Writing

At Rose Hill we believe in the need to develop literate children who can and write with confidence.

The new National Curriculum has given schools clear guidance as to what objectives should be covered in each year group or phase.  Below you will find an easy to follow description of the objectives each stage will be following.

Year 1

Writing Composition

  • Begin to punctuate using capital letters, full stops, question marks (?) and exclamation marks (!)
  • Compose a sentence orally before writing it
  • Know how prefix ‘un’ can be added to change meaning
  • Leave spaces between words
  • Re-read what they have written for sense
  • Sequence sentences in chronological order to recount event or experience
  • Sequence sentences to form short narratives
  • Use a capital letter for names of people, places, days of week and I
  • Use ‘and’ to join sentences together
  • Use the suffixes: s, es, er, and ing within writing

Writing Transcription

  • Begin to form lowercase letters in correct direction, starting/finishing correct place
  • Form capital letters and digits 0-9
  • Identify known phonemes in unfamiliar words
  • Name the letters of the alphabet in order
  • Sit correctly at a table, holding a pencil comfortably & correctly
  • Understand which letters belong to which handwriting families
  • Use knowledge of alternative phonemes for accurate spelling
  • Use letter names to show alternative spelling of same phoneme
  • Use syllables to divide words when spelling
  • Use the spelling rules when adding s/es for verbs in third person singular

Spellings: 100 high frequency words

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Year 2

Writing Composition

  • Evaluate writing independently with peers, with teacher
  • Orally rehearse structured sentences or sequences of sentences
  • Plan & discuss content of writing and write down ideas
  • Proof-read to check for errors in spelling, grammar and punctuation
  • Use a capital letter for names of people, places, days of week and personal pronoun I
  • Use full stops, capital letter, !, and ? accurately to demarcate sentences and commas in lists
  • Use present and past tense correctly and consistently including progressive form
  • Use subordination - when, if, that, because and coordination using and/but
  • Write for different purposes, including real events
  • Write narratives about personal experiences and those of others fact/fiction

Writing Transcription

  • Begin to use some diagonal/horizontal strokes needed to join letters
  • Form lower case letters of correct size
  • Identify known phonemes in unfamiliar words and use syllables to divide words
  • Segment spoken words into phonemes and record as graphemes
  • Spell longer words using suffixes e.g. ment, ness, ful, less
  • Spell words with alternative spelling including common homophones
  • Understand which letters adjacent to each other are best unjoined
  • Use knowledge of alternative phonemes to narrow possibilities for accurate spelling
  • Use spacing between words that reflects the size of letters
  • Write capital letters and digits of the correct size, with correct orientation and relationship to one another and to lower case

Spellings: 200 common words

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Year 3

Writing Composition

  • Compose sentences using a wider range of structures
  • Look at and discuss models of writing of the text type
  • Make improvements by proposing changes to grammar and vocabulary
  • Proof-read to check for errors in spelling and punctuation
  • Suggest improvement to writing through assessing with peers and self-assessment
  • Use a range of sentences with more than one clause by using a wider range of conjunctions
  • Use conjunctions, adverbs and prepositions to express time and clause
  • Use and perfect form of verbs to mark relationships of time and cause
  • Write a narrative with a clear structure, setting, characters and plot
  • Write a non-narrative using simple organisational devices

Writing Transcription

  • Identify the root in longer words
  • Increase the legibility, consistency and quality of handwriting
  • Make analogies from a word already known to apply to an unfamiliar word
  • Recognise and spell additional homophones
  • Spell correctly word families based on common words
  • Spell identified commonly misspelt words from Year 3 and 4 word list
  • Spell words with additional prefixes and suffixes
  • Understand which letters, when adjacent to one another, are best left unjoined
  • Use the diagonal and horizontal strokes that are needed to join letters
  • Use the first two or three letters of a word to check its spelling in a dictionary

Spellings: 3 & 4 Spellings

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Year 4

Writing Composition

  • Begin to open paragraphs with topic sentence
  • Compose sentences using a wider range of structures, linked to the grammar objectives
  • Make improvements by proposing changes to grammar and vocabulary
  • Orally rehearse structures sentences or sequences of sentences
  • Use a range of sentences with more than one clause
  • Use appropriate nouns or pronouns within and across sentences to support cohesion
  • Use expanded noun phrases with modifying adjectival and prepositional phrases
  • Use fronted adverbials
  • Use other punctuation, in direct speech including a comma and apostrophes
  • Write a narrative with a clear structure, setting, characters and plot devices

Writing Transcription

  • Increase the legibility, consistency and quality of their handwriting
  • Recognise and spell additional homophones
  • Spell identified commonly misspelt words from Year 3 and 4 wordlist
  • Spell words with additional prefixes and suffixes
  • Understand which letters, when adjacent to one another, are best left unjoined
  • Use the diagonal and horizontal strokes that are needed to join letters
  • Use the first two or three letters of a word to check its spelling in a dictionary

Spellings: access 3 & 4 Spellings

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Year 5

Writing Composition

  • Add well-chosen detail to interest the reader
  • Assess the effectiveness of their own and others’ writing
  • Choose vocabulary to engage and impact on the reader
  • Develop characters through action and dialogue
  • Distinguish between the formal and informal spoken written language
  • Distinguish between the language of speech and writing
  • Ensure the correct subject and verb agreement when using singular and plural
  • Ensure the consistent and correct use of tense throughout a piece of writing
  • Establish view point as the writer through commenting on characters or events
  • Know the audience for and purpose of the writing
  • Organise writing into paragraphs to show different information or events
  • Perform their own compositions using appropriate intonation, volume and movement
  • Proof read for spelling and punctuation errors
  • Show how grammar and vocabulary choices create impact on the reader
  • Start sentences in different ways
  • Suggest changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
  • Summarise a paragraph or event
  • Use brackets, dashes or commas to indicate parenthesis
  • Use cohesive devices (connecting adverbs and adverbials) to link ideas with paragraphs
  • Use commas to clarify meaning or avoid ambiguity in writing
  • Use grammatical features and vocabulary appropriate for the text types taught so far
  • Use modal verbs or adverbs to indicate degrees of possibility
  • Use relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
  • Use sentence starters to highlight the main idea
  • Use stylistic devices to create effects in writing, for example simile, metaphor, personification
  • Use the features and structures of text types taught so far

Writing Transcription

  • Choose the writing implement that is best suited for a task (e.g. quick notes, letters)
  • Choose which shape of a letter to use when given choices and deciding, as part of their personal style, whether to join specific letters
  • Convert nouns or adjectives into verbs by adding a suffix
  • Distinguish between homophones and other words which are often confused
  • Spell identified commonly misspelt words from Year 5 and 6 word list
  • Spell some words with ‘silent’ letters
  • Use a thesaurus
  • Use a range of spelling strategies
  • Form verbs with prefixes
  • Understand the general rules for adding prefixes and suffixes
  • Use the first three or four letters of a word to check spelling

Spellings: 5 & 6 Spellings

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Year 6

Writing Composition

Writing Transcription

Spellings: 5 & 6 Spellings

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