School Name

Frenchwood Community Primary School

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Writing

The Frenchwood Writer: Progression

 

Text structure and Features

Grammar and Punctuation

Transcription

Plan, Draft, Edit and Evaluate

Language and Vocabulary

 

Year Group

Standardised Objectives

Year N

  • Use some of their print and letter knowledge in their early writing. For example: writing a pretend shopping list that starts at the top of the page; writing ‘m’ for mummy.
  • Write some or all of their name.

Year R

  • Form lower-case and capital letters correctly.
  • Spell words by identifying the sounds and then writing the sound with letter/s.
  • Write short sentences with words with known sound-letter correspondences using a capital letter and full stop.
  • Re-read what they have written to check that it makes sense.

Year 1

  • Become familiar with and retell key stories, fairy stories and traditional tales
  • Recognise and join in predictable phrases and use these in their writing
  • Sequence sentences to form short narratives
  •  
  • Leave spaces between words
  • Use punctuation for sentences including capital letters, full stop, question mark and exclamation mark
  • Use “and” to join words and clauses
  • Use capital letter for proper nouns such as names of people, places, days of the week and pronoun I
  • Spell words containing the 40+ phonemes, common exception words and days of the week
  • Name letters of the alphabet in order
  • Add suffix –s and –es to create plural nouns/3rd person singular for verbs
  • Use prefix un-
  • Use –ing, -ed, -er and –est where root word remains unchanged
  • Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far
  • Sit correctly at table holding pencil correctly
  • Begin to form correctly-oriented lower-case letters, capital letters and digits 0-9
  • Understand which letters belong to which handwriting families
  • Using letter names to distinguish between alternative spellings of the same sound
  • Say out loud what they are going to write about
  • Compose sentences orally before writing
  • Re-read what they have written to check it makes sense
  • Discuss what they have written with teacher/pupils
  • Use vocabulary from stories (eg fairy tales) to increase vocabulary in their own writing
  • Understand how language can be used in narrative and non-fiction (eg to build surprise/present facts)
  • Change meaning of adjectives/verbs using prefix -un

Year 2

  • Draw on a wide range of stories, poems, plays and information books and understand their features
  • Become increasingly familiar with and retell a wider range of stories, fairy stories and traditional tales
  • Recognise simple, recurring language and discuss favourite words and phrases
  • Understand the structure of non-fiction books
  • Write for different purposes including narratives about personal experiences (real and fictional)
  • Write about real events
  • Write poetry
  • Structure and sequence ideas orally and (where appropriate) through drama and role-play
  • Demarcate most sentences in their writing with capital letters and full stops, and use question marks correctly when required
  • Use commas in lists
  • Use apostrophes for the contracted form
  • Use apostrophes for singular possession
  • Use sentences with different forms: statements, commands, questions and exclamations
  • Use expanded noun phrases
  • Use present/past tense correctly and consistently, including progressive forms of verbs
  • Use subordination (when, if, that, because)
  • Use co-ordination (or, and, but)
  • Use and understand the grammatical terminology in English appendix 2 in discussing their writing
  • Segment spoken words into phonemes and represent these by graphemes, spelling many correctly and making phonically-plausible attempts at others
  • Learn new ways of spelling phonemes for which one or more spellings are already known
  • Spell common exception words and those with contractions
  • Distinguish between homophones and near homophones
  • Use the possessive apostrophe (singular)
  • Add suffixes –-ment, -ness, -ful, -less, -ly
  • Form lower-case letters of correct size/proportion
  • Start using diagonal/horizontal strokes to join letters and know which letters are best left unjoined
  • Write capital letters of the right size, orientation and proportion
  • Use correct spacing between letters and words
  • Write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far
  • Plan/say aloud what they are going to write, sentence by sentence
  • Write down key ideas/words/vocabulary
  • Evaluate own writing with teacher/other pupils
  • Re-read for sense and check that verbs that indicate time are used correctly, including verbs in the continuous form
  • Proof-read for errors in spelling, grammar and punctuation and make corrections
  • Read aloud what they have written with appropriate intonation to make the meaning clear
  • Recognise and use simple recurring literary language in stories and poems
  • Discuss and clarify meanings of new words, making links to known vocabulary
  • Use drama and role-play to identify with and explore characters
  • Use suffixes –ful, -less, -ness, -ly, -er and –est to form and modify nouns, adjectives and adverbs

