Bourne Avenue, Ranton, Stafford,
Staffordshire. ST18 9JU

Telephone: 01785 282228

office@allsaints-ranton.staffs.sch.uk

Year 2 Learning Journey - Writing

                             My Year 2 Learning Journey – Writing

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

WTS / EXS Autumn Spring Summer
Composition
  • 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.
   
Grammar
  • 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.
   
Punctuation Pupils should be taught to:
  • 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)
   
Spelling

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

Transcription
  • 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.
 
I can write for a range of purpose and audiences, making use of:
Greater Depth Autumn Spring Summer
Composition
  • 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.
   
Grammar
  • 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.
   
Punctuation
  • 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
  • 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.
 
Transcription
  • 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.
 
         

Bold statements are on the 2018-2019 teacher assessment framework for working at expected

Bold and underlined statements are on the 2018-2019 teacher assessment framework for working at greater depth

Read 45 times

 

 

"We are committed to creating a safe, welcoming, stimulating and challenging environment in which all the children develop a love of learning and strive to reach their full potential within a Christian caring community where individuals are respected and valued."

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