Pie Corbett’s teaching guide for progression in writing ...



Pie Corbett’s teaching guide for progression in writing year by year Handout 3

developed with the South2together writing project

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 | | | |

|Factual writing closely linked to a story |-‘ly’ openers |Prepositions: | | |

| |Luckily / Unfortunately, |up | | |

|Simple factual sentences based around a theme | |down | | |

|Names |‘Run’ - Repetition for rhythm: |in | | |

|Labels |e.g. |into | | |

|Captions |He walked and he walked |out | | |

|Lists |Repetition in description e.g. |to | | |

|Diagrams |a lean cat, a mean cat |onto | | |

|Message | |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 | |

|Build-up |when | | | |

|One day… |where |Alliteration | | |

| |Also as openers: |e.g. dangerous dragon | | |

|Problem / Dilemma |While… |slimy snake | | |

|Suddenly,../ Unfortunately,… |When… | | | |

| |Where… |Similes using as….as… | | |

|Resolution |-‘ly’ openers |e.g. as tall as a house | | |

|Fortunately,… |Fortunately,…Unfortunately, Sadly,… |as red as a radish | | |

| |Simple sentences e.g. | | | |

|Ending |I went to the park. | | | |

|Finally,…. |The castle is haunted. |Precise, clear language to give | |Introduce: |

| |Embellished simple sentences using adjectives e.g. |information e.g. | | |

| |The giant had an enormous beard. |First, switch on the red button. | |Punctuation |

| |Red squirrels enjoy eating delicious nuts. |Next, wait for the green light to | | |

| | |flash... | |Question mark |

|Non-fiction: |Compound sentences using connectives (coordinating | | | |

|(Refer to Connectives and Sentence Signposts document |conjunctions) | | |Exclamation mark |

|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 | |Speech bubble |

|Planning tools: |slide. |(e.g. dog, dogs; wish, wishes) | | |

|text map / washing line |Spiders can be small or they can be large. | | |Bullet points |

| |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) | |Singular/ plural |

| | | | | |

|Introduction |Complex sentences: |How the prefix un– changes the meaning of| |Adjective |

|Opening factual statement |Use of ‘who’ (relative clause) |verbs and adjectives | | |

| |e.g. |(negation, e.g. unkind, or undoing, e.g. | |Verb |

|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. | | |Connective |

| |There are many children who like to eat ice cream. | | | |

|Bullet points for instructions | | | |Alliteration |

| |‘Run’ - Repetition for rhythm e.g. | | | |

|Labelled diagrams |He walked and he walked and he walked. | | |Simile – ‘as’ |

| | | | | |

|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 list |Bullet points |

|Opening e.g. |Vary openers to sentences |… like sizzling sausages | | |

|In a land far away…. | |…hot like a fire |Comma after –ly opener |Singular/ plural |

|One cold but bright morning….. |Embellished simple sentences using: | |e.g. Fortunately,….Slowly,…. | |

|Build-up e.g. |adjectives e.g. The boys peeped inside the dark cave. |Two adjectives to describe the noun | |Adjective |

|Later that day |adverbs e.g. Tom ran quickly down the hill. |e.g. |Speech bubbles /speech marks for |Verb |

|Problem / Dilemma e.g. | |The scary, old woman… |direct speech |Connective |

|To his amazement |Secure use of compound sentences (Coordination) using |Squirrels have long, bushy tails. | |Alliteration |

|Resolution e.g. |connectives: | |Apostrophes to mark contracted |Simile – ‘as’/ ‘like’ |

|As soon as |and/ or / but / so |Adverbs for description |forms in spelling | |

|Ending e.g. |(coordinating conjunctions) |e.g. |e.g. don’t, can’t | |

|Luckily, Fortunately, | |Snow fell gently and covered the | | |

| |Complex sentences (Subordination) using: |cottage in the wood. | | |

|Ending should be a section rather than one final sentence e.g.|Drop in a relative clause: | | | |

|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 only) |

| |The Vikings, who came from Scandinavia, invaded Scotland. | | | |

| | |Generalisers for information, e.g. | |Commas for description |

|Non-Fiction |The Fire of London, which started in Pudding Lane, spread |Most dogs…. | | |

|(Refer to Connectives and Sentence Signposts document for |quickly. |Some cats…. | |‘Speech marks’ |

|Introduction and Endings) | | | | |

| |Additional subordinating conjunctions: |Formation of nouns using suffixes | |Suffix |

|Introduce: |what/while/when/where/ because/ then/so that/ if/to/until |such as –ness, –er | | |

