Writing Skills and Coverage Ladder

Transcription Transcription

Spelling**

Writing: Writing: KS1 KS2

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

To know all letters of To segment spoken To spell words with / To spell words with / To spell words with To spell words the alphabet and the words into phonemes eɪ/ sound spelt ‘ei’, ‘eigh’, shuhn/ endings spelt endings that sound like / ending in -able and sounds which they most and to represent these or ‘ey’ (.g. vein, weigh, with ‘sion’ (if the root shuhs/ spelt with -cious -ably (e.g. adorable/ commonly represent. with graphemes, spelling eight, neighbour, they, word ends in ‘se’, ‘’ or (e.g. vicious, precious, adorably, applicable/ many of these words obey). ‘d’, e.g. division, invasion, conscious, delicious, applicably, considerable/ To recognise consonant correctly and making confusion, decision, considerably, tolerable/ malicious, suspicious). digraphs which have phonically-plausible To spell words with the collision, television). tolerably). been taught and the /ɪ/ sound spelt ‘y’ in attempts at others. To spell words with sounds which they position other than at To spell words with a / To spell words ending represent. To recognise new ways the end of words (e.g. shuhn/ sound spelt with endings that sound like / in -ible and -ibly (e.g. of spelling phonemes mystery, gym). ‘ssion’ (if the root word shuhs/ spelt with –tious possible/possibly,

Phonics and Spelling Rules Spelling and Phonics To recognise vowel for which one or more ends in ‘ss’ or ‘mit’, e.g. or -ious (e.g. ambitious, horrible/horribly, terrible/ digraphs which have spellings are already To spell words with a expression, discussion, cautious, fictitious, terribly, visible/visibly, been taught and the known and to learn /k/ sound spelt with confession, permission, infectious, nutritious). incredible/incredibly, sounds which they some words with each ‘ch’ (e.g. scheme, admission). sensible/sensibly). represent. spelling, including some chorus, chemist, echo, To spell words with common homophones character). To spell words with a / ‘silent’ letters (e.g. doubt, To spell words with a To recognise words with (e.g. bare/bear, blue/ shuhn/ sound spelt with island, lamb, solemn, long /e/ sound spelt adjacent consonants. To spell words ending blew, night/knight). ‘tion’ (if the root word thistle, knight). ‘ie’ or ‘ei’ after ‘c’ (e.g. in the /g/ sound spelt ends in ‘’ or ‘t’ or has deceive, conceive, To accurately spell most To apply further Y2 ‘gue’ and the /k/ sound no definite root, e.g. receive, perceive, ceiling) words containing the To spell words spelling rules and spelt ‘que’ (e.g. league, invention, injection, action, and exceptions (e.g. 40+ previously taught containing the letter guidance*, which tongue, antique, unique). hesitation, completion). protein, caffeine, seize). phonemes and GPCs. string ‘ough’ (e.g. ought, includes: To spell words with a / To spell words with a / bought, thought, nought, To spell words with To spell some words in • the /dʒ/ sound sh/ sound spelt with shuhn/ sound spelt with brought, fought, rough, endings which sound a phonically plausible spelt as ‘’ and’ ‘ch’ (e.g. chef, chalet, ‘cian’ (if the root word tough, enough, cough, like /shuhl/ after a vowel way, even if sometimes dge’ (e.g. fudge, machine, brochure). ends in ‘c’ or ‘cs’, though, although, dough, letter using ‘cial’ (e.g. incorrect. huge) or spelt as through, thorough, official, special, artificial). To spell words with a e.g. musician, electrician, To apply Y1 spelling ‘g‘ or ‘j’ elsewhere borough, plough, bough). short // sound spelt magician, politician, To spell words with rules and guidance*, in words (e.g. with ‘ou’ (e.g. young, mathematician). endings which sound which includes: magic, adjust); touch, double, trouble, like /shuhl/ after a vowel country). To spell words with the • the sounds /f/, /l/, • the /n/ sound spelt letter using ‘tial’ (e.g. /s/ sound spelt with ‘sc’ partial, confidential, /s/, /z/ and /k/ spelt ‘kn’ and ‘gn’ (e.g. To spell words ending (e.g. sound spelt with ‘sc’ essential). ‘ff’, ‘ll’, ‘ss’, ‘zz’ and knock, gnaw); with the /zher/ sound

