english policy - st marys rc school · 7. appendix 6 - poetry 8. appendix 7 – pie corbett story...
TRANSCRIPT
‘Growing, loving and learning in the arms of Mary’
English Policy
English Policy- Contents
1. Mission Statement
2. Appendix 1 - planning grid
3. Appendix 2 - high frequency words to spell
4. Appendix 3 - grammar sentence progression
5. Appendix 4 - whole school overview
6. Appendix 5 - success criteria for all genres of writing at all stages
7. Appendix 6 - poetry
8. Appendix 7 – Pie Corbett story types
9. Appendix 8 Writing Assessment grids
English Policy Author: Sarah Duffy & Nicola Simpson Date: January 2017 Review date: January 2018 Ratified by governors
Mission Statement In St Mary’s RC Primary School we aim for children to become enthusiastic and confident speakers, readers and writers. Our aims are to:
• Read easily, fluently and with good understanding. • Develop the habit of reading widely and often for pleasure and information. • Acquire a wide vocabulary and understanding of grammar and knowledge of linguistic conventions for
teaching reading writing and spoken language. • Appreciate our rich and varied literary heritage. • Write clearly, accurately and coherently adapting their language and style in and for a range of contexts,
purposes and audiences. • Use discussion in order to learn. They should be able to elaborate and explain clearly their understanding and
ideas. • Be competent in the arts of speaking and listening, making formal presentations, demonstrating to others and
participating in debate.
To do this teacher’s will:
• Provide motivating opportunities for children to develop their spoken language reading and writing through a whole book approach. (see appendix 1)
• At the beginning of the school year, over a period of 2 weeks, teachers will briefly revisit previously taught genres and help children apply these across the curriculum at an appropriate level (see relevant success criteria appendix 5).
• Use the new curriculum Programme of Study and appendices. (see appendix 6) • Use the school sentence progression document to ensure writing becomes more complex. (see appendix 3) • Use the text type overview (see appendix 4) and success criteria (see appendix 5) to choose appropriate
purpose and audience. Spoken Language
• Spoken Language is crucial to development and is a major focus across the school. Teachers will plan to plan the statutory requirements outlined in the National Curriculum.
• Use the talk for writing approach throughout the whole curriculum to ensure the children rehearse what they want to say to ensure they use appropriate Standard English in preparation for writing.
• Ensure children orally present their learning in a range of ways to peers and adults. Reading
• At St Mary’s School we have a multi layered approach to the teaching of reading. • In Reception and Key Stage 1 the emphasis is on word reading and a phonic approach to decode quickly and
fluently. • At St Mary’s we use the Read Write Inc. Programme to systematically teach synthetic phonics. • Alongside our phonics programme we teach children how to extract meaning from text (comprehension). We
do this through high quality discussion with adults using a range of texts. • When the children have progressed to the end of the Read Write Inc. programme they continue to develop
their phonic knowledge using the National Curriculum P of S. (see appendix 6) • In addition the school teaches the children the key comprehension strategies of prediction, clarification, asking
questions and summarising. (Reciprocal Reading) • Children are exposed to a range of texts in all curriculum areas:
Fiction (traditional, classic and contemporary) Non Fiction
• As a whole school, we have story time every day, to develop the children’s love of reading. During this time the school provides each child with a class novel to follow as the teachers read.
• To support the children’s development of reading at home, all children take home either a designated reading scheme book and/or a free choice book.
Writing
• The approach to writing should be taught through PALS (Purpose, Audience, Language, style) • Grammar -Through the whole book approach, we help the children to develop a broad vocabulary and teach
the children how to use these words in grammatically accurate sentences. (see appendix 3) • Composition - These skills allow our children to compose different types of writing for a range of purposes.
(see appendix 4) • Success Criteria for each genre of writing should be used at the appropriate level. (see appendix 5) • Spelling - As outlined in the new National Curriculum we ensure children have secure basic skills through a
rigorous spelling programme. (see appendix 2) • Spelling is taught every day in Reception, Year 1 and Year 2 through the Read Write Inc Programme. • In Year 3, spelling is taught 4 times a week. Children will use visual methods of learning spelling as well as
revisiting phonics. • In Year 4, 5 and 6, spelling is taught 2/3 times a week following the P of S • Transcription - At St Mary’s we use the Read Write Inc. Programme then the children progress to a whole
school handwriting scheme. (Handwriting Today) Poetry
• Poetry writing is only prescribed in the Year 2 P of S. However, at St Mary’s all year groups should be exposed to poetry.
• Teachers should be confident to include poetry in their English lessons and other subject areas. • There will be an annual poetry event where children will read, write and person poetry. (see appendix 7)
Intervention • It is hoped that the majority of children will have progressed through the Read Write Inc. programme by the
end of Year 1. Intervention groups are used to for those children who need additional help. • These intervention groups are monitored by AMF (Reading Leader) and the class teacher. • We recognise that some children have difficulty learning to read and write through phonics. In such cases, a
Look and Say intervention is also used (ORT.)
Planning
• Planning is based on formative assessment stating the next steps. • To support this, annotated documents will be used as a discussion point during transition periods. (appendix
6) • The Driver - P of S outcomes, sentence progression and text types are clustered to decide what the children
need to learn. • The Vehicle - A whole book approach • Teachers take a text that will be the context for learning for speaking/reading/writing over an appropriate
length of time: for example a term/half term. (use a mind map approach see appendix 1) • Using the year group overview, teachers decide which genres of writing they will teach and/or develop during
the block of work. • Teachers should use the mind map to formulate a short term plan which includes focussed outcomes for each
lesson, differentiation and activates which will allow children to secure this outcome. • Within the short term plan, teachers will identify the appropriate grammar work for their children.
Appendix 1 – See level appropriate success criteria
Retell of story (Oral & written)
Substitute the character or setting
Revise list (what did she see?)
