Writing in KS1 and KS2
Teaching and assessment
tasks
Introduction
The writing tasks included in this document are to support teachers in both their teaching
and on-going assessment of pupils’ writing. The tasks have been devised by a group of
teachers who have looked at the key objectives for writing across the year groups. Where
possible, pieces of children’s writing have been included as examples of ‘expected
attainment’.
The Standards and Testing Agency have now published their Interim teacher assessment
frameworks at the end of KS1 and KS2, for the academic year 2015-2016 only. At both key
stages, there are three standards for writing:•
•
•
working towards the expected standard
working at the expected standard
working at greater depth within the expected standard
The frameworks set out the key principles for assessment making it clear that the standards
are only to be used at the end of each key stage following completion of the curriculum.
Whilst the interim frameworks do not include full coverage of the content of the national
curriculum they do focus on the key aspects for assessment. It is to be expected that pupils
will be able to demonstrate a broader range of skills than those being assessed at all three
standards.
Participating teachers
Laurel Newsam
Harnham Infants School, Salisbury
Paula Carlton
Harnham C of E Controlled Junior School, Salisbury
Alan Blake
St. Andrew’s C of E VA Primary School, Laverstock
Victoria Withers
Westbury C of E Junior School
Aly Atkins
Princecroft Primary School, Warminster
Catherine Bonham
Netheravon All Saints C of E Primary
Helen Worrall
Amesbury Archer Primary School
Sarah Crabtree
Amesbury C of E VC Primary School
Many thanks to all the teachers for their hard work and for going above and beyond the
designated time in school to produce the tasks and examples. We all hope that you will find
the document helpful.
Karen Mills
Lead professional for English
Commissioning, Performance and School Effectiveness
Year 1 writing objective
To use and to join words.
Outline of task
Make menus for the class role-play area.
Use talk partners to think of food that goes together.
Suggested resources (including weblinks)
Attractive bordered paper for menus.
Genre
Recount
Poetry
instructions
letter
narrative
Key assessment foci:
To use and between words.
Example of ‘expected’ attainment
Fish and chips
30p
Carrots and peas
4p
Bread and butter
5p
Jelly and ice-cream
5p
Strawberries and cream 10p
(Example of pupil’s writing in
Appendix One)
report
persuasive writing
Year 1 writing objective
To use and to join clauses.
Outline of tasks
1. Children create sentences from looking at a picture or series of pictures, making sure
to use and between clauses.
2. Turn over a clause which is at the beginning of a long strip of paper, write and with a
clause that follows on and makes sense as a sentence.
3. Use talk partners. One child says the first clause, they both say and, and the second
child completes the sentence.
4. Assess any independent writing to see if the conjunction and is being used.
Suggested resources (including weblinks)
Photocopied good quality illustrations from picture books.
Genre
Recount
Poetry
instructions
letter
narrative
report
Key assessment foci:
Use of and between clauses.
Example of ‘expected’ attainment
Mum is at the shops and she has her bag with her.
Meg was on her broom and Mog sat behind her.
(Example of pupils’ writing in Appendix One))
persuasive writing
Year 1 writing objective
To use a question mark.
Outline of task
1. Invite a visitor to school or
2. Introduce a character through hot seating.
Children prepare questions before meeting them (visitor/character) using question marks.
Suggested resources (including weblinks)
Cloak or special wand / hat to turn into the character.
Genre
Recount
Poetry
instructions
letter
narrative
Key assessment foci:
Use of a question mark.
Example of ‘expected’ attainment
What do you do?
Do you have playtime?
---Why are you sad?
Where did you go?
report
persuasive writing
Year 1 writing objective
To use an exclamation mark.
Outline of task
Look at some comics. Find exclamation marks.
Children draw own cartoon strip with speech bubbles and add exclamations.
Suggested resources (including weblinks)
Comics
Genre
Recount
Poetry
instructions
letter
narrative
report
Key assessment foci:
Use of exclamation marks.
Example of ‘expected’ attainment
POW!
WHAM! Help! Batman is on his way!
persuasive writing
Year 1 writing objective
To use a capital letter for names of people, places, the days of the week and personal
pronoun I
Outline of task
Have a pirate ship role play area
•
Be a Punctuation Pirate searching for capital letters in own writing.
•
Draw a Treasure Island map and label the place names.
•
Make a list of the crew members on board.
•
Make a log of what you do each day under days of the week sub headings.
Or Write a party invitation.
To
You are invited to a party
On:
At:
Time:
From
Suggested resources (including weblinks)
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
Are capital letters used for Proper Nouns?
Example of ‘expected’ attainment
Pirate Pete, Captain Hook, Treasure Island, Friday, I
I sailed to Treasure Island with Captain Hook on Tuesday.
Year 1 writing objective
Use and understand the terminology in English Appendix 2
Outline of task
Children become grammar/ punctuation detectives.
a) Use a magnifying glass when discussing their
reading books in guided reading sessions to show
examples of given terminology. Use post it markers.
b) Use a magnifying glass when discussing their own
writing to find examples of given terminology.
Suggested resources (including weblinks)
Magnifying Glasses
Genre- any
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
Can children correctly identify the following:
Letter, capital letter, word, singular, plural, sentence punctuation, full stop,
question mark, exclamation mark.
They should recognise and use the terminology through discussion and practice.
Example of ‘expected’ attainment
By the end of Year 1 it is expected children will understand and use the above terms
Year 2 writing objective
To write sentences with different forms: statement, question, exclamation, command
Outline of task
•
•
•
•
Look carefully at given picture.
Turn card to reveal which of the above types of sentence should be generated.
Write sentence in appropriate space on given template.
Turn over more cards to write further sentences.
Suggested resources (including weblinks)
Famous painting / picture linked to current topic.