‘ck’ and exceptions; • the /r/ sound spelt spelt with ‘sure’ (e.g. (e.g. science, scene, ‘wr’ (e.g. write, measure, treasure, discipline, fascinate, • the /ŋ/ sound spelt written); pleasure, enclosure). crescent). ‘n’ before ‘k’ (e.g. bank, think); • the /l/ or /əl/ sound To spell words ending spelt –le (e.g. little, with the /cher/ sound • dividing words into middle) or spelt – spelt with ‘ture’ (e.g. syllables (e.g. rabbit, (e.g. camel, tunnel) creature, furniture, picture, carrot); or spelt –al (e.g. nature, adventure). metal, hospital) or • the /tʃ/ sound is spelt –il (e.g. fossil, usually spelt as ‘tch’ nostril); and exceptions; • the /aɪ/ sound spelt • the /v/ sound at the –y (e.g. cry, fly, July); end of words where the letter ‘e’ usually • adding – to nouns needs to added and verbs ending in (e.g. have, live); –y where the ‘y’ is changed to ‘’ before • adding -s and -es the –es (e.g. flies, to words (plural of tries, carries); nouns and the third person singular of • adding –ed, –ing, – verbs); and –est to a root word ending in –y • adding the endings (e.g. skiing, replied) –ing, –ed and –er and exceptions to to verbs where no the rules; change is needed to the root wood (e.g. • adding the endings buzzer, jumping); –ing, –ed, –er, –est and –y to words • adding –er and –est ending in –e with to adjectives where a consonant no change is needed before (including to the root word (e.g. exceptions); fresher, grandest); • adding –ing, –ed, • spelling words with –er, –est and –y to the vowel digraphs words of one syllable and trigraphs: ending in a single - ‘ai’ and ‘oi’ (e.g. rain, consonant letter wait, train, point, soil); after asingle vowel letter (including

- ‘oy’ and ‘ay’ (e.g. day, exceptions); toy, enjoy, annoy); • the /ɔ:/ sound (or) - a–e, e–e, i–e, –e spelt ‘a’ before ‘l’ and and u–e (e.g. made, ’ll’ (e.g. ball, always); theme, ride, woke, tune); • the /ʌ/ sound spelt ‘o’ (e.g. other, - ‘ar’ (e.g. car, park); mother, brother);

- ‘ee’ (e.g. green, week); • the /i:/ sound spelt –ey: the plural forms - ‘ea’ (e.g. sea, dream); of these words are made by the addition - ‘ea’ (e.g. meant, of -s (e.g. donkeys, bread); monkeys); - ‘er’ stressed sound • the /ɒ/ sound spelt (e.g. her, person); ‘a’ after ‘w’ and ‘qu’ - ‘er’ unstressed (e.g. want, quantity, sound (e.g. better, squash) under); • the /ɜ:/ sound spelt

- ‘ir’ (e.g. girl, first, ‘or’ after ‘w’ (e.g. third); word, work, worm);

- ‘ur’ (e.g. turn, church); • the /ɔ:/ sound spelt ‘ar’ after ‘w’ (e.g. - ‘oo’ (e.g. food, soon); warm, towards);

- ‘oo’ (e.g. book, good); • the /ʒ/ sound spelt ‘s’ (e.g. television, - ‘oa’ (e.g. road, coach); usual). - ‘’ (e.g. toe, goes);

- ‘ou’ (e.g. loud, sound);

- ‘ow’ (e.g. brown, down);

- ‘ow’ (e.g. own, show);

- ‘’ (e.g. true, rescue, Tuesday);

- ‘ew’ (e.g. new, threw);

