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Index of "themes" running through the National Literacy Strategy: Framework for Teaching.
The index only covers Key Stage 2 (Years 3 to 6 inclusive) at present.
It shows the "themes", and the term(s) in which these are taught. So ......
Adjectives: discussing, defining, collecting, classifying, identifying in shared reading 3iimeans that Adjectives: discussing, defining, collecting, classifying, identifying in shared reading
Adjectives: discussing, defining, collecting, classifying, identifying in shared reading 3ii
deleting/substituting them, experimenting with in shared writing 3ii
comparative and superlative, degrees of intensity; adjectival phrases 4ii
Adverbs: identifying; collecting, classifying, the ly suffix, substituting in clauses or sentences 4i
as qualifiers of verbs, impact of in sentences; using in own writing 4i
degrees of intensity, for contraction and possession, spelling rules 4ii
Apostrophe: beginning to use in own writing 4ii
for possession (revise from Y4 term 1 sic*) 5iii
Capital letter: use to start sentence 3i
for names, headings, emphasis, new lines in poetry 3ii
Clauses: joining and separating 4ii
sentences with more than one, identifying the main clause 5iii
manipulating to achieve different effects 6iii
Comma: to separate items in a list 3i
occurrence in reading, discuss functions 3ii
marking grammatical boundaries within sentences 3iii, 4i
as aid to reader 5i
commas (and paragraphing) in dialogue 5i
in embedding clauses 5ii
Conjunctions: widening range 3iii
Connectives: use adverbs, adverbial phrases, conjunctions, to structure an argument 4iii
to link clauses, to link sentences 5iii
words and phrases, collect, classify, 6i
Colon: as aid to reader 5i
Conditionals: in past and future, their uses; using to construct sentences 6ii
Dialogue: commas and paragraphing (see also 'speech') 5i
Discursive texts: grammatical features/language conventions of 6iii
Explanatory texts: grammatical features/language conventions of explanatory texts: 6iii
Formal official language: collecting & analyzing, conventions of, typical words/expressions 6ii
Grammar: use to decipher new/unfamiliar words 3i, 3ii, 3iii
check own work/suggest alternative constructions 4i
Grammatical agreement: in speech and writing 3ii
pronouns & verbs 3iii
nouns & verbs 5i, 5ii, 5iii
nouns, pronouns, verbs 5ii
Grammatical features of: discursive, explanatory, instructional, narrative, persuasive texts: 6iii
recounts, reports: 6iii
Handwriting: presentation devices: speech bubbles, enlarged/italicised print, captions & headings, inset text 3i
Instructional writing: verb forms in 5i
Instructional texts: grammatical features/language conventions of 6iii
Language: differences between spoken and written language 5ii
conventions of discursive, explanatory, instructional, narrative, persuasive texts; recounts, reports 6iii
investigating language of proverbs, language changes, dialect etc. 6iii
Narrative: grammatical features/language conventions of 6iii
Nouns: pluralising nouns 3ii
revision from Y4 (sic*); agreement with pronouns & verbs, 5ii
Persuasive texts: grammatical features/language conventions of 6iii
Pluralisation: recognising singular/plural forms; which nouns can be pluralised 3ii
transforming sentences between singular/plural 3ii
Prepositions: search for, identify and classify; substituting and experimenting 5iii
revise from Y5 6i
Presentation devices: speech bubbles, enlarged or italicised print, captions and headings, inset text 3i
Pronouns: noticing in speech and reading 3iii
1st, 2nd, 3rd person forms of; marking gender; grammatical agreement with verbs 3iii
personal/possessive pronouns 3iii
substituting pronouns for nouns in own writing 3iii
agreement with nouns & verbs, revision from Y4 (sic*) 5ii
ensuring clarity of 5ii
Punctuation: purpose and use of full-stop, capitals, exclamation marks, question marks, speech marks 3i
speech marks: use in writing 3iii
use commas, semi-colons, colons, dashes, hyphens, speech marks in reading 4iii
notice commas and layout of direct speech 5i
to replace intonation, pauses, gestures 5ii
in complex sentences 5ii, 5iii