|Secure use of planning tools: Text map / washing line / | | | |Verb / adverb |

|‘Boxing –up’ grid |e.g. While the animals were munching breakfast, two | | | |

|Introduction: |visitors arrived |Formation of adjectives | |Bossy verbs |

|Heading |During the Autumn, when the weather is cold, the leaves | | | |

|Hook to engage reader |fall off the trees. |using suffixes such as –ful, –less | |Tense (past, present, future) |

|Factual statement / definition | | | | |

|Opening question |Use long and short sentences: |(A fuller list of suffixes can be | |Adjective / noun |

| |Long sentences to add description or information. Use |found in the spelling appendix.) | | |

|Middle section(s) |short sentences for emphasis. | | |Generalisers |

|Group related ideas / facts into sections | |Use of the suffixes –er and –est to | | |

|Sub headings to introduce sentences /sections |Expanded noun phrases |form comparisons of adjectives and | | |

|Use of lists – what is needed / lists of steps to be taken |e.g. lots of people, plenty of food |adverbs | | |

|Bullet points for facts Diagrams | | | | |

|Ending |List of 3 for description | | | |

|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? | | | | |

|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: |Long sentences to add description or information. |Prepositions |you need: |Letter |

|Story 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 |Full stops |

|Plan opening around character(s), setting, time of day and | | | |Capital letter |

|type of weather |Embellished simple sentences: |Powerful verbs |Secure use of inverted commas|Question mark |

| |Adverb starters to add detail e.g. |e.g. stare, tremble, slither |for direct speech |Exclamation mark |

|Paragraphs to organise ideas into each story part |Carefully, she crawled along the floor of the cave…. | | |Speech bubble |

| |Amazingly, small insects can…. |Boastful Language |Use of commas after fronted |‘Speech marks’ |

|Extended vocabulary to introduce 5 story parts: |Adverbial phrases used as a ‘where’, ‘when’ or ‘how’ |e.g. magnificent, unbelievable, |adverbials (e.g. Later that |Bullet points |

|Introduction –should include detailed description of setting |starter (fronted adverbials) |exciting! |day, I heard the bad news.) |Apostrophe (contractions only) |

|or characters |A few days ago, we discovered a hidden box. | | |Commas for sentence of 3 - description |

|Build-up –build in some suspense towards the problem or |At the back of the eye, is the retina. |More specific / technical vocabulary| | |

|dilemma |In a strange way, he looked at me. |to add detail | | |

|Problem / Dilemma –include detail of actions / dialogue | |e.g. | |Singular/ plural |

|Resolution - should link with the problem |Compound sentences (Coordination) |A few dragons of this variety can | |Suffix |

|Ending – clear ending should link back to the start, show how |using connectives: |breathe on any creature and turn it | | |

|the character is feeling, how the character or situation has |and/ or / but / so / for /nor / yet |to stone immediately. | |Adjective / noun |

|changed from the beginning. |(coordinating conjunctions) | | |Verb / adverb |

| | |Drops of rain pounded on the | | |

|Non-Fiction |Develop complex sentences |corrugated, tin roof. | |Bossy verbs |

|(Refer to Connectives and Sentence Signposts document for |(Subordination) with range of subordinating conjunctions | | |Tense (past, present, future) |

|Introduction and Endings) |(See Connectives and Sentence Signposts doc.) |Nouns formed from prefixes | |Connective |

| |-‘ing’ clauses as starters e.g. |e.g. auto… super…anti… | |Generalisers |

|Introduce: |Sighing, the boy finished his homework. | | | |

|Secure use of planning tools: |Grunting, the pig lay down to sleep. |Word Families based on common words | |Alliteration |

|e.g. Text map, washing line, ‘Boxing –up’ grid, story grids | |e.g. teacher –teach, | |Simile – ‘as’/ ‘like’ |

|Paragraphs to organise ideas around a theme |Drop in a relative clause using: who/whom/which/whose/ |beauty – beautiful | | |

|Introduction |that e.g. | | | |

|Develop hook to introduce and tempt reader in e.g. |The girl, whom I remember, | | |Introduce: |

|Who….? What….? Where….? |had long black hair. |Use of determiners a or an according | |Word family |

|Why….? When….? How….? |The boy, whose name is George, thinks he is very brave. |to whether next word begins with a | |Conjunction |

|Middle Section(s) |The Clifton Suspension bridge, which was finished in |vowel | |Adverb |

|Group related ideas /facts into paragraphs |1864,is a popular tourist attraction. |e.g. a rock, an open box | |Preposition |

