2 Introduction Success criteria help children to understand what you are looking for in a piece of writing. These resources help children from Reception to Year 6 to become confident, self-evaluating writers. Each statement may be used as an individual teaching point, taking one lesson or a number of lessons culminating in a finished piece of writing. The layout encourages self-evaluation by children as well as providing a feedback device for teachers. Suggested uses: Use as a self evaluation tool for children. Use as a marking or feedback sheet, indicating where children have been successful. Use each criterion to evaluate published texts and as teaching points towards your ultimate goal. Attach children s work to the photocopied sheet, with both teacher s and the child s evaluation and place in a learning log. When writing across the curriculum, use the success criteria from previously taught writing skills so that children produce work of the same high standard. (Eg Year 4 children writing instructions in science help them to write GOOD instructions by providing them with the success criteria you used the last time they wrote instructions).
4 I can write a story with a pattern I can describe the place where the story happens I can describe the characters I can make something happen I can make a rhythm I can use words that start with the same letter I can spell the word and I can use CAPITALS to show noisy words What could I do to improve my story next time?
5 I can write an action rhyme My chant is good for playground games My chant has a repeating rhythm My chant has a rhyme patter My chant is fun to say out loud What could I do to improve my action chant next time?
6 I can write a traditional tale I have used traditional language I have described the characters I have told the reader details: who, what, where, when, how? I have shown the problem I used Suddenly and something happened I solved the problem I used words that start with the same letter I gave the ending a moral What could I do to improve my traditional tale next time?
7 I can write instructions I say it before I write it I think before I write I can write in a list I can use numbers to show the order I used bossy words I started with a verb What could I do to improve my instructions next time?
8 I can write stories with a pattern I used describing words I say it before I write it I can hear and write sounds in words I used a full stop at the end of a sentence I used capital letters correctly I used a title What could I do to improve my story next time?
9 I can write signs I think before I write I helped to make a sign using the computer My sign gives clear information I used size and colour to get my sign noticed I can read my sign What could I do to improve my signs next time?
10 I can write a list I think before I write I write lists going down the page I don t use joining words My list gives information I used the sounds in words to help me spell I can read my list back My list makes sense What could I do to improve my list next time?
11 I can write a poem I said it before I wrote it I used capital letters at the start of lines I repeated some words I used capital letters at the start of names I used some rhyming words What could I do to improve my poem next time?
12 I can write my own nursery rhyme I say it before I write it I can hear and write sounds in words I used a full stop at the end of a sentence I used capital letters correctly I always put spaces between words I used rhyming words at the end of lines I can read my new nursery rhyme What could I do to improve my nursery rhyme next time?
13 I can recount something I planned my writing I answered w questions My sentences are in the right order I used helpful words to order my sentences I used full stops correctly I can read my recount back What could I do to improve my recount next time?
14 I can write longer stories with a pattern I planned my sentences I used full stops at the end of my sentences I put spaces between my words I used capital letters correctly I can read my story back What could I do to improve my story next time?
15 I can write modern poetry I say it before I write it I can hear and write sounds in words I used a full stop in the end of a sentence I used capital letters correctly at the star of lines I put spaces between words I use rhyming words at the end of lines I can generate a rhyme I can read my new poem aloud What could I do to improve my poem next time?
16 I can write instructions and lists I know what a list is I planned my writing I made a list I tried to write sounds in words I used useful words I can read my list I can read my instructions What could I do to improve my instructions and lists next time?
17 I can write a report My report gives information My report answers questions I have used captions I can write my name as author I have given my book a title What could I do to improve my report next time?
18 I can write a fairy tale I used fairy tale language I described my characters I tried to hear and write sounds in words I used words that started with the same letter (alliteration) I can tell my story in sequence I can read my story What could I do to improve my fairy tale next time?
19 Year 1
20 I can write an information book My front page is clear (the reader can predict content from the cover) I have used questions to interest the reader My labels and diagrams are clear I have used full stops and capital letters My sentences make sense The information selected is appropriate The information can be found using the contents page and index What could I do to improve my book next time?
21 I can write instructions My title explains what the instructions will help you to do My What you need box lists materials in order My instructions are written in clear, sequenced steps My instructions are written in the imperative (giving an order) My instructions are written in short sentences I have used language to show the order ( first then next ) My beginning statement interests the reader My end statement wraps up my writing My instructions can be used successfully? What could I do to improve my instructions next time?
