Child-friendly target statements for writing Reception Spell CVC words, e.g. hop, leg. I know the name and shape of the letters in the alphabet and can write them. I can use rhyming words to help me spell new ones. I can spell CVC words when I am writing. Attempt to spell unfamiliar words using a phonemic strategy. I can write the first and last phonemes of some words when I am writing. I try spelling new words by using my phonemes. Spell words for YR in Appendix List 1. I can spell these words by myself: Write letters using the correct sequence of movements. When I am writing, I know where each letter starts and how to move my pencil to make them look right. Write own name using a capital letter. I use a capital letter at the start of my name. Begin to use capital letters and full stops to punctuate sentences. I am learning to write sentences which begin with a capital letter and end with a full stop. Dictate a simple sentence. I can tell someone a sentence that I want to write. Begin to write a simple sentence. I am learning to write a sentence by myself. I know which way writing goes. I leave a space between each word. Begin to use some story language, such as Once upon a time…….. I know some different ways to start and end my stories. Child-friendly target statements for writing Year 1 Spell words with adjacent consonants, e.g. drift. I can spell words that have two consonants together at the start of a word and/or at the end of a word. Attempt to spell unfamiliar words using a phonemic strategy and I can hear and write all the phonemes in CVC words and words with letter knowledge. consonant clusters in the right order. I try to spell new words by using, e.g. rhyme, endings I have learned (s, ed, ing), words within words. Know main spelling choices for each vowel phoneme. I know there are different ways of writing the vowel sounds, e.g. split vowel digraphs, ee/ea. Spell 50 words in Y1/2 list in Appendix 1. I can spell these words: Form lower case letters correctly in a script that will be easy to When I write, I start and finish my letters in the right place. join later. Use capital letters and full stops when punctuating a single simple I use a capital letter and full stop when I write a sentence. sentence. Begin to use question marks. When I write a question, I am learning to put a question mark at the end. Begin to use words appropriate to different text forms, e.g. story, When I write a story I can write about where it is happening, report or simple instructions. describe the characters and say what happens to them. I know how to make my writing sound like a report by using labels and captions to describe a picture, object or what something does. When I write instructions I use words that tell someone what to do and how to do it in the right order, e.g. by numbers or bullet points. I can write about something that has happened choosing words to show the order of events, e.g. first, next, after, when. Write simple sentences independently. I can write simple sentences by myself. Write questions and statements appropriately. I know how to write a question when I want to find something out. ( for statements, see different text forms above) I can write different kinds of sentences. Child-friendly target statements for writing Year 2 Spell 2 syllable words, e.g. sometimes, including some words with I can hear how many syllables are in a word and use this to help me prefixes and suffixes. spell it. When I am writing, I can spell simple words that begin with the prefixes un and dis. I am learning to spell words ending in s, ing, ly, ful. Spell the ends of regular past tense verbs with ed. When I write in the past tense, I know the verbs need to end in ed. When I add ed to a verb, I know that sometimes I have to double the last consonant or leave off the last e. Spell all the words in Y1/2 list in Appendix 1. I can spell these words: Use the four basic handwriting joins with confidence in independent I know how join my letters when I write. writing. Punctuate some sentences in the course of writing, using capital letters, When I am writing, I remember to use capital letters, full stops and full stops and question marks. question marks. Begin to use commas in a list. I can use commas between words in a list. Consider and select from alternate word choices. I choose interesting words to describe settings, characters and feelings when I write a story. I can use synonyms when I’m writing to help the reader see what I am describing. Give detail to engage reader. To interest my reader, I use words and phrases that show where, how and when things happen. I show my reader how my characters are feeling. I make my characters talk to each other. When my characters talk to each other it gives the reader more information, e.g. what they are going to do next; how they are feeling. Write simple sentences (using some prepositions). I can use words like in, on behind, next to to tell the reader more about things. Begin to use conjunctions to write compound sentences. I can join some sentences by using words, e.g. and, then, but and so to make my writing sound better. Use sentences from texts as models for writing. I can make some of my sentences sound like those I have read in my book. Child-friendly target statements for writing Year 3 Attempt to spell unfamiliar words using known conventions and rules I can explain which