English: Writing
Woodhouse Writing progression of skills
Co-ordination and subordination
Children are introduced to the words ‘and’ and ‘because’ through oral discussions
Children begin to use capital letters and full stops to punctuate single sentences where they are introduced tot ‘high five’ sentences (this is built upon in Year 1 where they will do this in paragraph and stories) |
Joining words and joining clauses using and
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Subordination (using when, if, that, because) and co- ordination (using or, and, but) compound verb
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Expressing time, place and cause using a conjunction (for example, when, before, after, while, so, because)
extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
conjunction clause subordinate clause
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Use of commas after fronted adverbials (where these are fronted adverbial clauses) |
Use of commas to clarify meaning or avoid ambiguity ambiguity
Brackets, dashes or commas to indicate parenthesis Parenthesis bracket dash
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Use of the semi- colon, colon and dash to mark the boundary between independent clauses (for example, It’s raining; I’m fed up) semi-colon colon
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Sentence types
YR |
Y1 |
Y2 |
Y3 |
Y4 |
Y5 |
Y6 |
Children begin to use capital letters and full stops to punctuate single sentences where they are introduced tot ‘high five’ sentences (this is built upon in Year 1 where they will do this in paragraph and stories) |
Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences
Capital letters for names and for the personal pronoun letter capital letter punctuation full stop question mark exclamation mark |
How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command
Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences statement question exclamation command |
Introduction to inverted commas to punctuate direct speech
direct speech inverted commas (or speech marks) |
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!’) |
Consolidate |
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?) |
Nouns and noun phrases
Y1 | Y2 | Y3 | Y4 | Y5 | Y6 |
Part of the spelling progression Regular plural noun suffixes -s or -es (for example, dog, dogs; wish, wishes), including the effects of these suffixes on the meaning of the noun singular plural
How the prefix un- changes the meaning of verbs and adjectives (negation, for example, unkind, or undoing: untie the boat) |
Expanded noun phrases for description and specification (for example, the blue butterfly, plain flour, the man in the moon) noun noun phrase compound adjective suffix
Part of the spelling progression 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. part of spelling progression)
Use of the suffixes -er, -est in adjectives |
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) prefix consonant vowel
Part of the spelling progression Formation of nouns using a range of prefixes (for example super-, anti-, auto-)
Word families based on common words, showing how words are related in form and meaning (for example, solve, solution, solver, dissolve, insoluble) word family |
The grammatical difference between plural and possessive-s
Noun phrases expanded by the addition of modifying adjectives, nouns and prepositional phrases (for example, the teacher expanded to the strict Maths teacher with curly hair).
determiner pronoun possessive pronoun
Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
pronoun possessive pronoun |
Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun
relative pronoun
relative clause
cohesion
Using expanded noun phrases to convey complicated information concisely |
How hyphens can be used to avoid ambiguity (for example, man eating shark versus man-eating shark, or recover versus re-cover) hyphen
How words are related by meaning as synonyms and antonyms (for example, big, large, little) antonym synonym
Continuing to use expanded noun phrases to convey complicated information concisely
subject object |
Adverbials
Y2 |
Y3 |
Y4 |
Y5 |
Y6 |
Part of spelling progression: Use of -ly in Standard English to turn adjectives into adverbs adverb
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Expressing time, place and cause using adverbs (for example, then, next, soon, therefore), or prepositions (for example, before, after, during, in, because of) preposition |
Fronted adverbials (for example, Later that day, I heard the bad news.) adverbial
Use of commas after fronted adverbials |
Indicating degrees of possibility using adverbs (for example, perhaps, surely)
Devices to build cohesion within a paragraph (for example, then, after that, this, firstly) cohesion
Linking ideas across paragraphs using adverbials of time (for example, later), place (for example, nearby) and number (for example, secondly)
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Linking ideas across paragraphs using a wider range of cohesive devices
Grammatical connections (for example, the use of adverbials such as on the other hand, in contrast, or as a consequence)
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Verbs
YR |
Y1 |
Y2 |
Y3 |
Y4 |
Y5 |
Y6 |
ELG Speaking:
They use past, present and future forms accurately when talking about events that have happened or are to happen in the future
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Part of spelling progression: Suffixes that can be added to verbs where no change is needed in the spelling of root words (e.g. helping, helped, helper)
How the prefix un- changes the meaning of verbs and adjectives (negation, for example, unkind, or undoing: untie the boat) |
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) verb tense past tense present tense
Challenge vocab: present progressive past progressive
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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) Challenge vocab: present perfect
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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) |
Indicating degrees of possibility using modal verbs (for example, might, should, will, must) modal verb
Linking ideas across paragraphs using tense choices (for example, he had seen her before) cohesion
Using the perfect form of verbs to mark relationships of time and cause
Part of spelling progression: Converting nouns or adjectives into verbs using suffixes (for example, -ate; -ise; -ify)
Verb prefixes (for example, dis-, de-, mis-, over- and re-)
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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) active passive subjunctive
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 in – enter)
Recognise and use vocabulary and structures that are appropriate for formal speech and writing, including the subjunctive forms |
Cohesion
YR |
Y1 |
Y2 |
Y3 |
Y4 |
Y5 |
Y6 |
ELG writing: They write sentences which can be read by themselves and others.
