reader, simple style for younger readers.

6.WM2 write a comprehensive account of a topic or theme

I can a detailed account of a topic or theme.

6.WM3 use a range of strategies to plan writing, e.g. notes, diagrams, flowcharts

I can use a range of strategies to plan writing, e.g. notes, diagrams, flowcharts.

6.WM4 explore different ways to present work and use them appropriately, e.g. moving image, slides, voiceover

I can explore different ways to present my work and use them appropriately, e.g. moving image, slides, voiceover.

6.WM5 reflect on, edit and redraft to improve their writing

I can re-read, edit and redraft my writing.


6.WS1 adapt structures in writing for different contexts, e.g. reporting an event, investigation or experiment

I can change how I write when writing for different contexts, e.g. reporting an event, investigation or experiment.

6.WS2a write an effective introduction that establishes context and purpose, a suitable balance between facts and viewpoints, a precise conclusion

I can write an effective introduction.I can use a balance of fact and opinion in my writing.I can write a short and accurate conclusion.

6.WS4 use paragraphs making links between them I can write in paragraphs, making links between them.

6.WS5 use features and layout which are constructed to present data and ideas clearly

I can set my writing out in different ways and use features to present data and ideas clearly.

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I can choose when to use more formal words and phrases.

6.WL2 use varied and appropriate vocabulary, including subject-specific words and phrases

I can use a variety of suitable vocabulary including subject-specific words and phrases.

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6.WG1 use varied sentence structures for emphasis and effect

I can use sentence structures to create different effects.

6.WG3 use the full range of punctuation accurately to clarify meaning

I can use all the punctuation marks I have learnt correctly to add meaning.

6.WG4 use strategies to spell correctly polysyllabic, complex and irregular words

I can use spelling strategies I have learnt to spell difficult words.

6.WG6c produce fluent and legible handwriting I can produce fluent and legible handwriting.6.WG7 Welsh-medium statement: use the standard

forms of a variety of verbs, e.g. present, past and negative forms

I can use the standard form for lots of verbs.

6.WG8 Welsh-medium statement: mutate correctly after prepositions and pronouns, becoming aware that not every word follows the usual order, e.g. y llinell

I can mutate correctly after prepositions and pronouns and know that the word order might change.

6.WG9 Welsh-medium statement: spell irregular plurals, e.g. car – ceir, plentyn – plant, and words with double consonants, e.g. pennod, correctly in context.

I can spell irregular plurals correctly.

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Documents

hwb.gov.wales€¦ · Web viewYdy/Nac ydy. Collaboration and discussion 2.OC1 contribute to discussion, keeping a focus on the topic and taking turns to speak I can work in a group,