The Lancashire Literacy Team. Key Skills in Writing

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1 The Lancashire Literacy Team Key Skills in Writing

2 What are the key skills? The key skills are the age appropriate skills for each year group. These key pieces of learning will support pupils in becoming effective and reflective independent writers. Where have they come from? The key skills have been identified primarily from the objectives in the Primary Framework for Literacy. Other key documents cross referenced in their preparation include the National Curriculum level descriptors, Assessing Pupil Progress in Writing (APP), the overviews of learning from the Primary Framework for Literacy and Mathematics and PIVATs. How are they different from the Primary Framework objectives? There were two main aims in creating Key Skills for Writing. The first aim was to pull out from the objectives the actual skills (as opposed to knowledge and opportunities). The second aim was to write the statements in plain English. How might the key skills be useful? The key skills should help to focus, and be exemplified, during whole class teaching. Taught in the context of lively, engaging and creative units of work, they help to ensure that pupils make progress as writers. Teaching should ensure that skills are modelled and scaffolded and that pupils are given opportunities to apply them in a range of different contexts. Regular teaching of skills would normally take place through a combination of lively 'warm up' sessions (particularly during the earlier phases of the teaching sequence), shared and guided. Pupils will practice applying the skills during independent and guided and have regular opportunities to reflect on how well they have done. To consolidate, children should be encouraged to apply the skills in their cross curricular. Why are the key skills not levelled? The key skills are age appropriate and are therefore particularly suited to supporting whole class teaching. Levelled statements, useful for supporting next steps teaching for groups (including guided ) can be found in Assessment and Progression in Writing on the Lancashire Literacy website.

3 Year Sentence construction and punctuation Group AF 5 and AF6 FS Orally compose a sentence before attempting to write it. Begin to write labels, captions and simple sentences, sometimes using finger spaces, capital letters and full stops. Y1 Y2 Say, and hold in memory whilst, simple sentences which make sense Punctuate simple sentences with capital letters and full stops Use simple connectives to link ideas e.g. and Say, write and punctuate simple and compound sentences Use full stops, capital letters, question marks, exclamation marks (speech marks as appropriate to ability) correctly. Use commas to separate items in a list Use time connectives to start sentences in different ways. Use pronouns Begin to use subordination for time Text structure and organisation AF3 and AF4 Use mark making and emergent as a means of recording and communicating Write different text forms for different purposes, e.g. lists, stories, instructions, labels, captions when directed and independently in role play Write top to bottom and left to right Begin to sequence ideas/events in order Use simple connectives to link ideas Use formulaic phrases to open and close texts Use familiar plots for structuring the opening, middle and end of their stories Orally plan and rehearse ideas. Write in different forms with simple text type features e.g. lists, captions, simple stories when directed and independently in role play Use basic structures appropriate to the text type Use connectives appropriate to the text type to show time and sequence Plan what to write about Sequence ideas/events in an appropriate order Group ideas together in sections/paragraphs Signal openings and closings in different Composition & Effect AF1, AF2 and AF7 Use talk to organise, sequence and clarify thinking, ideas feelings and events Attempt for different purposes, using features of different forms such as lists, stories and instructions Write own name, captions and simple sentences Attempt to use new words Independently choose what to write about, plan and follow it through Convey information and ideas in simple non narrative forms Begin to use key features of narrative Use appropriate, interesting and descriptive vocabulary Plan what to write about Write in a range of texts forms using appropriate text features and register Vary word choices for adjectives and nouns e.g. gigantic egg, ferocious tyrannosaurus Use a variety of technical vocabulary in non-fiction Add details to simple sentences to describe settings and characters

4 Y3 Y4 (When we had finished our work, we went out to play) and reason (I put my coat on because it was raining) Be consistent in past tense and present tense Use a wider range of connectives when creating compound sentences Begin to create complex sentences using connectives to show time and reason, and detail to add interest and variety Use commas in a list correctly Use speech marks correctly Continue to use full stops, capital letters, question marks and exclamation marks consistently Use first person and third consistently Continue to extend the range of connectives to show time, reason, opinion or place Create complex sentences with adverb starters Create complex sentences by using relative clauses Use commas to mark clauses in complex sentences Consistent verb/noun/pronoun agreement Use apostrophes for possession Continue to use full stops, capital letters, commas in a list and, question marks, exclamation marks and speech marks text types Use key features of some text types Use layout features to organise information Plan and write using a range of structures in narrative and non-narrative Vary story openings and endings Write in paragraphs in narrative and nonnarrative Identify and discuss the purpose, audience, language and structures for Use features for a range of text types Writes pieces of increasing length and sustained structures Links are made between paragraphs Decide on the purpose, audience, language and structures for Use language, structural and layout features of a broadening range of text types encountered in reading Show interaction between characters through dialogue Decide on purpose and audience for Plan /map out ideas for and orally rehearse Use precise word and language choices appropriate to the style and purpose of the text e.g. adjectives, verbs, nouns for effect or clarity Decide on purpose and audience for Plan/ map out ideas for, orally rehearse and edit at the point of Develop settings and characterisation using vocabulary to create emphasis, humour, atmosphere, suspense Use a range of technical vocabulary as appropriate to text type Demonstrate clear awareness of the reader Experiment with style and content Write formally when appropriate Y5 Use a selection of planning tools to Edit and improve

5 Y6 sentences using ed openers sentences using ing openers sentences using simile starters Use subordination at the beginning and within sentences Use accurate speech punctuation and layout Combine direct and reported speech sentences beginning with conjunctions sentences using conditionals Manipulate sentences to create particular effects Use the full range of punctuation appropriately organise ideas for Organise narrative with opening, buildup, problem, resolution and ending Uses paragraphs to organise information and key ideas Maintain cohesion through connections and links Achieve coherence through paragraphs, nouns and pronouns who or what is being referred to Choose appropriate text-form and type for all across the curriculum Blend action, dialogue and description in narrative Organise information logically to achieve coherence Balance coverage of a topic in non-fiction texts Deviate narrative from linear or chronological sequence flashbacks/simultaneous actions Controls process from stimulus to outcome Combine text-types to create hybrid texts Choose or create publishing format to enhance text-type and engage readers written and ICT Use features of text types with increasing confidence Develop character through action, dialogue and description Use adventurous vocabulary to describe setting, mood and character; engage reader's interest; introduce opinion or persuasion Uses emotive language to manipulate the reader Uses rational language to suggest authority and credibility Character and viewpoint are maintained consistently Make conscious choices about techniques to engage the reader including appropriate tone and style Main features of text types are apparent Maintain balance and viewpoint; sustain and develop ideas; vary pace Select vocabulary and language effects, appropriate to task, audience and purpose, for precision and impact Use description, action and dialogue to show characterisation Use active and passive voice to achieve intended effects Breaks conventions to achieve effects e.g. repeated use of and to convey tedium. Non-standard English dialogue to convey character

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