Success Criteria KS2 Non-chronological report: describes the ways things are pupil Objective teacher I have included an introduction which describes the purpose of the report I have organised my writing into sections ( paragraphs) and my ideas link together well I have used headings, sub headings and bullet points I have used the present tense I have written in the third person I have used factual language, including technical language, where appropriate My report ends with a conclusion Additional features to enhance the quality of writing • Plan under paragraph headings in note form • Select facts from a range of sources to interest the reader e.g. books, CD roms, interviews • Include a question in the title to draw the reader in e.g. School uniform – is it really necessary? • Be clear, so that you do not muddle the reader • Be very clear in your opening paragraph • Use tables, diagrams, pictures to add more information • Although reports are factual you could add comments or use questions to draw in the reader • Reread as if you know nothing about the subject – is all the information in there? Success criteria KS2 Recount writing: tells you about something that has happened pupil objectives teacher My introduction sets the scene – who? What? When? Where? I have used the past tense I have written events in time order ( First of all, Next…, After a while, Later…Finally I have covered all of the events in an engaging style I have written with a consistent viewpoint I have written in the first person I have used complex sentences using ‘when, ‘if’ ‘because’ to join my ideas I have used paragraphs to organise my events I have sequenced my paragraphs logically My recount has a closing statement Additional features to enhance the quality of writing • Plan by thinking, noting or drawing – When? Who? Where? What? and Why? • Extra details are vital to bring writing alive • Use specific names of people , places, objects etc • Include incidents that will amuse or interest people • You can write as if you were ‘telling the story’ of what happened • End by commenting on the events Success criteria KS2 Instruction writing: tells you how to do or make something pupil objective teacher I have clearly described the purpose of my instructions I have organised my instructions using headings, and written in the correct order I have included information and advice in my instructions I have grouped similar points together I have used ‘if’, ‘when’ ‘because’ to join my ideas together I have used commas within my sentences to mark phrases and clauses I have used bullet points, line breaks or numbering to punctuate my instructions I have written in the present tense and used imperative verbs Additional features to enhance the quality of teaching • Think about your readers. You will have to be very clear about what to do and how to do it or they will be muddled • The title should explain what the instructions are about • Say what the instructions are about, when they might be needed, and who they will be good for • Use bullet points • Use short, clear sentences so the reader will not be muddled • Make your writing more friendly by using ‘you’ • Tantalise the reader, e.g. have you ever been bored – well try this game… • Draw the reader in with some ‘selling points’ e.g. this is a game everyone loves… • Make the instructions sound easy e.g. all you need to do is…. • Finally – if you knew nothing about this could you understand your instructions! Success criteria KS2 Explanation writing: tells how or why something happened pupil Objective teacher I have used a general statement to introduce the topic My writing explains how one thing leads to another I have used diagrams I have used the present tense I have used time connectives e.g. First…next… to show the order of the process I have linked together two or three sentences to show cause and effect; Causal Connectives. E.g., So…If…This causes…This makes…because etc. I have organised my text using paragraphs, headings, sub headings I have used technical vocabulary I have joined my ideas with ‘and’, ‘but’, ‘or’ Additional features to enhance the quality of writing • Use , charts, illustrations or a flow chart if you think it would help • Use a title that indicates what you are writing about – using how or why in the title helps • Try to make the title intrigue the writer e.g. Why do flying fish fly? • Use the first paragraph to introduce the subject to the reader • Organise your writing and illustrations to explain: what you need, how it works, why it works, when and where it works, and what it is used for • Add in interesting, extra information • Interest the reader with exclamation e.g. Beware – this creature bites! Or use questions e.g. did you know that? • Draw the reader in e.g. strange as it may seem… not many people know that…. • Reread your explanation, pretending to know nothing about the subject – is it clear? Success criteria KS2 Persuasion: argues the case for a point of view pupils Objective teachers I have used an opening statement about the issue to be argued I have given background information so that the reader can understand the issue I have stated each argument clearly with a paragraph for each argument I have used the present tense I have used logical language (This shows…However…Because…) I have written a series of persuasive points (Surely…Everyone knows that…) I have used sentences using a variety of connectives e.g. ‘and’, ‘but, ‘or’ and conjunctions e.g. ‘which’, ‘also’, I have written a concluding paragraph with a summary of the points