Outstanding Teacher Training - Talk for Writing
Pie Corbett’s teaching guide for progression in writing year by year Handout 1: Curriculum overview
developed with the South2together writing project
Note: In the Punctuation & Terminology columns any terms in bold are a statutory requirement of the National Curriculum in England
Reception
|Text Structure |Sentence Construction |Word Structure / Language |Punctuation* |Terminology* |
|Introduce: |Introduce: |Introduce: |Introduce: |Introduce: |
|Planning Tool –Story map /story mountain |Simple sentences |Determiners |Finger spaces |Finger spaces |
| | |the | | |
|Whole class retelling of story |Simple Connectives: |a |Full stops |Letter |
| |and |my | | |
|Understanding of beginning/ middle / end |who |your |Capital letters |Word |
| |until |an | | |
|Retell simple 5-part story: |but |this | |Sentence |
|Once upon a time | |that | | |
|First / Then / Next |Say a sentence, write and read it back to |his | |Full stops |
|But |check it makes sense. |her | | |
|So | |their | |Capital letter |
|Finally,…..happily ever after |Compound sentences using connectives |some | | |
| |(coordinating conjunctions) |all | |Simile – ‘like’ |
|Non-fiction: |and / but |Prepositions: | | |
|Factual writing closely linked to a story |-‘ly’ openers |up | | |
|Simple factual sentences based around a theme |Luckily / Unfortunately, |down | | |
|Names | |in | | |
|Labels |‘Run’ - Repetition for rhythm: |into | | |
|Captions |e.g. |out | | |
|Lists |He walked and he walked |to | | |
|Diagrams |Repetition in description e.g. |onto | | |
|Message |a lean cat, a mean cat |Adjectives e.g. old, little, big, small, quiet | | |
| | |Adverbs e.g. luckily, unfortunately, fortunately | | |
| | |Similes – using ‘like’ | | |
Year 1
|Text Structure |Sentence Construction |Word Structure/Language |Punctuation |Terminology |
|Consolidate Reception list |Consolidate Reception list |Consolidate Reception list |Consolidate Reception list |Consolidate: |
| |(See Connectives and Sentence Signposts doc.) | | | |
|Introduce: |Introduce: |Introduce: |Introduce: |Finger spaces |
| |Types of sentences: |Prepositions: |Capital Letters: | |
|Fiction: |Statements |inside |Capital letter for names |Letter |
| |Questions |outside | | |
|Planning Tools: Story map / story mountain |Exclamations |towards |Capital letter for the personal |Word |
|(Refer to Story-Type grids) | |across |pronoun I | |
| |Simple Connectives: |under | |Sentence |
|Plan opening around character(s), setting, time of day |and | |Full stops | |
|and type of weather |or |Determiners: | |Full stops |
| |but |the a my your an this that his |Question marks | |
|Understanding - beginning /middle /end to a story |so |her their some all lots of many | |Capital letter |
|Understanding - 5 parts to a story: |because |more those these |Exclamation marks | |
| |so that | | |Simile – ‘like’ |
|Opening |then |Adjectives to describe |Speech bubble | |
|Once upon a time… |that |e.g. The old house… | | |
| |while |The huge elephant… |Bullet points |Introduce: |
|Build-up |when | | | |
|One day… |where |Alliteration | |Punctuation |
| |Also as openers: |e.g. dangerous dragon | | |
|Problem / Dilemma |While… |slimy snake | |Question mark |
|Suddenly,../ Unfortunately,… |When… | | | |
| |Where… |Similes using as….as… | |Exclamation mark |
|Resolution |-‘ly’ openers |e.g. as tall as a house | | |
|Fortunately,… |Fortunately,…Unfortunately, Sadly,… |as red as a radish | |Speech bubble |
| |Simple sentences e.g. | | | |
|Ending |I went to the park. | | |Bullet points |
|Finally,…. |The castle is haunted. |Precise, clear language to give | | |
| |Embellished simple sentences using adjectives e.g. |information e.g. | |Singular/ plural |