ELG Speaking: Children express themselves effectively, showing awareness of listeners’ needs.
ELG Speaking: They develop their own narratives and explanations by connecting ideas or events.
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Learning how to sequence a sentence to form short narratives. |
Correct choice and consistent use of present tense and past tense throughout writing (Link with teaching of verbs.) Past tense Present tense |
Headings and sub- headings to aid presentation.
Introduction to paragraphs as a way to group related material
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Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition (Link with teaching of noun/noun phrases.) pronoun possessive pronoun
Use of paragraphs to organise ideas around a theme |
Devices to build cohesion within a paragraph (for example, then, after that, this, firstly) (Link with teaching of adverbials.)
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). (Link with teaching of adverbials and verbs.)
Using the perfect form of verbs to mark relationships of time and cause
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How words are related by meaning as synonyms and antonyms (for example, big, large, little) (Link with teaching of noun/noun phrases.) synonym antonym
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)
cohesion |
Sentence demarcation & Commas
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YR |
Y1 |
Y2 |
Y3 |
Y4 |
Y5 |
Y6 |
Sentence demarcation
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ELG writing: They write sentences which can be read by themselves and others
Children begin to use capital letters and full stops to punctuate single sentences where they are introduced tot ‘high five’ sentences (this is built upon in Year 1 where they will do this in paragraph and stories) |
How words can combine to make sentences
Leaving spaces between words
Using a capital letter for names of people, places, the days of the week and the personal pronoun ‘I’ (Link with teaching of sentence types.) word sentence letter capital letter punctuation full stop
Introduction to capital letters, full stops, question marks and exclamation marks to demarcate sentences question mark exclamation mark |
Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences (Link with teaching of sentence types.) |
Continue encouraging demarcation of sentences accurately throughout, using capital letters, full stops, question marks and exclamation marks |
Punctuating simple, compound and complex sentences accurately |
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Commas |
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Commas to separate items in a list (Link with teaching of noun/noun phrases.) comma |
Continue teaching of using commas to separate items in a list and extend this to work on lists of adverbials |
Use of commas after fronted adverbials. (Link with teaching of adverbials)
Continue teaching of using commas to separate items in a list and extend this to work on lists of adverbials |
Brackets, dashes or commas to indicate parenthesis
Use of commas to clarify meaning or avoid ambiguity
parenthesis bracket dash ambiguity
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Continue teaching of using commas to separate items in a list and extend this to work on lists of adverbials and clauses |
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Y2 |
Y3 |
Y4 |
Y5 |
Y6 |
Apostrophes for contraction |
Apostrophes to mark where letters are missing in spelling apostrophe |
Consolidate use of apostrophes for contraction |
Consolidate use of apostrophes for contractions (this will link well with work on modal verbs, especially when writing dialogue). Opportunities linked to work on question tags |
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Apostrophes for possession |
Apostrophes to mark singular possession in nouns (for example, the girl’s name). (Link with teaching of noun/noun phrases) apostrophe |
Consolidate use of apostrophes to mark singular possession in nouns (for example, the girl’s name) |
Apostrophes to mark singular and plural possession (for example, the girl’s name, the girls’ names) (Link with teaching of noun/noun phrases.) |
Consolidate use of apostrophes for possession |
Consolidate use of apostrophes for possession |
Speech |
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Introduction to inverted commas to punctuate direct speech
direct speech speech mark or inverted commas |
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!’) (Link with teaching of sentence types.)
