Class 3

• paragraphs to show different information or events (time, place, topic, person).
• paragraphs that are developed using a main point, topic, event, idea with an explanation or extra detail.
•  
• linked ideas within paragraphs.
• well-chosen detail to interest my reader.
• make use of expanded noun phrases.
• sub-headings for non-fiction paragraphs, where appropriate
• manage shifts in time and place effectively and guide the reader through my text.
• settings to create atmosphere and also indicate change.
• use ideas from my reading.
• sub-headings and bullet points to help guide the reader.

• the correct tense throughout my writing.
• a range of different sentence starters: -ed / -ing openers, adverbials, conjunctions, place (nearby, inside etc) manner (quick as a flash, with legs swinging in the air).
• A thesaurus for alternative word choices.
• similes, metaphors and personification.
• modal verbs and adverbs to indicate degrees of possibility.
• relative clauses beginning with who, where, when, whose, that or with an implied.
• changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.
• the perfect form of verbs to mark relationships of time and cause.
• words that are chosen deliberately for effect.

Punctuation

• colons to introduce a list.
• inverted commas and other punctuation to accurately indicate direct speech.
• commas to clarify meaning and avoid ambiguity.
• brackets, dashes or commas for parenthesis.

• words ending –ent
• words ending –ence
• words ending –ant, -ance, -ancy
• words ending -ible

• words ending –able
• words ending –ibly and –ably
• words with ei and ie
• words containing -ough

• homophones

• clearly joined handwriting.
• clearly joined handwriting.

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

• consistent use of Standard English.
• a clear style, aimed at informing, persuading or entertaining.
• dialogue between my characters which develops the reader’s understanding of my characters.
• different levels of formality, which is beginning to be developed and controlled.

• carefully constructed paragraphs, which help guide the reader through the text.
• carefully and deliberately chosen words, which clarify meaning, enhance effect, increase / slow pace and create mood.
• expanded noun phrases and relative clauses to add information or detail appropriate to the purpose and audience.
• paragraphs which support my plot structure (in stories) and clearly signal changes in time, place and events.
• all elements of grammar are used independently and expertly in a range of texts.

• commas used accurately to clarify meaning and avoid ambiguity.
•  
• brackets, dashes, commas for parenthesis.
• a colon or semi-colon to link separate clauses.

• accurate and secure spelling.

• fluent, legible handwriting.
• handwriting that is maintained to a high personalised standard.

• paragraphs to organise ideas.
• a thesaurus to develop word understanding.
• describe settings and characters.
• some cohesive devices within and across sentences and paragraphs.
• précising longer passages.
• headings, bullet points and underlining.
• atmosphere and description of settings.
• integration of speech to develop character and move the action on.
• vocabulary and grammatical structures that reflect the level of formality.
• the appropriate form, register, structure and layout.
• figurative language to add impact and develop meaning (metaphors, personification).
• narratives describe settings, characters and atmosphere.
• use a range of devices to aid cohesion within/across paragraphs

• the correct tense throughout my writing.
• modal verbs to suggest degrees of possibility.
• adverbs, prepositional phrases and expanded noun phrases to add detail.
• a wide range of clause structures, sometimes varying their position in the sentence.
• the passive voice to emphasise information differently.
• correct subject-verb agreement (I was / We were).
• modal verbs and adverbs to develop an argument.
• a range of verb forms to create subtler meanings.
• vocabulary choices that are imaginative and words used precisely to create impact and add meaning.

Punctuation

• CL, FS accurately.
• Question marks.
• Exclamation marks.
• Commas for lists / clauses
• Apostrophe for contraction.
• commas for clarity
• parenthesis (brackets, commas, dashes).
• semi-colons
• colons
• dashes
• hyphens
• the range of punctuation taught at KS2

• spell silent letter words correctly
• spell –cious / -tious words
• spell words ending –cial / -tial
• add suffixes to words ending –fer
• plural nouns
• hyphenated words
• homophones

• legible joined handwriting.
• keep the legibility, fluency and speed in my handwriting going through extended work.

I can write effectively for a range of purpose and audiences, selecting the most appropriate form and drawing independently on what they have read as models for their own writing.

• a clear voice, which is evident across the text.
• manipulation of the features of the text type to create specific effects.
• well-managed shifts in time.
• paragraphs to develop and expand ideas, themes and events in depth.
• well-managed shifts in formality through selecting vocabulary precisely and by manipulating grammatical structures.
• develop characterisation within narrative.
• manage the shifts in formality well, choosing the appropriate register
• select alternative vocabulary and grammar when the purpose and audience when necessary.

• a varied range of cohesive devices across and within paragraphs.
• select verb forms for meaning and effect.
• effective sentences, containing more than one clause and is used to elaborate and to convey complicated information clearly.
• passive voice to affect the presentation of information in both formal and information situations.
• a range of literary features such as: repetition, short sentences and figurative language to add impact.

• correct punctuation (all of WTS and most of EXS).

• semi-colons to mark the boundaries between two independent clauses.
• colons to make the boundaries between two independent clauses.
• All punctuation is consistently accurate.
• Use punctuation to avoid ambiguity and enhance meaning.

• spelling that is mainly accurate throughout.
• good attempts at the spelling of ambitious vocabulary.
• spelling that is mainly accurate throughout.
• good attempts at the spelling of ambitious vocabulary.
• spelling that is mainly accurate throughout.
• good attempts at the spelling of ambitious vocabulary.

• fluent, legible handwriting.
• handwriting that is maintained to a high personalised standard.