22 I can write a traditional story I have used a traditional story start My beginning creates a setting My beginning introduces the characters In the middle of my story one event leads to the next I have used descriptive language My story ending resolves the problem I have used a traditional story ending What could I do to improve my story next time?
23 I can make a dictionary I have written each word in my dictionary clearly I have illustrated each dictionary entry clearly to help the reader locate information I have written my definitions in full sentences My definitions are clear and concise What could I do to improve my dictionary next time?
24 I can write a story with a pattern My front cover includes a title My front cover includes the author s name (my own name) My story follows the repetitive pattern shown in a story read by the teacher I have changed words from the teacher s story to create a new version My pictures match the text well My writing makes sense What could I do to improve my story next time?
25 I can write a story in a fantasy world My story beginning introduces the character In the middle of my story one event leads to the next I introduce a problem for my character I have used describing words I have used simile ( it was LIKE something) I have used short sentences to make my story exciting My story ending solves the problem for the character I have given my story a happy ending (possibly a traditional story ending) What could I do to improve my story next time?
26 I can write about fairy tale characters I have described physical features accurately and used adjectives I have used appropriate words to describe a character s personality I have used a capital letter for I I can refer back to the text for evidence What could I do to improve my fairy tale character next time?
27 I can write poems with a pattern I cab use rhyme I can use words that start with the same letter (alliteration) My poem uses a chorus or repeated line It includes describing words It uses correct punctuation Mywriting makes sense What could I do to improve my poem next time?
28 I can write lists and captions My list is written with each item on a new line, one beneath the other My list is not written in full sentences My list uses no punctuation My caption includes a clear picture My first sentence tells the reader what the object is My second sentence gives more information What could I do to improve my work next time?
29 I can write a recount My recount contains a scene-setting opening I recounted events in the right order I used time connectives I used the past tense I used details to bring events alive I used specific names of people, places, objects and so on. I recounted things of interest/amusement I write as if I was telling a story of what happened I ended with comments on events What could I do to improve my recount next time?
30 I can write poems on a theme I used adjectives to add detail I used alliteration (words that start with the same letter) I used onomatopoeia (words that sound like their meaning) I used CAPITAL LETTERS for effect My writing makes sense I used capital letters at the beginning of each line I used commas at the end of each line apart from the last line in each verse, where I used a full stop What could I do to improve my poem next time?
31 I can write poems with a pattern I have carefully selected words to create strong images My poem includes onomatopoeia (words that sound like their meaning) It includes alliteration (words that start with the same letter) It includes rhyme It includes personification (making it into a person) I have used a capital letter at the beginning of every line My writing makes sense What could I do to improve my poem next time?
32 I can write a story with a familiar setting I used a capital letter for the word I I used a capital letter at the beginning of each sentence I used a full stop at the end of each sentence My work makes sense I wrote as if telling the story of what happened What could I do to improve my story next time?
33 YEAR 2
34 I can write a story with a familiar setting I used verbs in the past tense I wrote a description of... I wrote about a character in the third person I began sentences with time phrases to move the story on: Sometimes, Now and again. I used powerful verbs to show how characters were acting I used exciting verbs I used exclamation marks after exciting sentences I included a change of setting What could I do to improve my story next time?
35 I can write instructions I used a How to heading I used an introduction to hook the reader I used a You will need subheading I gave two lists: equipment and materials I used numbered instructions in the right order I used a bossy verb in the present tense to begin each instruction I used an impersonal tone (no you or I ) I linked diagrams to instructions I used labels, arrows, lines and keys I included a short conclusion to suggest the next action What could I do to improve my instructions next time?
36 I can write explanations I used the present tense I used a heading in a large, clear font My main text is written in the order that things happen I used illustrations and diagrams with labels and captions I used arrows to show the order things happen I used subheadings to give extra information I used sentences beginning with a capital letter and ending with a full stop What could I do to improve my explanation next time?
37 I can present information My front cover and title give clues to contents I included a contents page to guide reader My first sentence gives the topic and an important fact I used headings and subheadings to organise information I used questions as headings to hook the reader I used the present tense I used captions to give more information about illustrations I used labelled diagrams to help the reader I included a blurb on the back cover to hook the reader a blurb What could I do to improve my information text next time?