|Sub headings to introduce sections / paragraphs | | | |Direct speech |

|Topic sentences to introduce paragraphs |Sentence of 3 for description e.g. | | |Inverted commas |

|Lists of steps to be taken |The cottage was almost invisible, hiding under a thick | | |Prefix |

|Bullet points for facts Flow |layer of snow and glistening in the sunlight. | | |Consonant/Vowel |

|diagram |Rainbow dragons are covered with many different coloured | | |Clause |

|Develop Ending Personal response|scales, have enormous, red eyes and swim on the surface of| | |Subordinate clause |

|Extra information / reminders e.g. Information boxes/ Five |the water. | | |Determiner |

|Amazing Facts Wow comment | | | |Synonyms |

|Use of the perfect form of verbs to mark relationships of time|Pattern of 3 for persuasion e.g. | | |Relative clause |

|and cause e.g. I have written it down so I can check what it |Visit, Swim, Enjoy! | | |Relative pronoun |

|said. | | | |Imperative |

| |Topic sentences to introduce non-fiction paragraphs e.g. | | |Colon for instructions |

| |Dragons are found across the world. | | | |

| |Dialogue –powerful speech verb | | | |

| |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: | | | | |

|Secure use of planning tools: e.g. story map |Introduce: |Introduce: |Introduce: |Punctuation |

|/story mountain /story grids /’Boxing-up’ grids | |Prepositions |Commas to mark clauses |Finger spaces |

|(Refer to Story Types grids) |Long and short sentences: |at underneath since towards | |Letter |

| |Long sentences to enhance description or information |beneath beyond |Full punctuation for direct |Word |

|Plan opening using: | | |speech: |Sentence |

|Description /action |Short sentences to move events on quickly |Conditionals - could, should, |Each new speaker on a new line |Full stops |

| |e.g. It was midnight. |would |Comma between direct speech and |Capital letter |

|Paragraphs: |It’s great fun. | |reporting clause e.g. “It’s |Question mark |

|to organise each part of story | |Comparative and superlative |late,” gasped Cinderella! |Exclamation mark |

|to indicate a change in place or jump in time |Start with a simile |adjectives | |Speech bubble |

|Build in suspense writing to introduce the |e.g. As curved as a ball, the moon shone brightly in the night sky. |e.g. small…smaller…smallest |Apostrophes to mark singular and |‘Speech marks’ |

|dilemma |Like a wailing cat, the ambulance screamed down the road. |good…better…best |plural possession |Direct speech |

|Developed 5 parts to story | | |(e.g. the girl’s name, the boys’ |Inverted commas |

|Introduction |Secure use of simple / embellished simple sentences |Proper nouns-refers to a |boots) |Bullet points |

|Build-up Problem | |particular person or thing | |Apostrophe (contractions only) |

|/ Dilemma Resolution Ending |Secure use of compound sentences (Coordination) using coordinating |e.g. Monday, Jessica, October, | |Commas for sentence of 3 – description, |

|Clear distinction between resolution and ending. |conjunction and / or / but / so / for / nor / yet (coordinating |England | |action |

|Ending should include reflection on events or the|conjunctions) | | |Colon - instructions |

|characters. | |The grammatical difference | | |

| |Develop complex sentences: |between plural and possessive | |Singular/ plural |

| |(Subordination) |–s | |Suffix/ Prefix |

| |Main and subordinate clauses with range of subordinating conjunctions. | | |Word family |

|Non-Fiction |(See Connectives and Sentence Signposts doc.) |Standard English forms for verb| |Consonant/Vowel |

|(Refer to Connectives and Sentence Signposts | |inflections instead of local | | |

|document for Introduction and Endings) | |spoken forms (e.g. we were | |Adjective / noun |

|Introduce: |-‘ed’ clauses as starters e.g. |instead of we was, or I did | |Verb / Adverb |

|Secure use of planning tools: Text map/ washing |Frightened, Tom ran straight home to avoid being caught. |instead of I done) | |Bossy verbs - imperative |

|line/ ‘Boxing –up’ grid |Exhausted, the Roman soldier collapsed at his post. | | |Tense (past, present, future) |

| | | | |Connective |

|Paragraphs to organise ideas around a theme | | | |Conjunction |

|Logical organisation |Expanded -‘ing’ clauses as starters e.g. | | |Preposition |

|Group related paragraphs |Grinning menacingly, he slipped the treasure into his rucksack. | | |Determiner/ generaliser |

|Develop use of a topic sentence |Hopping speedily towards the pool, the frog dived underneath the leaves. | | |Clause |