Set of cards showing different sentence types
Template to write sentences
Web Museum http://www.ibiblio.org/wm/paint/
http://www.nationalgallery.org.uk
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
• Show understanding of different sentence types
• Use appropriate punctuation (a command may or may not have an exclamation
mark)
Example of ‘expected’ attainment
This place is amazing! Exclamation
The trees are made of striped candy canes. Statement
Why is there a delicious chocolate river? Question
Be careful not to fall into the river. Command
(Example of pupil’s writing in Appendix One)
Year 2 writing objective
Use expanded noun phrases to describe and specify (for example, the blue butterfly)
Outline of task
Individual / Talk Partner work.
•
Child A writes a noun, which can be seen on the postcard/ picture, on the bottom of a
post it,. Use several post its for different nouns. Place around edge of
postcard/picture.
•
Child B describes the nouns by adding adjectives to the post its, generating noun
phrases.
This could then be used in creating a paragraph of descriptive writing about the picture.
Suggested resources (including weblinks)
Collection of postcards / paintings
Web Museum http://www.ibiblio.org/wm/paint/
http://www.nationalgallery.org.uk
Genre
Recount
Poetry
instructions
letter
narrative
report
Key assessment foci:
• Understanding of terms ‘noun’ and ‘adjective’
• Use of appropriate adjectives
Example of ‘expected’ attainment
a lazy man
a white sail
a straw hat
The small boat with a white sail floated on the wide river.
(Examples of pupils’ writing in Appendix One)
persuasive writing
Year 2 writing objective
Use expanded noun phrases to describe and specify (for example, the blue butterfly)
Outline of task
Up level a boring sentence eg. The dog barked.
• Identify the noun
• Choose an effective adjective eg. The hungry dog barked.
1. Use examples from children’s own creative writing.
2. Offer ‘boring’ sentences in a container on the table.
3. Give a collection of images for children to choose from to write expanded noun phrases
about.
.
Suggested resources (including weblinks)
Pupil’s latest creative writing.
A collection of ‘boring’ sentences.
A selection of images eg. www.nationalgeographic.com
(images)
Genre
Recount
Poetry
instructions
letter
narrative
report
Key assessment foci:
• Understanding of terms ‘noun’ and ‘adjective’
• Use of effective adjectives
Example of ‘expected’ attainment
A blue butterfly
HA: A tiny, spotted ladybird
(Examples of pupils’ writing in Appendix One)
persuasive writing
Year 2 writing objective
To use subordination (using conjunctions when, if, that or because)
Outline of task
•
Draw a picture of a setting you have visited.
•
Label nouns in that setting.
•
Add adjectives to make noun phrases.
•
Write sentences about the picture using each of the words when, if that or because
Extension:
• Write a postcard / letter to a friend using your sentences.
Suggested resources (including weblinks)
Postcard template
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
• Use of noun phrases
• Use of subordinating conjunctions
• Text cohesion
Example of ‘expected’ attainment
Sentences:
When we went to the zoo we had a brilliant time.
If I go back to the zoo I will go to see the cheeky monkeys again.
It was disappointing that only six penguins were in the huge pool.
The prowling tigers were roaring because they were hungry.
Or in a post card:
(Examples of pupils’ writing in Appendix One)
Year 2 writing objective
To use co-ordination (using conjunctions or, and or but)
They join two clauses which are grammatically independent of each other and would make sense if
they stood alone.
Outline of tasks
1.Daily Assessment:
• Practise words which are being learned to spell.
•
Write a sentence to include the word being spelled using a co-ordinating conjunction
to make a longer (compound) sentence.
2. Choose the best co-ordinating conjunction between 2 given clauses.
3. Write sentences about a sequence of pictures making sure each of the above coordinating conjunctions are used.
Suggested resources (including weblinks)
2. Cloze text.
3. Sequencing pictures or just one picture.
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
Effective use of co-ordinating conjunctions.
Example of ‘expected’ attainment
Cloze text:
We can have baked beans for tea or just have a sandwich.
I want to go to the beach on Saturday but it might rain!
I have time to make a cake and go to the park.
Year 2 writing objective
To use the present tense correctly and consistently
Outline of task
Write a poem in the present tense.
An example is
How to Annoy my Teacher
Using a repetitive refrain such as
Because it makes her mad
encourage children to use present tense rhyming lines to think of awful things to do to make
their teacher mad.
Suggested resources (including weblinks)
Whiteboards to try out rhymes before using them in the poem.
Genre
Recount
Poetry
instructions
letter
narrative
Key assessment foci:
Use of present tense throughout poem.
Use of rhyming words.
Example of ‘expected’ attainment
How to Annoy my Teacher I
stick paper on the board
Because it makes her mad.
I fight her with a sword
Because it makes her mad.
I put a snake on her chair
Because it makes her mad.
I drip glue on her hair
Because it makes her mad.
(Examples of pupils’ writing in Appendix One)
report
persuasive writing
Year 2 writing objective
To use the past tense correctly and consistently.
Outline of task
Ideas for longer writing for which use of the past tense is essential:
Write a recount of an exciting event the day after it has occurred! Write for a purpose- the
school website?
Examples: Forest School Day.
Dressing up day.
School trip
Visitor to school.
Role play linked to history.
Children’s experiences at home after a weekend or holiday.
Suggested resources (including weblinks)
An exciting stimulus.
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
Correct use of past tense.
Stamina for writing.
Variety of punctuation- especially capital letters, full stops, exclamation marks, commas for lists,
apostrophes for contracted forms and the possessive singular.
Use of effective adjectives in noun phrases.
Time adverbials
Example of ‘expected’ attainment
Yesterday I was so excited because we went on our trip to Langford Lakes!
(Example of pupil’s writing in Appendix One)
Year 2 writing objective
To use the present tense correctly and consistently
Outline of task
Several genres use the present tense.
Write instructions of how to set up a science investigation
or
Make a long term study of growth.
Plant bulb such as Hyacinth or Amaryllis and monitor growth over several weeks writing a
regular report in a booklet.
Suggested resources (including weblinks)
Booklet
Bulb- Hyacinth or Amaryllis, soil, pot or glass jar
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
Use of present tense
Example of ‘expected’ attainment
The green stem is now 30cm tall and it has a green bud at the top. There are four shorter
leaves.
