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