| |The giant had an enormous beard. |First, switch on the red button. | | |
| |Red squirrels enjoy eating delicious nuts. |Next, wait for the green light to | | |
| | |flash... | |Adjective |
|Non-fiction: |Compound sentences using connectives (coordinating | | | |
|(Refer to Connectives and Sentence Signposts document |conjunctions) | | |Verbs |
|for Introduction and Endings) |and/or/ but/so e.g. | | | |
| |The children played on the swings and slid down the |Regular plural noun suffixes –s or –es | |Connective |
|Planning tools: |slide. |(e.g. dog, dogs; wish, wishes) | | |
|text map / washing line |Spiders can be small or they can be large. | | |Alliteration |
| |Charlie hid but Sally found him. |Suffixes that can be added to verbs (e.g.| | |
|Heading |It was raining so they put on their coats. |helping, helped, helper) | |Simile – ‘as’ |
| | | | | |
|Introduction |Complex sentences: |How the prefix un– changes the meaning of| | |
|Opening factual statement |Use of ‘who’ (relative clause) |verbs and adjectives | | |
| |e.g. |(negation, e.g. unkind, or undoing, e.g. | | |
|Middle section(s) |Once upon a time there was a little old woman who |untie the boat) | | |
|Simple factual sentences around a them |lived in a forest. | | | |
| |There are many children who like to eat ice cream. | | | |
|Bullet points for instructions | | | | |
| |‘Run’ - Repetition for rhythm e.g. | | | |
|Labelled diagrams |He walked and he walked and he walked. | | | |
| | | | | |
|Ending |Repetition for description | | | |
|Concluding sentence |e.g. | | | |
| |a lean cat, a mean cat | | | |
| |a green dragon, a fiery dragon | | | |
Year 2
|Text Structure |Sentence Construction |Word Structure/Language |Punctuation |Terminology |
|Consolidate Year 1 list |Consolidate Year 1 list |Consolidate Year 1 list |Consolidate Year 1 list |Consolidate: |
|Introduce: |Introduce: |Introduce: |Introduce: | |
| |(See Connectives and Sentence Signposts doc.) | | |Punctuation |
|Fiction | |Prepositions: |Demarcate sentences: |Finger spaces |
|Secure use of planning tools: Story map / story mountain / |Types of sentences: |behind above along before |Capital letters |Letter |
|story grids/ ’Boxing-up’ grid |Statements |between after | |Word |
|(Refer to Story Types grids) |Questions | |Full stops |Sentence |
| |Exclamations |Alliteration | |Full stops |
|Plan opening around character(s), setting, time of day and |Commands |e.g. wicked witch |Question marks |Capital letter |
|type of weather | |slimy slugs | |Question mark |
| |-‘ly’ starters | |Exclamation marks |Exclamation mark |
|Understanding 5 parts to a story with more complex vocabulary|e.g. Usually, Eventually, Finally, Carefully, Slowly, … |Similes using…like… | |Speech bubble |
| | |e.g. |Commas to separate items in a |Bullet points |
|Opening e.g. |Vary openers to sentences |… like sizzling sausages |list | |
|In a land far away…. | |…hot like a fire | |Singular/ plural |
|One cold but bright morning….. |Embellished simple sentences using: | |Comma after –ly opener | |
|Build-up e.g. |adjectives e.g. The boys peeped inside the dark cave. |Two adjectives to describe the noun |e.g. Fortunately,….Slowly,…. |Adjective |
|Later that day |adverbs e.g. Tom ran quickly down the hill. |e.g. | |Verb |
|Problem / Dilemma e.g. | |The scary, old woman… |Speech bubbles /speech marks |Connective |
|To his amazement |Secure use of compound sentences (Coordination) using |Squirrels have long, bushy tails. |for direct speech |Alliteration |
|Resolution e.g. |connectives: | | |Simile – ‘as’/ ‘like’ |
|As soon as |and/ or / but / so |Adverbs for description |Apostrophes to mark contracted | |
|Ending e.g. |(coordinating conjunctions) |e.g. |forms in spelling | |
|Luckily, Fortunately, | |Snow fell gently and covered the cottage |e.g. don’t, can’t | |