(Example of pupil’s writing in Appendix One)
Year 2 writing objective
Use and understand the grammatical terminology in English Appendix 2 in discussing their
writing.
Outline of task
Children become grammar detectives.
a) Use a magnifying glass when discussing their reading books in
guided reading sessions to show examples of given grammatical
terminology. Use post it markers.
b) Use a magnifying glass when discussing their own writing to find
examples of given grammatical terminology.
C) Highlight text when given terminology is found in photocopied
texts.
Suggested resources (including weblinks)
Magnifying Glasses
Genre- any
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
Can children correctly identify the following:
noun, noun phrase
statement, question, exclamation, command
compound, suffix
adjective, adverb, verb
tense (past, present)
apostrophe, comma
They should recognise and use the terminology through discussion and practise.
Example of ‘expected’ attainment
By the end of Year 2 it is expected children will understand and use the above terms
(Example in Appendix One)
Year 2 writing objective
To use the progressive form of verbs in the present tense.
Outline of task
Children take it in turns to turn over an ‘acting’ card. Whilst they perform the action in mime
in front of the class, the others write a sentence to show what they think is being enacted.
Children can make up their own actions.
Suggested resources (including weblinks)
Set of cards giving an action to be performed.
White boards/ pens
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
Can children use the progressive form of verbs in the present tense?
Extension: use an adverb to show how the action is being performed.
Example of ‘expected’ attainment
He is jumping.
She is cooking.
Megan is jogging quickly.
Tom is snoring loudly.
Example of pupil’s writing
in Appendix One
Year 3 writing objective
Write simple, compound and complex sentences
Outline of task
Give children a pile of simple sentences on card. e.g. The dog ate his food. He was hungry.
Give children a strip of paper.
Children to turn over a question card and improve the sentence: for example
a subordinating conjunction question – How might you join these sentences together?
a subordinate clause – How might you add a subordinate clause to this sentence?
Suggested resources (including weblinks)
Simple sentences on card.
Strips of paper.
Challenge cards.
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
Children to demonstrate use of accurate punctuation within a sentence.
Use of commas accurate.
Conjunctions used to join sentences.
Evidence of subordinate clause.
Example of ‘expected’ attainment
The dog ate his food because he was hungry.
After our dog had eaten his food, we took him for a walk.
Year 3 writing objective
To identify simple, compound and complex sentences
Outline of task
Random word game.
Children turn over a sentence card – which says compound, complex or simple.
They then open a reading book.
The teacher calls out a page number and line number.
The teacher then calls out a number between 1 and 9.
The children find the word which matches in their reading book.
They then have one minute to generate the sentence type they have selected using
the word found in their book.
Suggested resources (including weblinks)
Sentence type cards
A reading book
A whiteboard and pen
Pie Corbett – Jumpstart! Key Stage 2/3Literacy Games
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
Children write simple, compound and complex sentences.
Develop a rich and varied vocabulary
Demonstrate accurate punctuation.
Example of ‘expected’ attainment
Sentence type card = compound Random word is diamonds
Within the cave, they found gold and diamonds waiting for them.
Year 3 writing objective
To create character
Outline of task
Give children a silhouette or a photograph of a character. Children to discuss in pairs
what they notice. Agree a word such as sad, happy, scared etc which summarises
what children think the character might be feeling.
With a partner children to freeze frame the different feelings and describe what their
partner is doing. Eg: scared – their hands cover their mouth – their eyes narrow –
they hunch their shoulders etc,
Suggested resources (including weblinks)
Photographs, handbag full of things, a picture, postcards, letters.
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
Develop character
Use prepositional and adverbial phrases.
Accurate use of punctuation.
Inverted commas.
Example of ‘expected’ attainment
Nervously, the girl stood outside the tunnel playing with her fringe and peering at the
entrance with dread. Until this morning she would never have come here and now she was
on her own. She remembered her mother saying to both of them, “Make sure you are home
by midday and don’t go near that tunnel!”
Year 3 writing objective
To develop setting
Outline of task
Display a range of similar photographs on flipchart paper around the room. Children
to view the pictures as if in an ‘art gallery’. Ask them to stop at each picture and
step inside, imagining sounds, senses and feelings. What might they overhear?
Children to update the flipcharts with words or phrases which describe the setting.
Play music.
Working independently, children to select key words and phrases and write a short
paragraph describing the setting. Extend children by asking them to include a range
of devices such as embedded clauses, prepositional and adverbial phrases.
Suggested resources (including weblinks)
http://lendmeyourliteracy.com/category/pic-of-the-day/
Photographs
Postcards
Genre
Recount
instructions
Poetry
letter
narrative
report
persuasive writing
Key assessment foci:
Develop setting
Use prepositional and adverbial phrases.
Accurate use of punctuation.
Organise writing into paragraphs
Write narrative
Example of ‘expected’ attainment
The tree bows in sadness as the wind howls hungrily across the deserted plain.
As the wind howls hungrily across the deserted plain, the tree bows in sadness.
Year 3 writing objective
Group related material into paragraphs
Outline of task
Boxing up a text
Give children a jumbled up text without any paragraphs (possible the Three Little
Pigs or another traditional tale).
Children to unjumble the text and to organise into paragraphs indicating why they
have selected each paragraph for each sentence.
Suggested resources (including weblinks)
A story jumbled up into sentences
Or pictures telling a traditional tale for children to organise and add detail.
Genre
Recount
instructions
Poetry
letter
narrative
report
persuasive writing
Key assessment foci:
Children organise work around related points.
Understanding of a range of genre
Example of ‘expected’ attainment
Introduction : One morning, Red Riding hood was eating breakfast in her kitchen.
This is the introduction as it introduces the character and setting.
Year 3 writing objective
Organise writing into related material
Outline of task
Create a false crime scene in school or within your classroom. This could include a
footprint of an intruder or a mysterious creature such as a dragon. Distribute artefacts
around and discuss these with children.
