CLL – English Continuity and Progression Matrix

Communication Language and Literacy comprises the following strands:

1. Listening
2. Speaking
3. Reading
4. Writing

Listening

Pre Nursery Nursery Kindergarten Class I

Listen to stories, poems and rhymes with Listen to a wide Listen to stories, poems,
enjoyment. range of poems, audio recordings/videos,
stories and non- presentations and other
fiction at a level media at an appropriately
beyond that at which challenging level.
they can read
independently.
Sustain listening and follow simple Sustain attentive listening and follow instructions
instructions. (e.g. directions).
Listen respectfully without interrupting others.

Speaking

Speak audibly and with confidence. Speak clearly and Speak clearly and audibly
audibly with with confidence and talk
confidence and about matters of immediate
control and show interest and show
awareness of the awareness of the listener
listener. e.g. eye contact, volume and
increasing command of
Standard English.
Speak to others about their own wants and Initiate conversation, attend to and take account of
interests with confidence. what others say.
Begin to extend their ideas or accounts by
providing some detail.
Explain own views to group members.
Ask and answer questions about key details in a
text, information presented orally/through other
media or what others say.
Begin to use persuasive language to show
agreement or disagreement with others.

Express personal point of view and usually justify

ideas/opinions with reasons (e.g. while evaluating
 others’ performance in role plays, plays,
presentations, etc.).
Report group’s views to the class.
Retell simple Retell stories using story Retell familiar stories and texts read using story
stories. language. language (e.g. significant incidents, main events in
a sequence, central message/lesson).
Identify heroes, heroines and villains in stories
(e.g. different views of characters).
Re-enact known stories (e.g. Jack and the
Beanstalk, Red Riding Hood), presenting
characters using dialogues in a variety of ways
(e.g. using puppets, masks, props, etc.).
Role play/perform using dialogues to create
known/unknown stories/scenarios.
Raise and answer simple questions from Raise and answer questions about the characters,
stories/text read. settings, events, etc. in the story/non-fiction
information text.
Frame, ask and answer relevant questions (e.g.
interviews).
Tell simple stories. Tell simple stories and Tell a story and answer related questions,
answer relevant providing some detail.
questions. Include relevant detail while describing incidents
from their own experience/ stories (real or
imagined).
Use vocabulary that is influenced by the Use vocabulary and forms of speech that are
environment as well as their experiences of increasingly influenced by their experience with a
books. variety of books.
Pronounce new and unfamiliar words and use
them in context.
Link statements keeping with the main theme Use subject and theme related words in own
or intention. speech.
Use language and Use language and Use language and Use language and
vocabulary associated vocabulary associated vocabulary vocabulary associated with:
with: with: associated with:  communicating
 communicating  communicating  communicatin needs
needs needs g needs  naming and
 naming and  naming and  naming and describing objects,
describing describing describing characters, people
objects, objects, objects,  asking and answering
characters, characters, characters, questions
people people people  describing
 asking and  asking and  asking and possession, events,
answering answering answering incidents
questions questions questions  sequencing events
 describing
possession
  sequencing
events

Reading

Recognise and join in with predictable phrases and words.

Link what they read or hear read to their own experiences.
Link new word meanings to those already known.
Recognise simple Recognise patterns in Recognise patterns Recognise conventions in
patterns in stories and stories, poems e.g. in stories, poems story openings, endings; and
rhymes. rhyme, repetition. e.g. rhyme, patterns in read texts and in
repetition, poems e.g. rhyme,
alliteration. repetition, alliteration.

Identify the main events and characters in the Identify the main Identify distinctive features
story. events and of fantasy, fairy tales e.g.
characters in stories, settings, characters, heroes,
and find specific heroines and villains,
information in behaviours, main events
simple texts. and find specific information
in texts.

Make predictions about the characters, Make predictions Make predictions showing
setting and events in a story. showing an an understanding of ideas,
understanding of events and characters.
ideas, events and
characters.
Make inferences on the basis of prior Make inferences on the basis of what is being
knowledge and what is being said and done. said, done and read.
Sequence the events in a story.
Identify story resolutions i.e. how a story Identify story Identify story events,
ends. resolutions e.g. the problem/s and resolutions
moral of the story, e.g. the moral of the story,
happy/sad ending. happy/sad ending.
Compare texts and identify
preferences.

Read, rehearse and perform

a play.
Hold books the correct way up and turn Recognise that Recognise that books have a
pages. books have a structure e.g. cover, title,
structure e.g. cover, author, spine, blurb, etc.
title, author, spine.
Locate information using
structural devices to find
information (e.g. title, sub –
headings, labels).
Differentiate between picture and print. Gather information Gather information from
from texts and texts and
 pictures/illustrations. pictures/illustrations.
Distinguish between Distinguish between
purposes of print in purposes of print in the
the classroom (e.g. classroom (e.g. signs, labels,
signs, labels, captions, lists).
captions, lists).
Differentiate between general sounds, speech Use their knowledge of letters and sound-symbol
sounds. relationships in order to read words.
Recognise letters and Recognise letters Practice and secure alphabetic letter knowledge.
their sounds. their sounds and
Use syllabification (beats in a word) as a cue to
names.
assist spelling.
Relate to, read and use new and unfamiliar words.
Recognise different features of words (e.g. length,
patterns, word building, and words within words).
Assign meaning to Know that print Check that the text makes sense to them as they
print. carries meaning and, read, and correct inaccurate reading.
in English, is read
Skim and scan text to note important details.
from left to right and
top to bottom.
Differentiate between Differentiate between capital and small letters.
capital and small Know the order of the alphabet.
letters.
Hear and relate a phoneme (in the initial position of a word) with its graphic representation.
Recognise rhyming Continue a simple Generate rhyming strings e.g. band, stand, and
words. rhyming string e.g. grand.
in, sin, tin, fin.

