End of Year Writing Expectations at Girlington

GEMS

Working at the expected standard

Enjoy drawing freely

Begin to say what they have drawn

Nursery

Working at the expected standard

Add some marks to their drawings, which they give meaning to. For example: “That says mummy.”

Make marks on their picture to stand for their name.

Use some of their print and letter knowledge in their early writing.

Write some or all of their name.

Write some letters accurately.

Reception

ELG: Writing

Children at the expected level of development will:

– Write recognisable letters, most of which are correctly formed;

– Spell words by identifying sounds in them and representing the sounds with a letter or letters;

– Write simple phrases and sentences that can be read by others.

Year 1

‘Pupils’ writing during year 1 will generally develop at a slower pace than their reading. This is because they need to encode the sounds they hear in words (spelling skills), develop the physical skill needed for handwriting, and learn how to organise their ideas in writing.’ National Curriculum 2014

Girlington expectations:

Working at the expected standard

Holds pencil comfortably and correctly

Mostly uses spaces between words

Mostly forming lower case and capital letters accurately

Writes 4-5 sentences with some use of capital letters and full stops

Co-ordinates with and

Some descenders below the line, ascenders taller and clearly identified

Mostly uses capital letters, full stops and question marks appropriately

Can use their Phase 2 , Phase 3, Phase 4 and Phase 5 phonic knowledge to write words in ways which match their spoken sounds- some being spelt correctly and others being phonetically plausible

Can spell the days of the week and numbers 1-10

Uses adjectives to describe nouns

Spelling some suffixes from the Year 1 spelling patterns (see National Curriculum)

Can spell most of the first 100 key words

Tries out exclamation marks

Can read aloud their writing to each other and the teacher

Working at greater depth

Consistently using the full range of punctuation taught by the end of Year 1 mostly accurately and sparingly

Always knowing when to use the joining word ‘and’ in a sentence, using it appropriately and sparingly

Can check their own work and begin to edit

Year 2

‘In writing, pupils at the beginning of year 2 should be able to compose individual sentences orally and then write them down. They should be able to spell many of the words covered in year 1 correctly – see English appendix 1. They should also be able to make phonically plausible attempts to spell words they have not yet learnt. Finally, they should be able to form individual letters correctly, establishing good handwriting habits from the beginning.’ National Curriculum 2014

Girlington expectations:

Working at the expected standard

Uses spacing between words that reflects the size of the letters

Can write simple, coherent narratives about personal experiences and those of others (real or fiction)

Can write about real events, recording these simply and clearly

Most sentences demarcated with- CL . and ? when required

Co-ordinates with or/ and/ but

Some use of noun phrases to describe and specify

Subordinates with when/ if/ that/ because

Can use their Phase 2 , Phase 3, Phase 4, Phase 5 phonic knowledge to write words in ways which match their spoken sounds- most being spelt correctly and others being phonetically plausible

Mostly consistent and correct use of past and present tense (eg I was, not I were)

Can form capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters

Working at greater depth

Can write effectively and coherently for different purposes, drawing on their reading to inform the vocabulary and grammar of their writing

Can make simple additions, revisions and proof-reading corrections to their own writing

Mostly uses the punctuation taught at Key Stage 1

Can spell most common exception words

Add suffixes to spell most common words correctly (ment, ness, full, less, ly)

Use the diagonal and horizontal strokes needed to join some letters

Year 3

‘Pupils should be able to write down their ideas with a reasonable degree of accuracy and with good sentence punctuation. Teachers should therefore be consolidating pupils’ writing skills, their vocabulary, their grasp of sentence structure and their knowledge of linguistic terminology. Teaching them to develop as writers involves teaching them to enhance the effectiveness of what they write as well as increasing their competence. Teachers should make sure that pupils build on what they have learnt, particularly in terms of the range of their writing and the more varied grammar, vocabulary and narrative structures from which they can draw to express their ideas. Pupils should be beginning to understand how writing can be different from speech. Joined handwriting should be the norm; pupils should be able to use it fast enough to keep pace with what they want to say.’ National Curriculum 2014

Girlington expectations:

Working at the expected standard

Tense is mostly correct through a piece of writing (including the present perfect).

Use co-ordinating and subordinating conjunctions.

Use exclamation marks and commas in a list mostly correctly.

Use of apostrophes for contraction

Add prefixes and suffixes mostly correctly. (double consonant- hopped/ change –y to –I before adding suffix – happily, tries)

Use expanded noun phrases.

Use adverbs to express time.

Use prepositions to express place and time.

Use a/an correctly.

Spell most common exception words from the Year 3 spelling list correctly.

Use simple organisational devices (eg. sub-headings) appropriately.

Attempting to use paragraphs to organise writing.

Start to use dialogue so that it adds detail to writing. (E.g. David said I love presents.)

Working at greater depth

Use of inverted commas to punctuate direct speech.

