Children's Targets for Writing

LancashirePrimary Primary Literacy Lancashire Literacy

Children's Targets for Writing

Teaching Objectives and child-friendly 'I will be able to' versions An 'I will be able to' or 'I will know' target is a child-friendly version of a teaching objective. It represents a skill to be acquired and then applied frequently, consistently and independently. It is created so that the pupil understands more easily what is being taught, how it applies to them and what they need to be able to do to be a more skilful writer. Targets are just that. Something to be aimed for; something not yet achieved. Pupils should understand, and be able to explain what they need to do to achieve their target. The following pages list targets which have been made accessible for pupils. The first section contains the teaching objective alongside its childfriendly target equivalent. The last section contains just the children's targets. They have been created from the National Curriculum Level descriptors, the Framework pupil writing targets, strands 9, 10 and 11, and the Lancashire Assessment and Progression in Writing document. All of the descriptors have been translated into targets. The targets are arranged under the Assessment Focuses so that a balance of writing strategies can be targeted and taught.

AF5: vary sentences for clarity, purpose and effect

AF6: write with technical accuracy of syntax and punctuation in phrases, clauses and sentences

AF3: organise and present whole texts effectively, sequencing and structuring information, ideas and events

AF1: Presenting ideas in ways which interest and engage the reader and make them want to read on.

AF4: construct paragraphs and use cohesion within and between paragraphs

AF1: write imaginative, interesting and thoughtful texts

AF2: produce texts which are appropriate to task, reader and purpose

AF4: Relating ideas or events together in paragraphs. Linking sentences with connectives and by adding further detail, actions or information to the paragraph’s key idea.

AF2: Presenting ideas to engage different audiences. Knowing how to use the right language, structure and format for each type of writing.

AF3: Writing flows so that

AF8: Spelling high frequency words

ideas and events are linked

correctly.

together throughout. The reader can understand

Using spelling knowledge to attempt unfamiliar words.

the order of events in my stories and how I organise information in my nonfiction writing.

AF7: select appropriate and effective vocabulary

Handwriting and presentation: Handwriting is well-formed and easy to read. Presenting writing in interesting and attractive ways to reflect its purpose and engage the readers.

AF8: use correct spelling

Handwriting and presentation

AF5: Starting sentences in different ways. Using a variety of sentence structures to create different effects such as suspense, description, speech and action.

AF6: Writing different types of sentences correctly. Sentences make sense and are easy to read. Using punctuation correctly and for effect.

AF7: Choosing the best words to make my writing clear and easy to understand. Using the best vocabulary to identify, describe, inform, persuade, explain and instruct.

Points to remember: • • • • • •

When setting targets, set those that are the pupil's next steps in learning, not what they already can do, or do not relate to their current needs. Targets may be achieved in one session or over time. Select targets that are significant steps for that pupil/group of pupils. They may already be able to do many of the skills listed in the sub-level above their current level so only need the target/s that will make a difference. A target may provide the focus for one or several guided reading sessions. As the target will be a child-friendly version of the objective, it provides a simple way of informing the children of what is being taught, learned and applied. Targets need not be typed up and laminated – as long as the teacher, the child and the parents have a note of it. The target should inform teaching and learning until achieved.

Level 1

1c Sentence Structure and Punctuation

AF6

AF5

L

1b

1a

Text Structure and Organisation

AF4

AF3

L

1b

1a

AF1

1b

AF7

Composition and Effect

1c

1a

I will be able to...

Writes simple words and phrases

I will be able to write some words.

Composes a sentence orally and attempt to replicate it in writing

I will be able to say a sentence of my own and write it down

Shows some awareness of how full stops are used in writing or reading.

I will be able to point out full stops and say what they are used for.

Full stops may be used to mark the end of a line rather than a sentence.

This is a common characteristic of writing at this level; it is not a target

Begins to join ideas with ‘and’.

I will be able to use the word ‘and’ in my sentences.

Some use of capital letters.

I remember to use a capital letter to start a sentence.

Writing begins to show an awareness of how full stops are used

I remember to end my sentence with a full stop.

Writes simple sentences that makes sense.

I will be able to write sentences which make sense.

Begins to join simple sentences with ‘and’.

I will be able to join sentences with the word ‘and’.

Some sentences demarcated with capital letters and full stops.

I try to remember to use capital letters and full stops in my writing.

Sometimes attempts to match sentence structure to purpose.

I will be able to say and write sentences for different reasons like instructions and stories.

Assessment and Progression Statement


Writing is orientated correctly, (top to bottom, left to right).

I will be able to start my writing at the top of the page on the left side.

Some ideas may be linked by ‘and’.

I will be able to use the word and to join my ideas.

Simple beginning, middle and end are becoming apparent through imitated story language.

I will be able to tell a simple story with a beginning, middle and end.

Some events or ideas are in an appropriate order

I will be able to put events in the right order.

1c

L

AF2


Ideas are sequenced appropriately, e.g. stories have a beginning, middle and an end or instructions are in the correct order. Some formulaic phrases are used to indicate the start / end, e.g. once upon a time, one day, the end.


I will be able to order events from a story or recount. I will be able to use words from stories like once upon a time…, one day…, and the end.