strategies I use to help me spell new words. and a range of strategies – phonemic, morphemic & etymological. I can use the rules I have learned to spell new words. Spell words containing common prefixes & suffixes I am learning to spell words that begin with prefixes such as un, de, dis, re, pre, mis, non, ex, co and anti. I know how words change when I add a suffix such as ing, er, est and y. Use apostrophe for omission e.g. can’t I can use an apostrophe to show where letters have been left out. Spell inflected forms of words containing short vowels, doubling the I know when I have to double the final consonant when I add final consonant where necessary, e.g. hop – hopping. suffixes such as ed and ing. Begin to use speech marks and capital letters for a range of I am learning to use speech marks to show where my characters are purposes. speaking. I use them at the beginning and at the end of the words spoken. I use capital letters for proper nouns as well as at the beginning of my sentences. Secure the use of commas in a list. I know where to put commas in lists. Use interesting vocabulary; vary use of adjectives and verbs for When I write, I use a variety of adjectives. impact. I chose verbs that show the reader exactly what is happening. Select nouns to be specific, e.g. poodle rather than dog. I choose nouns that show the reader exactly what I am writing about, e.g. poodle rather than dog. Use terminology appropriate to text type. I can talk about different text types using the appropriate language. Write simple and compound sentences. I use short and compound sentences to give information and add detail to my writing. Begin to use some subordinators. E.g. if, so, while, though, since. I am learning to include connectives like if, so while, since in my writing. Vary openings of sentences to avoid repetition. I am using a range of connectives to start my sentences to make them more interesting to read.. Write legibly with a joined hand, maintaining consistency in size and I make my letters the same size and my words are evenly spaced. spacing. Demarcate sentences in the course of writing, using full stops, As I am writing, I remember to use capital letters, full stops capital letters, question and exclamation marks, usually accurately. question and exclamation marks. Use 1st or 3rd person and tense consistently. When I am writing I make sure I use the right tense and person so it makes sense to the reader. Use a range of connectives that signal time. When I write a narrative or recount I use different connectives to show when things happen, such as later, meanwhile, after. Y3 cont. Vary story openings to create effects, such as building tension and I know stories can begin in different ways, e.g. with dialogue, suspense, creating moods, establishing character and scene setting. action, the weather, etc., and can use these in my stories. Begin to address reader, for instance by using questions in non- I show I am aware of the reader when I write by asking questions in fiction. non-fiction writing or commenting on things that happen in my stories. Write narrative with a build up and with complication that leads I plan my stories to have an opening, a complication, a resolution and towards a defined ending, using a paragraph for each. an ending and that each part is a new paragraph. In non-fiction, begin using basic structure, e.g. introductory and When I write a non-chronological report, I begin it with a concluding statements in non-chronological reports. statement that tells the reader what it is about. When I end my report, I use a suitable statement. Sequence sentence to extend ideas logically. When I write, I try to put together sentences that are about the same thing, e.g. where an animal lives in a report, or details about characters when I introduce them. Use language and structures from different text types for own I am learning how to structure different types of writing and what writing. language features to use. Child-friendly target statements for writing Year 4 Attempt to spell unfamiliar words using known conventions and rules I can draw on a range of strategies to help me spell new words. and a range of strategies – phonemic, morphemic & etymological. Spell the words for Y4 (App list 2) I can spell these words. Distinguish the spelling of common homophones, e.g. hear and here. I know that some words which sound the same are spelt differently because they mean different things. Use the dictionary to check the spelling of words. I use a dictionary to check my spellings when I need to. Use the apostrophe for omission. I can use an apostrophe to show where letters have been left out. Demarcate at least half of a written composition correctly, using As I am writing, I usually remember to use capital letters, full stops the Y3 range of punctuation marks. question and exclamation marks. I can use commas when I write a list. I use speech marks when I am writing dialogue. Begin to use the apostrophe for possession. I am learning to use an apostrophe to show ownership. Use commas to separate phrases and clauses within sentences. I can show my reader where to pause by using commas. Use punctuation effectively in a range of text types. I use a range of punctuation such as bullet points, to make my writing clear to a reader. Use adjectives and adverbs selectively to create variety and add To make