This list of year-by-year objectives have been extracted from the New Primary Framework for Literacy with a particular focus on the following reading and writing strands:
1. Understanding and interpreting texts
2. Engaging and responding to texts
3. Creating and shaping texts
4.Text structure and organisation
5. Sentence structure and punctuation
The Learning Tools within the booklet have been linked to the objectives stated within these strands. They are intended as a practical guide for head teachers and literacy coordinators in steering and monitoring the teaching of reading to meet the end-of-year expectations.
Key: WT = Working Towards
This page is in development
Year R:
Year Reference |
Learning Objective |
Page References to Green Booklet |
1a |
words can be written down to be read again for a wide range of purpose | 38, 39, 40 |
b |
to understand and use correctly terms about books and print: book, cover, beginning, end, page, line, word, letter, title | 8, 10, 12, 14, 16, 18 |
5 |
to understand how story book language works and to use some formal elements when re-telling stories e.g. 'Once there was.', 'She lived in a little.', 'he replied.'. | 10, 20, 22, 28 |
7 |
to use knowledge of familiar texts to re-enact or re-tell to others, recounting the main points in correct sequence | 10 & 22, 28 |
|
8 |
to locate and read significant parts of the text, e.g. picture captions, names of key characters, rhymes and chants, e.g. "I'm a troll.", "You can't catch me I'm the Gingerbread Man.", speech bubbles, italicised, enlarged words | 8, 18, 26, 30 |
9 |
to be aware of story structures, e.g. actions/reactions, consequences, and the ways that stories are built up and concluded | 10 & 22, 28 |
10 |
to re-read and recite stories and rhymes with predictable and repeated patterns and experiment with similar rhyming patterns | 26 |
Year 1:
Term Reference |
Learning Objective |
Page References to Red Booklet
|
T1,2,3 (1) |
to reinforce and apply their word-level skills through shared and guided reading | logs, tools |
T1 (2) |
to use phonological, contextual, grammatical and graphic knowledge to work out, predict and check the meanings of unfamiliar words said and read | logs, 37, 38, 39 |
T1 (4) |
to read familiar, simple stories and poems independently, to point while reading and make correspondence between words said and read | logs, 14 |
T1 (5) |
to describe story settings and incidents and relate them to own experience and that of others | WT28, 32 |
T2 (3) |
to choose and read familiar books with concentration and attention, discuss preferences and give reasons | WT2, 26, 30 |
T2 (4) |
to re-tell stories, giving the main points in sequence and to notice differences between written and spoken forms in re-telling, e.g. by comparing oral versions with the written text; to refer to relevant phrases and sentences | WT32 |
T2 (6) |
to identify and discuss a range of story themes, and to collect and compare | 20 |
T2 (8) |
to identify and discuss characters, e.g. appearance, behaviour, qualities; to speculate about how they might behave; to discuss how they are described in the text; and to compare characters from different stories or plays | 4, 24 |
T2 (10) |
to identify and compare basic story elements, e.g. beginnings and endings in different stories | 16, 28, WT32 |
T2 (14) |
to represent outlines of story plots using, e.g. captions, pictures, arrows to record main incidents in order, e.g. to make a class book, wall story, own version | 32 |
T2 (15) |
to build simple profiles of characters from stories read, describing characteristics, appearances, behaviour with pictures, single words, captions, words and sentences from text | 24 |
T2 (16) |
to use some of the elements of known stories to structure own writing | 18, WT26 |
T2 (17) |
to use terms 'fiction' and 'non-fiction', noting some of their differing features, e.g. layout, titles, contents page, use of pictures, labelled diagrams | WT28 |
T2 (19) |
to predict what a given book might be about from a brief look at both front and back covers, including blurb, title, illustration; to discuss what it might tell in advance of reading and check and see if it does | 18 |
T3 (4) |
to read with sufficient concentration and to complete text, and to identify preferences and give reasons | logs, 4, 26, 30 |
T3 (5) |
to re-tell stories, to give the main points in sequence and to pick out significant incidents | 16, 32 |
T3 (7) |
to use title, cover pages, pictures and 'blurbs' to predict the content of unfamiliar stories | 18 |
T3 (8) |
to compare and contrast stories with a variety of settings, e.g. space, imaginary lands, animal homes | 28 |
T3 (13) |
to write about significant incidents from known stories | 32 |
T3 (19) |
to identify simple questions and use text to find answers. To locate parts of text that give particular information including labelled diagrams and charts, e.g. parts of a car, what pets eat, clothes that keep us warm | 24 |
Term Reference |
Learning Objective |
Page References to Purple Booklet |
T1,2,3 (1) |
