You are on page 1of 3

Class Diferentiation Surfboard Writing Term 2

Class: ** Teacher: S Slack


Write simple sentences, compound sentences and some complex
sentences
Spell high-frequency sight words, familiar words and most topic
ocabulary correctly
!se" capital letters and full stops accurately and question and
exclamation mar#s , commas to separate items , quotation mar#s
for direct speech
!se rhetorical questions as their si$$ling start in persuasie writing
!se more challenging noun groups
%ereads and edits their writing
!ses familiar and new ocabulary to describe and express opinions
!se con&unctions to &oin simple sentences, e'g' and, but
Spell" high-frequency sight words and familiar words correctly
Write sentences, including statements, questions and commands,
using correct structure (explicit teaching of these sentences during
whole class and reading groups)
!se simple noun groups
%e-read texts for meaning and begins editing
!se sub&ecterb agreement to maintain correct tense
!se familiar and some new ocabulary to describe and express
opinions
Spell unfamiliar words using" phonological #nowledge and sound
symbol relationships
Spells unfamiliar words using" short owels and simple long-owel
patterns by listening for rhyming patterns and regular spelling
patterns
Write sentences, including statements, questions and commands,
using correct structure most of the time (explicit teaching of these
sentences during whole class and reading groups
Select pronoun to refer to the correct noun in a sentence
!se capital letters, including for proper nouns, and full stops and
approximations of placement for question and exclamation mar#s
Spells high-frequency sight words and familiar words correctly plus
consonantowelconsonant words and words containing #nown
base words and word endings
%e-read texts for meaning and, with support, starts editing
Spells unfamiliar words using" short owels and simple long-owel
patterns by listening for rhyming patterns
Write simple sentences (sentences that contain a sub&ect and a erb)
with spaces between words
!se capital letters to begin words and sentences full stops to signal
the end of sentences
*pads to deelop +ne motor s#ills
,now and use some high-frequency sight words
*dentify phonemes and prominent sounds in words and use onset
and rime (the separate sounds in a syllable or in a one-syllable word)
to spell words
Spell by selecting - copying words from the enironment or personal
word lists
%e-read own texts for logical structure immediately after writing
Compose using modelled texts, demonstrating" concepts of print,
including left-to-right directionality - understanding that words and
groups of words ma#e meaning, understanding of the purpose of
isual features - editing for spelling, capital letters and full stops
.ccasionally scribe to ascertain leel of understanding
Write their words and hae them copy immediately underneath each
Signifcant Extension
Required
Some Extension
Required
Achieving
ear !evel
Ex"ectations
Su""ort #eeded
$ntensive Su""ort
Required
Student #ames
Stacey Slac#
Stacey
Slac#
/eacher 0id
Stacey
Slac#
/eacher 0id
1arent
support
Stacey
Slac#
/eacher 0id
1arent
support
What and %o& Su""orted Sta'
#ames
Class Diferentiation Surfboard Reading
Class: ** Teacher: S Slack
2luency - Comprehension (3iteral right
there and thin# - search)
%eading 4roups after 5* - reading star
(does it ma#e sense, loo# for patterns
you #now and read li#e you6re telling a
story)
%ecognising long owel patterns in words
when reading including 7ipping the owel
!sing 5xpression - ac#nowledging
punctuation
%eading Strategies (explicitly taught in class
- during reading groups)
%eading Star 3oo# for chun#s and patterns,
does it sound right8
2luency, comprehension - oral retell (reading
groups)
5xpression - ac#nowledging punctuation
(reading groups)
Sight word recognition (warm ups)
3earn common endings and beginnings

Decoding (daily spelling groups)


%eading Strategies (explicitly taught in
class - during reading groups)
%eading star %ead on and reread, loo#
at the picture
3iteral comprehension - oral retell
(reading groups)
1ausing for full stops and commas
9uild a ban# of :2 words (;< to =<<)
Spea# one word for each word on the
page
%eading star get your mouth ready, loo#
at the picture, does it ma#e sense8
So, what happened in that story8(retell)
%50D 2.% >50?*?4
5* additional We do6s
Signifcant Extension
Required
Some Extension
Required
Achieving
ear !evel
Ex"ectations
Su""ort #eeded
$ntensive Su""ort
Required
Student #ames
Stacey
Slac#
Diferentiat
ed spelling
Stacey Slack
Teacher Aid
Differentiated
spelling
Stacey Slac#
/eacher 0id
1arent help
Diferentiate
d spelling
Stacey S3ac#
/eacher 0id
1arent help
Diferentiated
spelling
What and %o& Su""orted
Sta'
#ames
Class Diferentiation Surfboard (AT%S
Class: ** Teacher: S Slack
Recognise, model, read, write and order numbers to at least 200.
ocate these numbers on a number line
!ount collections to "00 by partitioning numbers using place #alue
$egin to introduce four digit numbers and their properties
%umber facts & near doubles
Tell time using '(uarter past) and '(uarter to) language
*se the split strategy for addition and subtraction number sentences,
including trading
Sol#e addition and subtraction word problems with number
sentences
+dentify names and features of all 2D shapes and most ,D shapes
Recognise, model, read, write and order numbers to at least "00.
ocate these numbers on a number line
!ount collections to -0 by partitioning numbers using place #alue
De#elop confidence with number se(uences to and from "00 by ones
from any starting point. Skip count by twos, threes, fi#es and tens
starting from .ero
Tell the time to the half hour
Sol#e simple addition and subtraction problems using a range
of efficient mental and written strategies
%umber /acts & doubles, count on)s and count backs
*se the split strategy for addition and subtraction number sentences,
including starting to do trading
+dentify names and features of all 2D shapes and some ,D shapes
Recognise, model, read, write and order numbers to at least -0. ocate these
numbers on a number line
!ount collections to ,0 by partitioning numbers using place #alue
De#elop confidence with number se(uences to and from -0 by ones from any
starting point. Skip count by twos, threes fi#es and tens starting from .ero
Tell the time to the o)clock
%umber /acts & Rainbow
*se the split strategy for addition and subtraction number sentences, with no
trading
Re(uire additional support and time
+dentify and name features of all 2D shapes and name most ,D shapes
0ands on materials
1stablish understanding of the language and processes of counting
by naming numbers in se(uences, initially to and from 20, mo#ing
from any starting point
!onnect number names, numerals and (uantities, including .ero,
initially up to 20 and then beyond
Sort, describe and name familiar two2dimensional shapes and three2
dimensional ob3ects in the en#ironment
$egin to tell time to the hour
4rally sol#e simple addition and subtraction problems
+dentify and name features of some 2D shapes and name most ,D
shapes
+pads 5 0ands on materials
Re(uire significant support and time
Sometimes scribe in tests
Signifcant Extension
Required
Some Extension
Required
Achieving ear
!evel
Ex"ectations
Su""ort #eeded
$ntensive
Su""ort
Required
Student #ames
Stacey
Slack
Stacey
Slack
Stacey
Slack
Teacher
Aide
Stacey
Slack
Teacher
Aide
What and %o& Su""orted Sta'
#ames