| |Complex sentences (Subordination) using: |in the wood. |Apostrophes to mark singular | |
|Ending should be a section rather than one final sentence e.g.|Drop in a relative clause: | |possession e.g. the cat’s name | |
|suggest how the main character is feeling in the final |who/which e.g. |Adverbs for information e.g. | |Introduce: |
|situation. |Sam, who was lost, sat down and cried. |Lift the pot carefully onto the tray. | | |
| | |The river quickly flooded the town. | |Apostrophe (contractions and singular |
| |The Vikings, who came from Scandinavia, invaded Scotland. | | |possession) |
| | |Generalisers for information, e.g. | | |
|Non-Fiction |The Fire of London, which started in Pudding Lane, spread |Most dogs…. | |Commas for description |
|(Refer to Connectives and Sentence Signposts document for |quickly. |Some cats…. | | |
|Introduction and Endings) | | | |‘Speech marks’ |
| |Additional subordinating conjunctions: |Formation of nouns using suffixes such as| | |
|Introduce: |what/while/when/where/ because/ then/so that/ if/to/until |–ness, –er | |Suffix |
|Secure use of planning tools: Text map / washing line / | | | | |
|‘Boxing –up’ grid |e.g. While the animals were munching breakfast, two |Formation of adjectives | |Verb / adverb |
|Introduction: |visitors arrived | | | |
|Heading |During the Autumn, when the weather is cold, the leaves |using suffixes such as –ful, –less | |Statement |
|Hook to engage reader |fall off the trees. | | |question |
|Factual statement / definition | |(A fuller list of suffixes can be found | |exclamation |
|Opening question |Use long and short sentences: |in the spelling appendix.) | |Command (Bossy verbs) |
| |Long sentences to add description or information. Use | | | |
|Middle section(s) |short sentences for emphasis. |Use of the suffixes –er and –est to form | |Tense (past, present, future) ie not |
|Group related ideas / facts into sections | |comparisons of adjectives and adverbs | |in bold |
|Sub headings to introduce sentences /sections |Expanded noun phrases | | | |
|Use of lists – what is needed / lists of steps to be taken |e.g. lots of people, plenty of food | | |Adjective / noun |
|Bullet points for facts Diagrams | | | | |
|Ending |List of 3 for description | | |Noun phrases |
|Make final comment to reader |e.g. He wore old shoes, a dark cloak and a red hat. | | | |
|Extra tips! / Did-you-know? facts / True or false? | | | |Generalisers |
|The consistent use of present tense versus past tense |African elephants have long trunks, curly tusks and large | | | |
|throughout texts |ears. | | | |
| | | | | |
|Use of the continuous form of verbs in the present and past | | | | |
|tense to mark actions in progress (e.g. she is drumming, he | | | | |
|was shouting) | | | | |
Year 3
|Text Structure |Sentence Construction |Word / Language |Punctuation |Terminology |
|Consolidate Year 2 list |Consolidate Year 2 list |Consolidate Year 2 list |Consolidate Year 2 list |Consolidate: |
|Introduce: |Introduce: | |Introduce: | |
| | |Introduce: | |Punctuation |
|Fiction |Vary long and short sentences: | |Colon before a list e.g. What|Finger spaces |
|Secure use of planning tools: Story |Long sentences to add description or information. |Prepositions |you need: |Letter |
|map /story mountain / story grids / ‘Boxing-up’ grid |Short sentences for emphasis and making key points e.g. |Next to by the side of | |Word |
|(Refer to Story-Type grids) |Sam was really unhappy. |In front of during through |Ellipses to keep the reader |Sentence |
| |Visit the farm now. |throughout because of |hanging on |Statement |
|Plan opening around character(s), setting, time of day and type | | | |question |