my writing interesting, I use a variety of adjectives and interest. adverbs to add detail. Use powerful verbs to show character or add impact. I chose powerful verbs to show what characters/things are doing or feeling. Use language precisely and effectively in relation to text type, for The words I use match the type of writing I am doing. instance to persuade or convey information. Write simple and compound sentences and begin to use relative I can write simple and compound sentences. clauses. I am beginning to add details Vary sentences showing characteristics of chosen form, adding I can construct different types of sentences differently to show phrases to enhance meaning. details, e.g. by using different connectives. Maintain consistent person and tense. When I am writing, I keep to the same tense and person all the way through. Use main features of story structure to organise events, vary I can start my stories in different ways. openings, build-ups, conflicts and endings. I plan my stories to have an opening, a complication, a resolution and an ending. Use settings and characterisation to engage reader’s interest, such When I write settings I want the reader to feel that they are as using the weather to create atmosphere. there by creating atmosphere and giving details about my characters. Y4 cont. In non-fiction, use the basic features of text types, such as When I write non-fiction texts, I start with an introduction, introductory statements, followed by clear points leading to a organize the main points so they lead to a conclusion. conclusion. Use paragraphs to structure narrative, for instance isolating an When I write I can use paragraphs to organize events or initiating event or introduction. Use appropriate layout conventions information. for non-fiction. I know how to set out …. (explanations, non-chronological reports etc.) Use fluent, joined handwriting for all writing except where other I can write fluently and evenly. special forms are required. Show imagination through use of detail (e.g. to describe setting, The way I write my sentences helps the reader to know how my build tension or show characters’ feelings or motives), creating characters are feeling. humour or suspense. The words I chose affect the way my reader feels, eg. scared, happy. In non-fiction, attempt to interest, instruct, persuade or amuse the I know how to use language that will inform, instruct or persuade reader. the reader when I write different types of non-fiction texts. Child-friendly target statements for writing Y5 Spell the words for Y5 (App list 2). I can spell these words. Spell words containing more complex prefixes and suffixes e.g. I can spell words that begin with prefixes such as auto, bi, tele, circum, ir, tion, cian. trans, circum, im, in, pro, sus, ir, and il. I know how words change when I add a suffix such as tion, cian…….(see spelling bank) Have strategies for spelling unstressed vowels in polysyllabic words, I can draw on a range of strategies using my eyes, ears, brain and e.g. etymological, mnemonic. actions to help me spell words containing unstressed vowels. Spell inflected forms of words containing short vowels and split I know when to double the final consonant or drop the final e in a digraphs, e.g. hop and hope, doubling the final consonant or word before adding suffixes beginning with a vowel. replacing the final e as necessary. Use the apostrophe accurately for words ending in “s”, e.g. I can use the apostrophe correctly when writing contractions. possession, contraction, plural. I can use apostrophes correctly to show possession. * Demarcate at least three out of four sentences correctly using the I usually use punctuation correctly to demarcate my sentences. Y4 range of punctuation marks. Use punctuation to create effects, e.g. slowing the pace of a I use punctuation such as ellipsis, exclamation marks and brackets sentence. to create effects for the reader. Make more use of commas to separate items in a list, clauses and I can use commas in lists. phrases. I can use commas in sentences to make my meaning clear to the reader. Use speech marks, with new lines for each speaker and correct When I write dialogue I punctuate it accurately and start a new line punctuation. for each speaker. Secure apostrophe for omission and possession. (see above)* Use well-chosen phrases and vocabulary to engage the reader. I use interesting words and phrases so the reader enjoys my writing. Use appropriate grammatical features for different text types. I know and can use the appropriate language features for the text type I am writing. Write complex sentences, selecting and using a wide range of I can use a wide range of connectives to write complex sentences. subordinators. Adapt or rearrange sentences in relation to text type, using I can improve my writing by adding, combining and rearranging subordinate clauses to add information, to give reasons and to sentences for different purposes. explain. Select appropriate word order in sentences to create interest and I can make my writing interesting and clear to the reader by to increase precision, clarity and economy. carefully ordering the words in my sentences. Write using direct and reported speech. I understand the difference between direct and reported speech and show this in my writing. Y5 cont. Use a repertoire of causal and logical connectives