Recognisable letters and simple words and phrases are used to convey meaning

I will be able to write some letters and words.

Writing may need to be mediated to be understood

This is a common characteristic of writing at this level; it is not a target.

Begins to write in different forms; e.g. lists, captions, simple stories

I will be able to try writing lists, captions and stories.

Writing can generally be read without mediation.

I will be able to use my phonics when I am writing so that my teacher and my friends can read it.

Begins to use story language.

I will be able to use some story language like once upon a time, big bad wolf and happily ever after

There may be some simple but appropriate vocabulary linked to the context.

I will be able to choose some good words to put in my writing.

Narrative or non-narrative identifiable

I will be able to write stories and non-fiction.

Pupil uses appropriate vocabulary, making choices between alternatives supplied, e.g. word banks.

I will be able to use a word bank and choose the best words to put in my writing.

Some interesting descriptive language used, e.g. for appearance, feelings, characters and settings.

I will be able to write descriptions using some good words.

Level 2 L

2a

L


AF4

AF3

2c

I will be able to write simple sentences. I will be able to write compound sentences joined by the word and.

Uses full stops and capital letters more consistently.

I use capital letters and full stops in my writing.

Some evidence of the use of other punctuation such as exclamation and question marks

I try to use exclamation marks and question marks in my writing.

Uses a range of connectives to make a compound sentence e.g. and, but because, so.

I will be able to make compound sentences using connectives like and, but, because and so.

Full stops, capital letters and question marks are used more consistently.

I remember to use full stops, capital letters and question marks in my writing.

Pronouns are used to avoid repetition.

I use words like he, she and they so I don’t use the character’s name too often.

Begins to experiment with exclamation marks.

I will be able to use exclamation marks.

Starts some sentences in different ways e.g. Subject; preposition; pronoun.

I will be able to start sentences in different ways.

Begins to use subordination to show time and reason

I will be able to use connectives like when and because.

Sentences start in a variety of ways.

I start sentences in different ways in my writing.

Past and present tense is mainly accurate

I use the past tense for stories and recounts.

Connectives used at the beginning and within sentences e.g. when, if.

I will be able to start sentences with connectives like when, if and because.

Full stops, capital letters and question marks used accurately.

I use full stops, capital letters and exclamation marks in my writing.

Exclamation marks used more effectively.

I use exclamation marks for effect in my writing.

Commas used to separate items in a list.

I will be able to use commas to separate items in a list.

Begins to experiment with speech marks

I try to use speech marks to show the words spoken by a character.



Writing begins to show characteristics of chosen form based on the structure of known texts.

I will be able to tell and write stories based on those I have read.

Chronological and non-chronological texts show simple structures.

I will be able to write stories with a beginning, middle and end and information texts with different sections.

Organisation reflects the purpose of the writing, e.g. Instructions.

I will be able to organise my writing.

Related ideas are grouped together.

I will be able to collect information and ideas in sections for my writing.

2b Some basic layout conventions are used. Uses connectives that signal time, e.g. then, after, before, meanwhile. Uses appropriate language and structures for the textform. 2a


Uses simple sentences and compound sentences joined by ‘and’

2b

AF6

Sentence Structure and Punctuation

AF5

2c


I set out my writing correctly on the page for different text types, e.g. instructions, information texts and stories. I will be able to use time connectives like then, after, before, meanwhile I use the right sort of words and organise my writing correctly for different text types.

Pupil starts to show awareness of paragraphs.

I will be able to say how paragraphs are used and will begin trying to use them in my writing.

Appropriate presentational features

I will be able to set out my writing correctly on the page and use titles, subheadings and captions appropriately.

Level 2 (continued) L

AF7


AF2

AF1

2c

2b

2a



Considers and selects from alternative word choices related to the subject matter.

I will be able to think about different words and choose the best ones to put in my writing.

Words chosen for effect.

I will be able to choose words that I think the reader will like.

Variation in word choices, some of which is ambitious; (adjectives and nouns)

I will be able to use describing words in my writing.

Detail is used to engage the reader.

I will be able to include detail in my writing so it is interesting for my reader.

Simple but appropriate text features apparent.

I will be able to write different sorts of writing like stories, poems, and information texts

Sustains form in narrative, including use of person and time.

I will be able to write stories which have clear characters and events all the way through.

Makes adventurous word and language choices appropriate to the style and purpose of the text.

I will be able to choose the best words and phrases to use in lots of different types of writing.

Dialogue or actions show character and viewpoint.

I will be able to show what my characters are like, and how they feel, by what they do and what they say.

Level 3 L

3b

I will be able to use a mixture of simple and complex sentences which make sense.

Uses first and third person consistently.

I will be able to write stories and recounts using the first person (I) and third person (he, she, they) consistently.

Uses a range of connectives to signal time, e.g. first, next, then, after a while, eventually;

I will be able to use time connectives like first, next, then, after a while and eventually

Uses a range of connectives to signal cause/reason, e.g. because, so.

I will be able to use connectives to show cause and reason like because, so, if, therefore and in order to.

Adds detail through noun phrases, e.g. golden coins; and adverbs, e.g. glistening brightly.

I will be able to use adjectives and adverbs to add detail to my writing.

Speech marks attempted where appropriate.

I use speech marks to show the words spoken by characters.