|of weather |Embellished simple sentences: |Powerful verbs |Secure use of inverted commas|exclamation |
| |Adverb starters to add detail e.g. |e.g. stare, tremble, slither |for direct speech |Command |
|Paragraphs to organise ideas into each story part |Carefully, she crawled along the floor of the cave…. | | |Full stops |
| |Amazingly, small insects can…. |Boastful Language |Use of commas after fronted |Capital letter |
|Extended vocabulary to introduce 5 story parts: |Adverbial phrases used as a ‘where’, ‘when’ or ‘how’ starter |e.g. magnificent, unbelievable, |adverbials (e.g. Later that |Question mark |
|Introduction –should include detailed description of setting or |(fronted adverbials) |exciting! |day, I heard the bad news.) |Exclamation mark |
|characters |A few days ago, we discovered a hidden box. | | |Speech bubble |
|Build-up –build in some suspense towards the problem or dilemma |At the back of the eye, is the retina. |More specific / technical | |‘Speech marks’ |
|Problem / Dilemma –include detail of actions / dialogue |In a strange way, he looked at me. |vocabulary to add detail | |Bullet points |
|Resolution - should link with the problem |Prepositional phrases to place the action: on the mat; behind the |e.g. | |Apostrophe (contractions only) |
|Ending – clear ending should link back to the start, show how the|tree, in the air |A few dragons of this variety can| |Commas for sentence of 3 - description |
|character is feeling, how the character or situation has changed | |breathe on any creature and turn | | |
|from the beginning. |Compound sentences (Coordination) |it to stone immediately. | |Singular/ plural |
| |using connectives: | | |Suffix |
|Non-Fiction |and/ or / but / so / for /nor / yet |Drops of rain pounded on the | | |
|(Refer to Connectives and Sentence Signposts document for |(coordinating conjunctions) |corrugated, tin roof. | |Adjective / noun / Noun phrases Verb / |
|Introduction and Endings) | | | |adverb |
| |Develop complex sentences |Nouns formed from prefixes | | |
|Introduce: |(Subordination) with range of subordinating conjunctions |e.g. auto… super…anti… | |Bossy verbs |
|Secure use of planning tools: |(See Connectives and Sentence Signposts doc.) | | |Tense (past, present, future) |
|e.g. Text map, washing line, ‘Boxing –up’ grid, story grids |-‘ing’ clauses as starters e.g. |Word Families based on common | |Connective |
|Paragraphs to organise ideas around a theme |Sighing, the boy finished his homework. |words | |Generalisers |
|Introduction |Grunting, the pig lay down to sleep. |e.g. teacher –teach, | | |
|Develop hook to introduce and tempt reader in e.g. | |beauty – beautiful | |Alliteration |
|Who….? What….? Where….? |Drop in a relative clause using: who/whom/which/whose/ | | |Simile – ‘as’/ ‘like’ |
|Why….? When….? How….? |that e.g. | | | |
|Middle Section(s) |The girl, whom I remember, |Use of determiners a or an | | |
|Group related ideas /facts into paragraphs |had long black hair. |according to whether next word | |Introduce: |
|Sub headings to introduce sections / paragraphs |The boy, whose name is George, thinks he is very brave. |begins with a vowel | |Word family |
|Topic sentences to introduce paragraphs |The Clifton Suspension bridge, which was finished in 1864,is a |e.g. a rock, an open box | |Conjunction |
|Lists of steps to be taken |popular tourist attraction. | | |Adverb |
|Bullet points for facts Flow diagram | | | |Preposition |
|Develop Ending Personal response |Sentence of 3 for description e.g. | | |Direct speech |
|Extra information / reminders e.g. Information boxes/ Five |The cottage was almost invisible, hiding under a thick layer of | | |Inverted commas |
|Amazing Facts Wow comment |snow and glistening in the sunlight. | | |Prefix |