|Link information within paragraphs with a range | | | |Subordinate clause |

|of connectives. |Drop in –‘ing’ clause e.g. | | |Relative clause |

|Use of bullet points, diagrams |Jane, laughing at the teacher, fell off her chair. | | |Relative pronoun |

|Introduction Middle |The tornedo, sweeping across the city, destroyed the houses. | | | |

|section(s) Ending | | | |Alliteration |

|Ending could Include personal opinion, response, |Sentence of 3 for action e.g. | | |Simile – ‘as’/ ‘like’ |

|extra information, reminders, question, warning, |Sam rushed down the road, jumped on the bus and sank into his seat. | | |Synonyms |

|encouragement to the reader |The Romans enjoyed food, loved marching but hated the weather. | | | |

|Appropriate choice of pronoun or noun across | | | |Introduce: |

|sentences |Repetition to persuade e.g. | | | |

| |Find us to find the fun | | |Pronoun |

| | | | |Possessive pronoun |

| |Dialogue - verb + adverb - “Hello,” she whispered, shyly. | | |Adverbial |

| | | | |Fronted adverbial |

| | | | |Apostrophe - possession |

| |Appropriate choice of pronoun or noun within a sentence to avoid | | | |

| |ambiguity and repetition | | | |

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: |Introduce: |Introduce: |Punctuation |

|Secure independent use of planning tools | | | |Letter/ Word |

|Story mountain /grids/flow diagrams |Secure use of simple / embellished simple sentences |Metaphor |Rhetorical question |Sentence |

|(Refer to Story Types grids) | | | |Full stops/ Capitals |

| |Secure use of compound sentences |Personification |Dashes |Question mark |

|Plan opening using: | | | |Exclamation mark |

|Description /action/dialogue |Develop complex sentences: |Onomatopoeia |Brackets |‘Speech marks’ |

| |(Subordination) | | |Direct speech |

|Paragraphs: Vary connectives|Main and subordinate clauses with full range of |Empty words |Colons |Inverted commas |

|within paragraphs to build cohesion into a paragraph |conjunctions: |e.g. someone, somewhere was out | |Bullet points |

|Use change of place, time and action to link ideas across |(See Connectives and Sentence Signposts doc.) |to get him |Use of commas to clarify meaning or |Apostrophe contractions/ possession |

|paragraphs. | | |avoid ambiguity |Commas for sentence of 3 – description, action |

| |Expanded –ed clauses as starters e.g. |Developed use of technical | |Colon - instructions |

|Use 5 part story structure |Encouraged by the bright weather, Jane set out for a|language | | |

|Writing could start at any of the 5 points. |long walk. | | |Singular/ plural |

|This may include flashbacks |Terrified by the dragon, George fell to his knees. | | |Suffix/ Prefix |

|Introduction –should include action / description | |Converting nouns or | |Word family |

|-character or setting / dialogue |Elaboration of starters using adverbial phrases |adjectives into verbs using | |Consonant/Vowel |

|Build-up –develop suspense techniques |e.g. |suffixes (e.g. –ate; –ise; –ify) | | |

|Problem / Dilemma –may be more than one problem to be |Beyond the dark gloom of the cave, Zach saw the | | |Adjective / noun |

|resolved |wizard move. |Verb prefixes (e.g. dis–, de–, | |Verb / Adverb |

|Resolution –clear links with dilemma |Throughout the night, the wind howled like an |mis–, over– and re–) | |Bossy vbs - imperative |

|Ending –character could reflect on events, any changes or |injured creature. | | |Tense (past, present, future) |

|lessons, look forward to the future ask a question. | | | |Conjunction / Connective |

| | | | |Preposition |

|Non-Fiction |Drop in –‘ed’ clause e.g. | | |Determiner/ generaliser |

|(Refer to Connectives and Sentence Signposts document for |Poor Tim, exhausted by so much effort, ran home. | | |Pronoun – relative/ possessive |

|Introduction and Endings) |The lesser known Bristol dragon, recognised by | | |Clause |

| |purple spots, is rarely seen. | | |Subordinate/ relative clause |

|Introduce: | | | |Adverbial |

|Independent planning across all genres and application |Sentence reshaping techniques | | |Fronted adverbial |

|Secure use of range of layouts suitable to text. |e.g. lengthening or shortening sentence for meaning | | | |

|Structure: |and /or effect | | |Alliteration |

|Introduction / Middle / Ending | | | |Simile – ‘as’/ ‘like’ |

| |Moving sentence chunks (how, when, where) around for| | |Synonyms |

|Secure use of paragraphs: |different effects e.g. | | | |

|Use a variety of ways to open texts and draw reader in and|The siren echoed loudly ….through the lonely streets| | |Introduce: |

