AF5 Writing level 1c I can write simple words and phrases. I can say a sentence and attempt to write it in words. I know why full stops are used in writing or reading. I sometimes use full stops to mark the end of a line rather than a sentence. I can write from left to right and from the top to the bottom of the page. I can use and to link my ideas. I can write using recognisable letters and simple words to convey meaning. I am starting to write in different forms e.g. lists, simple stories etc. I can usually spell CVC words correctly. I can use blends to spell words. Most of my letters are correctly formed. I can use finger spaces I am beginning to show the difference between capital and lower case letters. Writing level 1b I am beginning to join ideas with and. I can sometimes use capital letters. I am beginning to show an understanding of how full stops are used. I can retell stories using simple beginnings, middles and ends. I can put some events in the right order. I am beginning to use story language in my writing e.g. once upon a time; one fine day My writing can usually be read without help I can use words that are appropriate to my writing. Pupil Peer T A I can use my sounds to try to spell tricky words. Most of my letters are formed correctly. I use spaces between words.
My lower case and capital letters can be identified. AF5 Writing level 1a I can write in simple sentences that make sense. I am beginning to join simple sentences with the word and. I can use simple sentence structures in all my writing. My ideas have a beginning, middle and end. I can use simple phrases to show the start or end e.g. once upon a time, one day, the end. I can use full stops and capital letters for at least one sentence. I can make good word choices. I can use interesting words to add detail to my writing. I can usually spell simple high frequency words. I can use sounds to help me to spell. My writing can be read without much help. Most of my letters are correctly formed and are the correct way round. AF5 I use spaces between my words. I show the difference between upper and lower case letters. Writing level 2c I join simple sentences together with the word and. I use full stops and capital letters correctly most of the time. I am beginning to use question marks and exclamation marks I can retell events in the correct order of time. I think about the effect of the words that I choose to use in my writing. I choose from a variety of words which are related to the subject of my writing. I usually spell high frequency words correctly. I can think about other words that sound or look like the word I want to spell.
I can use my letter sounds to spell difficult words. My letters are generally correctly shaped. I don t usually mix capital and lower case letters up within words. AF5 Writing level 2b I can use a range of words to join up sentences for example and, but, because, so. I can use full stops, capital letters, and question marks correctly most of the time. I can use words like he, she, they to make my writing more interesting. I am beginning to use exclamation marks in my writing. I am starting to use a variety of words to start my sentences. I can organise my writing to suit the task e.g. instructions I can group similar ideas together. I am beginning to think about the layout of my writing. I can use time words such as then after before, meanwhile etc. I choose words that fit the topic or story. I know who my writing is for and try to make sure they will like my writing. I make sure my writing will make sense to the reader. I can spell correctly my own easy words that I use a lot and use sounds to help me try to spell tricky words. I can use rhymes and letters patterns to help me spell words e.g. call, ball, fall, tall, patterns like oo, ck, nt. I can write all tall letters with ascenders correctly (t, f, h, k, l, and b). I can write all long letters with descenders correctly (q,y,p,f,g,j).
AF5 Writing Level 2a My sentences start in a variety of ways. I often know when to write in the past or present tense. I can use different simple connectives e.g. because, so. I can use exclamation marks effectively I can use commas in a list. I am beginning to use speech marks. In non-fiction I choose words carefully to explain or describe. I am beginning to use paragraphs to organise my writing. I can present my writing appropriately on paper and on screen. I can write a story in order describing either my characters or the setting. I choose words that are appropriate to the task or purpose of my writing. I am beginning to develop my characters through their actions or dialogue I can spell most words with one syllable. I use my sounds to help me spell longer words with more than one syllable. All my upper and lower case letters are the correct size and shape. Writing Level 3c I am starting to know when to use the first person ( I, we) and the third person (he, she, it, they) in my writing. I can use a range of connectives to show time e.g. first, next, then, after a while, eventually I can use connectives to show causes or reasons e.g. so, because I can use details to add interest to my writing e.g. golden coins or glistening brightly At least half of my sentences use the correct punctuation (capital letters, full stops,? and!). I sometimes use commas to separate items in a list. My stories have a beginning, several events and a simple ending. I am beginning to use paragraphs but I don t always make clear links between paragraphs. In non-fiction I include a short introduction or concluding sentence.
I use headings to organise my non-fiction writing. AF5 I can use interesting adjectives or verbs to help describe a person or thing. I can select nouns to be more specific in my writing e.g. Ferrari instead of car I am beginning to engage my reader s interest through the vocabulary that I use. I use my knowledge of spelling patterns, suffixes and prefixes to help me spell tricky words. I am beginning to join up my handwriting. Writing Level 3b I can use simple and compound sentences with a wider variety of connectives e.g. however, whilst, whenever, therefore. I always use the past tense when writing a story. I can use speech marks to show when a character is speaking e.g. Hello said Bob. I sometimes use question marks and exclamation marks in the right place. I can use complex sentences in my writing e.g. The boy, who was stealing apples, was chased by the farmer s dog. I am beginning to start my sentences with adverbs such as slowly, or carefully. I can write stories which have a beginning, middle and a suitable resolution. I can write stories where events are balanced. I can use paragraphs to group similar ideas. I am beginning to use links between paragraphs. I can develop description of characters by including speech, feelings or emotion using interesting vocabulary. I can write details of events to entertain or amuse my audience or create tension. I often choose words for variety and which add interest and detail I can use adverbs to add detail to actions I can spell many words correctly which have more than one syllable.
Writing Level 3a I can use a variety of sentences for effect e.g. long and short sentences for description or for suspense. I can start sentences in a variety of ways I use subordinating connectives between, at the beginning and in the middle of sentences e.g. We wore our wellies when we played in puddles. When we played in puddles we wore our wellies. I can use commas in a list and to mark clauses. I can punctuate speech correctly within a sentence. When I change events, setting or time in my stories I use paragraphs to start a new section. I organise my writing into paragraphs to show differences of topic, events or processes. My stories are interesting and engaging. All the events in my stories are linked to each other. My narrator will make comments on what is happening in the story. I carefully select details to engage the reader s interest. I can choose my vocabulary to add interest or clarity or to give opinions or persuasion. I describe settings using a variety of devices. I can describe how the narrator or characters react to events in my stories. I can use words to inform, entertain or amuse the reader. I can spell words with more than one syllable containing common prefixes and suffixes correctly. I use my knowledge of spelling patterns, suffixes and prefixes to help me spell new words with more than one syllable.
Writing Level 4C I can use some complex sentence structures to add extra information. I am trying to use different sentence lengths and structures for effect. My use of tense and person is correct. My word order is selected for interest, precision, clarity or economy. I use a new line when each character speaks and to show dialogue. I can use commas in lists and most of my punctuation is correct. I can use an apostrophe for omission e.g. don t, can t, it s. I can use some complex sentence structures to add extra information. I can use an apostrophe for omission e.g. don t, can t, it s. I can structure a story clearly, e.g. beginning, problems, resolution, ending. All sections are linked together and well paced. In non-fiction I have an introduction, conclusion and ordered sections. I can use casual and logical connectives in addition to time connectives e.g. however, therefore I can describe settings in detail using all my senses. I can develop my main characters through description and/or dialogue and create interaction between my characters. I can choose and use verbs, adjectives and adverbs together to make my writing interesting and imaginative. I can spell most longer unfamiliar words, words with more than one syllable, and those containing unstressed vowels or requiring doubling of consonants. In most of my writing my handwriting is legible, accurate and my letters are consistent in style and size. I can adapt my handwriting style for different purposes e.g. using capitals, printing, bold etc.
Writing Level 4b I can vary my sentence starters e.g. ing, ed, ly I can use subordinate clauses to add detail to complex sentences I can extend noun phrases to add detail e.g flickering candle-light I can write using a consistent tense and person with noun verb agreement. I can use the apostrophe for omission and possession e.g. the boy s coat, the teachers staff room, can t, won t, it s. I can sustain and develop my ideas within paragraphs and sections. I can choose an appropriate layout to support the purpose of my writing. I can write paragraphs of varying lengths to achieve pace and emphasis. I can use paragraphs to signal a chance of time, scene, action, mood or person. I can create a balance of dialogue, action and description in my writing. I can sustain and develop my ideas. I can engage the reader by adding or emphasising details. I can create and maintain a viewpoint. I can use the dialogue and actions of characters to carry narrative forward. I can spell past and present tense words correctly. I can write using legible, accurate and consistent letter formation. I can adapt my handwriting style for different purposes.