Non chronological report on bears
Picture of house with label or caption
Goldilocks and the 3 bears YR1
Sorry letter to the bears
Role play
Joining in with repeated patterns
New vocabulary prediction
Biography – Jim Jarvis, Dr Barnardo
Comparisons – Rich & Poor
Recount – Life of Jim Jarvis
Newspaper report -
Descriptive writing – The workhouse
Street Child YR5
Reciprocal Reading
Explanations
Formal presentations – Victorian inventions
Oral debate – conscience alley
Comprehension
Appendix 2 - High Frequency words to spell
This includes words from Read Write Inc. and words required by the new strategy
Reception
HF to Teach HF to decode
the to I no go we into he she me be was you they are my her saw
a an as at if in is it of off on can dad had back and get big him his not got up mum but put has will that this then them with see for now down look too
Reception – Christmas Yr1
said have said like so do some come were there little one when out what by here where love once friend school your want what all tall small call who
went it’s from children just help says ask pull full down how now
Summer YR1
Extra graphemes to teach - oe –– toes, goes ie chief field Plurals - s es Suffixes - ing ed er est Prefix - un Oh there people Mr. Mrs. looked called asked could any does any saw Days of the week
Don’t old I’m by time house about your day made came make here very
Summer YR2
Extra graphemes to teach dge – fudge, judge ge - forge gn – sign gnat gnaw al – petal, metal el – camel travel tunnel il pencil fossil nostril y - cry fly reply
Watch brother talk caught other two could would should water anyone through son whole should many mother above father buy bought great walk thought wear worse why over
Once finished this move on to next 200 common words in Letters & sounds and use the P of S for spelling in the appendix of the New curriculum for that year group omitting any graphemes covered by RWI
Yr 3&4
PGC will be revised through learning new spellings and spelling patterns in the P of S Statuary spellings from the word list for Yrs 3& 4 then 5 & 6 need to be rigorously taught and learnt ( 5 words/2 weeks)
Appendix 3 - St Mary’s Sentence Progression Year 1 To use a capital letter for places To punctuate sentences using a capital letter and f ull stop To use capital letter for the days of the week Joining words and joining clauses using and. Examples:
• It was raining and cold. • It was raining and it was cold.
When and joins 2 main clauses a comma must be used Examples:
• The sun was shining in the sky, and the clouds were white and fluffy. Use a comma after an adverb of time Examples:
• Later, Goldilocks tasted the porridge. Beginning to understand how the grammatical pattern s in a sentence indicate its function. Examples:
• Statement: I will go to bed. • Question: Will you go to bed? • Exclamation: How hot it is! What a great day that was! (must include a verb) • Command: Go to bed!
To add prefixes and suffixes
• using the spelling rule for adding -s or -es as the plural marker for nouns and the third person singular marker for verbs
• to spell most common exception words Use spaces between words. To plan what to write using a story/recount map inc luding words and pictures (Talk For Writing) To write sentences by sequencing sentences to form short narratives Terminology Letter, capital letter, word, singular, plural, sentence, punctuation, full stop, exclamation mark, statement, command
and question mark. Year 2 To consistently write and punctuate statements, com mands, exclamations and questions To use a capital letter for names of people, places and I (Year 1 expectation) Subordination using, when, if, that, because. Coordination using, or, so, and, but to write compo und sentences Children should know these terms. A comma must be used before the conjunction Examples:
• I was tired, so I went to bed. • I like to eat chips or beans, with my sausages. • I went to bed, because I was tired. • I go to bed, if I am tired.
Expanded noun phrases for description and specifica tion using adjectives. Examples:
• the blue butterfly • the man in the moon • The man in the moon was hungry.
To learn to spell some words with contracted forms and use a possessive apostrophe Examples:
• The cat’s lead was red. • Don’t do that.
Use 2 adjectives in an expanded noun phrase and lin k to commas in a list. Examples:
• the bright, blue butterfly • The bright, blue butterfly flew onto a flower.
Use adverbs of time to sequence events followed by a comma. Use a comma after the time verb. Examples:
• First, then, next, after that, finally. • Later, Goldilocks tasted the porridge.
List sentences Example:
• It was a dark, long and leafy lane. Speech sentences, on a new line. Examples:
• “Hello,” said Goldilocks. • Goldilocks said, “Hello”.
Use the past and present tense correctly Terminology As in Year 1 Noun, noun phrase, compound, adjective, verb, suffix, adverb, tense (past/present), apostrophe and comma Year 3 To consistently write and punctuate sentences types taught in Year 2: Statements, commands, exclamations and questions. To consistently write and punctuate sentences types taught in Year 2: Inverted commas (direct speech) To consistently write and punctuate sentences types taught in Year 2: List sentences and Expanded Noun Phrases To consistently write and punctuate sentences types taught in Year 2: Possessive apostrophe Expressing time, place and cause using conjunctions , when, before, after, while, so, because separatin g
clauses with a comma Subordinate clauses. which or who embedded in the s entence. Examples:
• Goldilocks, who was a naughty girl, ate the 3 Bears porridge. • The porridge, which was hot, was on the table.
Adverbs of manner to begin a sentence (how). Adverb ial opening or fronted adverbial followed by a comm a. Examples:
• Suddenly, the door opened. • Down by the bay, the battle began.
Prepositions, before, after, during, in, because, u sed in the middle of a sentence. Examples:
• I stayed in bed because of the bad weather. • He ate his popcorn during the film.
Similes using like and as. Examples:
• The butterfly was as light as a feather. Use the present perfect form of verbs in contrast to the past tense. Example:
• I have seen the movie. • Have is present, seen is in the past
Use nouns and pronouns for clarity and to avoid repetition. Example
• Nicola went to the shops and she bought some biscuits. To plan their writing To organise paragraphs around a theme maybe use hea ding sub headings Terminology As in Year 1 and 2 - Adverb, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech,
consonant, vowel, inverted commas, Year 4 All sentence types and punctuation for Year 1/2/3 Short sentences for effect. Examples:
• Then it happened. To use coordinating conjunctions preceded by a comm a (FANBOYS) Examples:
• The man ran for the bus, but he missed it. • The boy was tired, yet he kept running.
