• Sequences of simple and compound sentences link ideas together and make sense.
• Vocabulary is appropriate to the subject and is sometimes ambitious.
• Re-read sequences of sentences to check for spelling and punctuation errors.
• Simple plans and word banks are used to support writing (pictures, labels)
• Narrative writing is structured with a clear beginning, middle and ending.
• Non-narrative is structured appropriately for the genre e.g. recounts, fact pages, diary entries.
• Longer writing pieces flow with simple and compound sentences that link and are sequenced appropriately.
• Re-read longer writing pieces to check for spelling, punctuation and grammar errors.
• Detailed plans and word banks are used to support writing.
• Write simple coherent narratives about personal experiences and those of others (real and fictional)
• Write about real events, recording these simply and clearly.
• Re-read sustained pieces of work to check for meaning and sense.
• Detailed plans and words banks are used to support writing.

• Name and use expanded noun phrases to describe and specify [for example, the blue butterfly]
• List sentences (adjective, adjective, noun.)
• Name and use verbs to describe actions
• Use co-ordination (using or, and, or but)
• Write in the simple past and present tense.
• Start sentences using different sentence openers.
• Write sentences with different forms: statement, question.
• Use subordination (using when, if, that, or because) and co-ordination (using or, and, or but)
• Write in the simple present and past tenses correctly and consistently.
• __ ing, __ ed sentence
• … as a, … like a sentence
• Use a range of sentence openers to start sentences, including time adverbials.
• Use progressive form of verbs in the present and past tenses correctly.
• Write sentences with different forms: statement, question, exclamation, command.
• Imperative verbs are used to instruct.
• Progressive form of verbs the present and past tenses correctly and consistently.
• Ad, same ad sentence
• When appropriate, a range of different sentences types are used purposefully and add effect to writing.

• Capital letters and full stops used accurately when writing longer pieces.
• Capital letters accurately and consistently used for proper nouns
• Questions accurately punctuated with a ?
• Capital letters and full stops used accurately and consistently when writing longer pieces.
• Commas used accurately for lists
• Apostrophes are used for contracted forms
• Questions accurately and consistently punctuated with a ?
• Exclamations are accurately punctuated with !
• Exclamation sentences accurately punctuated with !
• Apostrophes are used accurately and consistently for contracted forms.
• Apostrophes are used to show possession (singular)

Spell by:

• segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
• learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones

Alternative graphemes for reading and spelling

ay, ou, ie, ea, oy, ir, ue, ue, aw, wh, ph, ew, ew, oe, au, ey, a-e, e-e, i-e, o-e, u-e,

Alternative pronunciations.

a, e, i, o, u, ow (oa), ie (ee), ea (e), er, ou (oo), y (I), y (i), y (ee), ch (c), ch (sh), c (s), g (j), ey (ay)

• learning to spell common exception words
  • write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

Spell by:

• segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
• learning new ways of spelling phonemes for which 1 or more spellings are already known, and learn some words with each spelling, including a few common homophones

Alternative spellings

ch – picture, capture, ch – catch, fetch, j – fudge, hedge, m – lamb, climb, n – gnat, sign, n – knit, knob.

r – wrap, write, s – listen, whistle, s – house, mouse, air – there, where, air – bear, wear, air – bare, care, or – four, pour, your, ur – learn, earth, ur – word, work.

• learning to spell common exception words
• write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far
• Follow the Y2 spelling rules to add suffixes ing and ed to present and past tense verbs.
  • add suffixes to spell longer words including –er,

-est, –ment, –ness, –ful, –less, –ly

• learning to spell more words with contracted forms

Spell by:

• Spell words with Le/al/el/il endings
• Learning the possessive apostrophe (singular) [for example, the girl’s book]
• distinguishing between homophones and near-homophones

Revise suffixes –s or –es for plurals and present tense verbs

Revise suffixes –ing, -ed, -s, -er, -est, -y, -en, -ful, -ly, -ment, -ness

• form lower-case letters of the correct size relative to one another
• write capital letters and digits of the correct size, orientation and relationship to one another and to lower-case letters
• use spacing between words that reflects the size of the letters

• start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.
• Good quality consistent handwriting.
• Diagonal and horizontal strokes that are needed to join letters.

• Purpose of text uses genre features.
• Write coherently for different purposes.
• Planning shows effective word choices.
• Proof read and revise spelling and punctuation errors.
• Write coherently and effectively for different purposes.
  • Planning shows independent vocabulary and grammar choices drawn from the text.
  • Proof read and revise spelling, punctuation and grammar errors.
  • Make additions to improve own writing.
  • Write effectively and coherently for different purposes, drawing on their reading to inform the vocabulary and grammar of their writing.
  • Make simple addition, revisions and proof-reading corrections to their own writing.

• Commas are used in descriptive list e.g. the beautiful, spotty ladybird.
• A range of sentence openers are used to start sentences.
• Simple and compound sentences are used effectively.
• Simple and compound sentences are used effectively and purposefully.
• A wider range of sentences openers are used to start sentences.
• Adventurous word choices to are used effectively to add detail and description.
• Adverbs used to start sentences.
• Use simple and compound sentences purposefully to engage the reader, creating atmosphere, detail and suspense.

• Capital letters and full stops are consistent in sustained pieces of writing.
• Questions are accurately and consistently demarcated with ?
• Commas are accurately and consistently used in lists.
• Apostrophes are used accurately and consistently for contracted forms.
• Exclamation sentences are accurately and consistently punctuated with !
• Apostrophes are accurately and consistently used to show singular possession.

Use the punctuation taught at KS1 mostly correctly.

• Spelling rules and patterns from year 2 are accurately used, including exceptions to rules.
• Spelling rules and patterns from year 2 are accurately used, including exceptions to rules.
• Some words with Y2 suffixes are spelt correctly.
• Many words with Y2 suffixes are spelt correctly.
• Most contracted forms are spelt correctly with the apostrophe in the correct place.
• Homophones and near homophones are spelt correctly.

• start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
• Good quality consistent handwriting.
• Diagonal and horizontal strokes that are needed to join letters.
• Begin to join some of their handwriting using the diagonal and horizontal strokes.