Writing Progression Booklet (Year 1-6)
A guide for Parents
Introduction
This booklet is a guide on what is now expected of your child as they progress through school from year one to year six according to the new curriculum.
Each year group page ,outlines the government requirements and gives you top tips on how to encourage your child to write and support them at home. See the ‘What Can You Do ?‘pages at the back of the booklet for further ideas.
Towards the back you will find the spelling lists for KS1 and KS2 and a terminology page with the basics explained.
We hope you find it informative and useful. Your child’s class teacher will be happy to help with any questions you may have about supporting your child at home.
Assessment
The Government have changed the way in which schools assess children. We no longer use levels and now assess the children as working at the ‘expected standard ’.
Children will now be assessed as working
- towards
- at
- at a greater depth within the expected standard for their age group.
Reading is key !
Reading stimulates your child’s imagination, increases their vocabulary , improves their spelling and encourages them to write. If your child reads good books, he/she will be a better writer. Good writers are ‘magpies’! If they spot great sentences they will write great sentences!
Writing at home
In helping your child to learn to write well at home, remember that your goal is to make writing easier and more enjoyable.
Provide a place: It is important for a child to hav Provide a place: e a good place to write – a desk or table with a smooth, flat surface and good lighting.
Have the materials: Provide plenty of paper – lined Have the materials: and unlined – and things to write with, including pencils and pens. ( a groovy pen or snazzy paper can make a huge difference!)
Allow time: Help your child spend time thinking abo Allow time: ut a writing project or exercise. Good writers do a great deal of thinking!
Praise: Take a positive approach and say something Praise: good about your child’s writing. Is it detailed? Descriptive? Thoughtful? Interesting? Have they used their writing targets?
Be positive: It is important that your child sees Be positive : that writing is important to adults. Encourage them to help you write lists, fill in forms, write letters or postcards.
Year one
Requirements (detailed in boxes below)
- leaving spaces between words
- joining words
- joining clauses
- beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
- using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’
- use the grammatical terminology when writing.
Word
Plural noun suffixes– s or es (eg. dog, dogs; wish, wishes )
Suffixes added to verbs where no change is needed in the spelling of the root word (eg. helping, helped, helper )
Sentence
How words can combine to make sentences.
Joining words and joining clauses using and.
Text
Sequencing sentences to form short narratives.
Punctuation
Separation of words with spaces.
Introduction of capital letters, full stops, question marks and exclamation marks to demarcate sentences.
Capital letters for names and for the personal pronoun I.
New Terminology
Letter , capital letter,
word, singular, plural
Sentence
Punctuation, full stop, question mark, exclamation mark
Composition
Write by :
• saying out loud what they are going to write about
• composing a sentence orally before writing it
• sequencing sentences to form short narratives
• re-reading what they have written to check that it makes sense.
Discuss what they have written with others.
Read aloud their writing clearly enough to be heard by others.
Top Tips
Encourage your child to write:
• birthday cards
• shopping lists
• Postcards to relatives and friends
• thank you notes
• reminders for things for school
• scrap books
• a diary
Ensure handwriting is correctly formed and legible. Encourage correct pencil
grip to help them write with ease.
Encourage children to sound out simple words, look for patterns in
more complicated sets of words and eventually learn and apply
spelling rules that they have encountered.
Year Two
Requirements (detailed in boxes below)
learn how to use both familiar and new punctuation correctly including full stops, capital letters,
exclamation marks, question marks, commas for lists and apostrophes for contracted forms and
the possessive (singular).
Learn how to use:
- sentences with different forms: statement, question, exclamation, command
- expanded noun phrases to describe and specify (for example, the blue butterfly)
- the present and past tenses correctly and consistently including the progressive form
- subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
- the grammar for Year 2
- some features of written Standard English
- use and understand the grammatical terminology when discussing their writing.
Word
Formation of nouns using suffixes such as –ness, –er and by compounding [for example, whiteboard, superman].
Formation of adjectives using suffixes such as –ful, –less.
Use of the suffixes –er, –est in adjectives and the use of –ly in Standard English to turn adjectives into adverbs.
Sentence
Subordination (using Subordination when, if, that, because) and co-ordination (using or, and, but).
Expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon].
How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command.