- ‘ie’ (e.g. lie, dried);

- ‘ie’ (e.g. chief, field);

- ‘igh’ (e.g. bright, right);

- ‘or’ (e.g. short, morning);

- ‘ore’ (e.g. before, shore);

- ‘aw’ (e.g. yawn, crawl);

- ‘au’ (e.g. author, haunt);

- ‘air’ (e.g. hair, chair);

- ‘ear’ (e.g. beard, near,

year);

- ‘ear’ (e.g. bear, pear, wear);

- ‘are’ (e.g. bare, dare, scared);

• spelling words ending with –y (e.g. funny, party, family);

• spelling new consonants ‘ph’ and ‘wh’ (e.g. dolphin, alphabet, wheel, while);

• using ‘k’ for the /k/ sound (e.g. sketch, kit, skin).

Common Common

Exceptio n To spell all Y1 common To spell most Y1 and Y2 To spell many of the Y3 To spell all of the Y3 and To spell many of the Y5 To spell all of the Y5 and

Words exception words common exception words and Y4 statutory spelling Y4 statutory spelling and Y6 statutory spelling Y6 statutory spelling correctly.* correctly. words correctly. words correctly. words correctly. words correctly.

To spell days of the week correctly.

To use -s and -es to form To add suffixes to spell To spell most words with To correctly spell most To convert nouns or To use their knowledge regular plurals correctly. most words correctly in the prefixes dis-, mis-, words with the prefixes adjectives into verbs of adjectives ending in their writing, e.g. –ment, bi-, re- and de- correctly in-, il-, im-, ir-, sub-, super-, using the suffix -ate -ant to spell nouns ending To use the prefix ‘un-’ –ness, –ful, –less, –ly. (e.g. disobey, mistreat, anti-, auto-, inter-, ex- and (e.g. activate, motivate in -ance/-ancy (e.g. accurately. bicycle, reapply, defuse). non- (e.g. incorrect, illegal, communicate). observant, observance, impossible, irrelevant, expectant, hesitant, To successfully add the To spell most words substandard, superhero, To convert nouns or hesitancy, tolerant, suffixes –ing, –ed, –er with the suffix -ly with no autograph, antisocial, adjectives into verbs tolerance, substance). and –est to root words change to the root word; intercity, exchange, using the suffix -ise where no change is Prefixes and Suffixes and Prefixes root words that end nonsense). (e.g. criticise, advertise, To use their knowledge needed in the spelling in ‘le’,‘al’ or ‘ic’ and the capitalise). of adjectives ending of the root words (e.g. exceptions to the rules. To form nouns with in -ent to spell nouns helped, quickest). the suffix -ation (e.g. To convert nouns or ending in -ence/-ency To spell words with information, adoration, adjectives into verbs (e.g. innocent, innocence, added suffixes beginning sensation, preparation, using the suffix -ify (e.g. decent, decency, with a vowel (-er/-ed/- admiration). signify, falsify, glorify). frequent, frequency, ing) to words with confident, confidence, To convert nouns or more than one syllable To spell words with obedient, obedience, adjectives into verbs (unstressed last syllable, the suffix -ous with no independent). e.g. limiting offering). change to root words, using the suffix - no definitive root word, (e.g. blacken, brighten, To spell words by adding To spell words with words ending in ‘y’, ‘our’ flatten). suffixes beginning added suffixes beginning or ‘e’ and the exceptions with vowel letters to with a vowel (-er/-ed/- to the rule (e.g. joyous, words ending in -fer en/-ing) to words with fabulous, mysterious, (e.g. referring, referred, more than one syllable rigorous, famous, referral, preferring, (stressed last syllable, advantageous). preferred, transferring, e.g. forgotten beginning). transferred, reference, referee, preference, transference).