Use a wide range of co-ordinating and subordinating conjunctions within and across sentences.

Use well-chosen vocabulary. (nouns, verbs and adjectives)

Accurately using the full range of punctuation taught at KS1 and Year 3.

Spelling most words correctly.

Using legible handwriting that is mostly joined.

Can make additions, revisions and proof-read corrections in their own writing.

Year 4

Girlington expectations:

Working at the expected standard

Spelling common words correctly and adding prefixes and suffixes appropriately.

Where appropriate use expanded noun phrases to describe and specify.

Use a range of subordinating and co-ordinating conjunctions.

Where appropriate use a range of adverbs/adverbials to add detail.

Where appropriate use fronted adverbials with a comma after mostly correctly.

Using paragraphs or sections to organise writing.

Using inverted commas to identify speech with a reporting clause.

Using apostrophes for possession and contraction mostly correctly.

Mostly spelling the correct form of homophones and spellings from Y3/4 list.

Working at greater depth

Consistently using dialogue so that it effectively adds detail and moves the writing forward.

Consistently using a range of well-chosen adjectives to add detail.

Consistently using a range of conjunctions to create cohesion.

Using a range of well-chosen vocabulary.

Consistently using a full range of punctuation.

Correctly formed letters and legible, joined handwriting.

Can make additions, revisions and proof-read corrections to improve their own writing.

Year 5

‘Pupils should be able to write down their ideas quickly. Their grammar and punctuation should be broadly accurate. Pupils’ spelling of most words taught so far should be accurate and they should be able to spell words that they have not yet been taught by using what they have learnt about how spelling works in English.

During years 5 and 6, teachers should continue to emphasise pupils’ enjoyment and understanding of language, especially vocabulary, to support their reading and writing. Pupils’ knowledge of language, gained from stories, plays, poetry, non-fiction and textbooks, will support their increasing fluency as readers, their facility as writers, and their comprehension. As in years 3 and 4, pupils should be taught to enhance the effectiveness of their writing as well as their competence.’ National Curriculum 2014

Girlington expectations:

Working at the expected standard

Using expanded noun phrases to add detail, qualification and precision most of the time.

Using preposition phrases to add detail, qualification and precision most of the time.

Using adverbials to add detail, qualification and precision, correctly punctuated most of the time.

Using different verb forms accurately and consistently (including modal verbs) most of the time.

Integrate dialogue into narrative where appropriate.

Using relative clauses where appropriate.

Using some punctuation for parenthesis: brackets, commas, dashes (where appropriate and mostly correct).

Using cohesive devices within and across sentences and paragraphs, e.g. adverbials and pronouns most of the time.

Using commas for clarity, mostly correct.

Spelling most words correctly, adding prefixes and suffixes appropriately, spelling the correct form of homophones and spelling all common exception words correctly (KS1, Y3/4 and some Y5/6) most of the time

Produce legible joined handwriting most of the time.

Working at greater depth

Creating atmosphere and integrating dialogue to convey character and advance the action where appropriate.

Knowing how to make writing succinct by using all grammar and punctuation taught so far precisely, to engage the reader, sometimes showing and not telling.

Selecting precise vocabulary and grammatical structure that reflect the level of formality required mostly correctly.

Using the full range of punctuation taught correctly and appropriately.

Year 6

Girlington expectations:

Working at the expected standard

Write effectively for a range of purposes and audiences, selecting language that shows good awareness of the reader (e.g. use of first person in a diary, direct address in instructions and persuasive writing).

In narratives, describe settings, characters and atmosphere.

Integrate dialogue in narratives to convey character and to advance the action.

Select vocabulary and grammatical structures that reflect what the writing requires, doing this most appropriately (e.g. using contracted forms in dialogues in narrative; using passive verbs to affect how information is presented; using modal verbs to suggest degrees of possibility.

Use a range of devices to build cohesion (e.g. conjunctions, adverbials of time and place, pronouns, synonyms) with and across paragraphs.

Use verb tenses consistently and correctly throughout their writing.

Use the range of punctuation taught at key stage 2 mostly correctly (e.g. inverted commas and other punctuation to indicate direct speech).

Spell correctly most words from the year 5 / year 6 spelling list and use a dictionary to check the spelling of uncommon or more ambitious vocabulary.

Maintain legibility in joined handwriting when writing at speed (diagonal and horizontal joins, understand which should be left unjoined).

Working at greater depth

Write effectively for a range of purposes and audiences, selecting the appropriate form and drawing independently on what they have read as models for their own writing (e.g. literary language, characterisation , structure),

Distinguish between the language of speech and writing and choose the appropriate register.

Exercise an assured and conscious control over levels of formality, particularly through manipulating grammar and vocabulary to achieve this.

Use the range of punctuation taught at key stage 2 correctly (e.g. semi-colons, dashes, colons, hyphens) and, when necessary, use such punctuation precisely to enhance meaning and avoid ambiguity.