The Alibi Game
Children to invent a fantasy alibi as to where they were at lunchtime yesterday between 12
and one. They should be able to use connectives, like a few minutes later, before the end
of lunch and finally.
Suggested resources (including weblinks)
Writing template
Pie Corbett - Jumpstart! Key Stage 2/3 Literacy Games
Genre
Recount
instructions
Poetry
letter
narrative
report
persuasive writing
Key assessment foci:
Use past tense
Organise writing into related material
Use a range of conjunctions
Example of ‘expected’ attainment
We left our classroom just after twelve, hungry and looking forward to lunch. A few minutes
later, I returned to the cloakroom, as I had forgotten my lunchbox. Whilst searching, I heard
a sound coming from beneath the oak benches of the cloakroom.
Year 3 writing objective
Use sub-headings to organise material
Outline of task
Ladybird headings
Put paragraphs related to a range of different topics around the room on flip chart paper.
Give children a paper ladybird. For each piece of text they should write potential subheadings for the text on each flip-chart. They may use more than one leg to make more
than one suggestion for a suitable heading.
Suggested resources (including weblinks)
Examples of different paragraphs on flip chart paper around the room.
Several ladybird templates for children to use.
Genre
Recount
instructions
Poetry
letter
narrative
report
persuasive writing
Key assessment foci:
Understand how materials is organised
Use sub-headings
Example of ‘expected’ attainment
Diet
Most ladybirds eat aphids, such as greenfly. They also eat scale insects which
are small bugs that attach themselves to plants. During its lifetime of around a
year, the seven spot ladybird can eat as many as 5000 aphids.
Year 3 writing objective
Use the present perfect form of verbs in contrast to the past.
Outline of task
Give children a close passage.
Children to decide which form of verbs should fill the gaps, using the correct auxiliary verbs
cards.
Suggested resources (including weblinks)
Close passage
Auxiliary verb cards
Genre
Recount
instructions
Poetry
letter
narrative
report
persuasive writing
Key assessment foci:
Use the present perfect form of verbs in contrast to the past.
Example of ‘expected’ attainment
I have seen the doctor this week. Present perfect
I saw the doctor last week. - Past tense
Year 3 writing objective
To write use a range of conjunctions, adverbs and prepositions at the start and within
sentences.
Outline of task
Improve a sentence game
•
•
•
Turn a sentence card over.
Roll a dice and depending on the number rolled improve the sentence using the
word classes indicated:
1: add a conjunction 2: add an adverb 3: add a preposition: 4: add a connective
5: add a subordinate clause 6: add a drop-in clause.
Extension: Can you move your phrase around in the sentence does it still work?
Suggested resources (including weblinks)
Sentence cards (simple sentences)
Dice
Pie Corbett –Jumpstart! Key Stage 2/3 Literacy Games
Genre
Recount
instructions
Poetry
letter
narrative
report
persuasive writing
Key assessment foci:
Understanding of Year 3 terminology
Show an understanding of different word classes
Demonstrate an understanding of how commas can be used accurately
Example of ‘expected’ attainment
The dog ate the cake.
1: The dog ate the cake because he was hungry. (conjunction)
2. Hungrily, the dog ate the cake. (adverb starter)
3. Beneath the kitchen table, the dog ate the cake. (preposition)
4. The dog ate the cake, whilst everyone was asleep. (conjunction)
5. While Bailey slept soundly on the sofa, the dog ate the cake. (subordinate clause)
6. The dog, which had not eaten for days, ate the cake. (relative clause)
Year 3 writing objective
To write use a range of conjunctions, adverbs and prepositions at the start and within
sentences.
Outline of task
Give children an image/postcard and give them – 3 minutes to write sentences using either
prepositions or adverbs or both as they can using the picture.
Suggested resources (including weblinks)
Images/postcards
http://lendmeyourliteracy.com/category/pic-of-the-day/
National Gallery ‘Take one Picture’
Literacy Shed
Genre
Recount
instructions
Poetry
letter
narrative
report
persuasive writing
Key assessment foci:
Understanding of Year 3 terminology
Show an understanding of different word classes
Demonstrate how clauses can move.
Example of ‘expected’ attainment
Water rushes enthusiastically towards the eager flower
beneath. Enthusiastically, the water rushes towards the eager flower.
Year 3 writing objective
To write use a range of conjunctions, adverbs and prepositions at the start and
within sentences.
Outline of task
And and But Taboo •
•
•
Give children a pile of sentence cards with the conjuctions, adverbs and
prepositions missing.
Children to fill in the missing blanks – tell children the words and and but are
Taboo. Children can invent a scoring system.
Can they think of any alternatives?
Suggested resources (including weblinks)
http://www.funenglishgames.com/grammargames/conjunction.html
Sentence cards with missing prepositions, adverbs or conjunctions
Genre
Recount
instructions
Poetry
letter
narrative
report
persuasive writing
Key assessment foci:
Understanding of Year 3 terminology
Show an understanding of different word classes
Use a wider range of conjunctions
Example of ‘expected’ attainment
I remembered to bring the sandwiches, ____________ I left the plates at home.
I remembered to bring the sandwiches, although I left the plates at home.
Year 3 writing objective
Demonstrate a varied and rich vocabulary
Outline of task
Put up a range of images around the room on flip chart paper. Ask children to
update the ‘art gallery’ with words or phrases which link to the images. Encourage a
use of prepositional phrases and adverbs. Using the words/phrases generated
children to generate a five line poem.
Alternatively - provide children with a topic such as the wind: Children to generate
words which link to the wind: eg howling, raging, cutting.
They then rearrange the cards to make a poem.
Suggested resources (including weblinks)
Take one picture
http://lendmeyourliteracy.com/wpcontent/uploads/2015/03/caras_ionut_04_jpg_750%C3%97750_pixels.png
Postcards
Genre
Recount
instructions
Poetry
letter
narrative
report
persuasive writing
Key assessment foci:
Use of rich and varied vocabulary
Prepositional phrases
Example of ‘expected’ attainment
Wind howls at the raging sea.