To use a subordinate clause including if or when or which or who separated with a comma Examples:
• If you finish your work, you can go out to play. • When you are hungry, eat your lunch.
To use apostrophes for possession and contractions Examples:
• Don’t • Sarah’s
To identify and use determiners Examples:
• The, an, a, one, some those etc… To plan their writing To use standard English forms depending on the audi ence and genre Terminology Determiner, pronoun, possessive pronoun, adverbial
Year 5 All sentence types and punctuation for Year 1/2/3/4 To consistently use: capital letter, full stop, que stion mark, exclamation mark, apostrophes, commas and
inverted commas. To use bullet points to list information To use a semicolon; to separate longer phrases in a list To use a : to introduce a list Examples: Sarah needed: apples, bananas and oranges Relative clauses beginning with, who, which, where, when, whose, that or an omitted relative pronoun. Examples:
• The boy who was kind, helped the girl with her homework. • Non embedded clause – I like computers which are fast.
To use coordinating and subordinating conjunctions and commas Examples: Coordinating (FANBOYS)
• Subordinating e.g. who, which, when, because etc. • Contrast: however, never the less • Concession: although, despite, still, even though • Cause and Effect: consequently, thanks to, since, if
Parenthesis – could use commas, brackets or dashes. Examples:
• The boy (who was kind) helped the girl. Using verbs to start sentences. Example: Trembling from top to toe, the boy crept down the stairs. Indicating degrees of possibility using adverbs or modal verbs. (perhaps, surely, certainly, probably,
possibly. Modal verbs, might, should, will, must) ** modal verbs can be used as a question – could you do your homework? Speech mostly starts on a new line. Use the structu re typical of informal speech. Example:
• “He’s your friend isn’t he?” Organise writing into paragraphs Describe characters and setting To draft and write by using a wide range of devices to build cohesion within and across paragraphs: re lative
clauses, adverbs of time, place & frequency, fronte d subordinate clauses Terminology Modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity Year 6 Use capital letters/full stops
Use inverted commas for speech
Use quotation marks to highlight information or sur round a quote
Use an exclamation mark
Use a colon to start a list
Use a semi colon to separate items in a list
Use a question mark
Use ellipses
Use a dash
Use a hyphen
Use brackets, dashes or commas for parenthesis
Use commas to avoid ambiguity
Use adverbs, preposition phrases and expanded noun phrases to add detail, qualification and precision
Use a wide range of clause structures, sometimes va rying their position in the sentence
Create atmosphere, and integrate dialogue to convey character and advance the action
Select vocabulary and grammatical structures that r eflects the level of formality required
Use a range of cohesive devices within and across s entences and paragraphs
Use passive and modal verbs appropriately
Use adverbs, preposition phases and expanded noun p hrases effectively to add detail, qualification and precision
Spell most words correctly (Year 5 & 6)
Maintain legibility, fluency and speed in handwriti ng through choosing whether or not to join specific letters Use active and passive sentences. The use of question tags – He’s your friend, isn’t he? Subjunctive forms – If I were or were they to come. To identify subject, object and verb in a sentence To use different verb forms accurately: past/presen t past perfect/present perfect, past/present/future
progressive, Example:
• I eat/I ate • I have eaten/I had eaten/He has eaten • I am eating/I was eating/I will be eating
Terminology Subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi colon, bullet points, subjunctive, conjunction
Appendix 4 – Year Group Genres
Previously taught genres will be reviewed during the first 2 weeks of the Autumn Term and applied in other subjects. Teachers should use the success criteria for the level the children are working at. All writing should be planned through the whole book approach. Children should be aware of PALS.
Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Oral personal recounts using first, then next. Oral simple retell familiar stories. Written personal recount. Written simple retell. Lists. Captions and labels.
Oral personal recounts using first, then next. Oral simple retell familiar stories. Written personal recount. Written simple retell. Lists. Captions and labels. Retell familiar stories substituting character and setting. Write a cumulative story e.g. Gingerbread Man. Personal recounts. Postcards. Non chronological report – describe a thing or phenomena.
Retell familiar stories substituting character and setting. Write a cumulative story e.g. Gingerbread Man. Personal recounts. Postcards. Non chronological report – describe a thing or phenomena. Stories recycling plot to create new stories. Wish story Journey story Defeating monster story Personal recounts. Recounts of real events. Letters and Diaries. Instructions fiction and non-fiction. Explanations using because and how to.
Stories recycling plot to create new stories. Choose from: Wish story Journey story Defeating monster story Personal recounts. Recounts of real events. Letters and Diaries. Instructions fiction and non-fiction. Explanations using because and how to. Setting, character and plot. Choose from: Meeting story Warning Story Defeating Monster story Persuasion fiction or nonfiction in the form of a letter or leaflet.
Setting, character and plot. Meeting story Warning Story Defeating Monster story Persuasion fiction or nonfiction in the form of a letter or leaflet. Choose from: Story types as above plus Quest. Recount newspaper report. Discussion or comparison texts.
Wish story Journey story Defeating monster story Quest story Recount newspaper report. Discussion texts. Choose from: Myth or legend. Explanation texts using notes. Précising. Formal presentations. Biography (recount). Evaluation. Comparisons.