|Use of the perfect form of verbs to mark relationships of time |Rainbow dragons are covered with many different coloured scales, | | |Consonant/Vowel |
|and cause e.g. I have written it down so I can check what it |have enormous, red eyes and swim on the surface of the water. | | |Clause |
|said. Use of present perfect instead of simple past. He has left| | | |Subordinate clause |
|his hat behind, as opposed to He left his hat behind. |Pattern of 3 for persuasion e.g. | | |Determiner |
| |Visit, Swim, Enjoy! | | |Synonyms |
| | | | |Relative clause |
| |Topic sentences to introduce non-fiction paragraphs e.g. | | |Relative pronoun |
| |Dragons are found across the world. | | |Imperative |
| |Dialogue –powerful speech verb | | |Colon for instructions |
| |e.g. “Hello,” she whispered. | | | |
| | | | | |
| | | | | |
Year 4
|Text Structure |Sentence Construction |Word Structure/ Language |Punctuation |Terminology |
|Consolidate Year 3 list |Consolidate Year 3 list |Consolidate Year 3 list |Consolidate Year 3 list |Consolidate: |
|Introduce: | |Introduce: | | |
|Secure use of planning tools: e.g. story map |Introduce: |Prepositions |Introduce: |Punctuation |
|/story mountain /story grids /’Boxing-up’ grids |Standard English for verb inflections instead of local spoken forms |at underneath since towards |Commas to mark clauses and to |Finger spaces |
|(Refer to Story Types grids) | |beneath beyond |mark off fronted adverbials |Letter |
| |Long and short sentences: | | |Word |
|Plan opening using: |Long sentences to enhance description or information | |Full punctuation for direct |Sentence |
|Description /action | |Conditionals - could, should, |speech: |Statement |
| |Short sentences to move events on quickly |would |Each new speaker on a new line |question |
|Paragraphs: |e.g. It was midnight. | |Comma between direct speech and |exclamation |
|to organise each part of story |It’s great fun. |Comparative and superlative |reporting clause e.g. “It’s |Command |
|to indicate a change in place or jump in time | |adjectives |late,” gasped Cinderella! |Full stops |
|Build in suspense writing to introduce the |Start with a simile |e.g. small…smaller…smallest | |Capital letter |
|dilemma |e.g. As curved as a ball, the moon shone brightly in the night sky. |good…better…best |Apostrophes to mark singular and |Question mark |
|Developed 5 parts to story |Like a wailing cat, the ambulance screamed down the road. | |plural possession |Exclamation mark |
|Introduction | |Proper nouns-refers to a |(e.g. the girl’s name, the boys’ |Speech bubble |
|Build-up Problem |Secure use of simple / embellished simple sentences |particular person or thing |boots) as opposed to s to mark a|‘Speech marks’ |
|/ Dilemma Resolution Ending | |e.g. Monday, Jessica, October, |plural |Direct speech |
|Clear distinction between resolution and ending. |Secure use of compound sentences (Coordination) using coordinating |England | |Inverted commas |
|Ending should include reflection on events or the|conjunction and / or / but / so / for / nor / yet (coordinating | | |Bullet points |
|characters. |conjunctions) |The grammatical difference | |Apostrophe (contractions only) |
| | |between plural and possessive | |Commas for sentence of 3 – description, |
| |Develop complex sentences: |–s | |action |
| |(Subordination) | | |Colon - instructions |
|Non-Fiction |Main and subordinate clauses with range of subordinating conjunctions. |Standard English forms for verb| | |
|(Refer to Connectives and Sentence Signposts |(See Connectives and Sentence Signposts doc.) |inflections instead of local | |Singular/ plural |
|document for Introduction and Endings) | |spoken forms (e.g. we were | |Suffix/ Prefix |
|Introduce: | |instead of we was, or I did | |Word family |