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Consolidate using speech punctuation and layout correctly |
Consolidate using speech punctuation and layout correctly |
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Y5 |
Y6 |
Other punctuation |
Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining
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Layout devices (for example, headings, sub-headings, columns, bullets or tables, to structure text) (To be taught through teaching and learning sequences) bullet point
Use of the semi-colon, colon and dash to mark the boundary between independent clauses (for example, It’s raining; I’m fed up) (Link with teaching of co-ordination and subordination.) Semi-colon colon
Use of the colon to introduce a list and use of semi-colons within lists (To be taught through teaching and learning sequences.) semi-colon
Punctuation of bullet points to list information (To be taught through teaching and learning sequences.) bullet point
How hyphens can be used to avoid ambiguity (for example, man eating shark versus man-eating shark, or recover versus re-cover) (Link with teaching of noun/noun phrases.) Hyphen
Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining
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YR |
Y1 |
Y2 |
Y3 |
Y4 |
Y5 |
Y6 |
Handwriting |
ELG Physical development - Handling: Children show good control and co-ordination in large and small movements. They handle equipment and tools effectively, including pencils for writing
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Sit correctly at a table, holding a pencil comfortably and correctly
Begin to form lower-case letters in the correct direction, starting and finishing in the right place
Form capital letters
Form digits 0-9
Understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these.
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Form lower-case letters of the correct size relative to one another
Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
Write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters
Use spacing between words that reflects the size of the letters
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Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
Increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch]
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Write legibly, fluently and with increasing speed
Choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
Choosing the writing implement that is best suited for a task.
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Y1 |
Y2 |
Y3 |
Y4 |
Y5 |
Y6 |
Composition - plan |
With the support of the teacher , encouraging children to say their sentence and count how many words are in their sentence before writing |
Saying out loud what they are going to write about
Composing a sentence orally before writing it
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Consider what they are going to write before beginning by: planning or saying out loud what they are going to write about
Encapsulating what they want to say, sentence by sentence
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Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
Discussing and recording ideas
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Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
Noting and developing initial ideas, drawing on reading and research where necessary
In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
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YR |
Y1 |
Y2 |
Y3 |
Y4 |
Y5 |
Y6 |
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Composition – draft and write |
ELG speaking: They develop their own narratives and explanations by connecting ideas or events.
ELG writing: They write sentences which can be read by themselves and others.
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Sequencing sentences to form short narratives
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Writing narratives about personal experiences and those of others (real and fictional)
Writing about real events
Writing poetry
Writing for different purposes
Writing down ideas and/or key words, including new vocabulary
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Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2)
Organising paragraphs around a theme
In narratives, creating settings, characters and plot
In non-narrative material, using simple organisational devices [for example, headings and sub-headings]
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Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining
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]
Using a wide range of devices to build cohesion within and across paragraphs
Devices to build cohesion within a paragraph [for example, then, after that, this, firstly]
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Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
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
Précising longer passages using a wide range of devices to build cohesion within and across paragraphs
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Y1 |
Y2 |
Y3 |
Y4 |
Y5 |
Y6 |
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Composition – evaluate/edit |
Encouraging children to read their sentence back to an adult to check they have written a high five sentence (capital letter, full stop, lovely letters, finger spaces, makes sense)
Children beginning to use sound mats and high 5 picture symbols to self-check work
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Re-reading what they have written to check that it makes sense
Discuss what they have written with the teacher or other pupils
Read aloud their writing clearly enough to be heard by their peers and the teacher
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Evaluating their writing with the teacher and other pupils
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]
Read aloud what they have written with appropriate intonation to make the meaning clear
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Assessing the effectiveness of their own and others’ writing and suggesting improvements proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
Proof-read for spelling and punctuation errors
Read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear
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Assessing the effectiveness of their own and others’ writing
Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
Ensuring the consistent and correct use of tense throughout a piece of writing ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
Proof-read for spelling and punctuation errors
Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear |
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