Children should be given opportunities to choose which genre to use for which purpose. (PALS)
Appendix 5 - Success Criteria for all Genres of Writing Reception
Stories
Pupil Objective Teacher I can use story language to retell the stories in nursery rhymes
I can use story language to retell five traditional tales I can use story language when writing my story Reception
Lists
Pupil Objective Teacher I can write lists going down the page I don't use joining words Reception
Recounts
Pupil Objective Teacher I used first, next and then to say what I did I used first, next and then to write what I did Reception
Signs
Pupil Objective Teacher I can write signs to label objects in my school I can write a label or a caption for a picture I can use my phonic knowledge to attempt more complex words In my handwriting most letters are correctly orientated and formed Year 1
Stories
Pupil Objective Teacher I can use a story map to plan my story I have written a title My introduction says when the story started: when My introduction creates a setting: where My introduction says who the characters are: who Year 1
Recounts/chronological reports e.g. postcards
Pupil Objective Teacher I can write a title I can write an introduction saying who, where and when I can use these time words: first, next, after, then, finally I can use a comma after the adverb of time I can write a conclusion, e.g. saying which bit I like best what I enjoyed
Year 1
Non-Chronological Reports
Pupil Objective Teacher I can write a title I can write an introduction saying what my report is about I can write three information sections, which have headings I can draw a picture with the label or caption, to illustrate my report I can write a conclusion
Year 2 Stories
Pupil Objective Teacher I can write a title I can use a story map to plan my story Each set of sentence pictures starts on a new line In the introduction, I can introduce and describe the main character and describe the
setting
I can use direct speech in my writing I can start speech sentences on a new line Year 2
Recounts/chronological reports including letters & diaries
Pupil Objective Teacher I can draw a map to plan my recount I can write a title I can write an introduction saying who, where and when I can use these adverbs of time: first, next, after, soon, then, eventually , finally followed
by a comma
I can write an interesting sentence for each adverb of time sentence When writing recounts I always use the past tense Year 2
Instructional Writing
Pupil Objective Teacher I can draw a map to plan my instructions I can use a title I can use an introduction to hook the reader I can use the you will need subheading I can give two lists: equipment and material I can use bullet points I can use the subheading method I can use numbered instructions in the correct order I can use imperatives verbs in the present tense to begin each instruction I can use labels and captions I include a short conclusion to suggest the next action or I can give my Top Tip or
Warning
Year 2
Non-chronological reports/explanation texts
Pupil Objective Teacher I can draw a map to plan my non-chronological reports I can write a title I can write an introductory paragraph to hook the reader I can write 4 information sections which have headings I can start my sentences with adverbs of frequency followed by a comma I can use topic related vocabulary I can use because to explain why you do things I can draw diagrams with labels and captions to illustrate my report I can write a conclusion that links back to the introduction
Year 3 Stories
Pupil Objective Teacher I can choose which type of story to write I can write a title that is appropriate to my story I can write an introduction that sets the scene and introduces the main character I can use speech I start sentences with adverbial phrases
I use expanded noun phrases Year 3
Recounts/chronological reports
Pupil Objective Teacher I can use my plan to formulate paragraphs I use clear, bold writing for my title/headline I will use subheadings if appropriate I can write an introduction saying who, where and when I can use adverbs of time followed by a comma I can write an interesting sentence for each adverb of time sentence I can use expanded noun phrases When writing recounts I always use the past tense Year 3
Instructional Writing
Pupil Objective Teacher I can write a title that is appropriate to the instructions I can write a punchy introduction to interest the reader I can write appropriate subheadings for each stage I can write a list of equipment and a list of materials using bullet points I can write numbered step-by-step instructions I use imperative verbs to start instructions I can use diagrams, linked to the instructions with captions and labels I can write a conclusion or a Top Tip I have asked someone to try out my instructions to see if they are easy to follow
Year 3 Non-chronological reports/explanation texts
Pupil Objective Teacher I use clear, bold writing for my title I include an introductory paragraph I include headings, some written as questions to interest the reader I use technical words to do with the subject I include labels diagrams I write captions for pictures and diagrams I organise information into paragraphs and link them to my formula I use the present tense or past tense for historical reports I use facts or pieces of information written in sentences I can write a brief conclusion to my report Year 3
Persuasive writing including letters
Pupil Objective Teacher I can write Dear----followed by the recipient’s name and a comma In the first paragraph I explain why I was writing the letter In the second paragraph I can present the facts I can write in the third paragraph a closing statement asking for a reply I end the letter using Yours sincerely or an informal phrase for family and friends I am polite
Year 4
Stories
Pupil Objective Teacher I can choose which type of story to write I can write a title that is appropriate to my story I can write an introduction that sets the scene and introduces the main character
I can describe the characters by what they say and do I can involve the reader by using: some present tense, first person, rhetorical questions
I can use paragraphs reach new idea Some of my paragraphs end with a fiction hook I start a new paragraph for a change of setting or a new event Year 4
Recounts/chronological Reports
Pupil Objective Teacher My introduction sets the scene with the five Ws: Where? Why? Who? What? When?