|Secure use of planning tools: Text map/ washing |-‘ed’ clauses as starters e.g. |instead of I done) | |Consonant/Vowel |
|line/ ‘Boxing –up’ grid |Frightened, Tom ran straight home to avoid being caught. | | | |
| |Exhausted, the Roman soldier collapsed at his post. | | |Adjective / noun / noun phrase Verb / Adverb |
|Paragraphs to organise ideas around a theme | | | |Bossy verbs - imperative |
|Logical organisation |Expanded -‘ing’ clauses as starters e.g. | | |Tense (past, present, future) |
|Group related paragraphs |Grinning menacingly, he slipped the treasure into his rucksack. | | |Connective |
|Develop use of a topic sentence |Hopping speedily towards the pool, the frog dived underneath the leaves. | | |Conjunction |
|Link information within paragraphs with a range | | | |Preposition |
|of connectives. |Drop in –‘ing’ clause e.g. | | |Determiner/ generaliser |
|Use of bullet points, diagrams |Jane, laughing at the teacher, fell off her chair. | | |Clause |
|Introduction Middle |The tornedo, sweeping across the city, destroyed the houses. | | |Subordinate clause |
|section(s) Ending | | | |Relative clause |
|Ending could Include personal opinion, response, |Sentence of 3 for action e.g. | | |Relative pronoun |
|extra information, reminders, question, warning, |Sam rushed down the road, jumped on the bus and sank into his seat. | | | |
|encouragement to the reader |The Romans enjoyed food, loved marching but hated the weather. | | |Alliteration |
|Appropriate choice of pronoun or noun across | | | |Simile – ‘as’/ ‘like’ |
|sentences to aid cohesion |Repetition to persuade e.g. | | |Synonyms |
| |Find us to find the fun | | | |
| | | | |Introduce: |
| |Dialogue - verb + adverb - “Hello,” she whispered, shyly. | | | |
| | | | |Pronoun |
| | | | |Possessive pronoun |
| |Appropriate choice of pronoun or noun within a sentence to avoid | | |Adverbial |
| |ambiguity and repetition | | |Fronted adverbial |
| | | | |Apostrophe – plural possession |
| | | | | |
Year 5
|Text Structure |Sentence Construction |Word Structure / Language |Punctuation |Terminology |
|Consolidate Year 4 list |Consolidate Year 4 list |Consolidate Year 4 list |Consolidate Year 4 list |Consolidate: |
| |Introduce: | | | |
|Introduce: |Relative clauses beginning with who, which, that, |Introduce: |Introduce: |Punctuation |
|Secure independent use of planning tools |where, when, whose or an omitted relative pronoun. | | |Letter/ Word |
|Story mountain /grids/flow diagrams | |Metaphor |Rhetorical question |Sentence |
|(Refer to Story Types grids) |Secure use of simple / embellished simple sentences| | |Statement |
| | |Personification |Dashes |question |
|Plan opening using: |Secure use of compound sentences | | |exclamation |
|Description /action/dialogue | |Onomatopoeia |Brackets/dashes/commas for parenthesis |Command |
| |Develop complex sentences: | | |Full stops/ Capitals |
|Paragraphs: Vary |(Subordination) |Empty words |Colons |Question mark |
|connectives within paragraphs to build cohesion into a |Main and subordinate clauses with full range of |e.g. someone, somewhere was out to | |Exclamation mark |
|paragraph |conjunctions: |get him |Use of commas to clarify meaning or avoid|‘Speech marks’ |
|Use change of place, time and action to link ideas |(See Connectives and Sentence Signposts doc.) | |ambiguity |Direct speech |
|across paragraphs. | |Developed use of technical language | |Inverted commas |
| |Expanded –ed clauses as starters e.g. | | |Bullet points |
|Use 5 part story structure |Encouraged by the bright weather, Jane set out for | | |Apostrophe contractions/ possession |
|Writing could start at any of the 5 points. |a long walk. |Converting nouns or | |Commas for sentence of 3 – description, action |