Writing is composed in effective simple and compound sentences, grammatically correct.

I will be able to use a mixture of simple, compound and complex sentences which make sense.

Begins to use subordination such as ‘when’, ‘while’, ‘until’, ‘because’.

I will be able to use connectives like when, while, until because, both in the middle and at the start of sentences. I will be able to start sentences with adverbs like slowly, energetically or carefully

Uses complex sentences with adverb starters, e.g. slowly, carefully; or relative clauses, e.g. The boy, who was caught stealing apples, was chased by the farmer’s dog.

Uses apostrophe for possession.

3a


Writing is generally composed in effective simple and compound sentences which are grammatically correct.

Begins to use commas to mark embedded clauses. e.g. The pirate,with his cutlass clenched in his teeth, swung on to the ship.

AF6


AF5

3c


I will be able to construct a complex sentence with a drop in clause, e.g. The boy, who was caught stealing apples, was chased by the farmer’s dog. I will be able to use commas to mark where an extra clause has been added e.g. The pirate, with his cutlass clenched in his teeth, swung on to the ship. I will be able to use an apostrophe correctly to show possession, e.g. Katy’s dog,

Speech marks mostly accurate

I remember to use speech marks to show the words spoken by a character in my writing.

Uses a variety of sentences for effect e.g. long and short sentences for description or suspense.

I will be able to use a variety of sentences for effect e.g. long and short sentences for description or suspense.

Starts sentences in a variety of ways.

I will be able to start sentences in different ways, e.g. with an adverb or a connective like when because or if.

Subordination connectives are used between, at the beginning, and within sentences. We wore our wellies when we played in the puddles. When we played in the puddles we wore our wellies. Tense mostly accurate. Accurate use of commas in a list and to mark clauses.

Mostly accurate use of punctuation within dialogue and within the complete sentence.

I will be able to use connectives like when, while, until because between sentences, in the middle and at the start of sentences I choose the right tense for my writing and use it all the way through. I will be able to use commas; • to separate items in a list and • to mark clauses I will be able to use punctuation to show speech - speech marks, commas, question marks, exclamation marks and full stops.


3c


AF3 AF4

3b

L

I will be able to write stories with clear beginnings and endings.

Story structure is present but may not be balanced, e.g. long beginnings and sudden endings.

This is a common characteristic of writing at this level; it is not a target I will be able to use layout features like titles, subheadings, text boxes and introductions when writing non-fiction. This is a common characteristic of writing at this level; it is not a target

In non-narrative, some simple layout features are used.

Pupil starts to group related material into short paragraphs but links between paragraphs may be unclear. In narrative, pupil uses beginning, middle and end in which events are sequenced logically and the main conflict is resolved. The story is balanced and there is an attempt to create pace

I will be able to write stories which include a problem to overcome and have a clear beginning and ending.

In non narrative, the layout attempts to organise key elements.

In non-fiction writing, I include an introduction, information in sections and a conclusion.

Related material is grouped into paragraphs.

I will be able to use paragraphs to organise my writing.

Some attempts to link paragraphs.

I will be able to link paragraphs using connecting words and phrases.

Text is organised into paragraphs to distinguish between different information, events or processes.

I will be able to use paragraphs in fiction and non-fiction writing.

Narrative events are well paced.

I will be able to write stories which are well paced.

Cohesion is achieved through use of nouns and their related pronouns.

I will be able to use pronouns to link ideas within sentences and between sentences.

Writes narratives with a build up and complication that lead towards a defined ending.

I will be able to write stories with an opening, build up, problem, resolution and ending.

Each element of narrative is grouped into separate paragraphs.

I will be able to use paragraphs within different sections of my stories.



AF1

I will be able to write stories where the sections are well balanced.

I will be able to... I will be able to use a range of verbs and adjectives for impact.

Selects nouns to be specific, e.g. Ferrari instead of car.

I will be able to select nouns to be specific, e.g. Ferrari instead of car.

Begins to use technical language appropriate to text-type.

I will be able to use technical language in some of my writing.

Attempts to engage reader through detail or word choices.

I will be able to choose words and phrases which will engage my reader.

Uses a range of technical and descriptive language.

I will be able to use a range of technical and descriptive language in my writing.

Varies the use of verbs and adjectives to achieve impact.

I will be able to use a lot of different verbs and adjectives to have an impact on my reader.

Adverbs are used to add detail to actions.

I will be able to use adverbs to add detail to my characters’ actions.

3b The beginnings of a conscious written style are evident, e.g. directly addressing the reader Most features of appropriate text-type are executed with increasing confidence.

I will be able to think about my reader and make my writing sound like the books I read.

Characters are created with some interaction to reveal feelings.

I will be able to confidently use words, phrases and sentences which are appropriate for the text type. I will be able to think about the reader and the purpose of my writing and carefully choose the words and phrases with these in mind. I will be able to choose words to: • add interest or add clarity • introduce opinion or persuasion. I will be able to use a range of devices to describe settings, e.g. details about sights, smells and sounds; use of precise nouns and adjectives. I will be able to create characters with some interaction to show their feelings.

Word use is lively and imaginative intended to amuse, entertain, etc

I will be able to use words imaginatively in order to have an effect on my reader, e.g. to entertain or amuse them.

