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Writing

 

YEAR 3

YEAR 4

YEAR 5

YEAR 6

 

Key

Bold- KPI

Italicised- OPI

 


       YEAR-STAGE 3

WRITING CHILD SPEAK TARGETS

 

Composition and Text Structure

C1

I can often compose sentences using a wider range of structures and vocabulary.

C2

I can often write a narrative with a clear structure, setting, characters and plot.

C3

I can often write non-narrative using different layouts.

C4

I can often group my ideas into paragraphs.

C5

I can often edit my work for improvements to grammar, vocabulary and punctuation.

C6

I can write out dictated sentences correctly.

C7

I can write in a range of different genres across the curriculum

C8

I know and the difference between spoken language and written language and use this where appropriate.

 

Vocabulary and Grammar

V1

I can use conjunctions

V2

I am beginning to extend the range of sentences with more than one clause.

V3

I can often use adjectives to describe the noun (expanded noun phrases).

V4

I can often use adverbs.

V5

I can often use fronted adverbials (e.g. Yesterday, in the park. So…)

V6

I can confidently use prepositions.

V7

I can use the present perfect form

V8

I can use a or an within my work where appropriate.

 

Punctuation

P1

I can consistently use capital letters, full stops, question marks, exclamation marks and commas in a list.

P2

I can use apostrophes for possession.

P3

I can often use commas after fronted adverbials (e.g. Then, At home,)

P4

I can punctuate direct speech.

 

Handwriting

H1

I can consistently form upper and lower-case letters of the correct size.

H2

I can consistently join most letters and know which letters are best left unjoined.

H3

I am usually writing neatly and clearly.

 

Spelling

S1

I am beginning to apply spelling rules for suffixes (e.g. forgetting, beginner) and also ‘sion, ly, ous.

S2

I am beginning to apply prefixes (e.g. dis  mis  in etc. )

S3

I can use my knowledge of alternative phonemes for accurate spelling. (e.g. road, rode).

S4

I am beginning to spell the commonly mis-spelt words from the Y3/4 word list.

S5

I am beginning to use a dictionary accurately.

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YEAR-STAGE 4

WRITING CHILD SPEAK TARGETS

 

Composition and Text Structure

C1

I can compose sentences using a wider range of structures and vocabulary.

C2

I can write a narrative with a clear structure, setting, characters and plot.

C3

I can write non-narrative using simple organisational devices such as headings and sub-headings.

C4

I can group my ideas into different sections.

C5

I can group my ideas into paragraphs.

C6

I can link my ideas between paragraphs

C7

I can edit my work for improvements to grammar, vocabulary and punctuation.

C8

I can be dictated to and use the correct spellings and grammar taught so far

C9

I can write for a range of purposes using different styles of writing

 

Vocabulary and Grammar

V1

I can extend the range of sentences with more than one clause.

V2

I can correctly use subordinate clauses in more formal writing.

V3

I can choose nouns or pronouns appropriately.

V4

I can securely use adjectives to describe the noun (expanded noun phrases).

V5

I can securely use adverbs.

V6

I can securely use fronted adverbials (e.g. Yesterday, in the park. So…)

V7

I can confidently use grammar terms taught so far to explain choices that I have made

V8

I can understand the difference between formal and informal language

 

Punctuation

P1

I can securely use commas to separate items in a list.

P2

I can securely use apostrophes.

P3

I can securely use commas after fronted adverbials (e.g. Then, At home,)

P4

I can securely use inverted commas and other punctuation for direct speech.

 

Handwriting

H1

I can securely form upper and lower-case letters of the correct size.

H2

I can securely join most letters accurately.

 

Spelling

S1

I can securely apply spelling rules for suffixes (e.g. forgetting, beginner) and also ‘sion, ly, ous.

S2

I can securely apply prefixes (e.g. dis  mis  in etc. )

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YEAR-STAGE 5

WRITING CHILD SPEAK TARGETS

 

Composition and Text Structure

C1

I can mix description, action and dialogue to move the plot on in stories

C2

I can write non-narrative I can organise my writing (headings, sub heading, bullet points, underlining etc) to guide the reader.

C3

I can often make links between paragraphs e.g. using conjunctions, adverbials of time, place, number.

C4

I can use more sophisticated conjunctions to link ideas within a paragraph

C5

I can create tension and atmosphere in stories and poetry.

 

Vocabulary and Grammar

V1

I can often use adverbs (eg perhaps, surely) or modal verbs (eg might, should, will, must) to indicate a degree of possibility.

V2

I can use a comma to separate clauses (relative clause) and in a list

V3

I can converts nouns or adjectives into verbs using suffixes (eg -ate, -ise, -ify)

V4

I can write in the correct tense throughout a piece of writing (past, present, future)

V5

I can use an expanded noun and verb phrases to give more detail

V6

I can understand the differences between standard English and non-standard English and can show this in my writing

 

Punctuation

P1

I can often use a wider range of punctuation –brackets, dashes and commas to show parenthesis.

 

Handwriting

H1

I can join my handwriting and make sure it is clear and fluent.

 

Spelling

S1

I can spell words ending -ant, -ance, - ancy, -ent, -ence, ency, correctly

S2

I can use a dictionary and a thesaurus.

S3

I can spell at least half the words in the Yr 5/6 list and spelling rules taught me

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YEAR-STAGE 6

WRITING CHILD SPEAK TARGETS

 

Composition and Text Structure

C1

I can write to suit the audience and purpose and sustain a viewpoint.

C2

I can describe settings, character and atmosphere in narratives.

C3

I can integrate dialogue to develop the character and advance the action.

C4

I can write non-narrative using – such as headings, sub heading, bullet points, underlining. (Layout devices)

C5

I can group my ideas into paragraphs to show different information or events.

C6

I can make links within and between paragraphs e.g. using conjunctions, adverbials, pronouns or dialogue. (cohesive devices)

C8

I can edit my work for improvements to spelling, grammar, vocabulary and punctuation to enhance effects and clarify meaning. (proof reading)

C9

I can start a sentence in different ways and use clauses in different places within a sentence.

C10

I can use stylistic devices to create effects in writing.

C11

I can add well- chosen detail to interest the reader.

C12

I can use correct tense throughout my writing.

C13

I can shape my writing to create an effect

C14

I can plan my writing using what I know and have read

 

Vocabulary and Grammar

V1

I can extend the range of structures that are appropriate for the style of writing. (Formal and informal)

V4

I can use passive verbs

V6

I can write sentences that are grammatically accurate.

V8

Use judicious (well-chosen/appropriate) language choices

 

Punctuation

P1

I can use a wider range of punctuation correctly - brackets, hyphens, dashes and commas to indicate parenthesis, semi-colons, colons, bullet points and ellipsis.

 

Handwriting

H1

I can write neatly, fluently and  legibly (e.g. ascenders and descenders are parallel

 

Spelling

S1

I can apply spelling rules for suffixes (ible, ibly, able, ably, ant, ance, ancy, ence, ency, fer).

S3

I can distinguish between homophones and other words which are often confused.

S4

I can spell the commonly mis-spelt words from the Y5/6 word list.

S5

I can use a dictionary and a thesaurus.

S4

I can use a range of spelling strategies.

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Awards