|This may include flashbacks |Terrified by the dragon, George fell to his knees. |adjectives into verbs using suffixes| |Colon – instructions |
|Introduction –should include action / description | |(e.g. –ate; –ise; –ify) | |Parenthesis / bracket / dash |
|-character or setting / dialogue |Elaboration of starters using adverbial phrases | | | |
|Build-up –develop suspense techniques |e.g. |Verb prefixes (e.g. dis–, de–, mis–,| |Singular/ plural |
|Problem / Dilemma –may be more than one problem to be |Beyond the dark gloom of the cave, Zach saw the |over– and re–) | |Suffix/ Prefix |
|resolved |wizard move. | | |Word family |
|Resolution –clear links with dilemma |Throughout the night, the wind howled like an | | |Consonant/Vowel |
|Ending –character could reflect on events, any changes |injured creature. | | | |
|or lessons, look forward to the future ask a question. | | | |Adjective / noun / noun phrase |
| |Drop in –‘ed’ clause e.g. | | |Verb / Adverb |
|Non-Fiction |Poor Tim, exhausted by so much effort, ran home. | | |Bossy verbs - imperative |
|(Refer to Connectives and Sentence Signposts document |The lesser known Bristol dragon, recognised by | | |Tense (past, present, future) |
|for Introduction and Endings) |purple spots, is rarely seen. | | |Conjunction / Connective |
| | | | |Preposition |
|Introduce: |Sentence reshaping techniques | | |Determiner/ generaliser |
|Independent planning across all genres and application |e.g. lengthening or shortening sentence for meaning| | |Pronoun – relative/ possessive |
|Secure use of range of layouts suitable to text. |and /or effect | | |Clause |
|Structure: | | | |Subordinate/ relative clause |
|Introduction / Middle / Ending |Moving sentence chunks (how, when, where) around | | |Adverbial |
| |for different effects e.g. | | |Fronted adverbial |
|Secure use of paragraphs: |The siren echoed loudly ….through the lonely | | | |
|Use a variety of ways to open texts and draw reader in |streets ….at midnight | | |Alliteration |
|and make the purpose clear | | | |Simile – ‘as’/ ‘like’ |
| |Use of rhetorical questions | | |Synonyms |
|Link ideas within and across paragraphs using a full | | | | |
|range of connectives and signposts Use rhetorical |Stage directions in speech (speech + verb + action)| | |Introduce: |
|questions to draw reader in |e.g. “Stop!” he shouted, picking up the stick and | | | |
|Express own opinions clearly |running after the thief. | | |Relative clause/ pronoun |
|Consistently maintain viewpoint | | | |Modal verb |
|Summary clear at the end to appeal directly to the |Indicating degrees of possibility using modal verbs| | |Parenthesis |
|reader |(e.g. might, should, will, must) or adverbs | | |Bracket- dash |
| |(perhaps, surely) | | |Determiner |
| | | | |Cohesion |
| | | | |Ambiguity |
| | | | |Metaphor |
| | | | |Personification |
| | | | |Onomatopoeia |
| | | | |Rhetorical question |
Year 6
|Text Structure |Sentence Construction |Word Structure / Language |Punctuation |Terminology |
|Consolidate Year 5 list |Consolidate Year 5 list |Consolidate Year 5 list |Consolidate Year 5 list |Consolidate: |
| | | | | |
|Secure independent planning across story types |Secure use of simple / embellished simple |Build in literary feature to create |Use of the semi-colon, colon and dash to |Punctuation |
|using 5 part story structure. |sentences |effects e.g. alliteration, |indicate a stronger subdivision of a |Letter/ Word |
|Include suspense, cliff hangers, | |onomatopoeia, similes, metaphors |sentence than a comma. Use of colon to |Sentence |
|flashbacks/forwards, |Secure use of compound sentences | |introduce a list and semi-colons within |Statement |
|time slips | |The difference between vocabulary |lists. |question |