Carefully selected detail is included to support purpose and engage reader’s interest.

AF7

I will be able to group information and ideas into paragraphs.

Uses a range of verbs and adjectives for impact.

3c

3a


In narrative, the main features of story structure are used to organise events – openings and endings are indicated.

There are some links between ideas but these may not be clear.

3a

AF2


Some vocabulary is chosen to add interest or clarity or to introduce opinion or persuasion. In narrative, a range of devices are used to describe settings.

Level 4 L

4c

Assessment and Progression Statement Complex sentences used appropriate to text

I will be able to use complex sentences in my fiction and non- fiction writing.

Beginning to try different sentence lengths and structures to create effect.

I will experiment with my sentences to create an effect on the reader.

Tense and person accurate.

AF5

Appropriate word order selected for interest, precision, clarity or economy.

Af6


Dialogue layout and punctuation accurate.

4b

4a

L

4b

AF4


AF3

4c

4a


I am able to write accurately, in the first and third person, using different tenses correctly. I think about the order of the words I will be able to use and choose them for effect, e.g. to be interesting, precise, clear or to the point. I will be able to set out speech correctly, starting a new line for a new speaker, and punctuate it correctly.

Varied sentence starter techniques used, e.g. ing, ed, simile, adverbial.

In my own writing, I will be able to use complex sentences with different starters, e.g. ing, ed, simile, adverbial

Uses subordinate clauses to add relevant detail to complex sentences.

I will be able to use subordinate clauses to add relevant detail to my complex sentences.

Extended noun phrases are used to add detail, e.g. golden coin glistening brightly; flickering candle-light.

I will be able to add detail to my writing by using extended noun phrases. I will be able to use tense and person accurately, making sure my nouns and verbs agree, e.g. we were…, he was…

Tense and person are accurate and consistent with noun verb agreement. Beginning to show an awareness of the difference between spoken and written language reflected in use of dialogue.

I will be able to use realistic dialogue in my writing.

Mostly accurate use of commas to demarcate clauses.

I will be able to use commas correctly to show clauses in my writing.

Conscious attempts to vary sentence structure and length to create intended effects. Writes sentences in an appropriate and effective style in relation to text-type, audience and purpose, e.g. pace, build-up, suspense, draw the reader in with a question. Uses punctuation to clarify meaning in complex sentences.

I will be able to choose sentences appropriately for the text type, purpose and audience.

Begins to use the full range of punctuation, e.g. ellipsis, hyphen, brackets, colon, semicolon.

I will be able to use a full range of punctuation including ellipsis, hyphen, brackets, colon and semi colon.

Different speech punctuation used, such as split dialogue; speaker identified before, between and after dialogue.

I will be able to punctuate speech correctly including split dialogue.


I will be able to choose sentences for effect.

I will be able to use punctuation in my complex sentences to make the meaning clear for the reader.


In narrative, attempts are made to vary the pace

I will be able to vary the pace within my stories.

Some appropriate layout features are used to enhance organisation.

I will be able to use layout features to help organise my writing.

Causal and logical connectives are used in addition to those that signal time, e.g. however, therefore.

I will be able to use connectives for cause, time and reason.

Ideas are sustained and some are developed within and between paragraphs or sections

I will be able to sustain ideas within and between paragraphs.

Layout is appropriate and supports the purpose

I will be able to make the layout of my writing right for my audience and purpose.

Uses paragraphs of varying length to achieve pace and emphasis, and to structure the plot.

I will be able to use paragraphs of different lengths for different effects.

Paragraphs used to signal a change of time, scene, action, mood or person.

I will be able to use paragraphs to signal a change of time, scene, action, mood or person.

Use of varied structures to shape and organise text coherently.

I will be able to use a variety of structures to help organise my fiction and non- fiction writing.

There is a balance of dialogue, action and description in narrative.

I will be able to use a balance of action, dialogue and description when writing stories.

Begins to experiment with the order of sections and paragraphs to achieve different effects.

I will be able to achieve different effects by moving paragraphs in my writing.

Use of a range of connecting words and phrases appropriate to text type.

I will be able to use of a range of connecting words and phrases appropriate to text type.

Ideas are sustained and developed within and between paragraphs or sections.

I will be able to develop ideas within and between paragraphs and sections.

Structure is well developed with clear evidence of the chosen form.

I will be able to structure my writing effectively and show features of the text type.

A widening range of organisational or presentational elements may be included.

I will be able to organise and present my writing in effective and unusual ways.

Level 4 (continued)

AF7

4c


AF2

AF1

L

4b

4a



Settings are described in some detail.

I will be able to create settings which include detail to help my reader picture them.

Characters are developed through description and/or dialogue.

I will be able to develop my characters through description and dialogue.

Writing is lively to interest, inform or engage the reader.

I will be able to make the purpose of my writing clear, e.g. to interest, inform or engage.

There is significant interaction between characters using action or dialogue.

I will be able to create characters with significant interaction, using action and dialogue.

Well chosen and effective vocabulary is sometimes used.

I will be able to choose effective vocabulary.

Appropriate written style is consistent

I will be able to maintain an appropriate written style which is suitable for my audience and purpose.

Main ideas are sustained and developed in a logical way.

