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Year 6 Expectations: Spoken Language

  • Talk confidently  and fluently in a range of situations, using formal and Standard English as appropriate
  • Ask questions to develop ideas and make contributions that take account of others’ views
  • Explain ideas and opinions giving reasons and evidence
  • Take an active part in discussions, taking different roles
  • Listen to and consider the views and opinions of others in discussions
  • Make contributions to discussions, evaluating others’ ideas and responding to them
  • Sustain  and argue a point of view in a debate, using formal language of persuasion
  • Express possibilities using hypothetical and speculative language in science and when discussing reading
  • Engage listeners through choice of vocabulary and register  according to the context
  • Perform their own compositions, using appropriate intonation and volume and expression  so that literal and implied meaning is  made clear
  • Perform poems or plays from memory, making deliberate choices about how they convey ideas about characters, contexts and atmosphere

 

Year 6 Expectations: Word Reading

  • Apply knowledge of root words to read aloud and to understand the meaning of  unfamiliar words        
  • Apply knowledge of prefixes and suffixes to read aloud and to understand the meaning of  unfamiliar words
  • Use combined knowledge of phonemes and word derivations to pronounce words correctly. For example: arachnophobia, audience
  • Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words
  • Read fluently, using punctuation to inform meaning

 

Year 6 Expectations: Comprehension

  • Read and become familiar with a wide range of books, including modern fiction, fiction from our literary heritage, and books from other cultures and traditions
  • Read books that are structured in different ways
  • Recognise texts that contain features from more than one text type
  • Consider and evaluate how effectively texts are structured and laid out
  • Read non-fiction texts to support other curriculum areas
  • Read closely to ensure understanding
  • Recommend books that they have read to their peers, giving reasons for their choices
  • Identify and discuss themes in a range of writing and across longer texts
  • Identify and discuss the conventions of different text types
  • Identify key points in an appropriate text
  • Learn a  range of poetry by heart. For example, narrative verse, sonnet
  • Prepare poems and plays  to read aloud and to perform, showing understanding through intonation, tone, volume and action
  • Identify and comment on writer’s choice of vocabulary, giving examples and explanation.
  • Identify and explain how writers use grammatical features for effect. For example, the use of short sentences to build tension
  • Show awareness of the writers’ craft by commenting on use of language, grammatical features and structure of texts
  • Express a personal point of view about a text, giving reasons linked to evidence from texts
  • Raise queries about texts
  • Make connections between other similar texts, prior knowledge and experience and explain the links
  • Compare different versions of texts and explain the differences and similarities
  • Listen to others’ ideas and opinions about a text
  • Build on others’ ideas and opinions about a text in discussion
  • Explain and comment on explicit and implicit points of view
  • Summarise key information from different parts of a text
  • Recognise the writer’s point of view and discuss it
  • Present a personal point of view based on what has been read
  • Present a counter-argument in response to others’ points of view
  • Provide reasoned justifications for their views
  • Refer to the text to support opinion
  • Distinguish between statements of fact and opinion
  • Find information using skimming to establish main idea
  • Use scanning to find specific information
  • Text mark to make research efficient and fast
  • Organise information or evidence appropriately

 

Writing

Year 6 Expectations: Transcription

  • Convert verbs into nouns by adding suffixes. For example, tion, ure
  • Distinguish between homophones and other words which are often confused
  • Spell identified commonly misspelt words from Year 5 and 6 word list
  • Understand that the spelling of some words needs to be learnt specifically
  • Use dictionaries to check the spelling and meaning of words          
  • Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
  • Use a thesaurus
  • Use a range of spelling strategies
  • Choose which shape of a letter to use when given choices and deciding, as part of their personal style, whether or not to join specific letters
  • Choose the writing implement that is best suited for a task (e.g. quick notes, letters)

 

Year 6 Expectations: Composition

  • Identify the audience for and purpose of the writing
  • Choose the appropriate form and register for the audience and purpose of the writing
  • Use grammatical structures/features and choose vocabulary appropriate to the audience, purpose and degree of formality to make meaning clear and create effect
  • Use a range of sentence starters to create specific effects. For example – adverbials, conjunctions, ing, ed
  • Use developed noun phrases to add detail to sentences
  • Use the passive voice to present information with a different emphasis
  • Use commas to mark phrases and clauses
  • Sustain and develop main ideas logically in narrative and non-narrative writing
  • Use character, dialogue and action to advance events in narrative writing
  • Summarise text, conveying key information
  • Write paragraphs with a topic sentence  which clearly signal a change in, for example - subject, time, place, event
  • Use organisational and presentational devices to structure text and to guide the reader. For example - headings, bullet points, underlining
  • Assess the effectiveness of their own and others’ writing
  • Suggest changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
  • Ensure the consistent and correct use of tense throughout a piece of writing
  • Ensure correct subject and verb agreement when using singular and plural
  • Distinguish between the language of speech and writing
  • Distinguish between the correct subject and verb agreement when using singular and plural
  • Distinguish between the language of speech and writing and choose the appropriate register
  • Proof-read for spelling and punctuation errors
  • Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear