St Margaret’s Lee Writing Expectations
Within writing prompts where the vocabulary and the context are highly familiar to me:
(eg. Retelling of well-known narratives, recounts of personal experiences, letters, invitations and instructions)
handwriting
Level
1
Level
2
My letters are
formed
correctly and
the correct
shape.
I use finger
spaces.
All my letters
are correct
shape and size.
spelling
I can spell tricky words
phase 2 and 3.
vocabulary and composition
I use WOW words in my writing.
sentence & text structure
All of my simple sentences make sense.
punctuation
I use capital letters and
full stops for my
sentences.
self/peer assessment,
response to feedback
I use success criteria to add
missing capital letters or full
stops with some help.
I use capital letters for
names and pronoun ‘I’
I can spell tricky words
phase 4 and 5.
I use lots of different WOW words.
All of my simple sentences make sense.
I write sentences that use simple
connectives.
I can spell simple words
and I ‘say the sounds’ or
‘say the syllables’ to help
spell harder words.
I open my sentences in different ways.
Most of my sentences are written in the
same tense.
I use capital letters and
full stops for my
sentences.
I use success criteria to selfassess my vocabulary,
punctuation and my learning
objective
I use capital letters for
names, pronoun ‘I’ and all
proper nouns
Most of my sentences are written in the
same person.
I sometimes write an opening
Level
3
My handwriting
is joined and
the letters are
the correct
shape and size.
I can spell tricky words
phase 6.
I can choose between nouns or
pronouns so I do not repeat too much
I apply in my own writing
spelling rules and
patterns I have learned.
I use a range of adjectives, adverbs and
verbs.
I ‘say the syllables’ to
help spell longer words.
I try to break up my writing using timerelated words, line breaks, headings or
numbers.
Nearly all of my simple and compound
sentences make sense and I am beginning to
try complex sentences
I use a range of sentence openers
I use exclamation and
question marks correctly.
I use success criteria to selfassess my use of vocabulary,
sentence structure,
punctuation and learning
objective.
I use some words and phrases which
are used in the topic or type of writing I
am working on
I use a range of time and ordering
connectives
I am beginning to
punctuate dialogue.
I write what I liked most
when I peer-assess.
Some of the main features of the type
of writing I am working on are shown in
my writing.
My sentences are written in the correct tense
I use commas in lists and
apostrophes for
contractions.
I respond to teacher / peer
comments or questions.
I usually write openings and closings.
I organise my ideas into paragraphs.
I use capital letters for all
my sentences
Across a wide range of genres and within writing prompts where the vocabulary and context may fall outside of my immediate personal experience, but are familiar to me through topic work, children’s
literature or the media:
handwriting
Level
4
My handwriting
is joined, fluent
and legible
spelling
vocabulary and composition
sentence & text structure
I apply in my own writing
spelling rules and
patterns I have learned.
I do not repeat nouns, pronouns, verbs
or connectives, unless for effect.
I use a range of sentences e.g. complex,
questions, simple to create effect and extend
meaning.
I use apt adjectives, verbs, adverbs and
phrases that help achieve the writing
purpose e.g. create suspense, persuade
or describe setting.
All of my simple and compound sentences
make sense.
Most of my complex sentences make sense.
I use the main features of the type of
writing I am working on and am
beginning to be aware of audience
I use words and phrases which are used
in the topic or type of writing I am
working on
I am beginning to use sophisticated
connectives to link my ideas across
paragraphs
punctuation
I use a range of
punctuation.
I use the correct layout
and punctuation for
dialogue.
I use commas in lists,
after fronted adverbials
and to separate clauses.
I use apostrophes to
show possession
I use the correct tense.
I write with an appropriate opening and
closing which are sometimes linked.
I use commas, brackets or
hyphens to add extra
information to a sentence
self/peer assessment,
response to feedback
I use success criteria to selfassess my use of vocabulary,
sentence structure,
punctuation, learning
objective and genre features.
I can highlight key features of
genre used when peer
assessing.
I offer developmental
feedback to my peers.
I respond to teacher / peer
comments or questions, with
some detail.
I use paragraphs/sections to organise my
writing using topic sentences or subheadings
Level
5
My handwriting
is joined, fluent
and legible.
I use correct spelling of
most common words
which have a function
within a sentence.
I can spell most suffixes
and prefixes.
I sometimes make
mistakes with words that
are not spelt how they
sound.
I use the correct spelling
of most homophones
I use imaginative words and phrases
that enhance my writing and help me
achieve the writing purpose. e.g.
adjectives, adverbs, powerful verbs,
metaphors, similes, alliteration, idioms,
adverbial phrases, wordplay etc.
I am very familiar with all the features
and conventions of the writing I am
working on and use them to signal the
overall direction of the text for the
reader and achieve the purpose of my
writing
I use sophisticated, ambitious language
which fits the topic or type of writing I
am working on
I use formal or informal language
depending on the audience or effect I
wish to make
I choose the kind of sentence (simple,
compound, complex, question) to write by
thinking how it will affect my reader
I use a range of
punctuation consistently
and accurately.
I show control of complex sentences
I use sophisticated connectives to link my
ideas across paragraphs
I show control of person and tense through
the course of my writing
My paragraphs are structured with a topic
sentence and development
My paragraphs or subheadings are ordered
to create meaning or effect
My writing is always rounded off and often
refers to the beginning of my writing
I use a dash to mark a
stronger pause than a
comma
I use an ellipsis to
indicate the passing of
time or omitted
information
I use a semi colon to
separate two complete
sentences which are
closely related
I use success criteria to selfassess my use of vocabulary,
sentence structure,
punctuation, learning
objective and genre features.
I can highlight key features of
genre used and emulate
teacher feedback (eg. Use of
boxes for feedback and
questions) when peer
assessing.
I offer developmental
feedback to my peers.
I respond to teacher / peer
comments or questions, with
some detail.
Across a wide range of genres and within writing prompts where the vocabulary and context maybe outside my direct experience and with little or no scaffolding:
handwriting
Level
6
My handwriting
is joined, fluent
and legible.
spelling
I use generally correct
spelling throughout,
including some
ambitious, uncommon
words or words with
complex sound/symbol
relationships.
I use the correct spellings
for homophones
vocabulary and composition
All of the words and phrases I use are
imaginative and/or enhance my writing
and help me achieve the writing
purpose. e.g. adjectives, adverbs,
powerful verbs, metaphors,
personification similes, alliteration,
idioms, adverbial phrases, wordplay
etc.
I write with imaginative treatment of
appropriate materials, show familiarity
with conventions of a variety of forms,
and can adapt them when I need to
suit my purpose and audience.
My writing has a convincing, individual
voice or point of view which is
established and sustained throughout.
I use a level of formality for purpose
and audience and I use a range of
stylistic devices to achieve an effect.
sentence & text structure
All of my complex sentences are controlled
I plan my writing independently with very
little prompt or scaffolding
My writing is clearly controlled and
sequenced, taking account of the reader’s
likely reaction, e.g. differing length
paragraphs/sentences, use of flashback in
narrative, anticipating reader’s questions.
punctuation
I use a range of
punctuation effectively
and precisely to clarify
meaning
I use a colon before a list
or explanation
All complex sentences are
punctuated accurately
unless a very ambitious
structure is chosen
self/peer assessment,
response to feedback
I can develop my own success
criteria for writing tasks
which applies to my
individual strengths and
areas for development
I can highlight key features of
genre used and emulate
teacher feedback (eg. Use of
boxes for feedback and
questions) when peer
assessing.
I offer developmental
feedback to my peers.
I respond to teacher / peer
comments or questions, with
some detail.