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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