Writing Targets for: Sentence Structure: Punctuation STRAND 11 Compose and write simple sentences independently to communicate meaning. Use capital letters and full stops when punctuating sentences. Progression through Write simple and compound sentences and begin to use subordination in relation to time and reason. Y1 – Y6 Compose sentences using tense consistently Use question marks, and use commas to separate items in a list. Show relationships of time, reason and cause through subordination and connectives. Clarify meaning through commas. Compose sentences using adjectives, verbs and nouns for precision, clarity and impact. Clarify meaning through the use of ! and “ “ Clarify meaning and point of view using varied sentence structure (phrases, clauses and adverbials) Use commas to mark clauses….. Adapt sentence construction to different text types, purposes and readers Punctuate a variety of sentences accurately. Express subtle distinctions of meaning, including hypothesis, speculation and supposition, by constructing sentences in varied ways. Use punctuation to clarify meaning in complex sentences. Where does the comma need to go to mark boundaries between [words, phrases or clauses]? Adapted from Lancsngfl site with thanks. Progression Target Teaching Points Examples Compose and write simple sentences independently to Teach children to say sentences out loud which make Jack went up the beanstalk. communicate meaning. I can orally rehearse simple sense. Emphasise sense before punctuation. (End of Year Objectives) sentences and begin to write them down. Teach children to segment words and write in order to communicate meaning. Use capital letters and full stops when punctuating I can recognise a sentence (Sentences may show awareness of full stops and sentences in my reading, and say capital letters and phonically plausible attempts at (Punctuation objectives) where it starts and ends. words will be seen) 1. Develop the sense Once upon a time there was a boy called Jack. He of sentence lived in a cottage in the woods. He was rather a 2. Be able to say and I can use capital letters and stupid boy. write a simple full stops when writing a Teach children to recognise units of meaning that can sentence. stand alone and make sense, i.e. a sentence. Show sentence how these units of meaning are demarcated by capital independently; use letters and full stops. CLFS . 3. Consolidate above (Sentences may not be punctuated accurately to (Pupil Writing Targets) achieve this target and phonically plausible attempts at words will be seen) Teach children that a sentence is a unit of meaning. Encourage them to “think a sentence, say a sentence, write a sentence” establishing sense before writing so that punctuation is automatic. Progression Target Teaching Points Examples Write simple and compound I can write a sentence independently Teach children to write a simple Jack lived with his mother and their cow. sentences and begin to use which makes sense and begin to use sentence which makes sense and subordination in relation to time and/but. extend to using simple connectives. Jack’s mother asked him to go to market and reason. but he didn’t know the way. I can use compound sentences and Teach children to join two simple The sun shone. The birds sang. Jack Compose sentences using tense extend sentences using while, so and sentences to make a compound and Daisy ambled along. consistently ( past and present) because. sentence and extend ideas by using time or reason connectives. The sun shone and the birds sang while Use question marks, and use Jack and Daisy ambled along. commas to separate items in a list. I can use question marks ? and exclamation marks !! in my writing. st 1. Consistency of use 1 and 3rd person and tense when writing a simple sentence. I can use commas to separate items in a Teach children to separate items, Jack and his mother went to market to buy list. adjectives or actions in a sentence with bread, butter, bacon and eggs. 2. Use connectives to join compound a comma for all but the last item. sentences. 3. Use a ?, ! and a comma in a list with some accuracy. Progression Target Teaching Points Examples I can use causal connectives such as Use a variety of causal connectives; Jack and his mother went to the local Show relationships of time, reason ‘because’ and ‘so’ to explain to my so that, in order to , as etc market so that they could sell their and cause through subordination reader WHY . old tired cow. and connectives. Discussion focuses on verb choices I can use unusual adjectives. and the way that an author selects Jack noticed a mysteriously looking Compose sentences using the best words when they are man. He was hobbling slowly across adjectives, verbs and nouns for I can choose powerful verbs for describing things. the rough cobbles. precision, clarity and impact effect. Alternatives for each verb are Clarify meaning through the use of I can use exact nouns. Jack had decided he would sell his considered and the effect tried out by exclamation marks and speech Jersey cow for 12 coloured beans. reading aloud. marks. I am able to use exclamation marks to help my reader understand what 1. Use interesting vocabulary, I’m writing. Children contribute their own varying use of verbs for effect, suggestions and the teacher ensures keeping tense