Text
Correct choice and consistent use of present tense and past tense throughout writing.
Use of the progressive form of verbs in the present and past tense to mark actions in progress
(for example, she is drumming, he was shouting).
Punctuation
Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences.
Commas to separate items in a list.
Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl’s name].
New Terminology
noun, noun phrase
statement, question, exclamation, command
compound, suffix
adjective, adverb, verb
tense (past, present)
apostrophe, comma
Composition
Consider what they are going to write before beginning by: ing by:
- planning or saying out loud what they are going to write about,
- writing down ideas/key words, including new vocabulary
Develop positive attitudes towards and stamina for writing by:
- writing narratives about personal experiences and those of others
- writing about real events
- writing poetry
- writing for different purposes.
Make simple additions, revisions and corrections to their own writing by:
- re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
- proof-reading to check for errors in spelling, grammar and punctuation (for example, ends of sentences punctuated correctly)
- evaluating their writing with the teacher and other pupils.
Read aloud what they have written with appropriate intonation to make the meaning clear
Top Tips
As year one encourage any form of writing– lists, birthday cards, writing to relatives ( just a postcard is enough)- make sure relatives write back soon!
Diaries are a great way to practice writing (they can also see their progression).
Do they have a particular interest? Rugby, art, films, nature. Encourage them to research and write a report on their favourite subject. Perhaps write instructions for a game.
Having a snazzy writing book and special pens can help encourage reluctant writers!
Year Three
Requirements (detailed in boxes below)
Pupils learn to develop their understanding by:
- extending the range of sentences with more than one clause by using a wider range of cojunctions, including when, if, because, although when, if, because, although when, if, because, although
- using the present perfect form of verbs in contrast to the past tense
- choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
- using conjunctions, adverbs and prepositions to express time and cause
- using fronted adverbials
- learning the grammar for Year 3 and Year 4.
Indicate grammatical and other features by:
- using commas after fronted adverbials
- indicating possession by using the possessive apostrophe with plural nouns
- using and punctuating direct speech
- using and understanding the grammatical terminology accurately and appropriately when discussing their writing and reading.
Word
Formation of nouns using a range of prefixes [for example super–, anti–, auto–].
Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box].
Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble].
Sentence
Expressing time, place and cause using conjunctions [for example, when, before, after, while, so,
because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of].
Text
Introduction to paragraphs as a way to group related material.
Headings and sub-headings to aid presentation.
Use of the present perfect form of verbs instead of the simple past [for example, He has gone out to play contrasted with He went out to play].
Punctuation
Introduction to inverted commas to punctuate direct speech.
New Terminology
preposition conjunction
word family, prefix
clause, subordinate clause
direct speech
consonant, consonant letter vowel, vowel letter
inverted commas
Composition
Plan, write , draft and evaluate their writing by:
- discussing similar writing to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
- composing and rehearsing sentences orally (including dialogue), progressively
building a varied and rich vocabulary and an increasing range of sentence structures - Organising paragraphs around a theme
- proposing changes to grammar and vocabulary to improve consistency
- Proof-read for spelling and punctuation errors
- assessing the effectiveness of their own writing and suggesting improvements,
Read aloud their own writing, to a group or whole class, using appropriate intonation and controlling the tone and volume so that meaning is clear.
Top Tips
As previous years encourage any form of writing– lists, birthday cards, writing to relatives (just a postcard is enough)- make sure relatives write back soon! Diaries are a great way to practice writing (they can also see their progression. Do they have a particular interest? Rugby, art, films, nature. Encourage them to research and write a report on their favourite subject. Having a snazzy writing book and special pens can help encourage reluctant writers! Write with them! Can you write a story together? Can you play some of the sentences games in the back of the book?
Year Four
Requirements (detailed in boxes below)
Pupils learn to develop their understanding by:
- extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although when, if, because, although when, if, because, although
- using the present perfect form of verbs in contrast to the past tense
- choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
- using conjunctions, adverbs and prepositions to express time and cause
- using fronted adverbials
- learning the grammar for Year 3 and Year 4.
Indicate grammatical and other features by:
- using commas after fronted adverbials
- indicating possession by using the possessive apostrophe with plural nouns
- using and punctuating direct speech
- using and understanding the grammatical terminology accurately and appropriately when discussing their writing and reading.