Writing Level 4a I can vary my sentence structure and sentence length to create deliberate effects. I can write sentences which are appropriate in style and relevant to the text type, audience and purpose. I can use a range of simple and complex sentences to create effect or extend meaning. I always use commas to mark phrases or clauses. I am starting to use a wider range of punctuation e.g. brackets, dashes or colons, semi-colons, ellipses. I am starting to break the conventions of technique such as one word sentences and sentences starting with and. I am beginning to experiment with the order of sections and paragraphs to achieve different effects. I can use a range of connecting words and phrases that are appropriate to my text type. I can control the viewpoint of the narrator telling the story or of the narrator in a non-fiction text. In non-fiction I can reflect on my main points in my conclusion. I can control the viewpoint of the narrator telling the story or of the narrator in a non-fiction text. I can vary the pace of my writing. In non-fiction I can balance my main points and information as appropriate to the purpose. I can use vocabulary appropriate to task, audience, purpose, which has been chosen to convey meaning. I can convey the thoughts and feelings of characters. I can spell adverbs correctly I can spell pluralised words correctly I can use a legible, consistent style of handwriting which is mostly joined. I can adapt my handwriting style for different purposes.
Writing Level 5c I can use sentence variation to contribute to the effectiveness of the writing. I use adverbials of place e.g. walked wearily into the dark forest; or time e.g. in the blink of an eye or manner e.g. stomping angrily to add detail. I can start some sentences with conjunctions such as although, despite, as, since I can use a full range of punctuation appropriately. I can use a range of devices within paragraphs to ensure my writing ideas are linked. In non-fiction writing I write an introduction and a series of logical points. I can create my own layout to present information. I can relate events logically so that my writing makes sense and coverage is good. I can use techniques to involve the reader in my writing. I can make precise word choices. I can construct sentences which are appropriate to the text type. I can use the passive voice to create suspense. I can combine description, action and characterisation effectively. I can experiment with language for example using imagery, alliteration, rhyme and rhythm. I can spell almost all inflected words correctly. I can spell most derivational suffixes and prefixes correctly e.g. happy/unhappy/happiness I can use a legible, accurate and consistent formation of letters. My handwriting is joined. I can adapt my handwriting style for different purposes.
Writing Level 5b I can write complex sentences using subordinate clauses. I can choose connectives that are appropriate to my writing e.g. discursive, explanatory My punctuation is used to convey and clarify meaning and to incorporate speech into longer sentences. I can use punctuation for effect e.g. no! Stop... I can develop my ideas throughout my writing e.g. my conclusion refers back to my opening. In non-chronological writing I can use paragraphs to introduce, develop and conclude. I can comment upon the character s thoughts and feelings. I can maintain the reader s interest by using a variety of narrative techniques. I can use varied and appropriate vocabulary including technical words to enhance precision and economy. I can choose vocabulary to reflect shades of meaning e.g. irritated, angry, furious I can spell almost all inflected words correctly. I can spell most words using prefixes and suffixes correctly. My writing is legible and shows accurate and consistent letter formation. My handwriting is joined. I can adapt my handwriting style for different purposes.
Writing Level 5a I can structure my sentences to have a specific effect upon the reader. I can break with conventions in order to achieve specific effects e.g. starting a series of sentences with and to convey tedium or relentlessness. I can manipulate tenses for effect e.g. diaries written in three tenses e.g. when I woke up this morning; As I write I can hear; Later on I shall... My ideas are coherently organised into paragraphs. I can use a range of devices within paragraphs to achieve cohesion. The chronological or logical sequence of my writing is maintained throughout. In ICT, my presentations are clear, effective and have impact. I can choose the style and form of my writing to suit a specific audience or purpose I can demonstrate control over my language. I can confidently use a variety of vocabulary in order to create effects. I can show a sustained awareness of the reader. I can develop a narrative theme. My use of formal or informal style is consistent. I can spell almost all inflected words correctly. I can spell most words using prefixes and suffixes correctly. My writing is legible and shows accurate and consistent letter formation. My handwriting is joined. I can adapt my handwriting style for different purposes.
Writing Level 6 I have a secure control of complex sentences. I understand how clauses can be manipulated to achieve a range of effects. The length and structure of my sentences suit the text type, audience and purpose. I can use a wide range of punctuation to enhance meaning and effect. Elements of dialogue, action and description are closely interwoven I can maintain an appropriate viewpoint throughout my writing. I can adapt my writing to suit the task, audience or purpose for example using emotive language for persuasion. I can use an impersonal style where appropriate. I can organise my ideas into paragraphs which are varied in length and structure. I can connect my ideas in a variety of ways. I can make imaginative use of the appropriate form such as an introduction, logically ordered points and a concluding phrase or sentence. I can write in a way that engages the reader s interest and evokes an emotional or intellectual response, My vocabulary is imaginatively used to create effects and sustain interest. I can select words, phrases and clauses for shades of meaning and impact. I can spell almost all inflected words correctly. I can spell most words using prefixes and suffixes correctly. My writing is legible and shows accurate and consistent letter formation. My handwriting is joined. I can adapt my handwriting style for different purposes.