I have recounted events in chronological order My closing statement brings the writing to a conclusion It has a neat last line to grab the attention It is in the past tense I have used the third person I have linked paragraphs using adverbs of time followed by a comma Year 4
Instructional Writing
Pupil Objective Teacher I can write a title that is appropriate to the instructions I started my writing by stating a goal I can list all the items needed I can write instructions in sequence steps I can use bullet points, numbers or adverbs of time followed by a comma I can add additional information in a separate box I can use diagrams to make it clearer I can put the verbs first and in the present tense My instructions are written in the second person I can use clear, precise language Year 4
Non-chronological reports/explanation texts
Pupil Objective Teacher My introduction includes a general description about what is to follow I can organise my report in specific categories My initial focus is on general common features My report moves from the general to the specific My sections may include: a description of the object or events, their qualities, parts and
their functions, habits, behaviours and uses
I can use appropriate technical language I use the present tense (or past tense for historical report) I use the third person I end with a conclusion
Year 4
Explanations (possibly using science experiments) a nd information books
Pupil Objective Teacher My title How---- or Why---- indicates what I am writing about My opening statement introduces the topic and addresses the reader A series of logical steps explains how or why something happens I can include a diagram My concluding summary statement relates the subject to the reader I can give additional information inboxes I use the present tense My glossary explains technical language Year 4
Persuasive advertisement, flyer or poster
Pupil Objective Teacher I can start with a question I place the object or events being advertised in the centre I put a concluding statement at the end I try to persuade my reader by using: slogans and wordplay, alliteration, repetition and
rhyme
I grab the attention by using different fonts, sizes and colour Year 4
Persuasive text including letters
Pupil Objective Teacher I can write my address, e-mail address and date I can write Dear---- followed by the recipient's name followed by a comma In the first paragraph I explain why I was writing the letter In the second paragraph I can present the facts I can write in the third paragraph a closing statement asking for a reply I end the letter using Yours sincerely or an informal phrase for family and friends
I am polite Year 4
Discussion texts
Pupil Objective Teacher I use a clear opening statement I give arguments for and against I support the arguments with evidence I use a concluding statement I use the present tense and third person I link arguments in paragraphs using cohesive devices
Year 5
Story Maps
Pupil Objective Teacher My story map is written in notes and phrases rather than sentences I include important headings I show the chronology of events using boxes, numbers or arrows
My setting and characters are clear I use helpful labels, e.g. difficulties, predicaments, answers, resolution I include clear links with the title I use an easy to follow layout I follow chronological story sequence I use organisational devices to separate events, e.g. boxes/shapes to show where
paragraphs will be
Year 5
Legends
Pupil Objective Teacher My legend is about people It has a possible basis of truth It features monsters/strange beasts
It features some magical powers It includes brave, heroic characters It places emphasis on brave heroes and daring deeds It may feature battles/fights/struggles It makes the distinction between honour and dishonour Good defeats evil My legend includes a traditional ending Year 5
Myths
Pupil Objective Teacher My myth is about gods and goddesses It is set in ancient times
It features danger/revenge
It includes use of magical powers I use powerful imagery My characters are heroes My myth explains strange/important happening It features strange, frightening creatures
Year 5 Stories - A Modern Quest
Pupil Objective Teacher I established the task-to find something I reveal the setting My characters set off and overcome obstacles en route
The dilemmas are: can't find it, can't get in, get trapped, get chased The solutions to the dilemmas are realistic My characters arrive back at the start, task accomplished I include an ending, e.g. a final comment I use dialogue for characterisation or showing the reader what is happening
Year 5
Recounts/Reports
Pupil Objective Teacher My recount/report includes a title/headline I can use it heading or a byline if necessary My recount/report includes an introduction I include time connectives I include illustrations (if helpful) I include essential words I use the past tense consistently I use appropriate style and tone for the reader I can maintain my viewpoint and stance throughout the recount/report I make the right choice of vocabulary (effective action verbs) and sentences I show chronological order I write in the first or third person I include a closing statement Year 5
Explanations
Pupil Objective Teacher My text explains how/why something works or happens The title may be a question My text may begin how or why
I use an introductory opening statement I give information in a series of steps I use helpful diagrams I use chronological order I use verbs in the present tense I use technical words My text answers the title question Year 5
Non-Chronological Reports
Pupil Objective Teacher My report describes the way things are I write in opening statement I use paragraphs I use an impersonal tone My report is non-chronological I use verbs in the present tense I make some use of the passive voice I use correct technical words I give clear explanations when needed I include headings I acknowledge my sources Year 5
Instructions
Pupil Objective Teacher My set of instructions include a title to catch the eye The title says what the instructions are for I use correct names in the text
I include a list of requirements/equipment at the beginning
I use verbs in the imperative I use the present tense I list all the steps in chronological order I use diagrams/illustrations Year 5
Persuasive writing including letters
Pupil Objective Teacher
I can write my address, e-mail address and date I can write “Dear----“ followed by the recipient's name followed by a comma
In the first paragraph I explain why I was writing the letter In the second paragraph I can present the facts I can write in the third paragraph I will give additional information In the fourth paragraph I can give my opinion In the fifth paragraph I will suggest a solution In the fifth paragraph I will make a closing statement asking for a reply I end the letter using Yours sincerely or an informal phrase for family and friends
I am polite Year 5
Discussion writing
Pupil Objective Teacher I can make a plan in two columns, e.g. for and against, for discussion writing I can write a title which is appropriate to the discussion My introduction introduces the topic to be discussed
My writing is arranged effectively in paragraphs to distinguish arguments (pros and cons)
My paragraphs contain persuasive features and supporting evidence My paragraphs are sometimes linked effectively I present both points of view selecting style and vocabulary appropriate to the reader
In my conclusion I will present my opinion or invite the reader to form their own opinion
Year 5
Note taking
Pupil Objective Teacher My notes are clear They are appropriate for the purpose The layout is helpful
The facts are correct I use chronological order I use organisational devices I use symbols/signs/abbreviations The abbreviations will be understood by their eventual reader I use correct technical words/proper names I use precise quoted words
Year 6
Writing dialogue
Pupil Objective Teacher My dialogue between characters and moves the story on: it develops characters, it