Word
The grammatical difference between plural and possessive –s.
Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done].
Sentence
Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair).
Fronted adverbials [for example, Later that day, I heard the bad news.
Text
Use of paragraphs to organise ideas around a theme.
Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition
Punctuation
Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”].
Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names].
Use of commas after fronted adverbials.
New Terminology
determiner
pronoun, possessive pronoun
adverbial
Composition
Plan, write , draft and evaluate their writing by:
- discussing similar writing to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
- composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures
- Organising paragraphs around a theme
- proposing changes to grammar and vocabulary to improve consistency
- Proof-read for spelling and punctuation errors
- assessing the effectiveness of their own writing and suggesting improvements.
Read aloud their own writing, to a group or whole class, using appropriate intonation and controlling the tone and volume so that meaning is clear
Top Tips
As previous years encourage any form of writing– lists, birthday cards, writing to relatives ( just a postcard is enough)- make sure relatives write back soon!
Diaries are a great way to practice writing (they can also see their progression.)
Do they have a particular interest? Rugby, art, films, nature. Encourage them to research
and write a report on their favourite subject.
Having a snazzy writing book and special pens can help encourage reluctant writers!
Write with them! Can you write a story together? Can you play some of the sentences games in the back of the book?
Year Five
Requirements (detailed in boxes below)
Pupils learn to develop their understanding by:
- recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
- using passive verbs to affect the presentation of information in a sentence
- using the perfect form of verbs to mark relationships of time and cause
- using expanded noun phrases to convey complicated information concisely
- using modal verbs or adverbs to indicate degrees of possibility
- using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
- learning the grammar for Year 5 and Year 6.
Indicate grammatical and other features by:
- using commas to clarify meaning or avoid ambiguity in writing
- using hyphens to avoid ambiguity
- using brackets, dashes or commas to indicate parenthesis
- using semi-colons, colons or dashes to mark boundaries between independent clauses
- using a colon to introduce a list
- punctuating bullet points consistently
- Using and understanding the grammatical terminology accurately and appropriately in discussing their writing and reading.
Word
Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify].
Verb prefixes [for example, dis–, de–, mis–, over– and re–].
Sentence
Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun.
Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example, might, should, will, must].
Text
Devices to build cohesion cohesion cohesion within a paragraph [for example, then, after that, this, firstly].
Linking ideas across paragraphs using adverbials of time [for example, later], place [for example, nearby] and number [for example, secondly] or tense choices [for example, he had seen her before].
Punctuation
Brackets, dashes or commas to indicate parenthesis.
Use of commas to clarify meaning or avoid ambiguity.
New Terminology
modal verb, relative pronoun
relative clause
parenthesis, bracket, dash
cohesion, ambiguity
Composition
Plan, write , draft and evaluate their writing by:
- identifying the audience for and purpose of the writing, selecting the appropriate
form and using other similar writing as models for own - noting and developing initial ideas, drawing on reading and research where necessary
- selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
- using further organisational and presentational devices to structure text and to guide the reader
- in narratives, describing settings, characters and atmosphere and integrate dialogue to convey character and advance the action
- proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
- choosing the appropriate register
- assessing the effectiveness of their own and others’ writing.
Perform their own compositions, using appropriate intonation, volume and movement so that meaning is clear
Top Tips
Do they have a particular interest? Rugby, art, films, nature. Encourage them to research and write a report on their favourite subject.
Having a snazzy writing book and special pens can help encourage reluctant writers!
Write with them! Perhaps write together? See the ‘ what can you do ‘page at the back of the book and try some of the sentence games.
Year Six
Requirements (detailed in boxes below)
Pupils learn to develop their understanding by:
- recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
- using passive verbs to affect the presentation of information in a sentence
- using the perfect form of verbs to mark relationships of time and cause
- using expanded noun phrases to convey complicated information concisely
- using modal verbs or adverbs to indicate degrees of possibility
- using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
- learning the grammar for Year 5 and Year 6.
Indicate grammatical and other features by:
- using commas to clarify meaning or avoid ambiguity in writing
- using hyphens to avoid ambiguity
- using brackets, dashes or commas to indicate parenthesis
- using semi-colons, colons or dashes to mark boundaries between independent clauses
- using a colon to introduce a list
- punctuating bullet points consistently
- Using and understanding the grammatical terminology accurately and appropriately in discussing their writing and reading.