To spell simple To spell more words with To spell some more To spell words that To spell complex To spell homophones and compound words (e.g. contracted forms, e.g. complex homophones use the possessive homophones and near- near homophones that dustbin, football). can’t, didn’t, hasn’t, couldn’t, and near-homophones, with plural homophones, including include nouns that end in it’s, I’ll. including here/hear, words, including irregular who’s/whose and -ce/-cy and verbs that end To read words that they brake/break and mail/ plurals (e.g. girls’, boys’, stationary/stationery. in -se/-sy (e.g. practice/ have spelt. To learn the male. babies’, children’s, men’s, practise, licence/license, possessive singular mice’s). To use the first three or advice/advise). To use the first two or four letters of a word to To take part in the apostrophe (e.g. the To use their spelling three letters of a word check spelling, meaning To spell words that process of segmenting girl’s book). knowledge to use a Further spoken words into to check its spelling in a dictionary more or both of these in a contain hyphens (e.g. phonemes before To write, from memory, dictionary. efficiently. dictionary. co-ordinate, re-enter, co- choosing graphemes to simple sentences operate, co-own).

represent those dictated by the teacher To use a knowledge

Spelling Conventions Spelling phonemes. that include words using of morphology and the GPCs, common etymology in spelling exception words and and understand that punctuation taught so far. the spelling of some words needs to be learnt To segment spoken specifically. words into phonemes To use dictionaries and and to then represent all thesauruses to check the of the phonemes using spelling and meaning of graphemes in the right words and confidently order for both for find synonyms and single- syllable and antonyms. multi-syllabic words.

To self-correct misspellings of words that pupils have been taught to spell (this may require support to recognise misspellings).

Transcription

Handwriting

Writing: Writing: KS1 KS2

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Letter Formation, Placement and Positioning and Placement Formation, Letter To write lower case and To write capital letters To use a neat, joined To increase the legibility, To increase the speed of To write legibly, fluently capital letters in the and digits of the correct handwriting style with consistency and quality their handwriting so that and with increasing speed correct direction, starting size, orientation and increasing accuracy and of their handwriting [e.g problems with forming by: and finishing in the right relationship to one speed. by ensuring that the letters do not get in the place with a good level of another and to lower case downstrokes of letters are way of writing down what -choosing which shape of consistency. letters. parallel and equidistant; they want to say. a letter to use when given that lines of writing are choices and deciding To sit correctly at a To form lower case letters spaced sufficiently so To be clear about what whether or not to join table, holding a pencil of the correct size, relative that the ascenders and standard of handwriting specific letters; comfortably and correctly. to one another. descenders of letters do is appropriate for a - choosing the writing not touch]. particular task, e.g. To form digits 0-9. To use spacing between quick notes or a final implement that is best words that reflects the handwritten version. suited for a task. To understand which size of the letters. letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these.

Joining Letters Joining To begin to use the To continue to use the To confidently use To confidently use To recognise when to use diagonal and horizontal diagonal and horizontal diagonal and horizontal diagonal and horizontal an unjoined style (e.g. strokes needed to join strokes that are needed joining strokes throughout joining strokes throughout for labelling a diagram letters. to join letters and to their independent writing their independent writing or data, writing an email understand which letters, to increase fluency. in a legible, fluent and address or for algebra) when adjacent to one speedy way. and capital letters (e.g. for another, are best left filling in a form).

