Literacy success criteria for all genres of writing
Reception
Stories
Pupil
Objective
I can use story language to retell the stories in nursery rhymes
Teacher
I can use story language to retell five traditional tales
I can use story language when writing my story
Reception
lists
Pupil
Objective
I write lists going down the page
I don't use joining words
Teacher
Reception - Recounts
Pupil
Objective
I used “first”, “next” and “then” to say what I did
I used “first”, “next” and “then” to write what I did
Teacher
Reception -Signs
Pupil
Objective
I can write signs to label objects in my school
I can write a label or a caption for a picture
I can use my phonic knowledge to attempt a more complex words
In my handwriting most letters are correctly orientated and
formed
Teacher
Year 1
Stories
Pupil
Objective
I can structure my story
I can use a story map to plan my story
I have written a title
My introduction says when the story started: when
My introduction creates a setting: where
My introduction says who the characters are: who
I can use an adjective is to make my story interesting
Teacher
Year 1
Recounts/chronological reports e.g. postcards
Pupil
Objective
I can write a title
I can write an introduction saying who, where and when
I can use these time words: "first", "next", "after", "then",
"finally"
I can write a conclusion, eg, saying which bit I like best what I
enjoyed
Teacher
Year 1
Non-chronological reports
Pupil
Objective
I can write a title
I can write an introduction saying what my report is about
I can write three information sections which have headings
I can draw a picture with the label or caption to illustrate my
report
I can write a conclusion
Teacher
Year 2
Stories
Pupil
Objective
I can structure my story correctly
I can write a title
I can use a story map to plan my story
I can use 1 or 2 adjectives to describe a noun
In the introduction I can introduce and describe the main
character and describe the setting
I can follow my story formula when writing my story
I can use direct speech when characters meet
I can start speech sentences on a new line
Teacher
Year 2 - Recounts/chronological reports inc. letters &diaries
Pupil
Objective
I can draw a map to plan my recount
I can write a title
I can write an introduction saying who, where and when
I can use these time words: "first", "next", "after", “soon”, "then",
"eventually" , "finally"
I can write an interesting sentence for each time word sentence
I can use adjectives to make my writing more interesting
I can use adverbs to make my writing more interesting
When writing recounts I always use the past tense
Teacher
Year 2 - Instructional writing
Pupil
Objective
I can draw a map to plan my instructions
I can use an "how-to" title
I can use an introduction to hook the reader
I can use the "you will need" subheading
I can give two lists: equipment and material
I can use bullet points
I can use the subheading “method”
I can use numbered instructions in the correct order
I can use bossy verbs (imperatives) in the present tense to begin
each instruction
I can use labels and captions
I include a short conclusion to suggest the next action or I can
give my "Top Tip" or “Warning” or” Warning”
Teacher
Pupil
Year 2 - non-chronological reports/explanation texts
Objective
I can draw a map to plan my non-chronological reports
I can write a title
I can write an introductory paragraph to hook the reader
I can write 4 information sections which have headings
I can start my sentences with "usually", “sometimes", “often"
I can use topic related vocabulary
I can use "because" to explain why you do things
I can use relevant adjectives and adverbs to make my writing
interesting
I can draw diagrams with labels and captions to illustrate my
report
I can write a conclusion that links back to the introduction
Teacher
Year 3 –Stories
Pupil
Objective
I can choose which type of story to write
I can structure my story correctly
I can write a title that is appropriate to my story
I can write an introduction that sets the scene and introduces the
main character
I can use speech and powerful verbs to describe my characters
I can follow my story formula when writing my story
I can I can use a powerful verb to reinforce what the character is
saying, e.g. “ he yelled”
I start sentences in different ways e.g. with an adverbial phrase
(how, when, where) or a time connective to move the story on, or an
adverb e.g. Slowly, Happily, Carefully,
I can choose adjectives and precise nouns to describe
I use alliteration and sound effects to enhance my writing
I can include a question to engage my reader
My story ending mentions something from the start of the story, e.g.
a warning
Teacher
Year 3
Recounts/chronological reports
Pupil
Objective
I can plan my recount
I can use my plan to formulate paragraphs
I use clear, bold writing for my title/headline
I will use subheadings if appropriate
I can write an introduction saying who, where and when
I can choose which time words to use e.g: "first", "next", "after
that", “so”, “soon”, "then", "while", "when", "later on", "eventually" ,
"finally", before &because
I can write an interesting sentence for each time word sentence
I can use adjectives to make my writing more interesting
I can use adverbs to make my writing more interesting
When writing recounts I always use the past tense
I use a range of verbs when accompanying speech questions e.g.
asked, questioned, queried, ventured, probed
I use a range of verbs and adverbs when accompanying speech replies
e.g. answered, replied, muttered quietly
I can use details and precise vocabulary to add clarity
Teacher
Year 3
Instructional writing
Pupil
Objective
I can plan my instructions
I can write a title that is appropriate to the instructions
I can write a punchy introduction to interest the reader
I can write appropriate subheadings for each stage
I can write a list of equipment and a list of materials using bullet
points
I can write numbered step-by-step instructions
I use imperative or bossy verbs to start instructions
I make good use of objectives, adverbs and special or technical
words to be precise
I use conjunctions to join two ideas together e.g. as well as, also,
if, so, though, since
I can use time connectives including while and when
I can use diagrams, linked to the instructions with captions and
labels
I can write a conclusion or a Top Tip
I have asked someone to try out my instructions to see if they are
easy to follow
Teacher
Year 3
Non-chronological reports/explanation texts
Pupil
Objective
I can plan my report/explanation
I use clear, bold writing for my title
I include an introductory paragraph
I include headings, some written as questions to interest the
reader
I use technical words to do with the subject
I include labels diagrams
I write captions for pictures and diagrams
I organise information into paragraphs and link them to my
formula
I use the present tense or past tense for historical reports
I use facts or pieces of information written in sentences
I will try to include the following words: “while”, “when”, “as well
as” and UFRROONS,(Usually, Frequaently, Regularly, Rarely,
Often, Occasionally, Normally ,Sometimes.)
I can write a brief conclusion to my report
Teacher
Year 3
Persuasive writing including letters
Pupil
Objective
I can plan a persuasive letter
I can write Dear----followed by the recipient’s name
In the first paragraph I explain why I was writing the letter
In the second paragraph I can present the facts
I can write in the third paragraph a closing statement asking for a
reply
I end the letter using "Yours sincerely" or an informal phrase for
family and friends
I am polite
Teacher
Year 4 - Stories
Pupil
Objective
I can choose which type of story to write
I can plan my chosen story
I can write a title that is appropriate to my story
I can write an introduction that sets the scene and introduces the
main character
I can describe the characters by what they say and do
The setting tells us something about the characters
I can use adjectives and adjectival phrases to create atmosphere
in my setting
I can involve the reader by using: some present tense, first
person, rhetorical questions
I can use paragraphs reach new idea
Some of my paragraphs end with a "fiction hook"
I start a new paragraph for a change of setting or a new event
I can use expanded noun phrases e.g. the very hungry caterpillar,
powerful adverbs and strong adjectives
Teacher
Year 4 - Recounts/chronological reports
Pupil
Objective
I can plan my recount
My introduction sets the scene with the five Ws: Where? Why?
Who? What? When?
I have recounted events in chronological order
My closing statement brings the writing to a conclusion
It has a neat last line to grab the attention
It is in the past tense
I have used the third person
I have linked paragraphs using time connectives
Teacher
Year 4 - Instructional writing
Pupil
Objective
I can plan my instructions
I can write a title that is appropriate to the instructions
I started my writing by stating ago
I can list all the items needed
I can write instructions in sequence steps
I can use bullet points, numbers or time connectives
I can add additional information in a separate box
I can use diagrams to make it clearer
I can put the verbs first and in the present tense
My instructions are written in the second person
I can use clear, precise language
Teacher
Pupil
Pupil
Year 4 - Non-chronological reports/explanation texts
Objective
I can plan a non-chronological report
My introduction includes a general description about what is to
follow
I can organise my report in specific categories
My initial focus is on general common features
My report moves from the general to the specific
My sections may include: a description of the object or events,
their qualities, parts and their functions, habits, behaviours and
uses
I can use appropriate technical language
I use the present tense (or past tense for historical report)
I use the third person
I end with a conclusion
Year 4 - Explanations (possibly using science experiments) and
information books
Objective
My title "How----" or "Why----" indicates what I am writing about
My opening statement introduces the topic and addresses the
reader
A series of logical steps explains how or why something happens
I can include a diagram
My concluding summary statement relates the subject to the
reader
I can give additional information inboxes
I use the present tense
I can use time and causal connectives
My glossary explains technical language
Teacher
Teacher
Year 4
Persuasive advertisement, flyer or poster
Pupil
Objective
I can start with a question
I place the object or events being advertised in the centre
I put a concluding statement at the end
I try to persuade my reader by using: slogans and wordplay,
alliteration, repetition and rhyme
I grab the attention by using different fonts, sizes and colour
Teacher
Year 4
Persuasive text including letters
Pupil
Objective
Teacher
I can plan a persuasive letter
I can write my address, e-mail address and date
I can write “Dear----“ followed by the recipient's name
In the first paragraph I explain why I was writing the letter
In the second paragraph I can present the facts
I can write in the third paragraph a closing statement asking for a
reply
I use some/all of the following: emotive language, cause and effect
connectives
I end the letter using "Yours sincerely" or an informal phrase for
family and friends
I am polite
Year 4
Discussion texts
Pupil
Objective
I use a clear opening statement
I give arguments for and against
I support the arguments with evidence
I use a concluding statement
I use the present tense and third person
I link arguments in paragraphs using connectives
Teacher
Year 5
Story maps
Pupil
Objective
My story map is written in notes and phrases rather than
sentences
I include important headings
I show the chronology of events using boxes, numbers or arrows
My setting and characters are clear
I use helpful labels, e.g. "difficulties", "predicaments", "answers",
"resolution"
I include clear links with the title
I use an easy to follow layout
I follow chronological story sequence
I use organisational devices to separate events, e.g. boxes/shapes
to show where paragraphs will be
Teacher
Year 5 - Legends
Pupil
Objective
My legend is about people
It has a possible basis of truth
It features monsters/strange beasts
It features some magical powers
It includes brave, heroic characters
It places emphasis on brave heroes and daring deeds
It may feature battles/fights/struggles
It makes the distinction between honour and dishonour
Good defeats evil
My legend includes a traditional ending
Teacher
Year 5 -Myths
Pupil
Objective
My myth is about gods and goddesses
It is set in ancient times
It features danger/revenge
It includes use of magical powers
I use powerful imagery
My characters are heroes
My myth explains strange/important happening
It features strange, frightening creatures
Teacher
Year 5 - Stories - a modern quest
Pupil
Objective
I established the task-to find something
I reveal the setting
My characters set off and overcome obstacles en route
Teacher
The dilemmas are: can't find it, can't get in, get trapped, get
chased
The solutions to the dilemmas are realistic
My characters arrive back at the start, task accomplished
I include an ending, e.g. a final comment
I use dialogue for characterisation or showing the reader what is
happening
Year 5 -recounts/reports
Pupil
Objective
My recount/report includes a title/headline
I can use it heading or a byline if necessary
My recount/report includes an introduction
I include time connectives
I include illustrations (if helpful)
I include essential words
I use the past tense consistently
I use appropriate style and tone for the reader
I can maintain my viewpoint and stance throughout the
recount/report
I make the right choice of vocabulary (effective action verbs) and
sentences
I show chronological order
I write in the first or third person
I include a closing statement
Teacher
Year 5 - Explanations
Pupil
Objective
My text explains how/why something works or happens
The title may be a question
My text may begin how or why
Teacher
I use an introductory opening statement
I give information in a series of steps
I use helpful diagrams
I use chronological order
I use verbs in the present tense
I use technical words
I used time and causal connectives
My text answers the title question
Year 5 - non-chronological reports
Pupil
Objective
My report describes the way things are
I write in opening statement
I use paragraphs
I use an impersonal tone
My report is non-chronological
I use verbs in the present tense
I make some use of the passive voice
I use correct technical words
I give clear explanations when needed
I include headings
I acknowledge my sources
Teacher
Year 5 - Instructions
Pupil
Objective
My set of instructions include a title to catch the eye
The title says what the instructions are for
I use correct names in the text
I include a list of requirements/equipment at the beginning
I use verbs in the imperative
I use the present tense
I list all the steps in chronological order
I use diagrams/illustrations
I use appropriate adverbs
I can use adverbial and extended noun phrases e.g. “Make delicious
tea in your own home”
Teacher
Year 5 - Persuasive writing including letters
Pupil
Objective
Teacher
I can plan a persuasive letter
I can write my address, e-mail address and date
I can write “Dear----“ followed by the recipient's name
In the first paragraph I explain why I was writing the letter
In the second paragraph I can present the facts
I can write in the third paragraph I will give additional information
In the fourth paragraph I can give my opinion using some/all of
the following: emotive language, cause and effect connectives,
daring the reader to disagree, making my opinion sound like facts
In the fifth paragraph I will suggest a solution
In the fifth paragraph I will make a closing statement asking for a
reply
I end the letter using "Yours sincerely" or an informal phrase for
family and friends
I am polite
Year 5 -Discussion writing
Pupil
Pupil
Objective
I can plan in two columns, e.g. for and against, for discussion
writing
I can write a title which is appropriate to the discussion
My introduction introduces the topic to be discussed
My writing is arranged effectively in paragraphs to distinguish
arguments (pros and cons)
My paragraphs contain persuasive features and supporting
evidence
My paragraphs are sometimes linked effectively
I present both points of view selecting style and vocabulary
appropriate to the reader
In my conclusion I will present my opinion or invite the reader to
form their own opinion
Year 5 - note taking
Objective
My notes are clear
They are appropriate for the purpose
The layout is helpful
The facts are correct
I use chronological order
I use organisational devices
I use symbols/signs/abbreviations
The abbreviations will be understood by their eventual reader
I use correct technical words/proper names
I use precise quoted words
Teacher
Teacher
Year 6
Writing dialogue
Pupil
Objective
My dialogue between characters and moves the story on: it
develops characters, it shows the reader what is happening
My dialogue sounds realistic-the characters have their own voices
I use contractions, e.g., “I'd”
Teacher
I use interjections, e.g. "well, um"
I use dashes to show pauses
I use colloquialisms
My punctuation is accurate: I use a new paragraph for a new
speaker, I use speech marks around the spoken words, I use
punctuation before the final speech mark each time, I omit speech
marks at full stops, if the same person continues to talk
Year 6
Generic - Non Fiction Texts
Pupil
Objective
The title sets up the explanation
My layout is clear and users paragraphs or subtitles
Any illustrations add to the explanation and are clearly labeled
My vocabulary includes: technical language, precise details, formal
language e.g. "recorded" instead of "written"
My explanation gives an impersonal view
I use the passive voice and mainly the present tense
I use causal connectives, e.g. "because " ,"this results in"
My explanation is easy to understand because it is written in a
series of logical steps
Teacher
Year 6
Instructions
Pupil
Objective
I can plan my instructions
I can write a title
My ideas are organised into a planned and coherent series of
sections to control it and structure the procedure
Headings are selected appropriately for stages of the procedure
I write explicit instructions.
I can use diagrams, photographs and illustrations to elaborate and
support effectiveness of instructions or procedures
My viewpoint is established and maintained as the expert and I
adopt an impersonal voice
My layout is appropriate to the subject and topic
I use appropriate terminology to engage the reader and clarifies
instructions
Teacher
Year 6
formal leaflet
Pupil
Objective
My leaflet is split into clearly subtitled sections
I use titles and subheadings to attract the reader
I use illustrations to support the information
Key information is easily identified through the use of colour,
shading, boxes, bold and italic, different shaped sections
I use standard English which is exact and clear with no ambiguities
I use an impersonal tone, avoiding personal pronouns
My vocabulary includes formal phrases and technical words
I use a least three complex sentences
The verbs I use: include examples of imperative to show
compulsion, may include conditionals, may include the passive voice.
Teacher
Year 6
Non-chronological report
Pupil
Objective
My report has a clear opening paragraph which indicates what it is
about
My opening paragraph includes generalisations or classifications
The main body of my report is clearly organised into paragraphs
The information is factual and accurate
The style is formal with no personal pronouns
I use present tense or past tense for historical reports
I use precise, descriptive language and technical terms
I include summarising comment to finish my report
I use a least three complex sentences
I use connectives of comparison and contrast
Teacher
Year 6
formal letter
Pupil
Objective
In my formal letter, addresses, date, greeting &sign off are
correctly placed
The first paragraph tells who the writer is and explains the reason
for writing
the middle paragraph delivers the necessary message
The letter states clearly what I would like the recipient to do
I use standard English
I use the appropriate greeting and sign off
I use a formal tone
Teacher
Year 6
persuasive argument
Pupil
Objective
I stated my point of view clearly in the introduction and in the
conclusion
I used my strongest argument first
I backed up each argument with relevant evidence and detail
My argument is mainly in the present tense
I used conditionals
Teacher
I used connectives:
 to structure the argument: ‘first’, ‘finally’
 to link ideas with in the argument: ‘because’, ‘consequently’
I used persuasive devices such as:
 statistics
 emotive language
 rhetorical questions
Year 6
Balanced Argument
Pupil
Objective
I used a question for the title
My introduction explains what the argument is about
I gave statements for and against, with reasons to support them
My final paragraph sums up and may offer suggestions
I used at lease three examples of the language of debate, e.g. ‘noone can deny’, ‘some people believe’:
1.
2.
3.
I used verbs:
 mainly in the present tense
 including examples of the passive
 Including conditionals. e.g. ‘would’, ‘could’, ‘might’
I used impersonal pronouns
I used a personal pronoun in the final paragraph only
I used connectives that:
 introduce more points: ‘furthermore’
 give a balanced view: ‘however’
 draw to a conclusion: ‘consequently’
Teacher
Pupil
Pupil
Year 6
Journalisic Writing/Reports
Objective
My article has a short, effective headline that is related to the
subject
My lead paragraph is packed with information
It provides a strong image and hooks the reader
The beginning of my article answers the questions, who? what?
where? when? and why?
My article is organised into paragraphs
The body of my article contains more details about events and is
in chronological order
I have included quotes from several people ( sources of evidence)
I have based it on an inverted triangle: as the articles progresses,
the details become less important
The final paragraph brings events up to date
Year 6
Autobiography and diaries
Objective
I have written a clear opening paragraph to set the scene
I have used first person pronouns
I have written in the past tense
I have included my feelings, reactions and opinions
My writing is about events that were important to me in
chronological order
I have used connectives and phrases to indicate time
I have included detailed description using powerful verbs and
adjectives
I have concluded with a reflection
Teacher
Teacher
Year 6 - Biographical Writing
Pupil
Pupil
Pupil
Objective
I have used a rhetorical question to hook the reader
My first paragraph summarises the main events of the person’s
life
I have used third person pronouns
I have written in the past tense
I have used the passive voice to make the writing more formal
My writing is about key events in the person’s life in chronological
order
I have used at least three different ways of linking sentences
My final paragraph mentions something about the person’s:
 main achievements
 personality
 how he/she will be remembered
Year 6
A Film/ play Review
Objective
My review hooks the reader with a strong first sentence about
the film
I included the genre
I stated who it appeals to
I gave a summary of the action without the ending
I gave technical details
I gave my opinion as the reviewer
I mentioned the strengths and weaknesses, e.g. the plot, acting,
costumes
Year 6
Narrative to Playscript
Objective
I changed description into stage directions to describe the
setting
I added dialogue to tell the audience information about the
character
I left out some parts of the narrative
I set out the dialogue as direct speech without speech marks
My stage directions are written in brackets:
 to tell the actors how to speak their lines
 to give instructions for the action
My stage directions are in the present tense
Teacher
Teacher
Teacher