Word
The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing [for example, find out – discover; ask for – request; go
Sentence
Use of the passive to affect the presentation of information in a sentence [for example, I broke the window in the greenhouse versus The window in the greenhouse was broken (by me)].
The difference between structures typical of informal speech and structures appropriate for formal speech and writing [for example, the use of question tags: He’s your friend, isn’t he?, or the use of subjunctive forms such as If I were or Were they to come in some very formal writing and speech].
Text
Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence], and ellipsis.
Layout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text].
Punctuation
Use of the semi-colon, colon and dash to mark the boundary between independent clauses [for example, It’s raining; I’m fed up].
Use of the colon to introduce a list and use of semi-colons within lists.
Punctuation of bullet points to list information. How hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover].
New Terminology
subject, object
active, passive
synonym, antonym
ellipsis, hyphen, colon, semi-colon, bullet points
Composition
Plan, write , draft and evaluate their writing by:
- identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for own
- noting and developing initial ideas, drawing on reading and research where necessary
- selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
- using further organisational and presentational devices to structure text and to guide the reader
- in narratives, describing settings, characters and atmosphere and integrate dialogue to convey character and advance the action
- proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
- choosing the appropriate register
- assessing the effectiveness of their own and others’ writing.
Perform their own compositions, using appropriate intonation, volume and movement so that meaning is clear
Top Tips
See the ‘What Can You Do ‘ pages at the back of this booklet
What Can You Do?
Know your child’s writing targets so you can help them!
Play some games – the following practice key skills.
Sentence game (any age)
Choose a book.
Ask for a number – this gives you a page to turn to.
Now ask for a number – this gives you the line.
Then ask for a small number – this will select a word.
They then have 15 seconds to write a sentence using the selected word.
Then use the same sort of process to randomly select two or three words – can they make a sentence using the words?
Make sure it has capital letter, full stop and makes sense.
Noun and verb game (any age)
Ask for a list of nouns (engine, ruler, pencil, tree).
Then make a list of verbs (sipped, stole, rushed, wished).
The game is to invent sentences that include a noun and a verb from the lists. This can be fun if the
nouns and verbs do not match in any sensible way – you will get some quite creative solutions!
The engine sipped… The ruler stole… The pencil rushed… The tree wished…
Now complete the sentences preferably choosing unusual ideas, e.g.
The engine sipped from a cup of silences. The ruler stole a tongue of ideas.
The pencil rushed down the stairs and into the garden.
The tree wished it could turn over a new leaf.
Join (any age but consider their target conjunctions!)
Provide two short, simple sentences.
The camel ate the cake The cake was full of dates.
The aim of the game is for your child to join them to make one sentence. They will need to use
some form of conjunction and it can be useful to suggest a way of joining them. For instance, you
could ask the them to join the two sentences above using the word ‘which’:
The camel ate the cake, which was full of dates.
This game is great for children who are in year 3 and above as they need to begin using a variety of
ways (beyond ‘…and then…’) to link sentences, gaining flow in their writing. So, play this often!
Animal games (any age but again look at year page for word and sentence focus)
Make a list of animals.
Children have to write a sentence about each one – as playful as possible.
Put in certain criteria, e.g. use a simile, use two adjectives, use an adverb, use ‘after’, use ‘when’, etc.
Use the animal list to create alliterative sentences – one per animal, e.g. the tiny tiger tickled
the terrified terrapin’s two toes with torn tinsel.
Improve (any age)
Provide a list of dull sentences that have to be made more detailed or interesting or powerful, e.g.
The worm went.
The man got the drink.
The dog came along the road.
The woman ate the stuff.
The man looked at the stuff in the shop.
Change the ending (Year 2 onwards)
Provide a short sentence and ask your child to extend it by adding a chunk on at the end.
Provide a list of ways, e.g. use a connective, add on an ‘ing’ chunk, add on a chunk using
‘who, which, that when, while, where, before, after’, etc.
Teddy closed the curtains.
This might become:
Teddy closed the curtains when the fireworks started.
Teddy closed the curtains while everyone was juggling.