shows the reader what is happening
My dialogue sounds realistic-the characters have their own voices I use contractions, e.g., I'd
I use interjections, e.g. well, um I use dashes to show pauses I use colloquialisms My punctuation is accurate
Year 6 Non Fiction Texts
Pupil Objective Teacher The title sets up the explanation My layout is clear and users paragraphs or subtitles Any illustrations add to the explanation and are clearly labeled
My vocabulary includes: technical language, precise details, formal language e.g. recorded instead of written
My explanation gives an impersonal view I use the passive voice and mainly the present tense My explanation is easy to understand because it is written in a series of logical steps
Year 6 Instructions
Pupil Objective Teacher I can plan my instructions I can write a title My ideas are organised into a planned and coherent series of sections to control it and
structure the procedure
Headings are selected appropriately for stages of the procedure I write explicit instructions. I can use diagrams, photographs and illustrations to elaborate and support
effectiveness of instructions or procedures
My viewpoint is established and maintained as the expert and I adopt an impersonal voice
My layout is appropriate to the subject and topic I use appropriate terminology to engage the reader and clarifies instructions
Year 6 Formal Leaflet
Pupil Objective Teacher My leaflet is split into clearly subtitled sections I use titles and subheadings to attract the reader I use illustrations to support the information
Key information is easily identified through the use of colour, shading, boxes, bold and italic, different shaped sections
I use standard English which is exact and clear with no ambiguities I use an impersonal tone, avoiding personal pronouns My vocabulary includes formal phrases and technical words I use a least three complex sentences
Year 6 Non-chronological Report
Pupil Objective Teacher My report has a clear opening paragraph which indicates what it is about The main body of my report is clearly organised into paragraphs
The information is factual and accurate The style is formal with no personal pronouns I use present tense or past tense for historical reports I use precise, descriptive language and technical terms I include summarising comment to finish my report
Year 6 Formal Letter
Pupil Objective Teacher In my formal letter, addresses, date, greeting & sign off are correctly placed The first paragraph tells who the writer is and explains the reason for writing the middle paragraph delivers the necessary message The letter states clearly what I would like the recipient to do I use standard English I use the appropriate greeting and sign off I use a formal tone
Year 6 Persuasive Argument
Pupil Objective Teacher I stated my point of view clearly in the introduction and in the conclusion I used my strongest argument first I backed up each argument with relevant evidence and detail My argument is mainly in the present tense I used persuasive devices such as:
• statistics • emotive language • rhetorical questions
Year 6 Balanced Argument
Pupil Objective Teacher I used a question for the title My introduction explains what the argument is about I gave statements for and against, with reasons to support them My final paragraph sums up and may offer suggestions I used at least three examples of the language of debate I used modal and passive verbs I used impersonal pronouns I used a personal pronoun in the final paragraph only
Year 6 Journalistic Writing/Reports
Pupil Objective Teacher My article has a short, effective headline that is related to the subject My lead paragraph is packed with information It provides a strong image and hooks the reader The beginning of my article answers the questions, who? what? where? when? and
why?
My article is organised into paragraphs The body of my article contains more details about events and is in chronological order
I have included quotes from several people ( sources of evidence) I have based it on an inverted triangle: as the articles progresses, the details become
less important
The final paragraph brings events up to date
Year 6 Autobiography and diaries
Pupil Objective Teacher I have written a clear opening paragraph to set the scene I have used first person pronouns
I have written in the past tense I have included my feelings, reactions and opinions My writing is about events that were important to me in chronological order
I have included detailed description using powerful verbs and adjectives I have concluded with a reflection
Year 6 Biographical Writing
Pupil Objective Teacher I have used a rhetorical question to hook the reader My first paragraph summarises the main events of the person’s life I have used third person pronouns I have written in the past tense I have used the passive voice to make the writing more formal My writing is about key events in the person’s life in chronological order I have used at least three different ways of linking sentences My final paragraph mentions something about the person’s:
• main achievements • personality • how he/she will be remembered
Year 6 A Film/ play Review
Pupil Objective Teacher My review hooks the reader with a strong first sentence about the film I included the genre I stated who it appeals to I gave a summary of the action without the ending I gave technical details
I gave my opinion as the reviewer I mentioned the strengths and weaknesses, e.g. the plot, acting, costumes Year 6
Narrative to Playscript
Pupil Objective Teacher I changed description into stage directions to describe the setting I added dialogue to tell the audience information about the character I left out some parts of the narrative I set out the dialogue as direct speech without speech marks My stage directions are written in brackets:
• to tell the actors how to speak their lines • to give instructions for the action
My stage directions are in the present tense
Appendix 6 - Poetry
All year groups to experience performance poetry to present to an audience. e.g. Baa Baa Black Sheep to the Jabberwocky
Reception
• Recite nursery rhymes. Year 1
• Collection, list, repeating patterns and descriptive poems. Year 2
• Observation, senses, alliterative lists and similes. Year 3
• Rhyming couplets, humorous, question and answer. Year 4
• Free verse, personification, rhyming patterns. Year 5
• Metaphor, figurative language, other poetic forms. Year 6
• Narrative poetry, other poetic forms, analyse poetry.
Appendix 7 - Pie Corbett -story types that will giv e children a framework for their own writing. Problem/resolution stories - This is probably the most basic pattern. The structure falls into five parts: Opening: introduce the characters.
Build up: they do something.
Dilemma: a problem arises.
Resolution: they sort it out.
End: tale ends (usually showing what the character has learned or how they have changed).
Journey Story Young children find a story picture-map a powerful visual device for looking at the concrete structure of a plot.
Use well-known tales such as Red Riding Hood to practise mapping.
Quests vary - the simplest often start at A and journey to B with incidents en route.
Stories such as Where the Wild Things Are by Maurice Sendak bring the main character home at the end (A to B to A).
Others are circular, like Rosie's Walk by Pat Hutchins.
Key questions should be considered:
Who is on the journey?
Where are they going?
What is their task?
What happens en route? (Avoid too many incidents.) What happens when they reach their destination?
Other ideas may crop up but the planning provides a structure within which the writer is free to manipulate.
Cumulative tales Cumulative songs ("There was an Old Woman who Swallowed a Fly") and stories often provide a simple pattern, giving confidence to young writers.
Instead of The Hungry Caterpillar by Eric Carle, we could have The Hungry Worm.
Instead of The Enormous Turnip we could write The Enormous Radish.
"Days of the week" stories such as On Friday Something Funny Happened, by John Prater, offer a simple structure.