to reinforce and apply their word-level skills through shared and guided reading | logs, tools |
T1,2,3 (2) |
to use phonological, contextual, grammatical and graphic knowledge to work out, predict and check the meanings of unfamiliar words and to make sense of what they read | logs, 39, 40, 41 |
T1 (4) |
to understand time and sequential relationships in stories, i.e. what happened when | 22 |
T1 (6) |
to discuss familiar story themes and link to own experiences, e.g. illness, getting lost, going away | WT26 |
T1 (7) |
to learn, re-read and recite favourite poems, taking account of punctuation; to comment on aspects such as word combinations, sound patterns (such as rhymes, rhythms, alliterative patterns) and forms of presentation | 30 |
T1 (9), T2 (12), T3 (9) |
through shared and guided writing to apply phonological, graphic knowledge and sight vocabulary to spell words accurately | 39, 40, 41 |
T1 (11) |
to use language of time to structure a sequence of events, e.g. 'when I had finished.', 'suddenly.', 'after that.' | 22 |
T1 (13) |
to read written instructions in the classroom, simple recipes, plans, instructions for constructing something | 2 |
T2 (3) |
to discuss and compare story themes | 28 |
T2 (4) |
to predict story endings/incidents e.g. from unfinished extracts, while reading with the teacher | 18 |
T2 (5) |
to discuss story settings: to compare differences; to locate key words and phrases in text; to consider how different settings influence events and behaviour | WT28 |
T2 (6) |
to identify and describe characters, expressing own views and using words and phrases from texts | 16 |
T2 (7) |
to prepare and re-tell stories individually and through role-play in groups, using dialogue and narrative from text | 6, 14, 22 |
T2 (9) |
to identify and discuss patterns of rhythm, rhyme and other features of sound in different poems | 30 |
T2 (14) |
to write character profiles, e.g. simple descriptions, posters, passports, using key words and phrases that describe or are spoken by the characters in the text | 16 |
T3 (4) |
to compare books by same author: settings, characters, themes; to evaluate and form preferences, giving reasons | 28 |
T3 (5) |
to read about authors from information on book covers, e.g. other books written, whether author is alive or dead, publisher; to become aware of authorship and publication | 20 |
T3 (12) |
to write simple evaluations of books read and discussed giving reasons | logs, 10, 12, 14, 24 |
T3 (13) |
to understand the distinction between fact and fiction; to use terms 'fact', 'fiction' and 'non-fiction' appropriately | WT20 |
T3 (15) |
to use contents page and index to find way about text | WT4 |
Term Reference |
Learning Objective |
Page References to Brown Booklet |
T1 (1) |
to compare a range of story settings, and to select words and phrases that describe scenes | 8, 16, 26 |
T1 (8) |
to express their views about a story or poem, identifying specific words and phrases to support their viewpoint | log comments, 12, 24 |
T1 (11a) |
to develop the use of settings in own stories by writing short descriptions of known places | 8 |
T2 (2) |
to identify typical story themes, e.g. trials and forfeits, good over evil, weak over strong, wise over foolish | 18, 26 |
T2 (3) |
to identify and discuss main and recurring characters, evaluate their behaviour and justify views | 10 |
T2 (6) |
to plan main points as a structure for story writing, considering how to capture points in a few words that can be elaborated later; discuss different methods of planning | 14, 20 |
T2 (7) |
to describe and sequence key incidents in a variety of ways, e.g. by listing, charting, mapping, making simple storyboards | 14, 20 |
T2 (8) |
to write portraits of characters, using story text to describe behaviour and characteristics, and presenting portraits in a variety of ways, e.g. as posters, labelled diagrams, letters to friends about them | 22 |
T2 (17e) |
to make clear notes, through, e.g. making use of simple formats to capture key points, e.g. flow chart, 'for' and 'against' columns, matrices to complete in writing or on screen | 2 |
T3 (1) |
to re-tell main points of story in sequence; to compare different stories; to evaluate stories and justify their preferences | 12, 14, 20, 26 |
T3 (2) |
to refer to significant aspects of the text, e.g. opening, build-up, atmosphere, and to know language is used to create these, e.g. use of adjectives for description | 8, 16 |
T3 (5) |
to discuss (i) characters' feelings; (ii) behaviour, e.g. fair or unreasonable, brave or foolish; (iii) relationships, referring to the text and making judgements | 6, 10 |
T3 (7) |
to select, prepare, read aloud and recite by heart poetry that plays with language or entertains; to recognise rhyme, alliteration and other patterns of sound that create effects | 28 |
T3 (8) |
to plot a sequence to compare and contrast works by the same author, e.g. different stories, sequels using same characters in new settings, stories sharing similar themes e of episodes modelled on a known story, as a plan for writing | 14, 26 |
T3 (10) |
