Class 2

• Show correct pencil grip and sit correctly at a table
• Write a simple sentence that makes sense.
• Most writing can be read without mediation.
• Write a sequence of simple sentences that makes sense independently.
• Use ‘and’, ‘but’ to join ideas.
• Begin to add adjectives and simple noun phrases to give detail. E.g. The yellow fish.
• Read my sentences through to check that they make sense.
• Begin to make changes after reading and reflection, with support.
• Begin to choose different conjunctions – but, or, yet, so and because.
• Vocabulary is appropriate to the subject matter and sometimes ambitious.
• Uses noun phrases within writing regularly.
• Uses time conjunctions and adverbials correctly – first, next, finally, when, as soon as.

• Use the personal pronoun ‘I’.
• Use the correct terminology – word, sentence, capital letter, full stop,
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• Use capital letters for names and personal pronoun ‘I’
• Use correct terminology now including – noun, adjective.
• 2A sentences
• Use capital letters for names, places, days of the week and the personal pronoun ‘I’.
• BOYS sentences

• Know that a capital letter starts a sentence
• Know that a full stop is used at the end of a sentence
• Use finger spaces between each word.
• Use capital letters at the beginning of a sentence.
• End sentences with a full stop.
• Consistent use of clear finger spaces between words.
• Use exclamation marks.
• Use question marks at the end of questions.

• Name the letters of the alphabet in order
• Spell words containing Phase 3 phonemes.
• Spell words containing Phase 4 consonant clusters.
• Spell common tricky words – Units 1-3.
• Spell words containing: zh, wh, ph and alternates for ay (a-e, eigh, ey, ei, long a) ea (e-e ie ey y long e) ie (i-e y I long i) oa (ow o-e – oe).
• Spell common tricky words from units 4 and 5.
• Spell words containing alternatives for ew (ue u-e long u oul short oo) aw (au al) ir (er ear) ou (oy) ere/eer, are/ear.
• Add ‘un’ to the beginning of a word to change its meaning.
• Add ‘ing’ to a word where no change to the root word is needed.
• Add ‘er’ to make a comparative word.
• Add ‘ed’ to a word to make it past tense, where the root word stays the same.
• Add ‘s’ or ‘es’ to words to make them plural.

• Form lower case letters correctly.
• Write numbers correctly 0-9.
• Understand that a line of writing isn’t always a sentence.
• Form capital letters correctly
• Ascenders and descenders are correctly oriented on the line.

• Consistently write independent sentences which make sense, that can be mediated by any adult.
• Uses conjunctions ‘and’ and ‘but’ accurately.
• Adjective choices are effective and ambitious.
• Independently re-reads and self-corrects own work.
• Wide range of evidence showing appropriate and correct use of all above conjunctions.
• Ambitious word choices/synonyms which reflect what is being described.
• Correct use of time adverbials in independent writing, where appropriate.

• Consistent use of the pronoun I in writing,
• Consistent use of capital letters for names and the personal pronoun ‘I’.
• Consistent use of capital letters for days of the week, names, places and personal pronoun ‘I’.

• Punctuates a single sentence using a capital letter and a full stop.
• Consistent use of finger spaces between each word.
• In a sequence of sentences, starts with a capital letter and ends each with a full stop.

• Uses exclamation marks appropriately and for effect.

• Applies consistently Units 1-3 spellings to work.
• Consistently applies Phase 3 and 4 Phonics teaching to independent work.
• Consistently applies Units 4 and 5 spellings to writing.
• Consistent application of a wide range of Unit 5 graphemes.
• Consistent application of Year 1 prefixes and suffixes to independent writing.

• All lower case letters and numbers 0-9 are formed correctly and applied to writing.
• All capital letters are formed correctly and applied to writing.
• All lower case and upper case letters are correctly formed and placed on the line. Clear distinction in size between upper and lower case letters.

In addition to the above, it is expected that a Greater Depth child will show evidence of independent writing for a variety of purposes, through a range of genre.

• 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)
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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.
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• 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.
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• 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.