Teddy closed the curtains before the milkman came.
Teddy closed the curtains, hoping it would keep out the sunlight.
Change the opening (Year 2 onwards)
Provide a simple sentence and ask your child to extend it by adding a chunk to the beginning.
Build up a repertoire of different ways to vary the opening to sentences,
e.g. use an adverb (how), a time connective (when), an ‘ing ‘ or ‘ed’ chunk, one word, a simile, a prepositional phrase (at the end of the lane – where), an adjective, etc.
Bertie dug a deep hole
Might become:
After tea, Bertie dug a deep hole. In the garden, Bertie dug a deep hole. Carefully, Bertie dug a deep hole. As fast as a ferret, Bertie dug a deep hole. Hoping to reach Austrailia, Bertie dug a deep hole.
Spelling lists
Reception/KS1 High frequency Words
| Phase 2 | Phase 3 | Phase 4 | Phase 5 |
|---|---|---|---|
| a | all | children | about |
| an | are | come | asked |
| and | be | do | by |
| as | down | from | called |
| at | for | have | came |
| back | he | help | could |
| big | her | it’s | day |
| but | look | just | don’t |
| can | me | like | here |
| dad | my | little | house |
| get | now | one | I’m |
| got | see | out | looked |
| got | she | said | made |
| had | that | so | make |
| him | them | some | Mr |
| his | then | there | Mrs |
| I | they | went | oh |
| if | this | were | old |
| in | too | what | people |
| into | was | when | put |
| is | we | saw | |
| it | will | their | |
| mum | with | time | |
| no | you | very | |
| not | Your | ||
| of | |||
| off | |||
| on | |||
| put | |||
| the | |||
| to | |||
| up |
Next 200 Common Words
| across | dragon | he’s | new | take |
| after | duck | home | next | tea |
| again | each | horse | night | tell |
| air | eat | hot | once | than |
| along | eggs | how | only | that’s |
| am | end | I’ll | or | there’s |
| animals | even | inside | other | these |
| another | ever | its | our | thing |
| any | every | I’ve | over | things |
| around | everyone | jumped | park | think |
| away | eyes | keep | place | thought |
| baby | fast | key | plants | three |
| bad | feet | king | play | through |
| bear | fell | know | please | told |
| because | find | last | pulled | took |
| bed | first | laughed | queen | top |
| been | fish | let’s | rabbit | town |
| before | floppy | let’s | ran | tree |
| began | fly | liked | really | trees |
| best | food | live | red | two |
| better | found | lived | right | under |
| birds | fox | long | river | us |
| boat | friends | looking | room | use |
| book | fun | looks | round | want |
| box | garden | lots | run | wanted |
| boy | gave | magic | sat | water |
| can’t | giant | man | say | way |
| car | girl | many | school | well |
| cat | going | may | sea | we’re |
| clothes | gone | miss | shouted | where |
| cold | good | more | sleep | which |
| coming | gran | morning | small | white |
| couldn’t | grandad | most | snow | who |
| cried | great | mother | something | why |
| dark | green | mouse | soon | wind |
| did | grow | much | still | window |
| didn’t | hard | must | stop | wish |
| different | has | narrator | stopped | work |
| dog | hat | need | suddenly | would |
| door | head | never | sun | yes |
Spelling lists
Year 3/4 Spelling list
| accident(ally) | difficult | probably |
| actual(ly) | disappear | promise |
| address | early length | purpose |
| answer | library | quarter |
| appear | material | question |
| arrive | medicine | recent |
| believe | mention | regular |
| bicycle | minute | reign |
| breath | natural | remember |
| breathe | naughty | sentence |
| build | notice | separate |
| busy/business | occasion(ally) | special |
| calendar | often | straight |
| caught | opposite | strange |
| centre | ordinary | strength |
| century | particular | suppose |
| certain | peculiar | surprise |
| circle | perhaps | therefore |
| complete | popular | though/although |
| consider | position | thought |
| continue | possess(ion) | through |
| decide | possible | various |
| describe | potatoes | weight |
| different | pressure | woman/women |
Spelling lists
Year 5/6 Spelling list
| accommodate | correspond | identity | queue |
| accompany | criticise | immediate(ly) | recognise |
| according | curiosity | individual | recommend |
| achieve | definite | interfere | relevant |
| aggressive | desperate | interrupt | restaurant |
| amateur | determined | language | rhyme |
| ancient | develop | leisure | rhythm |
| apparent | dictionary | lightning | sacrifice |
| appreciate | disastrous | marvellous | secretary |
| attached | embarrass | mischievous | shoulder |
| available | environment | muscle | signature |
| average | equip | necessary | sincere(ly) |
| awkward | (–ped, –ment) | neighbour | soldier |
| bargain | especially | nuisance | stomach |
| bruise | exaggerate | occupy | sufficient |
| category | excellent | occur | suggest |
| cemetery | existence | opportunity | symbol |
| committee | explanation | parliament | system |
| communicate | familiar | persuade | temperature |
| community | foreign | physical | thorough |
| competition | forty | prejudice | twelfth |
| conscience* | frequently | privilege | vegetable |
| conscious* | government | profession | variety |
| controversy | guarantee | programme | vehicle |
| convenience | harass
hindrance |
pronunciation | yacht |
Terminology
Adjective
A word, such as heavy, red, or sweet, that is used to describe (or modify )a noun.