as well as those I can use a range of time, causal and logical connectives I my that signal time, e.g. however, therefore. writing. Secure grammatical agreement and coherence to avoid ambiguities I can keep the meaning clear in my writing by making my verbs, and contra diction. pronouns and tenses agree. Draw writing, both narrative and non-fiction forms, towards a In my narrative and non-fiction writing I always have a clear ending. defined conclusion. Suggest insights into character development through describing I let the reader know what my characters are like through the way how characters look, react, talk or behave, rather than telling the they look, act and speak. reader. Use setting to create and reflect changes in mood. I can vary the mood in my story by changing the setting. In non-fiction, apply features of non-fiction text types for use in I can use my knowledge of non-fiction writing in other subjects. other subjects, e.g. instructional texts for technology. Use paragraphs to structure plot, by shifting paragraphs for change I use paragraphs to show changes of time, scene, action, mood or of time, scene, action, mood or person. person. In non-fiction, elaborate the basic structures of text types in When writing non-fiction texts I chose the language I use to suit order to make writing more effective in relation to audience and the audience and purpose. purpose. Interest the reader through, for instance, including the narrator’s I make my writing interesting by using techniques such as humour or viewpoint, the use of humour, gaining suspense through delay, or by suspense, and by adding specific details. use of specific detail. Adapt writing to be precise and clear, and use an impersonal style. When writing non-chronological reports and explanations I use an impersonal style and keep the information ordered and clear. Child-friendly target statements for writing Y6 Use independent strategies: I can use a range of independent strategies to spell words. * build up spellings by syllabic parts, using known prefixes, suffixes & common letter strings. Apply knowledge of spelling rules and exceptions. I use my knowledge of rules and exceptions to help me spell. Build words from other known words, and from awareness of the I can build words using other words I know. meaning or derivation of words. Use dictionaries and IT spell-checks. I check my spellings as appropriate. Use visual skills, e.g. recognising common letter strings and checking * see above critical features. Demarcate most sentences correctly with Y5 range of punctuation I demarcate most sentences correctly with a range of punctuation marks. marks. Secure the use of the comma to demarcate grammatical boundaries I know how to use commas in sentences for a range of purposes. and to separate elements of a sentence, such as short phrases, clauses or items in a list. Begin to make use of other punctuation marks such as the semi- I sometimes use other punctuation when I write. colon. Use well-chosen phrases such as adverbials, adventurous and I use a range of techniques to vary my writing to make it more precise vocabulary and other techniques such as sentence variation effective. or figurative language, to contribute to the effectiveness of the writing. Secure control of complex sentences, understanding how clauses I combine clauses in sentences to create different effects. can be manipulated to achieve different effects. Write sentences in an appropriate and effective style, in relation to I write in a style appropriate to my audience and purpose. text type, audience and purpose. Use conditional sentences and the passive voice. I can write sentences using the conditional. I can use the passive voice when I write formally. Use pronouns and tenses accurately to establish textual cohesion I make my writing clear by using pronouns and tenses correctly. and to avoid ambiguity. Use a range of connecting words and phrases appropriately in I use a range of connectives appropriate to the text I am writing. different text types. Write with appropriate pace. My writing is lively and contains the right amount of detail to keep my reader interested. In narrative, create characters with some significant interaction I use a range of techniques to create the characters in my stories. between them, through direct or reported speech, building characterisation through action, description and characters’ responses. Y6 cont. In non-fiction structures, write appropriately, including relevant I use appropriate structures when organizing and writing non fiction introduction and clear presentation of information or points which texts. lead to a well-drawn conclusion, often relating the subject to the reader. Use paragraphs to distinguish the structure of different texts. I use paragraphs to help structure my writing. Relate events logically so that writing is coherent and provides good I can link different parts of my writing in a logical order. coverage of the main topic. Use the range of different types of connectives to write I can use a range of connectives make my writing flow. coherently. Keep writing lively, to interest, inform or persuade the reader I can write in a lively manner which interests, informs or persuades through, for example, the ways in which characters or events are the reader. developed and commented upon or by persuasive reasons with examples.