colon, semi-colon, parenthetic commas, dashes, brackets. (secure use of) 6i
Reading: identifying adjectives in shared reading 3ii
words/phrases to signal time sequences 3iii
ambiguities, exploring in sentence contractions 5ii
Reading and punctuation: notice commas; notice capital letters 3ii
identify possessive apostrophes 4ii
use commas, semi-colons, colons, dashes, hyphens, speech marks 4iii
notice commas and layout of direct speech 5i
Recounts: verb forms in 5i
grammatical features/language conventions of 6iii
Reports: grammatical features/language conventions of 6iii
Sentences: see also Grammatical agreement
Sentences: questions; statements 4iii
ambiguity arising from sentence contraction 5ii
shortening; deleting/substituting words in; combining two or more 5ii
differences between spoken and written language 5ii
contracting sentences for editing, note making, summary (revise) 6ii
Sentences: word order: deleting words & retaining sense 3ii, 5i
orders which maintain/destroy meaning 4ii
changing word order, words essential to meaning 5i
re-order simple sentences 5ii
re-expressing sentences, revise from Y5 6i, 6ii
Sentences: complex sentences: combining two or more 5ii
checking meaning of; exploring sequence/structure of clauses 6i
using different connectives 6i
appropriate punctuation (revise); constructing them (revise) 6ii
identifying main clauses; ways of connecting clauses (revise) 6ii
Speech: use speech marks in own writing 3iii
Speech: direct/reported speech; commas and paragraphing for direct speech 5i
Standard English: agreement between nouns and verbs; consistency of tense and subject 5i, 5ii, 5iii
avoidance of double negatives; avoidance of non-standard dialect 5i, 5ii, 5iii
revise from Y5 6i
Suffixes: indicating degrees of intensity in adverbs 4ii
Term: speech marks 3i
verb 3i
adjective, use it appropriately 3ii
singular, plural, use these appropriately 3ii
collective noun 3ii
comma 3ii
tense 4i
preposition 5iii
active and passive 6i, 6ii
Types of text: discursive, explanatory, instructional, narrative, persuasive, recounts, reports 6iii
Verbs: collecting and classifying
function of; experimenting with 3i
1st, 2d and 3rd person, collect, categorise, discuss 3ii
powerful verbs 4i
1st, 2nd, 3rd person; identify and classify verbs; auxiliary verbs 5i
Verbs: forms of
active, interrogative, imperative in recounts/instructional writing 5i
active and passive 6i, 6ii
passive voice, effects of 6ii
Verbs: grammatical agreement: with pronouns 3iii
with pronouns & nouns 5ii
Verbs: tenses: use past tense consistently for narration 3i
use tenses with increasing accuracy in speaking and writing 3i
in narrative and information texts 4i
past, present, future; past tense in recounts 5i
Vocabulary: powerful verbs 4i
Word classes: cues for identifying 4iii
Writing: demarcate sentences with full-stop/capital letter 3i
write in complete sentences and identify sentence boundaries 3i
use commas in lists 3i
use verb tenses with increasing accuracy 3i
experimenting with adjectives in shared writing 3ii
use widening range of conjunctions 3iii
ensure grammatical agreement of pronouns and verbs 3iii
words/phrases to signal time sequences 3iii
edit and revise own writing 4i
using adverbs with discrimination in own writing 4i
using commas to mark grammatical boundaries within sentences 4i
using appostrophe 4ii
good connectives (discuss) 5i
proof-read and edit own work (discuss); simplifying clumsy constructions (discuss) 5i
use imperative forms of verbs in instructional texts/past tense in recounts 5i
complex sentences 5i, 6i, 6iii
for different readers/purposes 5i, 5ii, 5iii, 6i
transform between active/passive 6i, 6ii
using conditionals 6ii
impersonal voice; passive (revise) 6iii
*There are three places in the document where work, said in the framework to be revision from a particular term, seems infact to be revising work from a different term or year! Since it is easy to spot in the index the year/term in which the earlier work should be taught, I have left the apparently erroneous cross-references uncorrected so that others can check for themselves.
Click here to see the Index for Text Level Work
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