YEARS 3 AND 4

Writing Transcription

Spelling

Pupils are taught to:

• use further prefixes and suffixes and understand how to add them
• spell further homophones
• spell words that are often misspelt  
• place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]
• use the first 2 or 3 letters of a word to check its spelling in a dictionary
• write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far

We follow the Spelling Shed programme.

Handwriting

Pupils are taught to:

• use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
• increase the legibility, consistency and quality of their handwriting, [for example, by ensuring that the downstrokes of letters are parallel and equidistant, and that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch]

Writing Composition

Pupils are taught to:

• plan their writing by:
  • thinking about their given purpose and audience
  • discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
  • discussing and recording ideas
• draft and write by:
  • composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures =
  • organising paragraphs around a theme
  • in narratives, creating settings, characters and plot
  • in non-narrative material, using simple organisational devices [for example, headings and sub-headings]
• evaluate and edit by:
  • assessing the effectiveness of their own and others’ writing and suggesting improvements
  • proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
• proofread for spelling and punctuation errors
• read their own writing aloud to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear

Writing Transcription

Spelling

Pupils are taught to:

• use further prefixes and suffixes and understand the guidance for adding them
• spell some words with ‘silent’ letters [for example, knight, psalm, solemn]
• continue to distinguish between homophones and other words which are often confused
• use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically
• use dictionaries to check the spelling and meaning of words
• use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary
• use a thesaurus

We follow the Spelling Shed programme.

Handwriting and Presentation

Pupils are taught to:

• write legibly, fluently and with increasing speed by:
  • choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
  • choosing the writing implement that is best suited for a task

Writing Composition

Pupils are taught to:

• plan their writing by:
  • identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
  • noting and developing initial ideas, drawing on reading and research where necessary
  • in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
• draft and write by:
  • selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
  • in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
  • précising longer passages
  • using a wide range of devices to build cohesion within and across paragraphs
  • using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
• evaluate and edit by:
  • assessing the effectiveness of their own and others’ writing
  • proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
  • ensuring the consistent and correct use of tense throughout a piece of writing
  • ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
• proofread for spelling and punctuation errors
• perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear

YEAR 2

YEAR 3

YEAR 4

YEAR 5

YEAR 6

Word

Formation of nouns using suffixes such as –ness, –er and by compounding [for example, whiteboard, superman]

Formation of adjectives using uffixes such as –ful, –less

(A fuller list of suffixes can be found on page 46 in the year 2 spelling section in English Appendix 1)

Use of the suffixes –er, –est in adjectives and the use of –ly in Standard English to turn adjectives into adverbs

Formation of nouns using a range of prefixes, such as super–, anti–, auto–

Use of the forms a or an according to whether the next word begins with a consonant or a vowel (e.g. a rock, an open box)

Word families based on common words, showing how words are related in form and meaning (e.g. solve, solution, solver)

The grammatical difference between plural and possessive –s

Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done]

Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify]

Verb prefixes [for example, dis–, de–, mis–, over– and re–]

The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing [for example, find out – discover; ask for – request; go in – enter]

How words are related by meaning as synonyms and antonyms [for example, big, large, little].

Sentence

Subordination (using when, if, that, because) and co-ordination (using or, and, but)

Expanded noun phrases for description and specification [for example, the blue butterfly, plain flour, the man in the moon]

How the grammatical patterns in a sentence indicate its function as a statement, question, exclamation or command

Expressing time, place and cause using conjunctions (e.g. when, before, after, while, so, because), adverbs (e.g. then, next, soon, therefore), or prepositions (e.g. before, after, during, in, because of)

Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)

Fronted adverbials [for example, Later that day, I heard the bad news.]

Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun

Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example, might, should, will,]

Use of the passive to affect the presentation of information in a sentence [for example, I broke the window in the greenhouse versus The window in the greenhouse was broken (by me)].

