• clear sentences that include words and punctuation taught.
• a clear structure (more than a basic beginning, middle and an ending).
• a story with a clear structure, setting, characters and plot.
• key vocabulary and grammar choices that link to the style of writing (e.g. scientific / topic words).
• paragraphs that open with topic sentences and that are organised around a theme.
• Endings / conclusions that draw ideas and/or events together.
• some sub-headings, bullet points to guide the reader.

• a range of sentences with more than one clause, using conjunctions.
• the correct article ‘a’ or ‘an’.
• sentences that are often opened in different ways to create different effects.
• appropriate nouns or pronouns within and across sentences to link ideas and avoid repeated words.
• use fronted adverbials of place, time and manner, including the use of a comma.
• use Standard English, instead of spoken forms (We were, instead of we was).
• expanded noun phrases with modifying adjectives (‘The strict teacher with curly hair.’)
• adverbs and prepositions to express time, place and cause.
• paragraphs that are clear and linked using: controlled use of tenses; subordinating and coordinating conjunctions.

Punctuation

• correct sentence punctuation all through my writing (CL and FS).
• apostrophe for omission
• inverted commas for direct speech.
• commas after the reporting clauses in direct speech.
• apostrophe for possession
• commas for fronted adverbials.

• the first two or three letters of a word to check its spelling in a dictionary.

• words with ou
• prefixes: dis- / in- / mis- / un –
• words with -gue

Spell the following accurately:

• words with ei, eigh, ey
• adding im- to root words with m / p
• prefixes: re- / sub- / inter- / super- / anti - / auto-
• adding –ation to verbs to form nouns

• suffixes: -ous / -ian
• words with ‘s’ spelt ‘sc’
• possessive apostrophe with plural words
• homophones

• diagonal and horizontal strokes that are needed to join letters.
• understand which letters are best left unjoined.
• increased quality of my handwriting: down strokes of letters are parallel; lines of writing are spaced clearly so ascenders and descenders are clear and do not touch.
• handwriting of increased legibility, consistency and quality.
• present written work formally for different purposes.

I can write for a range of purpose and audiences, making use of:

• characters that are developed through their actions, speech and reactions.
• non-narrative texts that inform the reader well and give them lots of extra details and information.
• paragraphs that are well-structured, links ideas and guide the reader through the text.

• a range of sentence types confidently depending on the type of text I am writing and who for.
• a range of different sentence openings to create effects, including the positioning of clauses and the use of fronted adverbials.
• careful use of pronouns to avoid repetition and to help the flow of my writing.
• add carefully thought-out detail with noun phrases, which are expanded before and after the noun with adjectives, prepositional phrases and adverbial phrases.
• careful and deliberate word choices, including specific and technical vocabulary.

• inverted commas accurately for direct speech, including the comma for the reporting clause.
• all punctuation taught so far is securely used in all forms of writing.

• clear and consistent handwriting.
• handwriting that is joined and beginning to develop own style.