Year 3

  • Build on KS1 wide range of stories, poetry, plays, myths, legends, non-fiction and reference books
  • Retell stories orally
  • Recognise themes eg good over evil, use of magical devices
  • Be exposed to books that are structured in different ways
  • Identify how language, structure, vocabulary, grammar and presentation contribute to meaning
  • Build cohesion within a paragraph, choosing appropriate pronouns and nouns to avoid repetition
  • Write for a range of purposes
  • Link ideas across paragraphs using adverbials of time, place and number or by varying tense
  • Locate information using contents, index and glossaries
  • Use simple organisational devices eg headings, sub-headings
  • Use wider range of subordinating conjunctions (before, after, while, when, if, because, although)
  • Use present perfect verb tense (I have seen)
  • Express time, place and cause using conjunctions (when, before, after, while, because)
  • Express time, place and cause using adverbs (then, next, soon, therefore)
  • Express time, place and cause using prepositions (before, after, during, in, because of)
  • Punctuate direct speech with inverted commas
  • Use the forms a or an according to whether the next word begins with a consonant or a vowel
  • Use a wider range of prefixes (e.g. -un, -dis, - mis, -in) and suffixes (e.g. -ation, -ly)
  • Spell wide range of homophones
  • Spell words that are often misspelt
  • Use possessive apostrophe for plurals
  • Use the first two or three letters of a word to check its spelling in a dictionary
  • Write from memory simple sentences dictated by the teacher
  • Use the diagonal and horizontal strokes needed to join letters
  • Know which letters are best left unjoined
  • Increase the legibility, consistency and quality of handwriting
  • Draw on examples of writing (structure, vocabulary and grammar) when planning their own work
  • Discuss and record ideas
  • Compose and practise sentences orally using an increasingly wide range of vocabulary and sentence structure
  • Organise paragraphs around a theme: Use paragraphs/sections help to organise content.
  • Assess own and others’ writing, suggesting improvements
  • Suggest changes to grammar and vocabulary
  • Proof-read work for spelling and punctuation errors
  • Read aloud their own writing using appropriate
  • intonation and controlling the tone and volume so that the meaning is clear
  • Use similar writing to identify and understand vocabulary and language (“magpie” words and phrases to use in own writing)
  • Create characters, setting and plot
  • Use varied and rich vocabulary including: adjectives, expanded noun phrases, adverbs, preposition phrases, collective nouns, similes and alliteration
  • Vary sentences openers for effect eg adverbs, preposition phrases and subordinate clauses
  • Discuss words and features of texts that capture the reader's interest
  • Understand the following terminology: preposition, conjunction; word family, prefix; clause, subordinate clause; direct speech; consonant, consonant letter, vowel, vowel letter; and inverted commas (or 'speech marks)

Year 4

  • Build on KS1 wide range of stories, poetry, plays, myths, legends, non-fiction and reference books
  • Retell stories orally
  • Recognise themes eg good over evil, use of magical devices
  • Be exposed to books that are structured in different ways
  • Identify how language, structure, vocabulary, grammar and presentation contribute to meaning
  • Build cohesion within a paragraph, choosing appropriate pronouns and nouns to avoid repetition
  • Write for a range of purposes
  • Link ideas across paragraphs using adverbials of time, place and number or by varying tense
  • Locate information using contents, index and glossaries
  • Use simple organisational devices eg headings, sub-headings
  • Choose nouns/pronouns accurately for clarity and cohesion
  • Use fronted adverbials (adverbs, phrases and subordinate clauses)
  • Use commas after fronted adverbials
  • Use apostrophe for plural possession
  • Punctuate direct speech using inverted commas and other punctuation (for example, a comma after the reporting clause)
  • Know the difference between Standard/non-Standard English
  • Use a range of prefixes and be able to form nouns using some of them e.g. super-, auto
  • Use a range of suffixes to change an adjective to an adverb and add suffixes beginning with a vowel letter to words of more than one syllable
  • Spell wide range of homophones
  • Spell words that are often misspelt
  • Use possessive apostrophe for plurals and understand the difference between plural and possessive -s
  • Use the first two or three letters of a word to check its spelling in a dictionary
  • Write from memory simple sentences dictated by the teacher
  • Use the diagonal and horizontal strokes needed to join letters
  • • Know which letters are best left unjoined
  • Increase the legibility, consistency and quality of handwriting
  • Draw on examples of writing (structure, vocabulary and grammar) when planning their own work
  • Discuss and record ideas
  • Compose and practise sentences orally using an increasingly wide range of vocabulary and sentence structure
  • Organise paragraphs around a theme: Use paragraphs/sections help to organise content.
  • Assess own and others’ writing, suggesting improvements
  • Suggest changes to grammar and vocabulary
  • Proof-read work for spelling and punctuation errors
  • Read aloud their own writing using appropriate intonation and controlling the tone and volume so that the meaning is clear
  • Broaden range of figurative language to include metaphors, personification and repetition
  • Begin to interweave character, setting, plot and dialogue
  • Understand the following terminology: determiner, pronoun, possessive pronoun, adverbials