unjoined. composition

Writing: KS1 KS2

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

To say out loud what they To write narratives about To begin to use ideas To compose and rehearse To plan their writing by To note down and develop are going to write about. personal experiences and from their own reading sentences orally (including identifying the audience initial ideas, drawing on those of others (real and and modelled examples to dialogue), progressively for and purpose of the reading and research To compose a sentence fictional). plan their writing. building a varied and writing, selecting the where necessary. orally before writing it. rich vocabulary and appropriate form and To write about real events. To proofread their own an increasing range of using other similar writing To use further To sequence sentences to and others’ work to check sentence structures. as models for their own. organisational and form short narratives. To write simple poetry. for errors (with increasing presentational devices to accuracy) and to make To consistently organise To consider, when structure text and to guide To discuss what they have To plan what they are improvements. their writing into planning narratives, how the reader (e.g. headings, written with the teacher or going to write about, paragraphs around a authors have developed bullet points, underlining). other pupils. including writing down To begin to organise their theme to add cohesion characters and settings Planning, Writing and Editing Writing Planning, ideas and/or key words writing into paragraphs To use a wide range of To reread their writing to and to aid the reader. in what pupils have and new vocabulary around a theme. devices to build cohesion check that it makes sense read, listened to or seen To proofread consistently within and across and to independently To encapsulate what they performed. To compose and rehearse and amend their own and paragraphs. begin to make changes. want to say, sentence by sentences orally (including others’ writing, correcting To proofread work to sentence. dialogue). To habitually proofread for To read their writing aloud errors in grammar, précis longer passages spelling and punctuation clearly enough to be heard To make simple additions, punctuation and spelling by removing unnecessary errors. by their peers and the revisions and corrections and adding nouns/ repetition or irrelevant pronouns for cohesion. details. teacher. to their own writing by To propose changes to evaluating their writing vocabulary, grammar and To use adjectives to To consistently link ideas with the teacher and other punctuation to enhance describe. across paragraphs. pupils. effects and clarify To proofread their work to meaning. To reread to check that assess the effectiveness their writing makes sense of their own and others’ To recognise how words and that the correct tense writing and to make are related by meaning as is used throughout. necessary corrections and synonyms and antonyms and to use this knowledge To proofread to check improvements. to make improvements to for errors in spelling, their writing. grammar and punctuation (e.g. to check that the ends of sentences are punctuated correctly).

Awareness of Awareness Audience, To use a number of simple To write for different To demonstrate an To write a range of To consistently produce To write effectively for a features of different purposes with an increasing understanding narratives and non-fiction sustained and accurate range of purposes and text types and to make awareness of an of purpose and audience pieces using a consistent writing from different audiences, selecting the relevant choices about increased amount of by discussing writing and appropriate structure narrative and non-fiction appropriate form and subject matter and fiction and non-fiction similar to that which they (including genre-specific genres with appropriate drawing independently appropriate vocabulary structures. are planning to write in layout devices). structure, organisation on what they have read choices. order to understand and and layout devices for a as models for their To start to engage readers To use new vocabulary learn from its structure, To write a range of range of audiences and own writing (including by using adjectives to from their reading, their vocabulary and grammar. narratives that are well- purposes. literary language, describe. discussions about it (one- structured and well-paced. characterisation, structure,

to-one and as a whole To begin to use the To describe settings, Purpose and Structure Purpose etc.). class) and from their structure of a wider range To create detailed characters and wider experiences. of text types (including settings, characters atmosphere with carefully- To distinguish between the use of simple layout and plot in narratives to chosen vocabulary to the language of speech To read aloud what devices in non-fiction). engage the reader and to enhance mood, clarify and writing and to choose they have written with add atmosphere. meaning and create pace. the appropriate level of appropriate intonation to To make deliberate formality. make the meaning clear. ambitious word choices to To begin to read aloud To regularly use dialogue

add detail. their own writing, to to convey a character and To select vocabulary and a group or the whole to advance the action. grammatical structures that To begin to create settings, class, using appropriate reflect what the writing characters and plot in intonation and to control the To perform their own requires (e.g. using narratives. tone and volume so that the compositions confidently contracted forms in meaning is clear. using appropriate dialogues in narrative; using intonation, volume passive verbs to affect how and movement so that information is presented; meaning is clear. using modal verbs to suggest degrees of possibility).