|Start story at any point of the 5 part structure |Secure use of complex sentences: |typical of informal speech and | |exclamation |
|Maintain plot consistently working from plan |(Subordination) |vocabulary appropriate for formal |Punctuation of bullet points to list |Command |
| |Main and subordinate clauses with full range |speech and writing (e.g. said versus |information. |Full stops/ Capitals |
|Paragraphs -Secure use of linking ideas within and|of conjunctions: |reported, alleged, or claimed in | |Question mark |
|across paragraphs |(See Connectives and Sentence Signposts doc.)|formal speech or writing) |How hyphens can be used to avoid ambiguity |Exclamation mark |
| | | |(e.g. man eating shark versus man-eating |‘Speech marks’ |
|Secure development of characterisation |Active and passive verbs to create effect and|How words are related as synonyms and|shark, or recover versus re-cover) |Direct speech |
| |to affect presentation of information e.g. |antonyms e.g. big/ large / little | |Inverted commas |
|Non-fiction: |Active: Tom accidently dropped the glass. | | |Bullet points |
| |Passive: The glass was accidently dropped by | | |Apostrophe contractions/ possession |
|Secure planning across non-fiction genres and |Tom. | | |Commas for sentence of 3 – description, action, |
|application |Active: The class heated the water. | | |views/opinions, facts |
| |Passive: The water was heated. | | |Colon – instructions |
|Use a variety of text layouts appropriate to | | | |Parenthesis |
|purpose |Developed use of rhetorical questions for | | |Bracket- dash |
| |persuasion | | | |
|Use range of techniques to involve the reader | | | |Singular/ plural |
|–comments, questions, observations, rhetorical | | | |Suffix/ Prefix |
|questions |Expanded noun phrases to convey complicated | | |Word family |
|Express balanced coverage of a topic |information concisely (e.g. the boy that | | |Consonant/Vowel |
| |jumped over the fence is over there, or the | | | |
| |fact that it was raining meant the end of | | |Adjective / noun / noun phrase |
|Use different techniques to conclude texts |sports day) | | |Verb / Adverb |
| | | | |Bossy verbs - imperative |
|Use appropriate formal and informal styles of | | | |Tense (past, present, future) |
|writing |The difference between structures typical of | | |modal verb |
|Choose or create publishing format to enhance text |informal speech and structures appropriate | | |Conjunction / Connective |
|type and engage the reader |for formal speech and writing (such as the | | |Preposition |
| |use of question tags, e.g. He’s your friend, | | |Determiner/ generaliser |
| |isn’t he?, or the use of the subjunctive in | | |Pronoun – relative/ possessive |
|Linking ideas across paragraphs using a wider range|some very formal writing and speech) as in If| | |Clause |
|of cohesive devices: |I were you. | | |Subordinate / relative clause |
|semantic cohesion (e.g. repetition of a word or | | | |Adverbial |
|phrase), | | | |Fronted adverbial |
|grammatical connections (e.g. the use of adverbials| | | |Rhetorical question |
|such as on the other hand, in contrast, or as a | | | | |
|consequence), and elision | | | |Cohesion |
|Layout devices, such as headings, sub-headings, | | | |Ambiguity |
|columns, bullets, or tables, to structure text | | | |Alliteration |
| | | | |Simile – ‘as’/ ‘like’ |
| | | | |Synonyms |
| | | | |Metaphor |
| | | | |Personification |
| | | | |Onomatopoeia |
| | | | | |
| | | | |Introduce: |
| | | | | |
| | | | |Active and passive voice |
| | | | |Subject and object |
| | | | |Hyphen |
| | | | |Synonym, antonym |
| | | | |Colon/ semi-colon |
| | | | |Bullet points |
| | | | |Ellipsis |
| | | | | |
©Pie Corbett – Updated October 2013
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