4.S5 pronounce an increasing range of words and short phrases and simple sentences intelligibly
4.W7 spell most familiar high-frequency words accurately when writing independently
4.UE9 use common present simple forms including short answer forms and contraction, to give personal information and talk about habitual actions, facts and future timetabled events continue to use common past simple forms [regular and irregular]to describe actions and feelings and narrate simple events including short answer forms and contractions
4.UE12 use adverbs of time and frequency: sometimes, often,
always, never to indicate when and how often begin to use simple adverbs of manner e.g. well, badly, use common –ly manner adverbs to describe actions e/g/ slowly, quickly
44
Healthy bodies 2
1
4.S6 take turns when speaking with others in a growing range of short, basic exchanges
4.W2 begin to use joined-up handwriting in a limited range of written work
4.W7 spell most familiar high-frequency words accurately when writing independently
4.UE3 use adjectives, including possessive adjectives, on a
growing range of general and some curricular topics to
describe things, use simple one- syllable and some two-syllable adjectives [comparative form] to make comparisons
4.UE10 use common present continuous forms, including short answers and contractions, to talk about what is happening now and future arrangements on a limited range of personal and familiar topics/ using –ing forms swimming, spelling as nouns to describe familiar and classroom activities
45
Save our animals 1
1
4.S7 contribute a growing range of suitable words, phrases, and sentences including giving opinions during short pair, group and whole class exchanges
4.W1 plan, write and check sentences with support on a range of basic personal, general and some curricular topics
4.W2 begin to use joined-up handwriting in a limited range of written work
4.UE1 use singular nouns, plural nouns– including some common irregular plural forms and uncountable nouns, use possessive forms ‘s/s’ to name, describe and label things
4.UE5 use interrogative pronouns including: who, what, which, where, whose, how many, how much, how often, how big, what kind of … to ask questions on growing range of familiar topics
46
Save our animals 2
1
4.L3 understand the main points of short supported talk on an increasing range of general and some curricular topics
4.S3 give short, basic description of people and objects on a limited range of general and some curricular topics, begin to describe past experiences on an increasing range of general and some curricular topics
4.R2 read and understand with some support short simple fiction and non-fiction texts
4.W5 link with some support sentences using basic coordinating connectors
47
Save our animals 2
SA6
1
48
Help the planet 1
1
4.L3 understand the main points of short supported talk on an increasing range of general and some curricular topics
4.L4 understand a limited range of short supported questions on general and some curricular topics
4.S6 take turns when speaking with others in a growing range of short, basic exchanges
4.R2 read and understand with some support short simple fiction and non-fiction texts
4.UE12 use adverbs of time and frequency: sometimes, often,
always, never to indicate when and how often begin to use simple adverbs of manner e.g. well, badly, use common –ly manner adverbs to describe actions e/g/ slowly, quickly
49
Help the planet 2
1
4.L5 identify initial, middle and final phonemes and blends
4.S4 respond to questions on an increasing range of general and some curricular topics
4.S8 express basic likes and dislikes, recount short, basic stories and events on a limited range of general and some curricular topics
4.R5 understand the main points of short simple texts on a limited range of familiar general and some curricular topics by using contextual clues
4.UE8 use imperative forms [positive and negative] to give
short instructions on growing range of familiar topics