|make the purpose clear |….at midnight | | | |

| | | | |Relative clause/ pronoun |

|Link ideas within and across paragraphs using a full range|Use of rhetorical questions | | |Modal verb |

|of connectives and signposts Use rhetorical questions to | | | |Parenthesis |

|draw reader in |Stage directions in speech (speech + verb + action) | | |Bracket- dash |

|Express own opinions clearly |e.g. “Stop!” he shouted, picking up the stick and | | |Determiner |

|Consistently maintain viewpoint |running after the thief. | | |Cohesion |

|Summary clear at the end to appeal directly to the reader | | | |Ambiguity |

| |Indicating degrees of possibility using modal verbs | | |Metaphor |

| |(e.g. might, should, will, must) or adverbs | | |Personification |

| |(perhaps, surely) | | |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 |Sentence |

|flashbacks/forwards, |Secure use of compound sentences | | |Full stops/ Capitals |

|time slips | |The difference between vocabulary |How hyphens can be used to avoid ambiguity |Question mark |

|Start story at any point of the 5 part structure |Secure use of complex sentences: |typical of informal speech and |(e.g. man eating shark versus man-eating |Exclamation mark |

|Maintain plot consistently working from plan |(Subordination) |vocabulary appropriate for formal |shark, or recover versus re-cover) |‘Speech marks’ |

| |Main and subordinate clauses with full range |speech and writing (e.g. said versus | |Direct speech |

|Paragraphs -Secure use of linking ideas within and|of conjunctions: |reported, alleged, or claimed in | |Inverted commas |

|across paragraphs |(See Connectives and Sentence Signposts doc.)|formal speech or writing) | |Bullet points |

| | | | |Apostrophe contractions/ possession |

|Secure development of characterisation |Active and passive verbs to create effect | | |Commas for sentence of 3 – description, action |

| |e.g. | | |Colon – instructions |

|Non-fiction: |Active: Tom accidently dropped the glass. | | |Parenthesis |

| |Passive: The glass was accidently dropped by | | |Bracket- dash |

|Secure planning across non-fiction genres and |Tom. | | | |

|application | | | |Singular/ plural |

| |Developed use of rhetorical questions for | | |Suffix/ Prefix |

|Use a variety of text layouts appropriate to |persuasion | | |Word family |

|purpose | | | |Consonant/Vowel |

| | | | | |

|Use range of techniques to involve the reader |Expanded noun phrases to convey complicated | | |Adjective / noun |

|–comments, questions, observations, rhetorical |information concisely (e.g. the boy that | | |Verb / Adverb |

|questions |jumped over the fence is over there, or the | | |Bossy verbs - imperative |

|Express balanced coverage of a topic |fact that it was raining meant the end of | | |Tense (past, present, future) |

| |sports day) | | |modal verb |

| | | | |Conjunction / Connective |

|Use different techniques to conclude texts | | | |Preposition |

| |The difference between structures typical of | | |Determiner/ generaliser |

|Use appropriate formal and informal styles of |informal speech and structures appropriate | | |Pronoun – relative/ possessive |

|writing |for formal speech and writing (such as the | | |Clause |

|Choose or create publishing format to enhance text |use of question tags, e.g. He’s your friend, | | |Subordinate / relative clause |

|type and engage the reader |isn’t he?, or the use of the subjunctive in | | |Adverbial |

| |some very formal writing and speech) | | |Fronted adverbial |

| | | | |Rhetorical question |

|Linking ideas across paragraphs using a wider range| | | | |

|of cohesive devices: | | | |Cohesion |

| | | | |Ambiguity |

|semantic cohesion (e.g. repetition of a word or | | | |Alliteration |

|phrase), | | | |Simile – ‘as’/ ‘like’ |

|grammatical connections (e.g. the use of adverbials| | | |Synonyms |

|such as on the other hand, in contrast, or as a | | | |Metaphor |

|consequence), | | | |Personification |

|and elision Layout devices, such as headings, | | | |Onomatopoeia |

|sub-headings, columns, bullets, or | | | | |

|tables, to structure text | | | |Introduce: |

| | | | | |

| | | | |Active and passive voice |

| | | | |Subject and object |

| | | | |Hyphen |

| | | | |Synonym |

| | | | |Colon/ semi-colon |

| | | | |Bullet points |

| | | | | |

| | | | | |

©Pie Corbett - November 2012

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