Year 3 writing objective
Punctuation – Use inverted commas
Outline of task
Using cartoons, postcards or images from ‘lend me your literacy’ picture of the day.
Ask children to generate the dialogue which can be heard in or near the image.
Children then write a short dialogue showing the reader what is being said.
Challenge children to show feelings and action words as well as what is being said.
Suggested resources (including weblinks)
http://lendmeyourliteracy.com/wp-content/uploads/2015/03/alexander-jansson12_jpg_1_181%C3%97954_pixels.png
http://www.takeonepicture.org/picture/
Genre
Recount
instructions
Poetry
letter
narrative
report
persuasive writing
Key assessment foci:
Demonstrate accurate use of inverted commas.
Demonstrate an understanding of how commas, exclamation and question marks are
used. Demonstrate a varied and rich vocabulary using synonyms.
Example of ‘expected’ attainment
Mr. Andrews announced to his wife, “If you look between the trees you can see the church
where we were married.”
Year 3 group writing objective/s
Propose changes to grammar and vocabulary to improve consistency, including use of
pronouns.
Outline of task
Present children with writing either by themselves, another child or invented by the
teacher. Children to act in role as the teacher (provide editing glasses or a
magnifying class to aid motivation.) Ask them to edit/mark the work highlighting
areas for improvement. Ask children to suggest alternatives for areas improvement
and vocabulary. Ask children to explain what the next steps for that writing might
be.
Suggested resources (including weblinks)
Editing glasses or magnifying glass.
Work presented to them should include the following:
•
•
•
Handwritten using the character’s name in most sentences, including across
paragraphs.
Handwritten without using the character’s name in most sentences, including
across paragraphs.
Handwritten using low level vocabulary such as happy, sad, blue etc.
Genre
Recount
instructions
Poetry
letter
narrative
report
persuasive writing
Key assessment foci:
• Accurate use of pronouns
• Accurate use of a rich and varied vocabulary
Example of ‘expected’ attainment
Harry felt sad because it was raining again.
Harry was completely fed up and bored to tears as the persistent rain meant he had to stay
indoors. Again!
Year 3 writing objective
To spell homophones
Outline of task
Place homophone cards face down on the table.
Take turns turning them over to get a matched pair of homophones.
If the person whose turn it is can put them into a correct sentence then they may keep the
pair.
Player with the most pairs wins.
Suggested resources (including weblinks)
•
•
•
Homophone cards
Whiteboards
http://www.bbc.co.uk/skillswise/game/en21watc-game-paris-word
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
Show an understanding of the meaning of Year 3 homophones
Write in full sentences
Spell common words correctly
Example of ‘expected’ attainment
‘She knew she had some new shoes.’ ‘She had a new pair of shoes.’ ‘She knew where to
buy shoes.’
Year 3 writing objective
To spell homophones
Outline of task
Whiteboards
Read sentences containing one of the homophones
Children to write correct spelling and hold up answers.
Suggested resources (including weblinks)
•
•
Dictation sentences
Whiteboards
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
Show an understanding of the meaning of Year 3 homophones
Write in full sentences
Spell common words correctly
Example of ‘expected’ attainment
He had a hole in his net.
She ate the whole cake.
Year 3 writing objective
To spell homophones
Outline of task
Teacher turns reveals a pair of homophone cards
Children to write sentences containing both words.
Suggested resources (including weblinks)
•
•
Homophone cards
Whiteboards
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
Show an understanding of the meaning of Year 3 homophones
Write in full sentences
Spell common words correctly
Example of ‘expected’ attainment
He threw the ball through the netball hoop.
Year 3 writing objective
To spell homophones
Outline of task
Show children an example of a homophone riddle. For example: Why did the bread
have holes?
Answer: Because it was hole (whole) wheat bread.
Children to generate own homophone riddles
Suggested resources (including weblinks)
•
http://www.spelling-words-well.com/brain-teaser-riddles.html
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
Show an understanding of the meaning of Year 3 homophones
Write in full sentences
Spell common words correctly
Example of ‘expected’ attainment
What kind of fruit grows on power lines? Answer: Electrical currents (currants).
Year 3 writing objective
To use a dictionary to check spelling (first two or three letters)
Outline of task – speedy dictionaries
Turn over a card containing a word which may or may not be spelled correctly
Children race each other to check each spelling
Winner gets to keep the card
Child with the most cards wins
Suggested resources (including weblinks)
•
•
Six letter words (not all correct)
Dictionaries
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
Show an understanding of the meaning of Year 3 homophones
Write in full sentences
Spell common words correctly
Example of ‘expected’ attainment
Correct spelling of Year 3 words with same sound e.g. touch, double, young, country
Year 3 writing objective
To use a dictionary to check spelling (first two or three letters)
Outline of task – speedy dictionaries
Turn over a card containing a word which may or may not be spelled correctly
Children race each other to check each spelling
Winner gets to keep the card
Child with the most cards wins
Suggested resources (including weblinks)
•
•
Six letter words (not all correct)
Dictionaries
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
Show an understanding of the meaning of Year 3 homophones
Write in full sentences
Spell common words correctly
Example of ‘expected’ attainment
Throo is changed to through
biscit becomes biscuit
butiful becomes beautiful
lepard becomes leopard
Year 4 writing objective
Composition
To progressively build a varied and rich vocabulary.
Outline of task
Show children some adverts.
Literacy Shed has some great examples at
https://www.literacyshed.com/the-advert-shed.html (The Santander advert is particularly
helpful because it uses three adjectives to describe different things).
Discuss techniques that advertisers use.
Children choose a toy. Write a persuasive slogan to persuade someone to buy the toy.
Alternatively choose a toy and persuade people not to buy the toy.
Suggested resources (including weblinks)
https://www.literacyshed.com/the-advert-shed.html
Toy catalogues
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
In writing the slogans have the children used a varied and rich range of persuasive
vocabulary?
Example of ‘expected’ attainment
Children write some imaginative examples of persuasive slogans e.g. Tomorrows toys –
today!