to plot a sequence of episodes modelled on a known story, as a plan for writing | 14, 20 |
T3 (11) |
to write openings to stories or chapters linked to or arising from reading; to focus on language to create effects, e.g. building tension, suspense, creating moods, setting scenes | 8 |
T3 (14) |
to write book reviews for a specified audience, based on evaluations of plot, characters and language | 12 |
T3 (20) |
to write letters, notes and messages linked to work in other subjects, to communicate within school; letters to authors about books, selecting style and vocabulary appropriate to the intended reader | WT6 |
Term Reference |
Learning Objective |
Page References to Yellow Booklet |
T1 (1) |
to investigate how settings and characters are built up from small details and how the reader responds to them | 4, 12 |
T1 (2) |
to identify the main characteristics of the key characters, drawing on the text to justify views, and using the information to predict actions | 4, 22 |
T1 (3) |
to explore chronology in narrative using written or other media texts, by mapping how much time passes in the course of the story, e.g. noticing where there are jumps in time, or where some events are skimmed over quickly, and others told in detail | WT8 |
T1 (4) |
to explore narrative order: identify and map out the main stages of the story: introductions, build-ups, climaxes and conflicts, resolutions | 8 |
T1 (8) |
to find out more about popular authors, poets, etc. and use this information to move onto more books by favourite writers | poem logs (16, 17), 16 |
T1 (10) |
to plan a story identifying the stages in its telling | 8 |
T1 (11) |
write character sketches, focusing on small details to evoke sympathy or dislike | 12 |
T1 (12) |
to write independently, linking own experience to situations in historical stories, e.g. How would I have responded? What would I do next? | WT22, 26, 28 |
T1 (16) |
to identify different types of text, e.g. their content, structure, vocabulary, style, layout and purpose | 14, 18, 24 (if all used together |
T1 (17) |
to identify features of non-fiction texts in print and IT, e.g. headings, lists, bullet points, captions which support the reader in gaining information efficiently | 10, 14 |
T1 (19) |
to understand and use the terms fact and opinion; and to begin to distinguish the two in reading and other media | 6, 16 |
T1 (21) |
predict newspaper stories from the evidence of headlines, making notes and then checking against the original | 10 |
T2 (1) |
to understand how writers create imaginary worlds, particularly where this is original or unfamiliar, such as a science fiction setting to show how the writer has evoked it through detail | 4 |
T2 (5) |
to understand the use of figurative language in poetry and prose; compare poetic phrasing with narrative/descriptive examples; locate use of simile | WT24 |
T2 (7) |
to identify different patterns of rhyme and verse in poetry, e.g. choruses, rhyming couplets, alternate line rhymes and to read these aloud effectively | WT24 |
T2 (8) |
to review a range of stories, identifying, e.g. authors, themes or treatments | logs, 6 |
T2 (10) |
to develop use of settings in own writing, making use of work on adjectives and figurative language to describe settings effectively | 4 |
T2 (15) |
to appraise a non-fiction book for its contents and usefulness by scanning, e.g. headings, contents list | logs |
T2 (18) |
to mark extracts by annotating and by selecting key headings, words or sentences, or alternatively, noting these | 14 |
T3 (1) |
to identify social, moral or cultural issues in stories, e.g. the dilemmas faced by characters or the moral of the story, and to discuss how the characters deal with them; to locate evidence in text | 22 |
T3 (4) |
to understand the following terms and identify them in poems: verse, chorus, couplet, stanza, rhyme, rhythm, alliteration | 24 |
T3 (6) |
to describe how a poet does or does not use rhyme, e.g. every alternate line, rhyming couplets, no rhyme other patterns of rhyme | 24 |
T3 (8) |
to write critically about an issue or dilemma raised in a story, explaining the problem, alternative courses of action and evaluating the writer's solution | 22 |
T3 (12) |
to write an alternate ending for a known story and discuss how this would change the reader's view of the characters and events of the original story | 26 |
T3 (20) |
to summarise a sentence or paragraph by identifying the most important elements and rewording them in a limited number of words | WT14 |
T3 (22) |
to use writing frames if necessary to back up points of view with illustrations and examples | tools |
T3 (24) |
to summarise in writing the key ideas from, e.g. a paragraph or chapter | 14 |
Term Reference |
Learning Objective |
Page References to Grey Booklet |
T1 (3a) |
to investigate how characters are represented, referring to the text: through dialogue, action and description | 11 |
T1 (3b) |
to investigate how characters are represented, referring to the text: how the reader responds to them (as victims, heroes, etc.) | 16 |
T1 (3c) |