I will be able to sustain and develop my ideas in a logical way in my writing.

Information is clearly presented, including detail to add interest, persuade, etc.

I will be able to present information clearly including detail to add interest, persuade, etc.

Uses different narrative techniques to engage and entertain the reader.

I will be able to use different narrative techniques to engage and entertain the reader.

Viewpoint is consistent.

I will be able to maintain a consistent viewpoint.

Appropriate tone and style is mostly consistent.

I will be able to maintain a tone and style which is appropriate to my purpose and audience.

Character dialogue and action is used to carry narrative forward.

I will be able to move the story forward using dialogue and action.

Main features of text-type apparent

I will be able to write texts which show all of the main features of the text type.

Elements of description, action and characterisation are well developed and may be interwoven.

I will be able to use a mixture of action, dialogue and description to introduce and manage my characters.

Pace is varied.

I will be able to vary pace within my writing.

Some experimentation with different techniques such as breaking conventions to achieve specific effects, e.g. one word sentences; starting with ‘And’.

I will be able to achieve specific effects by experimenting with techniques.

Vocabulary is appropriate to task, audience and purpose, chosen to convey shades of meaning. Characters convey thoughts and emotions. Confident use of grammar appropriate to text type.

I will be able to select vocabulary according to the purpose and audience of my writing. I can use words to show shades of meaning. I will be able to create characters and convey thoughts and emotions. I will be able to choose sentences which match the text type and use them for effect.

Level 5 L

5b

Uses sentence variation to contribute to the effectiveness of the writing. Adverbials of place, e.g. walked wearily into the deep, dark forest; time, e.g. in the blink of an eye; or manner, e.g. stomping angrily out of the room; are used to add detail. Some sentences start with conjunctions; ‘although’, ‘despite’, ‘as’, ‘since’, ‘whenever’.

5a

L


AF3 AF4

5b

5a

I will be able to use a variety of sentences to make my writing effective. I will be able to use adverbials to add detail to sentences within my writing. I will be able to use complex sentences which start with conjunctions in my writing. I will be able to ‘bend the rules’ in writing to create an effect.

Uses the full range of punctuation appropriately.

I will be able to use the full range of punctuation appropriately and consistently.

Extended use and control of complex sentences by deploying subordinate clauses effectively. Connectives are appropriate to text-type; e.g. discursive; explanatory; and indicate the relationship between clauses. Punctuation is used to convey and clarify meaning and to integrate speech into longer sentences.

Sentence structures are chosen to have a specific effect upon the reader. Conventions are broken in order to achieve specific effects, e.g. starting a series of sentences with and to convey tedium or relentlessness Tense manipulated for effect, e.g. diaries written in all three tenses, e.g. When I woke this morning; As I write I can hear; Later on I shall

Assessment and Progression Statement Within paragraphs/sections a range of devices support cohesion e.g. secure use of pronouns, connectives

5c


Pupil adapts conventions to achieve creative effect.

Punctuation used for effect as well as demarcation. ‘No! Stop. . . ‘

AF6


AF5

5c


Non-fiction contains relevant introduction and clear presentation of information.

I will be able to use complex sentences effectively in my writing of different text types. I will be able to use a wide range of connectives which are appropriate to the text type. I will be able to use punctuation to make meaning clear for the reader and to show speech within longer sentences. I will be able to use punctuation for effect and clarity. I will be able to choose sentences for their effect upon my reader. I will be able to break the rules when writing to achieve specific effects. I will be able to use tense for effect, e.g. diaries written in all three tenses, e.g. When I woke this morning; As I write I can hear; Later on I shall

I will be able to... I will be able to use a range of devices to link ideas within paragraphs including pronouns and connectives. I will be able to ensure my non-fiction writing contains a relevant introduction and has clearly presented and organised information.

Events related logically so that writing is coherent and coverage is good.

I will be able to make my writing coherent and balanced.

Pupil begins to create own layouts to present information on paper or on screen.

I will be able to make my own decisions about layout and presentation when writing.

Development of ideas is managed across the text e.g. closing refers back to opening.

I will be able to show clear development of ideas across the text, including linking openings and closings.

In non-chronological writing, introduces, develops and concludes paragraphs appropriately.

I will be able to structure individual paragraphs effectively.

Pupil presents texts which integrate words images and sounds clearly and effectively. Layout is fully developed, appropriate and often designed by the pupil. It supports the coherent organisation of ideas into paragraphs. A range of devices is used within and between paragraphs to achieve cohesion.

I will be able to write and present texts which use words, images and sounds clearly and effectively. I will be able to decide on the layout of my text to suit the purpose of my writing and my audience.

Chronology or logical sequence is maintained throughout.

I will be able to ensure my writing is sequenced effectively throughout.

ICT presentations are clear, effective and have impact.

I will be able to write and create ICT presentations which are clear, effective and have an impact on the audience.

I will be able to use a range of devices within and between paragraphs to achieve cohesion.


5c

Assessment and Progression Statement May address the reader directly

I will be able to include direct attempts to involve the reader in my writing.

Word choice supports purpose with increasing precision.

I will be able to choose vocabulary which is well matched to the purpose of my writing.

Textually appropriate writing style is shown through a range of sentences employed for specific effects.