Year 4 writing objective
Composition
Use paragraphs to organise ideas around a theme.
Outline of task
Use the example of a piece of biographical writing.
Give the children approximately 15 sentences on the life of that person.
Ask them to organise the sentences into 3 themes which will be paragraphs.
Imagine they are writing their own autobiography in 20 years time. What would they write
about themselves? What do they have hoped to achieve?
Plan out their writing so the events of their lives are grouped around themes.
Write their future autobiography organised into paragraphs around these themes.
Suggested resources (including weblinks)
Photographs of children and family members
Photographs of their house, street, estate, school
Photographs of holidays, birthdays, christenings, weddings etc
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
Can the children write their autobiography organised appropriately into paragraphs so that
each paragraphs has a particular theme?
Example of ‘expected’ attainment
Children could group events in their autobiography around particular events that had
happened to them. This could be evidenced on a large-scale plan with vocabulary and
sentences around the relevant photographs each with their own paragraph heading/theme.
Year 4 writing objective
Vocabulary, grammar and punctuation
Use fronted adverbials.
Outline of task
1.Show some examples
Without looking to the right or left, the wolf ran straight home.
As the clock struck midnight, the wolf reached the front door.
From the safety of the house, the wolf rang the police.
2. Ask the children to create their own examples by adding adverbials to simple sentences to
tell the reader more about the manner, place or time of action.
The daleks approached.
The dragon woke
The final whistle blew
3. Try using ed-ing-ly fronted adverbials. Can you create 3 sentences using one of each.
Undaunted by the gunfire, the daleks approached.
Entering in precise V – formation, the daleks approached.
Menacingly, the daleks approached.
(Taken from, Jumpstart! Grammar: Games and activities for ages 6-14 by Pie Corbett and
Julia Strong)
Suggested resources (including weblinks)
Jumpstart! Grammar: Games and activities for ages 6-14 by Pie Corbett and Julia Strong
ISBN-10: 0415831105
ISBN-13: 978-0415831109
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
Can the children write some correctly written and imaginative fronted adverbials?
Example of ‘expected’ attainment
Surprisingly, the dragon woke.
At long last, we reached the castle.
Year 4 writing objective
Vocabulary, grammar and punctuation
Use conjunctions, adverbs and prepositions to express time, place and cause.
Primarily prepositions!
Outline of task
A. Review what a preposition is.
B. Write a Preposition Poem.
1. Decide upon a noun that you could write about (it is a good idea to pick a living thing).
2. Think of a place where you would find your noun.
3. Think of an adjective to describe this place.
4. Use a preposition.
5. Think of a word to describe the feeling of your noun.
6. Complete your poem with a line beginning either:
Dreams of …………………………………………………..
Wishes that ……………………………………………….
7. Give your poem a title!
Suggested resources (including weblinks)
None – but build up examples of preposition poems over time.
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
Can the children identify the preposition used in the poem? What is its purpose?
Can the children write poems using a variety of different prepositions?
Example of ‘expected’ attainment
The Lonely Leaf
On the creaky swing
A rejected leaf
Wishes that it could be with the beautiful conker it saw earlier.
Year 4 writing objective
Spelling and handwriting
Spell further homophones
Outline of task
Give children a copy of the poem ‘Sought it out!’ by Pie Corbett
Can they identify which homophones are being used?
Then write similar sentences to the ones in the poem, following the same pattern.
Sought it out!
The rider pulled on the rain
(and got soaking wet for his trouble).
He rowed to the key
(it opened but he could not land).
He tried to sew a pattern
(but nothing grew in the field).
He combed his hare
(but it struggled to escape).
He followed its cent
(and had enough to pay for a pair).
He cooked fresh bread with flower
(and ate a primrose loaf).
He sheltered beneath an old yew
(but its bleating woke him).
He watched the night put on his spurs
(that gleamed like stars).
He climbed the Queen’s stare to bed
(and slept in her eyes).
He was pleased to reach the end of the tail
(to his surprise it wagged happily).
Suggested resources (including weblinks)
Sought it out! by Pie Corbett taken from Jumpstart Literacy, Games and activities for ages 714 by Pie Corbett ISBN 1 84312 102 6 (p.14)
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
Can the children identify the spelling of homophones?
Can the children use their knowledge of homophones to write sentences on a theme?
Example of ‘expected’ attainment
The rider pulled on the rain/rein
Year 5/6 writing objective
Use wide range of devices to build cohesion within and across paragraphs.
Identify the audience for and purpose of the writing, select the appropriate form.
Outline of task
Write a letter to your parents persuading them to:
Allow your friend to sleep over.
OR
Buy you something special (iPhone/laptop)
You will need to explain why you deserve this and convince them it is a good idea.
Suggested resources (including weblinks)
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
I can use imperative verbs.
I can use powerful adjectives and adverbs.
I can write to persuade.
I can use the correct format of a letter and include appropriate vocabulary.
I can include relative clauses to add detail and information.
Example of pupil’s writing in Appendix One
Year 6 writing task
In narrative: Describe a character
Outline of task
Using a photograph of an ‘interesting’ character, children write a character description which
includes:
•
•
•
•
•
Similes
Metaphors
Adjectives
Relative clauses
Adverbial phrases
Suggested resources (including weblinks)
Any image of a character.
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
•
•
•
•
Similes and metaphors
Adjectives
Relative clauses
Accurate commas for clauses
Example of ‘expected’ attainment
Her name was Mrs. Pratchett. She was a small skinny old hag with a moustache on her
upper lip and a mouth as sour as a green gooseberry. She never smiled. By far the most
loathsome thing about Mrs. Pratchett was the filth that clung about her. Her apron, which
was grey and greasy, stuck to her skirt as she waddled like a penguin around the house.
Her blouse had bits of breakfast all over it; toast crumbs and tea stains and splotches of
dried egg yolk. It was her hands, however, that were the worst part. They were disgusting
as they were black with dirt and grime. Looking as though they had been putting lumps of
coal on the fire all day long, her fingers were as fat as sausages and her nails as dark as the
night.