38 I can put things in alphabetical order : Glossary I listed the words in alphabetical order I used colour or bold print for the key word I explained the meaning clearly without using the word itself I put the word into a sample sentence I used highlighter or bold print for the key word in the main text What could I do to improve my glossary next time?
39 I can write stories with a familiar setting (advanced) My story begins with direct speech I wrote in the past tense I used direct speech to carry the story forward I started a new line when a new character speaks I used time phrases to move the story on My story has a clear beginning, middle and ending I have hidden my title at the beginning and end of my story What could I do to improve my story next time?
40 I can write a traditional story I used a traditional story start I introduced and described the main character I described the setting I introduced the task using direct speech I described the journey of the character I introduced and described another character I used direct speech when characters met I used repetitive language I resolved the problem well I used a traditional story ending What could I do to improve my traditional tale next time?
41 YEAR 3
42 I can write a story with a familiar setting My story opening includes a setting using the time of day and/or time of year I described what the weather is like I described what you can see, hear, smell, touch, taste I used powerful verbs I used adjectives I used similes My story opening includes two named characters I used dialogue, with correct punctuation I used powerful verbs after speech I said what the characters are doing (when they are speaking) using powerful verbs What could I do to improve my story next time?
43 I can write a shape poem My shape poem uses well-chosen words I used powerful verbs ( bellowed instead of said I used adjectives (describing words) I used alliteration (words beginning with the same letter) I used onomatopoeia (words that sound like their meaning) I used simile ( comparing two things with words such as like or as ) I used precise nouns (names) I used rhyming words I used a layout that is the shape of the subject What could I do to improve my poem next time?
44 I can write Non- Chronological Reports I planned my report using a mind map I used clear, bold writing for my page title I included an introductory paragraph I included subheadings some written as questions to interest the reader I used technical words to do with the subject I included labelled diagrams I wrote captions for pictures and diagrams I organised information into paragraphs and linked them to the categories in my mind map I used present tense (or past tense for historical reports) I included facts or pieces of information written in sentences I used only factual adjectives I used full stops and capital letters in the right places I included a question to the reader, for example Did you know? What could I do to improve my report next time?
45 I can write traditional stories I used a traditional opening I used adjectives to describe the characters I used time connectives to move on to the next part of the story I used speech to: tell the reader what jobs the goody has to do; introduce the magic character; describe the baddies I included magic and a warning I included a traditional ending What could I do to improve my story next time?
46 I can write myths My myth includes a beginning, a build-up, a problem, a resolution and an ending I used a traditional opening and ending I used adjectives and powerful verbs to help describe characters I used alliteration I used repetitive sentences I included speech between the main characters I used time connectives I included a phrase that contains an adverb I included a sentences with but in it I included a question What could I do to improve my myth next time?
47 I can write instructions My set of instructions includes a heading, an introduction, a list of equipment, stepby-step instructions and a note or tip at the end I used bullet points, numbers or connectives to make the order clear I used diagrams to make the instructions easy to follow I used imperative or bossy verbs to start instructions I made good use of adjectives, adverbs and special or technical words to be precise I used conjunctions to join two ideas together I used a comma to separate ideas I made good use of different fonts and styles, including bold, italic and capitals I used capital letters at the beginning of sentences and for special names I have asked someone to try out my instructions to see if they are easy to follow What could I do to improve my instructions next time?
48 I can review books by the same author My book review includes the title, the name of the author and the illustrator, with capital letters in the correct places. I included my name and age in brackets I used a question with a question mark at the beginning to interest the reader I wrote a short summary of the main events in the story but did not include the ending I used adjectives to describe the main characters and powerful verbs to describe the action I used capital letters for the names of the main characters I used sentences with because in them when giving my opinion I gave my recommendation I gave a star rating or marks out of ten I used the present tense I used the first person ( I, me my ) What could I do to improve my book review next time?
49 I can write a letter I wrote my address on the right-hand side and put the date I wrote Dear... followed by a comma In the first paragraph I explained why I was writing In the second paragraph I put the main details In the third paragraph I wrote a closing statement asking for a reply I ended using Yours sincerely or an informal phrase for family and friends I was polite I used some short sentences and some long sentences using conjunctions, for example, because, but I used the first person ( I, my me ) I used capital letters for the names of people, places and titles What could I do to improve my letter next time?