Warnings In Roald Dahl's The Minpins, Billy is told not to go into the forest. Of course, he goes in - and almost gets incinerated.
Michael Morpurgo's Why the Whales Came opens with: "'You keep away from the Birdman, Gracie.' My father had warned me often enough."
These stories begin with a warning.
The main character swears to be good but soon becomes involved in the forbidden activity.
Something goes wrong
A rescue is needed and the end usually involves a circle back to the initial warning, with an adult saying: "I thought I told you"
Warnings about the dangers of local places such as canals or car dumps work well.
Wishing tales The traditional tale of The Three Wishes can make a handy model – The main character performs a good deed, is granted three wishes, wastes them and ends up back with the status quo.
Or begin the story at the moment when a wish is granted. It then gets lost, destroyed or stolen and the main character has to resolve the situation.
Kenneth Oppel's Galactic Snapshots starts with the words "My own camera! Finally!"
George Layton's The Fib is built around desperately wanting a balaclava and what the main character does to get one.
Meeting Tale: Generic Structure: Opening Two Main Characters meet Build up MCs disagree and go their separate ways Problem Something happens to one MC Resolution The other MC saves/helps them
Ending MCs make friends/agree
Cinderella stories This pattern involves a vulnerable character, mistreated in some way, overcoming the key problem, often through kindness (rewarded by others), loyalty or bravery.
The story of ET is an interesting example, as it features someone rescuing a vulnerable character.
Harry Potter is the classic male Cinderella.
Dares Humpty Dumpty is the best-known "dare" story. The main character does something silly, there is a disaster, they need rescuing. This simple pattern can provide exciting adventures, often based on children's own experiences. Transformations The Gift from Winklesea by Helen Cresswell is a classic transformation tale. The main character might acquire something that turns into something quite unexpected, eg a dragon, a goblin or a snake. Meanwhile, in Allan Ahlberg's Woof, the main character keeps turning into a dog - often with hilarious results. Siege Stories such as Ted Hughes's The Iron Man are based on the idea of being under siege. Begin the story with everything happy. Introduce an "invader" who has to be conquered (usually by someone who is not necessarily "hero" material). This could be a monster, such as the giant in Jack and the Beanstalk, or a bully, a nasty neighbour, a wild dog, a plague, an alien invasion.
Harry Potter's world is endlessly under siege from the dreaded Voldemort.
The famous wooden horse of Troy is a form of "breaking the siege".
Boxing Up
A Dare story
The Original Underlying Events Invention of Own (modelled)
Children’s Own
Humpty Dumpty sat on a wall.
Main character goes somewhere dangerous.
Sarah goes to play by the railway.
Humpty falls off. Main character hurts himself.
She slips and gets her foot trapped.
Along come the King’s men.
Rescuers arrive. A man walking his dog passes by and tries to help.
They try to put Humpty together.
They try to help but can’t.
He can’t get her foot free!
A warning story
The Original Underlying Events Invention of Own (modelled)
Children’s Own
Goldilocks is told not to go in the forest.
Main character told not to go somewhere.
Don’t cross the main road!
She goes in and gets lost, tired and hungry.
Main character goes where told not to and gets lost.
Does and gets lost.
She enters the bears’ house and falls asleep.
Finds refuge. Finds someone they know but they are older and with others.
The bears return and frighten her.
Something frightening happens.
They all get on a bus to town!
She escapes and goes home.
Escape. Knows it is wrong and gets off bus at next stop.
She never goes in the wood again.
Told off for breaking warning..
Sees mother out looking for her! Big trouble! Doesn’t do it again!
Defeating the monster
The Original Underlying Events Invention of Own (modelled)
Children’s Own
Pigs leave home. They build
houses and are happy.
All is well. Children happy in a park.
The Big Bad Wolf arrives. A monster appears. A vicious dog appears.
The Big Bad Wolf attacks. The monster attacks. It attacks.
They escape but it attacks again.
It seems too strong. The children climb a climbing frame.
They trap the wolf in the cooking pot.
A trick is played on the monster.
Park keeper tips over
bin full of bits of food. Dog goes in
and it is trapped.
All is well again. All is well again. All is well.
Quests 2
The Original The generalisation The new story
The main character is given a task.
The main character sets off on a journey.
Something small goes wrong.
Something worse happens.
Something even worse happens.
The main character gets there (and sometimes back) in the end.
Appendix 8 - Writing Assessment Grids
Year 1
Writing
Spell common exception words (see English Policy on website).
Spell words containing each of the 40 phonemes already taught extra graphemes to teach - oe toes, goes ie chief field.
Name the letters of the alphabet naming the letters of the alphabet in order.
Add prefixes and suffixes using the spelling rule for adding -s or -es as the plural marker for nouns and the third person singular marker for verbs.
Add prefixes and suffixes using the prefix un-.
Add prefixes and suffixes using -ing, -ed, -er and -est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest].
Begin to form lower-case letters and capital letters in the correct direction, starting and finishing in the right place.
Plan what to write using a story/recount map including words and pictures.
Write sentences by composing a sentence orally before writing it.
Write sentences by sequencing sentences to form short narratives.
Write sentences by re-reading what they have written to check that it makes sense.
Read aloud their writing clearly enough to be heard by their peers and the teacher.
Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.
Use a capital letter for places.
Use capital letter for the days of the week.
Punctuate sentences using a capital letter.
Leave spaces between words.
Use capital for personal pronoun 'I'.
Use 'and' to join clauses.
Year 2 Writing
Use a capital letter for names of people.
Segment spoken words into phonemes and represent these by graphemes. Learn new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones.
Learn to spell many common exception words.
Learn to spell some words with contracted forms.
Use the possessive apostrophe.
Distinguish between homophones and near-homophones.
Add suffixes to spell some longer words, including -ment, -ness, -ful, -less, -ly. Write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.