Blend and segment Read Read Identify and use

sounds in words orally. simple consonant- simple consonant- consonant clusters e.g.
vowel-consonant (CVC) vowel-consonant (CVC) bl, dr, sp, cr, tr, st.
words such as 'cat' words such as 'cat' and Read words with
and bus. bus to longer CCVC common endings e.g. ff,
(consonant ll, ss, ck, ng, nd, ip, st.
cluster/vowel/consonan
t) words such as 'clap'
and 'stop', and CVCC
words such as 'fast'
and 'milk'.
Recognise Recognise automatically an increasing number
automatically some of familiar high frequency words.
high frequency words.
Recognise and use the
following digraphs:
Recognise and use the following digraphs:
 ai, oa, ie, ee, or, ng, oo, ch, sh, th, qu, ou, oi, ue,
er, ar.
ai, oa, ie, ee, or, ng, Identify and use short and long vowel sounds.
oo, ch, sh, th.
Blend and segment the
sounds in words orally.
Read back own attempts at writing (using Read back own writing, showing awareness of
conventional or unconventional symbols) how full stops and commas (pauses) are used to
showing awareness of how print/marks may clarify meaning.
carry meaning. Read aloud with clarity, correct pronunciation,
intonation, expression, increasing fluency and
confidence.

Use all three cuing systems (semantic, syntactic,

and grapho-phonic) as appropriate whilst
reading.
Recognise and use alternative ways of
pronouncing the graphemes already taught, for
example, that the grapheme 'ow' is pronounced
differently in 'how' and 'show'.
Recognise different features of words e.g.
length, patterns, words within words.
Make phonetically plausible attempts when reading.

Writing

Depict meaning through illustrations/pictures. Use pictures and illustrations to complement

writing.
Make marks to Make marks to Write for various Attempt to communicate
communicate communicate meaning purposes e.g. Their meaning in writing for
meaning. and begin to write their own name, lists, various purposes, using
own names. stories and features of different forms
instructions. e.g. writing a narrative,
Write messages, notes, and labels using procedure, instructions,
conventional/unconventional symbols. report, recount, poems,
signs, labels, captions and
lists.

Use knowledge of Use knowledge of letters,

letters, sounds, words sounds, words, alternative
and experience with spellings, and experience
text to write simple with text to write simple
regular words and regular words and make
make phonetically phonetically plausible
plausible attempts at attempts at more complex
more complex words. words.
 Spell phonically Spell monosyllabic and
decodable polysyllabic words.
monosyllabic and
polysyllabic words.
Compose and write simple sentences
independently to communicate meaning.
Recognise that word order is crucial to meaning.

Spell the days of the week and months of the

year.
Spell common tricky words.
Begin to use nouns, verbs, adjectives correctly in
their own writing.
Use the personal pronoun ‘I’ correctly in their
own writing.
Use the spelling rule for adding –s or –es, as the
plural marker for nouns.
Use the definite article (the) and indefinite article
(a/an) correctly.
Recognise and use pronouns he/she correctly in
writing.
Use simple prepositions e.g. in, on, behind,
above, below etc. correctly.
Generate and write rhyming strings e.g. band,
stand, and grand
Use words associated with questions e.g. what,
where, when, can, why etc. in their writing.

Use time and sequence vocabulary (e.g. first,

after, then etc.) correctly in writing.
Use a capital letter for names of people, places,
the days of the week, and the personal pronoun
‘I’.
Use main words from core texts (with
understanding) in their own writing.
Write answers to questions after skimming and
scanning text.
Know the difference Use capital letters, Use capital letters, full
between capital and full stops, question stops, commas, question
small letters of the marks, exclamation marks and exclamation
alphabet. marks correctly in marks correctly in writing.
writing.
Begin to proofread writing for spelling mistakes.
Use headings and other organizational devices
for presenting work.
 Present information in different ways/formats e.g.
as a diagram, a photo story, a report, flow chart
or a table.
Identify and use words with
opposite meanings (antonyms)
appropriately in writing.
Identify and use words with similar
meanings (synonyms) in writing.
Write sentences together in chunks
of meaning or subject in
paragraphs.
Use common conjunctions correctly

Begin to spell words with regular

and irregular verb endings (e.g.
walked, crying) correctly in writing.
Spell words with regular and
irregular verb endings e.g. walked,
crying.
Recognise and use alternative
ways of spelling the phonemes
already taught, for example that
the /ae/ sound can be spelt with
'ai', 'ay' or 'a-e'; that the /ee/ sound
can also be spelt as 'ea' and 'e';
and begin to know which words
contain which spelling alternatives.

Pre Nursery Nursery Kindergarten Class I

Hold the writing tool Hold a pencil using Write correctly formed letters.
using an efficient efficient pencil grip.
pencil grip.
Begin to use Begin to use
anticlockwise anticlockwise movement
movement and and retrace curved,
retrace shapes. vertical and horizontal
lines.
Begin to draw Begin to draw horizontal,
horizontal and vertical vertical and curved lines
lines using gross and using gross and fine
fine motor movement. motor movement.
Form lower case and
upper case letters using
the correct sequence of
movements.

Form digits 0-9 in the correct direction, Write numerals using the
starting and finishing in the right place. correct formation starting
and finishing in the right
place.
Write with spaces between words.