consistent. that new or adventurous vocabulary is also introduced, particularly as 2. Use a range of adjectives, more descriptive and emotive adverbs, verbs and noun/noun alternatives for common verbs such phrases in writing and consider the as said, walked, went. impact on the reader. Progression Target Teaching Points Examples Clarify meaning and point of view I can begin to use different sentence Teach children interesting ways to start a As quick as a flash, Jack shot up the by using varied sentence structure starters such as a simile. sentence beanstalk. ( phrases, clauses and adverbials) After a while, Jack met a strange looking Teach the children to extend sentences man. Use commas to mark clauses,and I can use a comma when I add detail to a by adding relevant detail at the end, the use of apostrophe for sentence with a clause at the end. placing a comma first. Jack ambled down the road, whistling as possession. he went. 1. Use adjectives and adverbs to create variety and add interest for the I can vary my sentences by dropping in a Teach children to drop a clause into a Jack went for a walk. reader. clause. given sentence to add relevant detail. Jack, who was feeling restless, went for 1.Compose a complex sentence a walk. The cow, which had walked to market, was exhausted. using a subordinate clause. I can use a comma when I add detail to a Teach the children to extend sentences sentence with a clause at the end. by adding relevant detail at the end, Jack ambled down the road, whistling as 2. Begin to use commas to separate placing a comma first. he went phrases and clauses in sentences. I can use a range of sentence starters to Teach children to start complex Smiling suspiciously, the man put his create complex sentences. sentences with ‘ing’ ‘ed’ or ‘ly’ clauses. hand into his pocket, rummaged about and pulled out a handful of glossy, red I can use a comma after starting a beans. sentence with an „ed‟, „ing‟ or „ly‟ word. Teach the children that whenever they use an „ed‟, „ing‟, or „ly‟ starter they must Mooing gently, Daisy’s big brown eyes follow it with a comma. looked at the strange man’s face. Dressed all in black, the man appeared very strange to Jack. Progression Target Teaching Points Examples Adapt sentence construction to different text types, purposes and I can use a range of different sentence Teach children to join two ideas to make Jack took the cow to market whilst his readers. types in my writing, including simple and a complex sentence using a conjunction. mother stayed at home to feed the complex sentences chickens. Punctuate sentences accurately, although, since, whenever, because, including the use of speech marks whilst, if and apostrophes. I can combine three ideas and Teach the children to join simple Jack clambered down the beanstalk. He demarcate the first two with commas. sentences together to make a „sentence picked up his axe. He shouted, of three‟ by replacing the subject with “Timber!”. 1. Use dialogue, lay-out and commas. punctuation with increased Jack clambered down the beanstalk, accuracy picked up his axe and shouted, “Timber 2. Use different sentence types, including simple and complex Teach children to apply a variety of Jack gasped! Why had his mother sentences in writing. I can use a variety of sentence types in a paragraph. Explain thrown the beans out of the window? 3. Can use a subordinate clause to simple and complex and discuss the effect of each on the Scratching his head in disbelief, he add detail to complex sentences sentences in my writing to have an effect reader. stormed off to his room. on the reader. I can use commas to demarcate Teach children, when dropping in a clauses accurately. clause, to place a comma before and The giant, howling with rage, raced after the clause. after Jack. I can use speech marks for effect on Teach children, how to use speech marks Jack shouted menacingly, “You will the reader. consistently and speech to tell how the never see your harp again!”, as he wildly character is feeling, move plot forward hacked at the giant beanstalk. and add in detail. Express subtle distinctions of I can Teach children to play around with the Wondering what to do next, Jack leant meaning, including hypothesis, manipulate phrases and clauses in a order of clauses to affect shades and against the beanstalk and considered his speculation and supposition, by sentence to have specific effects on the subtleties of meaning. options. constructing sentences in varied reader. ways. Considering his options, Jack leant Use punctuation to clarify meaning in against the beanstalk and wondered what complex sentences to do next. I can use a semi-colon to separate two Teach children to use a semi-colon closely related main clauses in a where two closely related main clauses, Leaning against the beanstalk, Jack 1. Use subordinate clauses in writing sentence. which could stand alone as simple considered his options and wondered to add relevant detail to complex sentences, could be linked with a what to do next. sentences and consider impact. conjunction, but can be understood 2. Manipulate subordinate clauses in without. Jack was pleased with the beans; he was a sentence to achieve different sure they were magic. effects. (The missing conjunction here is “because”).
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