Form lower-case letters of the correct size relative to one another. Write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters.
Use spacing between words that reflects the size of the letters.
Use the present tense correctly and use the progressive form.
Use full stops, capital letters, exclamation marks, question marks.
Use expanded noun phrases to describe and specify.
Use coordinating conjunctions or, so, and and but.
Use subordinating conjunctions when, if, that and because.
Use adverbs of time to sequence events. Use a comma after the time verb.
Use speech sentences/ inverted commas.
Use past tense mostly correctly and consistently and the progressive form.
Year 3 Writing
Use further prefixes and suffixes and understand how to add them.
Spell further homophones.
Place the possessive apostrophe accurately in words with regular plurals.
Spell common words correctly including exception words.
Use the first two or three letters of a word to check its spelling in a dictionary.
Spell words accurately using phonic knowledge and other knowledge of spelling.
Use the diagonal and horizontal strokes that are needed to join letters.
Monitor whether their own writing make sense, checking at different levels.
Plan their writing using the boxing up grid.
Use a or an according to whether the next word begins with a consonant or a vowel.
Organise paragraphs around a theme.
Draft and write by organising paragraphs around a theme.
Draft and write narratives.
Write for a range of real purposes and audiences as part of their work in across the curriculum in a variety of genres.
Use headings and sub headings to aid presentation.
Proof-read for spelling and punctuation errors.
Recognise and use coordinating conjunctions (and, but, so or).
Use the present perfect form of verbs in contrast to the past tense.
Use subordinate clauses. Use if and when to begin a sentence, which or who embedded in the sentence.
Use prepositions, before, after, during, in, because, used in the middle of a sentence.
Use the possessive apostrophe with plural nouns.
Use speech sentences, on a new line.
Use recognise and use subordinating conjunctions.
Use similes 'like' and 'as' .
Use adverbial opening or fronted adverbial followed by a comma.
Use noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases.
Year 4 Writing
Plan their writing by discussing writing similar to that which they are planning to write.
Spell homophones.
Spell words that are often misspelt.
Use the first two or three letters of a word to check its spelling in a dictionary.
Place the possessive apostrophe accurately in words with regular plurals.
Write from memory simple sentences, dictated by the teacher.
Use joined up writing throughout all independent writing.
Plan their writing by discussing and recording ideas.
Write a selection of stories.
Evaluate and edit in response to verbal feedback.
Proof-read for spelling and punctuation errors.
Use standard English forms for verb inflections instead of local spoken forms.
Use short sentences for effect.
Use the possessive apostrophe with plural nouns.
Recognise and use coordinating and subordinating conjunctions .
Use the present perfect form of verbs in contrast to the past tense.
Use nouns and pronouns for clarity and to avoid repetition.
Use conjunctions expressing time, place and cause.
Use a subordinate clause including if or when or which or who.
Use prepositions, before, after, during, in, because, used in the middle of a sentence.
Use noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases.
Use inverted commas and other punctuation to indicate direct speech.
Use fronted adverbials to tell the reader where/when/how/how often.
Year 5 Writing
Spell some words with 'silent' letters.
Use knowledge of spelling and understand that the spelling of some words need to be learnt specifically.
Continue to distinguish between homophones and other words which are often confused.
Use dictionaries to check the spelling and meaning of words.
Use a thesaurus.
Write legibly, fluently and with increasing speed.
Plan their writing by identifying the audience for and purpose of the writing.
To plan their writing by noting and developing initial ideas
Draft and write by using a wide range of devices to build cohesion within and across paragraphs.
Draft and write by using further organisational and presentational devices to structure text and to guide the reader.
Evaluate and edit by proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
Evaluate and edit by ensuring the consistent and correct use of tense throughout a piece of writing.
Use parenthesis (could use commas, brackets or dashes).
Use non-finite verbs to start sentences.
Indicate degrees of possibility using adverbs or modal verbs.
Develop the range of subordinating conjunctions.
Use commas to mark phrases or clauses.
Use bullet points to list information.
Use a semicolon to separate longer phrases in a list.
Evaluate and edit by ensuring correct subject and verb agreement when using singular and plural. Recognise and use relative clauses beginning with, who, which, where, when, whose, that or an omitted relative pronoun.
Proof-read for spelling and punctuation errors.
Use commas to clarify meaning or avoid ambiguity.
Use parentheses to indicate relative clauses and relative clauses with an omitted relative pronoun.
Know that speech mostly starts a new line for a new speaker.
Understand the need to use passive voice in science reports.
Recognise and use perfect form of the verb.
Consistently use expanded noun phrases (where appropriate) to describe a noun.
Use a colon to introduce a list.
Use a colon to a)join 2 related sentences or b)to introduce examples or explanations.
Use a semicolon to separate main clauses which are of equal importance.
Use a hyphens (not to be confused with a dash) in compound words to show that the component words have a combined meaning. Use a semicolon to replace coordinating conjunctions.
Use subjunctive forms, were or be (subjunctive is used to indicate conditions that arent true).
Use the structure typical of informal speech.
Year 6 Writing
Punctuation – To be able to use CL FS “” ‘’ ! ; : ? …. – & hyphens.
Use brackets, dashes or commas for parenthesis.
Use commas to avoid ambiguity.
Use colons to introduce a list and semi colons to separate items within a list.
Use adverbs, preposition phrases and expanded noun phrases to add detail, qualification and precision.
Use a wide range of clause structures, sometimes varying their position in the sentence.
Use passive and modal verbs appropriately.
Use a range of cohesive devices within and across sentences and paragraphs.
Select vocabulary and grammatical structures that reflects the level of formality required. Create atmosphere, and integrate dialogue to convey character and advance the action.
Spell most words correctly (Year 5 & 6).
Maintain legibility, fluency and speed in handwriting through choosing whether or not to join specific letters.