Name: Practical Writing
Author: Practical Writing

Learning to notice causal connections

Practising visual recognition

Practicing to observe spoken and written language

Practicing categorization and classification

Practicing memorizing skills

Practicing letters, alphabets and written language

Learning to find the joy of learning and new challenges

Practicing to take responsibility of one's own learning

Practicing persistent working

Learning the basics of spelling

Practicing keyboard skills and touch typing

Using technology as a part of explorative process

Enabling the growth of positive self-image

Practicing to use foreign language as a communication tool

Use a thesaurus.

Use dictionaries to check the spelling and meaning of words.

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1.

Continue to distinguish between homophones and other words which are often confused.

Spell some words with ‘silent’ letters [for example, knight, psalm, solemn].

Spell words that are often misspelt (English Appendix 1).

Spell further homophones.

Use further prefixes and suffixes and understand how to add them (English Appendix 1).

Apply spelling rules and guidance, as listed in English Appendix 1.

Add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly.

Distinguishing between homophones and near-homophones.

Learning to spell more words with contracted forms.

Learning to spell common exception words.

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.

Spelling segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly.

Using letter names to distinguish between alternative spellings of the same sound.

Using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs.

Using the prefix un–.

Apply simple spelling rules and guidance.

Using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest].

Spelling common exception words.

Spelling words containing each of the 40+ phonemes already taught.

Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.

Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet.

Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.

Read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.

Read words containing common suffixes.

Read accurately words of two or more syllables that contain the same graphemes as above.

Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes.

Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent.

Read other words of more than one syllable that contain taught GPCs.

Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings.

Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.

Apply phonic knowledge and skills as the route to decode words.

Using dictionaries to check the meaning of words that they have read.

Read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s).

Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes.

Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.

Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Know final -e and common vowel team  conventions for representing long vowel sounds.

Decode regularly spelled one-syllable words.

Know the spelling-sound correspondences for common consonant digraphs.

Know and apply grade-level phonics and word analysis skills in decoding words.

Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Demonstrate understanding of spoken words, syllables, and sounds.

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Supporting student to build their own linguistic and cultural identity

Learning about different languages

Practicing to set one's own learning goals

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Renaissance Accelerated Reader™️

A student reads a book, takes an online quiz, and gets immediate feedback

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Reading books that are structured in different ways and reading for a range of purposes.

Practicing to find, evaluate and share information

Practicing to find ways of working that are best for oneself

Learning to understand and interpret diverse types of texts

Practicing strategic thinking

Practicing to look things from different perspectives

Learning about different countries and their characteristics

Learning about cultural aspects and to respect different cultures

Encouraging to build new information and visions

Developing problem solving skills

Learning to recognise and evaluate arguments and their reasonings

Getting familiar with different cultures

Learning to understand people, surroundings and phenomenons around us

Learning to understand and interpret diverse types of texts, from vernacular to academic

Practicing logical reasoning to understand and interpret information in different forms

Learning to build information on top of previously learned

Practicing to notice causal connections

Practicing decision making

Learning to plan and organize work processes

Encouraging the growth of positive self-image

Practicing to evaluate one's own learning

Practicing time management

Learning to face failures and disappointments

Distinguish between statements of fact and opinion.

Identifying how language, structure and presentation contribute to meaning.

Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.

Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.

Understand what they read by checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.

Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.

Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.

Identifying how language, structure, and presentation contribute to meaning.

Identifying main ideas drawn from more than one paragraph and summarising these.

Drawing inferences such as inferring characters’.  feelings, thoughts and motives from their actions, and justifying inferences with evidence.

Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.

Identifying themes and conventions in a wide range of books .

Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally.

Practicing to use information independently and interactively

Connecting subjects learned at school to skills needed at working life

Encouraging positive attitude towards working life

Learning to combine information to find new innovations

Re-read these books to build up their fluency and confidence in word reading.

Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation.

Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered.

Realizing the connection between subjects learned in free time
and their impact to skills needed at worklife

Practicing versatile ways of working

Learning to use foreign language in work context

Understand books by answering and asking questions.

Understand books by checking that the text makes sense to them as they read and correcting inaccurate reading.

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Reading Plus

Reading Plus is an online reading development programme that engages pupils and makes it easy to evidence impact.

Practical Writing

Practical Writing teaches essential writing skills for real-world applications, focusing on clarity, coherence, and purpose.

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Practical Writing

Practical Writing

What is Practical Writing?

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