Year 5 and 6 writing objective
•
•
•
•
Use commas for clauses
Select appropriate vocabulary
Ensure consistent tense and person.
Integrate dialogue (where appropriate)
Outline of task
Give children a set of objects (a shoe, a pen, a wooden stick and a torn up note).
Tell the children that they can write in any genre they wish about the objects. (recount, police
report, narrative, poetry, letter).
Suggested resources (including weblinks)
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
I can keep the person and tense consistent throughout the piece of writing.
I can start sentences using –ed, -ing, -ly words.
I can make exciting word choices.
I can use relative clauses and correct commas to mark clauses
I can use organisational and presentational devices to structure text and guide the reader.
Example of pupil’s writing in Appendix One
Year 5 and 6 writing objective
Key Objective:
Select appropriate grammar and vocabulary, understand how such choices enhance and
change meaning.
Assess the effectiveness of their own and other’s writing.
Proof-read for spelling and punctuation errors
Use commas to clarify meaning or avoid ambiguity.
Outline of task
Children will be given ‘wrong writing’. They will have to read, check and edit the writing
which will have no punctuation, poor grammar and some misspelt words.
Suggested resources (including weblinks)
all around me were bewtiful flowers that swayed softly in the light breeze of the wind the sun
was blayzing hot with its bright rays reaching into the depths of the shadows blue and bright
not a singel clowd in the sky to block the glorius ball of fire the grass has been given new life
and was shimmering in the sun like a moonlit river soft and silky it stood to attention like a
soldier ready to tickle my bare feet as I walked across it a tune played in the distance and
the ice cream van drove slowly passed enticing me in parking just at the edge of the field
happy children played relaxed adults laffed and adventurous dogs ran this had to be the best
sunday ever.
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
I can read writing through and recognise any mistakes.
I can recognise spelling patterns and mistakes within spellings.
I can use full stops, capital letters, commas, exclamation marks correctly.
I can use a colon and semi-colon correctly.
Example of ‘expected’ attainment
All around me were beautiful flowers that swayed softly in the light breeze of the wind. The
sun was blazing hot, with its bright rays reaching into the depths of the shadows. Blue and
bright, not a single cloud in the sky to block the glorious ball of fire. The grass had been
given new life, and was shimmering in the sun like a moonlit river. Soft and silky, it stood to
attention like a soldier ready to tickle my bare feet as I walked across it. A tune played in the
distance and the ice cream van drove slowly past, enticing me in, parking just at the edge of
the field. Children played, adults laughed, dogs ran; this had to be the best Sunday ever!
Example in Appendix One
Year 6 writing objective
To describe a setting in a narrative
Outline of task
1 Show a good piece of descriptive writing focusing on the setting – unpick what is good
about it, develop success criteria (e.g. figurative language, sentence starters, range of
sentence types, use of vocabulary) for writing a descriptive setting.
2 Show a stimulus for the children to write about and formulate ideas based upon the
success criteria as a whole class/in partners or individually. Children to develop a bank of
ideas to draw from.
Suggested resources (including weblinks)
1 Marianne Dreams by Catherine Storr “Marianne dreamed. She was in a great open
stretch of country, flat like a prairie….” Chapter 2 page 19
Or
The Amber Spyglass by Philip Pullman “In a valley shaded with rhododendrons…” Chapter 1
page 1
2 An image of Morning at Canoe Place by William Merritt
Or
https://www.literacyshed.com/the-fairy-tale-shed.html
Le Chaperon Rouge – the first 1min 35seconds
Or
A clip from Avatar from 38mins to 40mins and 30 seconds
Genre
Recount
Poetry
instructions
letter
narrative
report
Key assessment foci:
A developed setting with appropriate vocabulary
Example of pupil’s writing in Appendix One
persuasive writing
Year 6 writing objective
To develop dialogue
Outline of task
1 Identify the purpose of dialogue within a piece of writing and how it moves the narrative
on.
2 Understand the rules of punctuating dialogue.
3 Practise punctuating dialogue.
Suggested resources (including weblinks)
1
2
3
Any Horrid Henry (Franesca Simon) or David Walliams book – look at the
difference between the description/action and the dialogue. Question what more
we imply from the way the character speaks and what they say.
Show https://www.tes.co.uk/teaching-resource/speech-marks-reminders-3009413
Ratatouille speech punctuation 5 reminder posters
Show The Family of HenryVIII painting c 1543 – 1547 (or any other family
portrait) and ask the children to imagine the conversation then write it with
accurate punctuation.
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
Use accurate punctuation, use dialogue to develop characters.
Example of ‘expected’ attainment
The following Friday, while we were having supper in the caravan, my father said, “ If it’s all
right with you, Danny, I’ll be going out again tomorrow night.”
“You mean poaching?”
“Yes.”
“ Will it be Hazell’s Wood again?”
“ It’ll always be Hazell’s Wood,” he said.
(from Danny, the Champion of the World by Roadl Dahl)
Year 6 writing objective
Use commas to clarify meaning
Outline of task
1 Identify the purpose of punctuation in a piece of writing – .show the Santa letter
Show some fun examples where commas are essential for the meaning of the text e.g.
He dropped, the bullet in his mouth. He dropped the bullet in his mouth.
As she sings, well ladies feel sick. As she sings well, ladies feel sick.
2 If time allows, show a paragraph in a text such as the ones suggested in the resources to
discuss the use of commas.
3 Children to be given a passage (from Charlie and the Chocolate Factory) with all of the
commas removed such as the one in the resources. Children to insert commas to clarify
meaning.
4 More able to also identify the use and purpose of hyphens, semi-colons and italics.
Suggested resources (including weblinks)
1
Dear Santa,
You really made my year! When I heard you had fallen from your sleigh, I was sad. To see such
wonderful gifts lined up under my Christmas tree, my eyes lit up. When I unwrapped your gifts I knew
that the spirit of Christmas was still alive. It was terrible hearing about your accident. The best piece of
news all year is your safe return. Things yet to come, you say! Christmas is a time to love and share, I
disagree with Scrooges. Everywhere Christmas is slowly fading. Thanks for making it so fantastic.