Additional features to enhance the quality of writing • Use good reasons and evidence to convince your readers • Use facts rather than just persuasive comments • Try to get the reader interested and on your side – appear reasonable • Work on your readers so that they will agree with you e.g. is that not right? Wouldn’t you like to do that? • Use strong and positive language e.g. it will ruin the environment if… you must try this before any others… • Make the reader think that everyone else does this or thinks that it will make them a better and happier person! • Draw the reader in e.g. At long last, the very thing you have been waiting for… • Be informative, persuasive and sound friendly • Use alliteration to make slogans memorable e.g. buy beautiful bangles because…. • Use humour –it appeals to people and gets them on your side • Reread and decide whether you would be persuaded Success criteria KS2 Discussion: presents arguments and information from different viewpoints pupils Objectives teacher My opening paragraph begins with a clear statement about the issue under discussion I have given the arguments for and supported my argument I have given the arguments against and supported my argument I have written in the present tense I have used the third person in a formal style (Some people claim…It is argued that….) I have used logical language (Therefore…. However…) I have used adjectives to give more information to my discussion I have used connectives to improve my sentences I have given a summary of the points for and against in my conclusion Additional features to enhance the quality of writing • You can turn the title into a question to draw in the reader e.g. should jewellery be banned in schools? • Open by introducing the reader to the discussion – you may need to add why you are debating the issue • Try to see the argument from both sides • Support your views with reasons and evidence • In your conclusion you must give a reason for what you decide • If you are trying to present an balanced viewpoint, check you have been fair to both sides Success criteria KS2 Retelling traditional tales: entertains and passes on traditional cultures pupil Objectives My story has an opening, problem, build up, complication, resolution and ending My opening includes a setting and introduces the characters I have used the first or third person I have written in the past tense I have used dialogue in differing tenses I have used verbs to describe actions, thoughts and feelings I have used connectives that signal time e.g. early that morning… later on….all at once… I have used language effects to create an impact e.g. metaphors, similes, adverbs, expressive verbs etc. I have used a mixture of simple and complex sentences Additional features to enhance the quality of writing • Rehearse by constant retelling before writing • Be clear about the key events • Add in detail to embellish – but not too much or the reader will be distracted from the main events • Use some repetitive lines for effect e.g. run, run as fast as you can…. • Keep the main characters distinctly good, bad, lazy, silly etc • You can alter the setting and many details but the main events in the plot have to stay e.g. Snow White in New York • Reread the tale aloud to see if it sounds right. Try it out on your friends! Success criteria KS2 Narrative : entertains and enthrals and allows us to escape from reality pupil Objectives teacher My story has an opening, problem, build up, complication and resolution I have organised my story into paragraphs I have developed all parts of my story equally My opening includes a setting and introduces the characters I have used a series of ‘cliffhangers’ to ‘hook’ my reader I have used the first or third person I have written in the past tense and used the present tense for dialogue I have used connectives that: Signal time e.g. first thing…later that day… Inject suspense e.g. suddenly…without warning…from out of nowhere… Shift attention e.g. meanwhile…at that very moment… I have used verbs to describe actions, thoughts and feelings I have used language effects to create an impact e.g. adverbs, adjectives, precise nouns, powerful verbs etc. I have used a mixture of simple and complex sentences to change the pace of my story Additional features to enhance the quality of writing • Avoid telling the reader what to feel e.g. it was scary, but make the reader feel it through description e.g. His hand gripped the banister till his knuckles turned white • Avoid telling the reader what a character feels e.g. she was sad, but show how characters feel through what they say or do e.g. her lip trembled • Have your ending planned so that you can stay focussed on it and avoid irrelevant details or ramblings • Do not plan too many characters or you may lose control of them • Give your main character some sort of flaw to make him or her more interesting, e.g. afraid of the dark, • Keep thinking as you write ‘what would this person do or say’ • Plan in some details about the character that tells the reader something about their personality • Include the weather, season and time of day as part of creating the setting • To create suspense, lull the reader into a false sense of security – get the characters doing something pleasant and then introduce a dilemma • Use explanation marks for impact e.g. help! • Use questions to draw the reader in e.g. where should they look now? Useful planning structure • Timeline Always teach children how to use the plan to support with the writing – expanding notes in the plan by; 1.