Expressive and Sensory Language
CONCEPTUALRecognise recurring literary language in stories and poetry, identify words and phrases that suggest feelings or appeal to the senses, and discuss favourite words and phrases
Mastery Evidence
- Spot recurring story language such as 'Once upon a time' and 'happily ever after'
- Identify sensory words and phrases in a poem: 'the icy wind howled'
- Share a favourite word or phrase from a story and explain why it appeals
Assessment Prompt
“When [child] reads a poem or a story with vivid language, can they pick out a phrase they really liked — and tell you why it works well or how it made them feel?”
Curriculum Standards7 alignments
RI.3.4Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsDetermine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RL.1.4Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsIdentify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL.2.4Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsDescribe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.3.4Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsDetermine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
Eng/KS1/Y2/C/1eThe national curriculum in Englanddevelop pleasure in reading, motivation to read, vocabulary and understanding by recognising simple recurring literary language in stories and poetry
Eng/KS1/Y2/C/1gThe national curriculum in Englanddevelop pleasure in reading, motivation to read, vocabulary and understanding by discussing their favourite words and phrases
Eng_LKS2_Read_Comp_7The national curriculum in EnglandDevelop positive attitudes to reading and understanding of what they read by discussing words and phrases that capture the reader’s interest and imagination
Prerequisites3
- Discussing and Questioning New WordssoftAges 5—11
- Listening to Texts Read AloudhardAges 5—10
- Shades of MeaningsoftAges 5—9
Show full prerequisite tree
- Listening to Texts Read Aloud hard
Recognising literary language requires listening comprehension of stories/poetry
- How Many in Total? soft
Sorting and categorising objects uses the same counting/cardinality skills from maths
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
Unlocks6
- Text Features & PresentationhardAges 7—10
- How Language Choices Affect the ReadersoftAges 10—11
- Similes & MetaphorssoftAges 9—11
- Literal vs Figurative LanguagehardAges 8—9
- Writing PoetrysoftAges 6—7
- Cultural Allusions and Word MeaninghardAges 9—10