Adverb
A word, such as very, really or slowly, that is used to give more information about an adjective,
verb, or other adverb.
Clause
A group of words that contains a verb and either forms part of a sentence or is a complete sentence in itself. For example:
I went to the bank and drew out some money.
[clause] [clause]
Compound
A word made up of two or more existing words, such as credit card, left-handed, or website.
Conjunction
A word that is used to link other words or parts of a sentence, such as and, but, or if
Consonant
A spoken sound made by completely or partially blocking the flow of air breathed out through the mouth. In English, consonants are represented by the letters b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, and z.
Noun
A word that refers to a person or thing, for example book, John, country, London, or friendship.
There are many different types of nouns.
Nouns may be classified as common (e.g. boy, day, table ) or proper (e.g. Ivan, Wednesday),
Object
The person or thing affected by a verb, for example:
He was eating a sandwich.
She loves animals.
Prefix
A letter or group of letters placed at the beginning of an existing word to change its meaning, such as un- (as in unable, unlock, or unhappy) or multi- (as in multimedia, multitask, or multicultural).
Preposition
A word that is used in front of a noun or pronoun to show place, time, direction, or method. For example:
She ran across the street.
The restaurant is not open during the day.
We went by train.
Her bag was under the chair.
The dog crawled between us and lay down at our feet.
His flat was over the shop.
Plural
The form of a noun that is used to refer to more than one person or thing, such as books or benches.
Sentence
A sentence is a group of words that makes complete sense, contains a main verb, begins with a capital letter, and ends with a full stop, exclamation mark, or question mark. For example:
Paul flew to New York last Monday.
Whose turn is it to do the washing up?
Subject
The subject of a sentence is generally the person or thing that the sentence is about, often the person or thing that performs the action of a verb. For example:
The restaurant was packed.
He was eating a sandwich.
Suffix
A group of letters placed at the end of an existing word to change its meaning, such as –ish
(as in childish or feverish) or –able (as in likeable or breakable).
Tense
The form that a verb takes to show when a person did something, or when something existed or happened. In English the main tenses are: present, past, and future.
Verb
A word that describes what a person or thing does, or what happens, for example run, sing, grow, occur, seem.
Vowel
A spoken sound made with the mouth open and without the tongue touching the roof of the mouth, teeth, etc. In English, vowels are represented by the letters a, e, i, o, and u.
Marking Code
| code | meaning |
| Punctuation error (capital letters, full stops, speech marks, commas, question mark etc.) |
|
|
|
Grammatical error or sentence doesn’t make sense |
| ____________ | Incorrect spelling ( spelling given in margin or near word ks1) |
| ^ | Missing word/words |
| // | New paragraph/line needed |
| Great word/sentence/punctuation etc. | |
|
T TA |
Teacher assistance TA assistance |
| 🙂 😐 🙁 |
Pupil responses confident not sure not understood |
| P S V O |
Targets used Punctuation Sentence Vocabulary Organisation |
Targets
You will find a copy of
your child’s targets in
their homework book.
Try to prompt your child
to use them when they
do writing at home.