The difference between structures typical of informal speech and structures appropriate for formal speech and writing [for example, the use of question tags: He’s your friend, isn’t he?, or the use of subjunctive forms such as If I were or Were they to come in some very formal writing and speech]

Text

Correct choice and consistent use of present tense and past tense throughout writing

Use of the progressive form of verbs in the present and past tense to mark actions in progress [for example, she is drumming, he was shouting]

Introduction to paragraphs as a way to group related material

Headings and sub-headings to aid presentation

Use of the present perfect form of verbs instead of the simple past (e.g. He has gone out to play contrasted with He went out to play)

Use of paragraphs to organise ideas around a theme

Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition

Devices to build cohesion within a paragraph [for example, then, after that, this, firstly]

Linking ideas across paragraphs using adverbials of time [for example, later], place [for example, nearby] and number [for example, secondly] or tense choices [for example, he had seen her before]

Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence], and ellipsis

Layout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text]

Punctuation

Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences

Commas to separate items in a list

Apostrophes to mark where letters are missing in spelling and to mark singular possession in nouns [for example, the girl’s name]

Introduction to inverted commas to punctuate direct speech

Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”]

Apostrophes to mark plural possession [for example, the girl’s name, the girls’ names]

Use of commas after fronted adverbials

Brackets, dashes or commas to indicate parenthesis

Use of commas to clarify meaning or avoid ambiguity

Use of the semi-colon, colon and dash to mark the boundary between independent clauses [for example, It’s raining; I’m fed up]

Use of the colon to introduce a list and use of semi-colons within lists

Punctuation of bullet points to list information

How hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover]

Terminology

noun, noun phrase

statement, question, exclamation, command

compound, suffix

adjective, adverb, verb

tense (past, present)

apostrophe, comma

adverb, preposition conjunction

word family, prefix

clause, subordinate clause

direct speech

consonant, consonant letter vowel, vowel letter

inverted commas (or ‘speech marks’)

determiner

pronoun, possessive pronoun

adverbial

modal verb,

relative pronoun, relative clause

parenthesis, bracket, dash

cohesion, ambiguity

subject, object

active, passive

synonym, antonym

ellipsis, hyphen, colon, semi-colon, bullet points

YEAR 3

YEAR 4

YEAR 5

YEAR 6

adverb

preposition

conjunction

word family

prefix

clause

subordinate clause

direct speech

consonant

consonant letter

vowel

vowel letter

inverted commas (or ‘speech marks’)

determiner

pronoun

possessive pronoun

adverbial

modal verb

relative pronoun

relative clause

parenthesis

bracket

dash

cohesion

ambiguity

subject

object

active

passive

synonym

antonym

ellipsis

hyphen

colon

semi-colon

bullet points

Year 3

Past

Non-chronological report based on Lindum Colonia.

Place

Narrative – Stories with familiar settings (Lincolnshire Puppy in Lincoln and at the Lincolnshire coast).

Year 4

Place

Persuasion – Letters to local companies to persuade them to stock our new European based chocolate product.

Year 5

Past

Discussion Text - Crime and Punishment (linked to Lincoln Castle Trip).

Year 6

Past

Recount – Evacuee diary entries (Linked to learning about local evacuees).

Place

Persuasion – Earth Hour letters to local companies to encourage them to get involved in ‘changing climate change’.

ENGLISH

Spiritual

Enabling children to understand and engage with the feelings and values embodied in high quality, poetry, fiction and drama.

Developing own and understanding others’ creativity and imagination in writing and reading.

Moral

Developing children’s awareness of moral issues in their reading of fiction, journalism, magazines, radio, television and film.

Developing children’s ability to make responsible and reasoned judgements about moral dilemmas in texts they read or write.

Developing an ability to understand, discuss and write about topics where people disagree/have contrasting points of view.

Thinking through the consequences of actions and decisions of characters in their reading or writing.

Social

Developing children’s awareness of social issues in their reading of fiction, journalism, magazines, radio, television and film.

Helping children to understand how language has changed over time, the influences of spoken and written language and social attitudes to language.

Developing children’s ability to share views and opinions with others.

Developing children’s understanding of formality and register in speech, reading and writing for a variety of purposes.

Working successfully as a member of a group in English lessons.

Showing a respect for others’ writing or opinions of texts they have read

Developing confidence and expertise in language, which is an important aspect of social identity.

Cultural

Developing a sense of personal enrichment through sharing in high quality, poetry, fiction and drama.

Developing use of language appropriate to literature which has significance and meaning in culture.

Understanding and feeling comfortable to discuss and contrast a variety of cultural texts.

Giving children opportunities to discuss and write about different cultures or from the perspective of someone from a different culture.

British

Values

Showing and understanding of individual liberty by being able to express their opinions through spoken language and writing.

Developing mutual respect for others’ writing or ideas.

Understanding of right and wrong (rule of law) through discussions in reading or leading to writing.

Showing a tolerance of those with other faiths and beliefs through discussions when reading or writing.