Year 5

  • Summarise and present familiar stories in their own words
  • Summarise main ideas from more than one paragraph using evidence
  • Use knowledge of language and structure gained from stories, plays, poetry and non-fiction in their writing
  • Reflect understanding of audience and purpose though choice of grammar, vocabulary and structure
  • In fiction, consider how authors develop character and setting
  • Be exposed to wide range of books including myths, legends, fairy stories, modern fiction, fiction from literary heritage and books from other cultures
  • Evaluate how authors use language and consider effect on the reader
  • Use a wide range of devices to build cohesion within and across paragraphs
  • Use further organisational and presentational devices such as headings, sub-headings, columns, bullets, or tables, to structure text
  •  
  • Convert nouns or adjectives into verbs using suffixes eg -ate; -ise; -ify
  • Understand verb prefixes eg dis-, de-, mis-, over and re-
  • Spell some words with silent letters
  • Continue to distinguish between homophones and other words that are often confused
  • Use knowledge of morphology and etymology as a strategy for spelling
  • Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
  • Use a thesaurus to look for suitable synonyms
  • Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
  • Choose the writing implement best suited to the task
  • Use dictionaries to check the spelling and meaning of words
  • Identify audience and purpose of writing
  • Note and develop initial ideas drawing on reading
  • Select appropriate grammar and punctuation and understand how these can change/enhance meaning
  • Use a wide range of cohesive devices within sentences and between ideas/paragraphs
  • Use further organisational and presentational devices to structure text
  • Assess effectiveness of own and others’ writing
  • Propose changes to grammar, punctuation and vocabulary to enhance meaning/effectiveness
  • Ensure correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
  • Précis longer passages
  • Proof-read for spelling and punctuation errors
  • Ensure the consistent and correct use of tense throughout a piece of writing
  • Use knowledge of language from stories, plays and poetry to enhance the effectiveness of their writing
  • Select appropriate language and vocabulary to reflect their understanding of audience and purpose
  • Become familiar with the language of writing eg figurative language, imagery, style and effect
  • Develop characters, settings and atmosphere using language and vocabulary from reading/books
  • Integrate dialogue to advance action and convey character
  • Use dictionaries (and thesauruses) to check meaning of new words/language
  • Understand the following terminology: modal verb, relative pronoun; relative clause; parenthesis, bracket, dash; and cohesion, ambiguity
  • Understand the following terminology: Subject, object; active, passive; synonym, antonym; and ellipsis, hyphen, colon, semi-colon, bullet points

Year 6

  • Summarise and present familiar stories in their own words
  • Summarise main ideas from more than one paragraph using evidence
  • Use knowledge of language and structure gained from stories, plays, poetry and non-fiction in their writing
  • Reflect understanding of audience and purpose though choice of grammar, vocabulary and structure
  • In fiction, consider how authors develop character and setting
  • Be exposed to wide range of books including myths, legends, fairy stories, modern fiction, fiction from literary heritage and books from other cultures
  • Evaluate how authors use language and consider effect on the reader
  • Use a wide range of devices to build cohesion within and across paragraphs
  • Use further organisational and presentational devices such as headings, sub-headings, columns, bullets, or tables, to structure text
  •  
  • Use active/passive voice for effect
  • Use verb tenses consistently and correctly throughout their writing
  • Use perfect form to indicate time/cause
  • Use hyphens to avoid ambiguity
  • Use colons to introduce a list and mark boundaries between clauses
  • Use the semi-colon, colon and dash when writing lists or as the boundary between independent clauses
  • Punctuate bullet points consistently
  • Use wider range of cohesive devices (repetition of word/phrase, adverbials and ellipsis)
  • Identify formal/informal structures eg question tags, subjunctive form
  • Know and understanding the differences between spoken and written language
  • Convert nouns or adjectives into verbs using suffixes eg -ate; -ise; -ify
  • Understand verb prefixes eg dis-, de-, mis-, overand re-
  • Spell some words with silent letters
  • Continue to distinguish between homophones and other words that are often confused
  • Use knowledge of morphology and etymology as a strategy for spelling
  • Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
  • Use a thesaurus to look for suitable synonyms
  • Choose the writing implement best suited to the task
  • Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
  • Use dictionaries to check the spelling and meaning of words
  • Identify audience and purpose of writing
  • Note and develop initial ideas drawing on reading
  • Select appropriate grammar and punctuation and understand how these can change/enhance meaning
  • Use a wide range of cohesive devices within sentences and between ideas/paragraphs
  • Use further organisational and presentational devices to structure text
  • Assess effectiveness of own and others’ writing
  • Propose changes to grammar, punctuation and vocabulary to enhance meaning/effectiveness
  • Ensure correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
  • Précis longer passages
  • Proof-read for spelling and punctuation errors
  • Ensure the consistent and correct use of tense throughout a piece of writing
  • Use knowledge of language from stories, plays and poetry to enhance the effectiveness of their writing
  • Select appropriate language and vocabulary to reflect their understanding of audience and purpose
  • Become familiar with the language of writing eg figurative language, imagery, style and effect
  • Develop characters, settings and atmosphere using language and vocabulary from reading/books
  • Integrate dialogue to advance action and convey character
  • Use dictionaries (and thesauruses) to check meaning of new words/language
  • Understand the following terminology: modal verb, relative pronoun; relative clause; parenthesis, bracket, dash; and cohesion, ambiguity

Understand the following terminology: Subject, object; active, passive; synonym, antonym; and ellipsis, hyphen, colon, semi-colon, bullet points

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