Success Criteria KS2 Non-chronological report describes the ways

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					                            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.

				
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Description: Success Criteria KS2 Non-chronological report describes the ways