1. The learner will communicate meaning through writing simple words and phrases |
1.1 I can write simple words and phrases [1] |
1.2 I can show awareness of how full stops are used [2] |
1.3 I can form letters clearly [3] |
1.4 I can write letters the correct way round [4] |
1. The learner will communicate meaning through writing that is structured into sentences |
1.1 I can write in narrative and non-narrative forms [6] |
1.2 I can use appropriate and interesting vocabulary [7] |
1.3 I can show awareness of the reader [8] |
1.4 I can develop ideas in a sequence of sentences [9] |
1.5 I can use capital letters and full stops [10] |
1.6 I can spell simple words [11] |
1.7 I can form letters are accurately [12] |
1. The learner will write in an organised, imaginitive and clear manner |
1.1 I can adapt my writing to different readers [14] |
1.2 I can sequence sentences to relate ideas logically [15] |
1.3 I can use a range of words adding variety and interest to my writing [16] |
1.4 I can use basic grammar correctly in sentences [17] |
1.5 I can spell common words [18] |
1.6 I use capital letters, full stops and question marks correctly [19] |
1.7 I can do joined up handwriting [20] |
1.8 I can write so that other people can read my work [21] |
1. The learner will write in a lively and thoughtful style in a range of forms |
1.1 I can sustain and develop ideas in interesting ways [23] |
1.2 I can organise my ideas appropriately for the purpose of the reader [24] |
1.3 I can use a good variety of words [25] |
1.4 I can use specific words to good effect [26] |
1.5 I can use some grammatically complex sentences to extend meaning [27] |
1.6 I can spell regular words accurately [28] |
1.7 I can use full stops, capital letters and question marks correctly [29] |
1.8 I can use punctuation within a sentence [30] |
1.9 I can handwrite style fluently, joined and legibly [31] |
1. The learner will produce writing that is varied and interesting, conveying meaning clearly in a range of forms for different readers |
1.1 I can use a formal style of writing where appropriate [33] |
1.2 I can choose vocabulary to make my work imaginative [34] |
1.3 I can use common words precisely to convey meaning [35] |
1.4 I can organise sentences into paragraphs [36] |
1.5 I can produce simple and complex sentences to meet needs [37] |
1.6 I can spell words that have complex regular patterns [38] |
1.7 I can use a range of punctuation, including commas, apostrophes and inverted commas [39] |
1.8 I can produce joined, clear and fluent handwriting to meet needs [40] |
1. The learner will write to engage and sustain the reader's interest |
1.1 I can adapt writing style to meet needs [42] |
1.2 I can adapt writing register to meet needs [43] |
1.3 I can use an impersonal writing style where appropriate [44] |
1.4 I can use a range of sentence structures to good effect [45] |
1.5 I can vary vocabulary to good effect [46] |
1.6 I can spell many irregular words [47] |
1.7 I can handwrite neatly and legibly [48] |
1.8 I can use punctuation effectively to clarify meaning [49] |
1.9 I can organise ideas into paragraphs [50] |
1. The learner will write confidently with appropriate choices of style in a range of forms. |
1.1 I can develop character in narrative style [52] |
1.2 I can develop settings in narrative style [53] |
1.3 I can organise ideas and content coherently in non-fiction writing [54] |
1.4 I can use grammar accurately and effectively [55] |
1.5 I can use vocabulary accurately and effectively [56] |
1.6 I can spell many complex irregular words [57] |
1.7 I can present work legibly and attractively [58] |
1.8 I can sequence events and ideas using paragraphs and correct punctuation to provide clarity to the reader [59] |
1. The learner will demonstrate the selection of specific features or expressions to convey particular effects and to interest the reader through their writing |
1.1 I can demonstrate control of characters in narrative style [61] |
1.2 I can demonstrate control of events and settings in narrative style [62] |
1.3 I can provide a clear point of view in non-fiction writing [63] |
1.4 I can use grammar to enable fine distinctions or emphasis to be made [64] |
1.5 I can use vocabulary to enable fine distinctions or emphasis to be made [65] |
1.6 I can write with variety and structure [66] |
1.7 I can demonstrate a clear grasp of the use of punctuation and paragraphing [67] |
1. The learner will write with shape, impact and control of a range of styles maintaining the interest of the reader throughout |
1.1 I can produce narratives that use structure and vocabulary for a range of imaginative effects [69] |
1.2 I can write nonfiction that is coherent, reasoned and persuasive [70] |
1.3 I can use a wide variety of grammatical constructions and punctuation [71] |
1.4 I can use grammatical constructions and punctuation accurately [72] |
1.5 I can use grammatical constructions and punctuation appropriately [73] |
1.6 I can use grammatical constructions and punctuation sensitively [74] |
1.7 I can construct and link paragraphs in order to clarify the organisation of my writing as a whole [75] |
Links
[1] https://theingots.org/community/ncl1u3enwx#1.1
[2] https://theingots.org/community/ncl1u3enwx#1.2
[3] https://theingots.org/community/ncl1u3enwx#1.3
[4] https://theingots.org/community/ncl1u3enwx#1.4
[5] https://theingots.org/community/ncl1u3enwi
[6] https://theingots.org/community/ncl2u3enwx#1.1
[7] https://theingots.org/community/ncl2u3enwx#1.2
[8] https://theingots.org/community/ncl2u3enwx#1.3
[9] https://theingots.org/community/ncl2u3enwx#1.4
[10] https://theingots.org/community/ncl2u3enwx#1.5
[11] https://theingots.org/community/ncl2u3enwx#1.6
[12] https://theingots.org/community/ncl2u3enwx#1.7
[13] https://theingots.org/community/ncl2u3enwi
[14] https://theingots.org/community/ncl3u3enwx#1.1
[15] https://theingots.org/community/ncl3u3enwx#1.2
[16] https://theingots.org/community/ncl3u3enwx#1.3
[17] https://theingots.org/community/ncl3u3enwx#1.4
[18] https://theingots.org/community/ncl3u3enwx#1.5
[19] https://theingots.org/community/ncl3u3enwx#1.6
[20] https://theingots.org/community/ncl3u3enwx#1.7
[21] https://theingots.org/community/ncl3u3enwx#1.8
[22] https://theingots.org/community/ncl3u3enwi
[23] https://theingots.org/community/ncl4u3enwx#1.1
[24] https://theingots.org/community/ncl4u3enwx#1.2
[25] https://theingots.org/community/ncl4u3enwx#1.3
[26] https://theingots.org/community/ncl4u3enwx#1.4
[27] https://theingots.org/community/ncl4u3enwx#1.5
[28] https://theingots.org/community/ncl4u3enwx#1.6
[29] https://theingots.org/community/ncl4u3enwx#1.7
[30] https://theingots.org/community/ncl4u3enwx#1.8
[31] https://theingots.org/community/ncl4u3enwx#1.9
[32] https://theingots.org/community/ncl4u3enwi
[33] https://theingots.org/community/ncl5u3enwx#1.1
[34] https://theingots.org/community/ncl5u3enwx#1.2
[35] https://theingots.org/community/ncl5u3enwx#1.3
[36] https://theingots.org/community/ncl5u3enwx#1.4
[37] https://theingots.org/community/ncl5u3enwx#1.5
[38] https://theingots.org/community/ncl5u3enwx#1.6
[39] https://theingots.org/community/ncl5u3enwx#1.7
[40] https://theingots.org/community/ncl5u3enwx#1.8
[41] https://theingots.org/community/ncl5u3enwi
[42] https://theingots.org/community/ncl6u3enwx#1.1
[43] https://theingots.org/community/ncl6u3enwx#1.2
[44] https://theingots.org/community/ncl6u3enwx#1.3
[45] https://theingots.org/community/ncl6u3enwx#1.4
[46] https://theingots.org/community/ncl6u3enwx#1.5
[47] https://theingots.org/community/ncl6u3enwx#1.6
[48] https://theingots.org/community/ncl6u3enwx#1.7
[49] https://theingots.org/community/ncl6u3enwx#1.8
[50] https://theingots.org/community/ncl6u3enwx#1.9
[51] https://theingots.org/community/ncl6u3enwi
[52] https://theingots.org/community/ncl7u3enwx#1.1
[53] https://theingots.org/community/ncl7u3enwx#1.2
[54] https://theingots.org/community/ncl7u3enwx#1.3
[55] https://theingots.org/community/ncl7u3enwx#1.4
[56] https://theingots.org/community/ncl7u3enwx#1.5
[57] https://theingots.org/community/ncl7u3enwx#1.6
[58] https://theingots.org/community/ncl7u3enwx#1.7
[59] https://theingots.org/community/ncl7u3enwx#1.8
[60] https://theingots.org/community/ncl7u3enwi
[61] https://theingots.org/community/ncl8u3enwx#1.1
[62] https://theingots.org/community/ncl8u3enwx#1.2
[63] https://theingots.org/community/ncl8u3enwx#1.3
[64] https://theingots.org/community/ncl8u3enwx#1.4
[65] https://theingots.org/community/ncl8u3enwx#1.5
[66] https://theingots.org/community/ncl8u3enwx#1.6
[67] https://theingots.org/community/ncl8u3enwx#1.7
[68] https://theingots.org/community/ncl8u3enwi
[69] https://theingots.org/community/ncl9u3enwx#1.1
[70] https://theingots.org/community/ncl9u3enwx#1.2
[71] https://theingots.org/community/ncl9u3enwx#1.3
[72] https://theingots.org/community/ncl9u3enwx#1.4
[73] https://theingots.org/community/ncl9u3enwx#1.5
[74] https://theingots.org/community/ncl9u3enwx#1.6
[75] https://theingots.org/community/ncl9u3enwx#1.7
[76] https://theingots.org/community/ncl9u3enwi