Matt
Dear Santa,
You really made my year when I heard you had fallen from your sleigh! I was sad to see such wonderful
gifts lined up under my Christmas tree. My eyes lit up when I unwrapped your gifts. I knew the spirit of
Christmas was still alive - it was terrible. Hearing about your accident? The best piece of news all year.
Is your safe return a sign of things yet to come? You say Christmas is a time to love and share, I
disagree. With Scrooges everywhere, Christmas is slowly fading. Thanks for making it so. Fantastic.
Matt.
Taken from http://news.bbc.co.uk/1/hi/magazine/4583594.stm
2 Suggested paragraphs to show while identifying the use of commas
Small Steps, Louis Sachar – chapter 2 “It was eleven-thirty in Austin…” page 9
The Subtle Knife, Philip Pullman – chapter 1 “As the man had reached the top step…” page
7
The Borrowers, Mary Norton – chapter 2 “Arrietty braced her muscles…” page 15
3 Only once a year on his birthday did Charlie Bucket ever get to taste a bit of chocolate.
The whole family saved up their money for that special occasion and when the great day
arrived Charlie was always presented with one small chocolate bar to eat all by himself. And
each time he received it on those marvellous birthday mornings he would place it carefully in
a small wooden box that he owned and treasure it as though it were a bar of solid gold and
for the next few days he would allow himself only to look at it but never touch it. Then at last
when he could stand it no longer he would peel back a tiny bit of the paper wrapping at one
corner to expose a tiny bit of chocolate and then he would take a tiny nibble – just enough to
allow the lovely sweet taste to spread out slowly over his tongue. The next day he would
take another tiny nibble and so on and so on. And in this way Charlie would make his
sixpenny bar of birthday chocolate last him for more than a month.
But I haven’t yet told you about the one awful thing that tortured little Charlie the love of
chocolate more than anything else. This thing for him was far far worse than seeing slabs of
chocolate in the shop windows or watching other children munching bars of creamy
chocolate right in front of him.
Taken from Charlie and the Chocolate Factory – Roald Dahl Chapter 1
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
Use commas to clarify meaning in a text and to avoid ambiguity.
Example of ‘expected’ attainment
Only once a year, on his birthday, did Charlie Bucket ever get to taste a bit of chocolate.
The whole family saved up their money for that special occasion and when the great day
arrived Charlie was always presented with one small chocolate bar to eat all by himself. And
each time he received it, on those marvellous birthday mornings, he would place it carefully
in a small wooden box that he owned, and treasure it as though it were a bar of solid gold;
and for the next few days, he would allow himself only to look at it but never touch it. Then
at last, when he could stand it no longer, he would peel back a tiny bit of the paper wrapping
at one corner to expose a tiny bit of chocolate, and the he would take a tiny nibble – just
enough to allow the lovely sweet taste to spread out slowly over his tongue. The next day
he would take another tiny nibble, and so on, and so on. And in this way, Charlie would
make his sixpenny bar of birthday chocolate last him for more than a month.
But I haven’t yet told you about the one awful thing that tortured little Charlie, the love of
chocolate, more than anything else. This thing, for him, was far, far worse than seeing slabs
of chocolate in the shop windows or watching other children munching bars of creamy
chocolate right in front of him.
Taken from Charlie and the Chocolate Factory – Roald Dahl Chapter 1
Year 6 writing objective
To spell words with silent letters
Outline of task
1 Read aloud a nonsense text full of silent letters but read with the silent letters out loud.
Show the children the text and children to highlight the silent letters in the nonsense text.
2 Children to use dictionaries to identify other words with silent letters such as kn, ps, mn gn,
wr.
3 Should time allow, play skillswise game.
4 Children to write a paragraph using a range of words they have found in dictionaries.
Suggested resources (including weblinks)
1 A nonsense text
There must be a knight wearing knickers in a tomb. Surely that must be wrong, so I asked
the whale. He was honest. He answered only half my question, and then knocked me over
with the splash of his tail. Shall I wait until Christmas? No, I’ll ask the folk with the lambs and
the wriggling swords. They were useless; they pointed me in the direction of the gnomes.
The gnomes, who waited in the garden, fishing by the pond, whispered the answer in my
ear.
2 http://www.bbc.co.uk/skillswise/game/en01soun-game-silent-invaders
Genre
Recount
Poetry
instructions
letter
narrative
report
persuasive writing
Key assessment foci:
To be able to spell words with silent letters as well as use dictionaries to check spelling
Example of ‘expected’ attainment
Children to write own versions with identified words such as tomb, knickers, knight, lamb,
sword etc (see Year 5 and 6 spelling in Programme of Study)
Appendix One
Examples of writing
Year 1 writing objective
To use and to join clauses
Examples of children’s writing
‘There is a kite in the sky and a starfish on the sand.’
‘The little girl is bilding a sand casl and doing it with her family.’
Appendix Two
Resources
Pictures to inspire noun phrases
Nouns
playground
sand
slug
stream
moon
Spider
fox
sunset
lightning
ant
Dig the
garden
Stir the
cake
mixture
Read a
book
Brush
your hair
Go to
sleep
Swim
Jog
quickly
Dive into
a pool
Ride a
bike
Get
dressed
Jump
up and
down
Make a
sketch
Plant a
seed
Hang out
the
washing
Snore
loudly
Walk
slowly
Eat your Prowl like
dinner
a tiger
Sew with
a needle
Slither
like a
snake
Iron the
clothes
Sit
quietly
Stroke
your cat
Disco
Dance
Twist in a
Hop like
warm up
a rabbit
exercise
Skip with Play the
a rope
piano
Word Detective
Word Detective
Word Detective
Word Detective
Date:
LO: I can use sentences with different forms
Statements
Questions
Exclamations
Commands
exclamatio exclamatio exclamatio
command
command
command
question
question
question
statement
statement statement
Copyright Wiltshire Council
2015