I will be able to use a writing style appropriate to the text type by creating sentences for effect.

Elements of description, action and characterisation are combined effectively.

I will be able to effectively combine elements of description, action and characterisation.

The passive voice may be used to create suspense or science reports.

I will be able to use the passive voice to create suspense or write texts like science reports. I will be able to create and use effectively a range of language techniques such as imagery, alliteration, rhythm and rhyme I will be able to include direct attempts to involve the reader in my writing

AF1

Experiments with language, including the use of imagery, alliteration, rhythm and rhyme.


There are direct attempts to involve the reader.

5b

The writer may comment upon the character’s thoughts and feelings.

I will be able to comment upon the character’s thoughts and feelings.

The reader’s interest is maintained through use different narrative techniques. Vocabulary is varied and appropriate including use of specific and technical words to enhance precision and economy. Vocabulary is chosen to reflect shades of meaning, e.g. irritated, angry, furious, apoplectic. Appropriate style and form selected to suit specific purpose and audience, drawing on knowledge of different text types. The style of the piece demonstrates the writer’s control over the language.

I will be able to maintain the reader’s interest through use different narrative techniques. I will be able to use varied and appropriate vocabulary including use of specific and technical words to make my writing more precise. I will be able to choose vocabulary to reflect shades of meaning, e.g. irritated, angry, furious, apoplectic. I will be able to select the appropriate style and form to match the purpose, audience and text type. I will be able to demonstrate clear control over the words I use throughout the text.

Varied vocabulary is used confidently to create effects.

I will be able to use varied vocabulary with confidence to create a range of effects.

Sustained awareness of the reader is shown.

I will be able to show sustained awareness of my reader through the words and sentences I choose.

Narrative theme is developed.

I will be able to effectively develop a narrative theme.

Informal or formal style is used and is consistent

I will be able to use and maintain both formal and informal styles in my writing.

5a AF7


Level 1c Sentence Structure and Punctuation I will be able to... I will be able to write some words. I will be able to say a sentence of my own and write it down I will be able to point out full stops and say what they are used for.

Text Structure and Organisation I will be able to... I will be able to start my writing at the top of the page on the left side. I will be able to use the word and to join my ideas.

Composition and Effect I will be able to... I will be able to write some letters and words. This is a common characteristic of writing at this level; it is not a target. I will be able to try writing lists, captions and stories.

Level 1b Sentence Structure and Punctuation I will be able to... I will be able to use the word ‘and’ in my sentences. I remember to use a capital letter to start a sentence. I remember to end my sentence with a full stop.

Text Structure and Organisation I will be able to... I will be able to tell a simple story with a beginning, middle and end. I will be able to put events in the right order.

Composition and Effect I will be able to... I will be able to use my phonics when I am writing so that my teacher and my friends can read it. I will be able to use some story language like once upon a time, big bad wolf and happily ever after I will be able to choose some good words to put in my writing. I will be able to write stories and non-fiction.

Level 1a Sentence Structure and Punctuation I will be able to... I will be able to write sentences which make sense. I will be able to join sentences with the word ‘and’. I try to remember to use capital letters and full stops in my writing. I will be able to say and write sentences for different reasons like instructions and stories.

Text Structure and Organisation I will be able to... I will be able to order events from a story or recount. I will be able to use words from stories like once upon a time…, one day…, and the end.

Composition and Effect I will be able to... I will be able to use a word bank and choose the best words to put in my writing. I will be able to write descriptions using some good words.

Level 2c Sentence Structure and Punctuation I will be able to... I will be able to write simple sentences. I will be able to write compound sentences joined by the word and. I use capital letters and full stops in my writing. I try to use exclamation marks and question marks in my writing.

Text Structure and Organisation I will be able to... I will be able to tell and write stories based on those I have read. I will be able to write stories with a beginning, middle and end and information texts with different sections.

Composition and Effect I will be able to... I will be able to think about different words and choose the best ones to put in my writing. I will be able to choose words that I think the reader will like.

Level 2b Sentence Structure and Punctuation I will be able to... I will be able to make compound sentences using connectives like and, but, because and so. I remember to use full stops, capital letters and question marks in my writing. I use words like he, she and they so I don’t use the character’s name too often. I will be able to use exclamation marks. I will be able to start sentences in different ways. I will be able to use connectives like when and because.

Text Structure and Organisation I will be able to... I will be able to organise my writing. I will be able to collect information and ideas in sections for my writing. I set out my writing correctly on the page for different text types, e.g. instructions, information texts and stories. I will be able to use time connectives like then, after, before, meanwhile

Composition and Effect I will be able to... I will be able to use describing words in my writing. I will be able to include detail in my writing so it is interesting for my reader. I will be able to write different sorts of writing like stories, poems, and information texts

Level 2a Sentence Structure and Punctuation I will be able to... I start sentences in different ways in my writing. I use the past tense for stories and recounts. I will be able to start sentences with connectives like when, if and because. I use full stops, capital letters and exclamation marks in my writing. I use exclamation marks for effect in my writing. I will be able to use commas to separate items in a list. I try to use speech marks to show the words spoken by a character.