Writing: Writing:

Grammar KS1 KS2

Punctuation

Vocabulary, Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

and

To use simple sentence To use the present tense To try to maintain the To always maintain an To use a range of adverbs To ensure the consistent structures. and the past tense mostly correct tense (including accurate tense throughout and modal verbs to and correct use of tense correctly and consistently. the present perfect tense) a piece of writing. indicate degrees of throughout all pieces throughout a piece of possibility, e.g. surely, of writing, including the To form sentences writing with accurate To always use Standard perhaps, should, might, correct subject and verb with different forms: subject/verb agreement. English verb inflections etc. agreement when using

Sentence Construction and Tense Construction Sentence statement, question, accurately, e.g. ‘ were’ singular and plural. exclamation, command. To use ‘a’ or ‘an’ correctly rather than ‘we was’ and ‘I To ensure the consistent throughout a piece of did’ rather than ‘I done’. and correct use of tense To use some features of writing. throughout all pieces of written Standard English. writing.

To use the joining word To using co-ordination To use subordinate To use subordinate To use a wide range of To use the subjunctive Use of Phrases of Use (conjunction) ‘and’ to link (or/and/but). clauses, extending the clauses, extending the linking words/phrases form in formal writing. ideas and sentences. range of sentences with range of sentences between sentences To use some more than one clause by with more than one and paragraphs to build To use the perfect To begin to form simple subordination (when/if/ using a wider range of clause by using a wider cohesion, including time form of verbs to mark compound sentences. that/because). conjunctions, including range of conjunctions, adverbials (e.g. later), relationships of time and when, if, because, and which are sometimes in place adverbials (e.g. cause. To use expanded noun although. varied positions within nearby) and number (e.g. phrases to describe and To use the passive voice.

sentences. secondly).

and Clauses specify (e.g. the blue To use a range of To expand noun phrases To use relative clauses To use question tags in butterfly). conjunctions, adverbs and with the addition of beginning with a relative informal writing. prepositions to show time, ambitious modifying pronoun with confidence place and cause. adjectives and (who, which, where, when, prepositional phrases, e.g. whose, that and omitted the heroic soldier with an relative pronouns), e.g.

unbreakable spirit. Professor Scriffle, who was a famous inventor, To consistently choose had made a new nouns or pronouns discovery. appropriately to aid cohesion and avoid repetition, e.g. he, she, they, it.

To use capital letters for To use the full range of To use the full range of To use all of the To use commas To use the full range of names, places, the days of punctuation taught at key punctuation from previous necessary punctuation in consistently to clarify punctuation taught at the week and the personal stage 1 mostly correctly year groups. direct speech, including a meaning or to avoid key stage 2 correctly, pronoun ‘I’. including: comma after the reporting ambiguity. including consistent and

Punctuation To punctuate direct clause and all end accurate use of semi- To use finger spaces. - capital letters, full stops, speech accurately, punctuation within the To use brackets, dashes colons, dashes, colons, question marks and including the use of inverted commas. or commas to indicate hyphens, and, when To use full stops to end exclamation marks; inverted commas. parenthesis. necessary, to use such sentences. To consistently use punctuation precisely to - commas to separate for singular enhance meaning and To begin to use question lists; and plural possession. marks and exclamation avoid ambiguity. marks. - apostrophes to mark singular possession and contractions. To recognise and use the To recognise and use the To recognise and use To recognise and use To recognise and use the To recognise and use

Terminology terms letter, capital letter, terms noun, noun phrase, the terms preposition, the terms determiner, terms modal verb, relative the terms subject, object,

of Use word, singular, plural, statement, question, conjunction, word family, pronoun, possessive pronoun, relative clause, active, passive, synonym, sentence, punctuation, full exclamation, command, prefix, clause, subordinate pronoun and adverbial. parenthesis, bracket, dash, antonym, ellipsis, hyphen, stop, question mark and compound, suffix, clause, direct speech, cohesion and ambiguity. colon, semi-colon and exclamation mark. adjective, adverb, verb, consonant, consonant bullet points. present tense, past tense, letter, vowel, vowel letter apostrophe and comma. and inverted commas (or speech marks).

*These are detailed in the word lists within the spelling appendix to the national curriculum (English appendix 1). Teachers should refer to these to exemplify the words that pupils should be able to read as well as spell. ** All LKS2 and UKS2 spelling rules are broken down to match the Twinkl spelling overviews for Y3, Y4, Y5 and Y6.