to investigate how characters are represented , referring to the text: through examining their relationships with other characters | 19 |
T1 (6) |
to read a number of poems by significant poets and identify what is distinctive about the style or content of their poems | WT27 |
T1 (9) |
to develop an active attitude towards reading : seeking answers, anticipating events, empathising with characters and imagining events that are described | logs, 13 |
T1 (10) |
to evaluate a book by referring to details and examples in the text | 25 |
T1 (11) |
to experiment with alternative ways of opening a story, e.g. description, action or dialogue | 22 |
T1 (13), T3 (8) |
to record their ideas, reflections and predictions about a book, e.g. through a reading log or journal | logs, 13 |
T1 (16) |
to convey feelings, reflections or moods in a poem through the careful choice of words and phrases | 8 |
T2 (7), T3 (5) |
to select poetry , justify their choices, e.g. in compiling class anthology | 27 |
T3 (10) |
to write discursively about a novel or story e.g. to describe, explain or comment on it | logs, 8, 25 |
T3 (12) |
to read and evaluate letters, e.g. from newspapers, magazines, intended to inform, protest, complain, persuade, considering (I) how they are set out (ii) how language is used, e.g. to gain attention, respect, manipulate | 37, 38, 39 |
T3 (13) |
to read other examples, e.g. newspaper comment, headlines, adverts, fliers. Compare writing which informs and persuades, considering, e.g. a) deliberate use of ambiguity, half-truth, bias, b) how opinion can be disguised to seem like fact | 29 |
T3 (17) |
to draft and write individual, group or class letters for real purposes, e.g. put a point of view, comment on an emotive issue, protest; to edit and present to finished state | 31 |
T3 (18) |
to write commentary on an issue on paper or screen, (e.g. as a news editorial, leaflet), setting out and justifying a personal view; to use structures from reading to set out and link points, e.g. numbered list, bullet points | 31, 37, 38, 39 |
T3 (19) |
to construct an argument in note form or full text to persuade others of a point of view and a) present the case to the class or a group, b) evaluate its effectiveness | WT31 |
Term Reference
|
Learning Objective |
Page References to Blue Booklet |
T1(3) |
to articulate personal responses to literature, identifying why and how a text affects the reader | logs, 17, 26, 28, 30 |
T1 (4) |
to be familiar with the work of some established authors, to know what is special about their work, and to explain their preferences in terms of authors, styles and themes | 14 |
T1 (5) |
to contribute constructively to shared discussion about literature, responding to and building on the views of others | 20 |
T1 (7) |
to plan quickly and effectively the plot, characters and structure of their own narrative writing | WT24 |
T1 (8) |
to summarise a passage, chapter or text in a specified number of words | 11 |
T1 (14) |
to develop the skills of biographical and autobiographical writing in role, adopting distinctive voices, e.g. a) preparing a CV; b) composing a biographical account based on research; c) describing a person from different perspectives, e.g. police; d) description, school report, newspaper obituary | WT3, WT24 |
T2 (8) |
to analyse the success of texts and writers in evoking particular responses in the reader, e.g. where suspense is well-built | logs, 14, 17, 26, 28, 30 |
T2 (14) |
to write commentaries or summaries crediting views expressed by using expressions such as 'The writer says.' | 32 |
T2 (15) |
to recognise how arguments are constructed to be effective, through, e.g. a) the expression, sequence and linking of points; b) the provision of persuasive examples, illustrations and evidence; c) pre-empting or answering potential objections; d) appealing to the known views and feelings of the audience | 22 |
T2 (16) |
to identify the features of balanced written arguments which, e.g. a) summarise different sides of an argument; b) clarify the strengths and weaknesses of different positions; c) signal personal opinion clearly | 20 |
T2 (18) |
to construct effective arguments a) developing a point logically and effectively; b) supporting and illustrating points persuasively; c) anticipating possible objections; d) harnessing the known views, interests and feelings of the audience; e) tailoring the writing to formal presentation where appropriate | 22 |
T2 (20) |
to discuss the way standard English varies in different contexts, e.g. why legal language is necessarily highly formalised, why questionnaires must be specific | 6, 34 |
T3 (1) |
to describe and evaluate the style of an individual writer | 14 |
T3 (8) |
to use a reading journal effectively to raise and refine personal responses to a text and prepare for discussion | logs |
T3 (9) |
to write summaries of books or part of books, deciding on priorities relevant to purpose | logs, 11, 32 |
T3 (10) |
to write brief synopsis of a text e.g. for a back cover blurb | 11 |
T3 (11) |
to write a brief helpful review tailored for real audiences | 26, 30 |