Text Structure and Organisation I will be able to... I use the right sort of words and organise my writing correctly for different text types. I will be able to say how paragraphs are used and will begin trying to use them in my writing. I will be able to set out my writing correctly on the page and use titles, subheadings and captions appropriately.

Composition and Effect I will be able to... I will be able to write stories which have clear characters and events all the way through. I will be able to choose the best words and phrases to use in lots of different types of writing. I will be able to show what my characters are like, and how they feel, by what they do and what they say.

Level 3c Sentence Structure and Punctuation I will be able to... I will be able to use a mixture of simple and complex sentences which make sense. I will be able to write stories and recounts using the first person (I) and third person (he, she, they) consistently. I will be able to use time connectives like first, next, then, after a while and eventually I will be able to use connectives to show cause and reason like because, so, if, therefore and in order to. I will be able to use adjectives and adverbs to add detail to my writing. I use speech marks to show the words spoken by characters.

Text Structure and Organisation I will be able to... I will be able to write stories with clear beginnings and endings. I will be able to use layout features like titles, subheadings, text boxes and introductions when writing non-fiction. I will be able to group information and ideas into paragraphs.

Composition and Effect I will be able to... I will be able to use a range of verbs and adjectives for impact. I will be able to select nouns to be specific, e.g. Ferrari instead of car. I will be able to use technical language in some of my writing. I will be able to choose words and phrases which will engage my reader.

Level 3b Sentence Structure and Punctuation I will be able to... I will be able to use a mixture of simple, compound and complex sentences which make sense. I will be able to use connectives like when, while, until because, both in the middle and at the start of sentences. I will be able to start sentences with adverbs like slowly, energetically or carefully I will be able to construct a complex sentence with a drop in clause, e.g. The boy, who was caught stealing apples, was chased by the farmer’s dog. I will be able to use commas to mark where an extra clause has been added e.g. The pirate, with his cutlass clenched in his teeth, swung on to the ship. I will be able to use an apostrophe correctly to show possession, e.g. Katy’s dog, I remember to use speech marks to show the words spoken by a character in my writing.

Text Structure and Organisation I will be able to... I will be able to write stories which include a problem to overcome and have a clear beginning and ending. I will be able to write stories where the sections are well balanced. In non-fiction writing, I include an introduction, information in sections and a conclusion. I will be able to use paragraphs to organise my writing. I will be able to link paragraphs using connecting words and phrases.

Composition and Effect I will be able to... I will be able to use a range of technical and descriptive language in my writing. I will be able to use a lot of different verbs and adjectives to have an impact on my reader. I will be able to use adverbs to add detail to my characters’ actions. I will be able to think about my reader and make my writing sound like the books I read.

Level 3a Sentence Structure and Punctuation I will be able to... I will be able to use a variety of sentences for effect e.g. long and short sentences for description or suspense. I will be able to start sentences in different ways, e.g. with an adverb or a connective like when because or if. I will be able to use connectives like when, while, until because between sentences, in the middle and at the start of sentences I choose the right tense for my writing and use it all the way through. I will be able to use commas; • to separate items in a list and • to mark clauses I will be able to use punctuation to show speech - speech marks, commas, question marks, exclamation marks and full stops.

Text Structure and Organisation I will be able to... I will be able to use paragraphs in fiction and non-fiction writing. I will be able to write stories which are well paced. I will be able to use pronouns to link ideas within sentences and between sentences. I will be able to write stories with an opening, build up, problem, resolution and ending. I will be able to use paragraphs within different sections of my stories.

Composition and Effect I will be able to... I will be able to confidently use words, phrases and sentences which are appropriate for the text type. I will be able to think about the reader and the purpose of my writing and carefully choose the words and phrases with these in mind. I will be able to choose words to: • add interest or add clarity • introduce opinion or persuasion. I will be able to use a range of devices to describe settings, e.g. details about sights, smells and sounds; use of precise nouns and adjectives. I will be able to create characters with some interaction to show their feelings. I will be able to use words imaginatively in order to have an effect on my reader, e.g. to entertain or amuse them.

Level 4c Sentence Structure and Punctuation I will be able to... I will be able to use complex sentences in my fiction and non- fiction writing. I will experiment with my sentences to create an effect on the reader. I am able to write accurately, in the first and third person, using different tenses correctly. I think about the order of the words I will be able to use and choose them for effect, e.g. to be interesting, precise, clear or to the point. I will be able to set out speech correctly, starting a new line for a new speaker, and punctuate it correctly.

Text Structure and Organisation I will be able to... I will be able to vary the pace within my stories. I will be able to use layout features to help organise my writing. I will be able to use connectives for cause, time and reason.

Composition and Effect I will be able to... I will be able to create settings which include detail to help my reader picture them. I will be able to develop my characters through description and dialogue. I will be able to make the purpose of my writing clear, e.g. to interest, inform or engage. I will be able to create characters with significant interaction, using action and dialogue. I will be able to choose effective vocabulary. I will be able to maintain an appropriate written style which is suitable for my audience and purpose.

Level 4b Sentence Structure and Punctuation I will be able to... In my own writing, I will be able to use complex sentences with different starters, e.g. ing, ed, simile, adverbial I will be able to use subordinate clauses to add relevant detail to my complex sentences. I will be able to add detail to my writing by using extended noun phrases. I will be able to use tense and person accurately, making sure my nouns and verbs agree, e.g. we were…, he was… I will be able to use realistic dialogue in my writing. I will be able to use commas correctly to show clauses in my writing.

Text Structure and Organisation I will be able to... I will be able to sustain ideas within and between paragraphs. I will be able to make the layout of my writing right for my audience and purpose. I will be able to use paragraphs of different lengths for different effects. I will be able to use paragraphs to signal a change of time, scene, action, mood or person. I will be able to use a variety of structures to help organise my fiction and non- fiction writing. I will be able to use a balance of action, dialogue and description when writing stories.

Composition and Effect I will be able to... I will be able to sustain and develop my ideas in a logical way in my writing. I will be able to present information clearly including detail to add interest, persuade, etc. I will be able to use different narrative techniques to engage and entertain the reader. I will be able to maintain a consistent viewpoint. I will be able to maintain a tone and style which is appropriate to my purpose and audience. I will be able to move the story forward using dialogue and action. I will be able to write texts which show all of the main features of the text type.

Level 4a Sentence Structure and Punctuation I will be able to... I will be able to choose sentences for effect. I will be able to choose sentences appropriately for the text type, purpose and audience. I will be able to use punctuation in my complex sentences to make the meaning clear for the reader. I will be able to use a full range of punctuation including ellipsis, hyphen, brackets, colon and semi colon. I will be able to punctuate speech correctly including split dialogue.

Text Structure and Organisation I will be able to... I will be able to achieve different effects by moving paragraphs in my writing. I will be able to use of a range of connecting words and phrases appropriate to text type. I will be able to develop ideas within and between paragraphs and sections. I will be able to structure my writing effectively and show features of the text type. I will be able to organise and present my writing in effective and unusual ways.

Composition and Effect I will be able to... I will be able to use a mixture of action, dialogue and description to introduce and manage my characters. I will be able to vary pace within my writing. I will be able to achieve specific effects by experimenting with techniques. I will be able to select vocabulary according to the purpose and audience of my writing. I can use words to show shades of meaning. I will be able to create characters and convey thoughts and emotions. I will be able to choose sentences which match the text type and use them for effect.

Level 5c Sentence Structure and Punctuation I will be able to... I will be able to use a variety of sentences to make my writing effective. I will be able to use adverbials to add detail to sentences within my writing. I will be able to use complex sentences which start with conjunctions in my writing. I will be able to ‘bend the rules’ in writing to create an effect. I will be able to use the full range of punctuation appropriately and consistently.

Text Structure and Organisation I will be able to... I will be able to use a range of devices to link ideas within paragraphs including pronouns and connectives. I will be able to ensure my non-fiction writing contains a relevant introduction and has clearly presented and organised information. I will be able to make my writing coherent and balanced. I will be able to make my own decisions about layout and presentation when writing.

Composition and Effect I will be able to... I will be able to include direct attempts to involve the reader in my writing. I will be able to choose vocabulary which is well matched to the purpose of my writing. I will be able to use a writing style appropriate to the text type by creating sentences for effect. I will be able to effectively combine elements of description, action and characterisation. I will be able to use the passive voice to create suspense or write texts like science reports. I will be able to create and use effectively a range of language techniques such as imagery, alliteration, rhythm and rhyme I will be able to include direct attempts to involve the reader in my writing

Level 5b Sentence Structure and Punctuation I will be able to... I will be able to use complex sentences effectively in my writing of different text types. I will be able to use a wide range of connectives which are appropriate to the text type. I will be able to use punctuation to make meaning clear for the reader and to show speech within longer sentences. I will be able to use punctuation for effect and clarity.

Text Structure and Organisation I will be able to... I will be able to show clear development of ideas across the text, including linking openings and closings. I will be able to structure individual paragraphs effectively. I will be able to write and present texts which use words, images and sounds clearly and effectively.

Composition and Effect I will be able to... I will be able to comment upon the character’s thoughts and feelings. I will be able to maintain the reader’s interest through use different narrative techniques. I will be able to use varied and appropriate vocabulary including use of specific and technical words to make my writing more precise. I will be able to choose vocabulary to reflect shades of meaning, e.g. irritated, angry, furious, apoplectic.

Level 5a Sentence Structure and Punctuation I will be able to... I will be able to choose sentences for their effect upon my reader. I will be able to break the rules when writing to achieve specific effects. I will be able to use tense for effect, e.g. diaries written in all three tenses, e.g. When I woke this morning; As I write I can hear; Later on I shall

Text Structure and Organisation I will be able to... I will be able to decide on the layout of my text to suit the purpose of my writing and my audience. I will be able to use a range of devices within and between paragraphs to achieve cohesion. I will be able to ensure my writing is sequenced effectively throughout. I will be able to write and create ICT presentations which are clear, effective and have an impact on the audience.

Composition and Effect I will be able to... I will be able to select the appropriate style and form to match the purpose, audience and text type. I will be able to demonstrate clear control over the words I use throughout the text. I will be able to use varied vocabulary with confidence to create a range of effects. I will be able to show sustained awareness of my reader through the words and sentences I choose. I will be able to effectively develop a narrative theme. I will be able to use and maintain both formal and informal styles in my writing.