50 I can write an adventure story In my adventure story I have written five chapters: opening, build-up, problem, resolution and ending My ending mentions something from the start of the story. I used suspense at the end of at least one chapter I used speech and powerful verbs to describe characters I followed the speech of a character by describing what they are doing using a powerful verb I started sentences in different ways for example, with an adverbial phrase (how, when, where), a connective or a verb I chose adjectives, simile and precise nouns to describe I used alliteration and onomatopoeia to give sound effects I used some short and some long sentences I used speech marks correctly I presented my story attractively and included a title page and author details What could I do to improve my story next time?
51 YEAR 4
52 I can write character sketches I showed my character s feelings in my sketch by using powerful verbs and adverbs I used a few special details about appearance I described any other special features of the character ( eg what they always say or what they always do) I gave him/her an interesting name, possibly using alliteration I showed more about my character by what he/she does and says What could I do to improve my character sketch next time?
53 I can write a persuasive argument I started by stating the issue and my opinion of it I supported my arguments with reasons and factual evidence I used logical and cause and effect connectives to link arguments in paragraphs I summarised my arguments I used some/all of the following persuasive devices: emotive language rhetorical questions cause and effect connectives daring the reader to disagree making my opinions sound like facts What could I do to improve my persuasive text next time?
54 I can use a written advertisement to persuade I started with a question I placed the object or event being advertised in the centre I put a concluding statement at the end I tried to persuade my reader by using; Slogans and wordplay alliteration repetition and rhyme I grabbed attention by using different fonts, sizes and colours What could I do to improve my advertisement, flyer or poster next time?
55 I can write classic and modern poetry I copied rhythm and rhyme patterns where appropriate I used repetition for effect I used powerful verbs and adjectives I used some of the following: alliteration personification onomatopoeia similes What could I do to improve my poem next time?
56 I can use paragraphs in my narrative writing My story includes an introduction, build-up, problem, resolution and ending I have used paragraphs I have used the past tense I have included effective but not unnecessary dialogue I have used effective language including: powerful verbs adverbs strong adjectives I have built up my characters using small details What could I do to improve my story next time?
57 I can write poetry on a theme I have kept to a rhyme pattern using sensible rhymes My verbs are powerful My adjectives are strong I used alliteration I used similes What could I do to improve my poem next time?
58 I can write instructions I started by stating the aim I listed the items needed I wrote instructions in sequenced steps I used numbers, bullet points or time connectives I added additional information in a separate box I used diagrams to make it clearer I put the verbs first and in the present tense My instructions are written in the second person I used clear, precise language What could I do to improve my instructions next time?
59 I can write a play script My script includes a cast list at the start It has a narrator The speakers names are on the left I have not used speech marks I started a new line for each new speech My play script has scenes I wrote stage directions in brackets I used adverbs and powerful verbs What could I do to improve my play script next time?
60 I can write a story that raises an issue My story has: an introduction which sets the scene a build-up of problem/issue a dilemma shown by words like perhaps or maybe a resolution and ending linked back to the introduction My story involves the reader by using: some present tense first person rhetorical questions I have focused on describing feelings I have hooked the reader with a cliffhanger I have varied the length of my sentences What could I do to improve my story next time?
61 I can write a newspaper report My introduction sets the scene with the five Ws; Where? Why? Who? What? When? I have recounted events in chronological order My closing statement brings the writing to a conclusion It has a well thought out last line to grab attention It is in the past tense I have used the third person I have linked paragraphs using time connectives What could I do to improve my newspaper report next time?
62 I can write a non-chronological report My introduction includes a general description about what is to follow I organised my report in specific categories I ended with a conclusion I used the present tense (or past tense for historical report) I used the third person I used technical words What could I do to improve my report next time?
63 I can write stories about imaginary worlds My story is set in an imaginary place or time It describes what can be seen, heard, smelt and/or touched There are make-believe characters such as elves, dragons, wizards and so on I used special effects such as magic The setting tells us something about the type of characters we will meet I used some made-up words I used adjectives and adjectival phrases to create atmosphere What could I do to improve my story next time?
64 I can write stories that have chapters My story has an opening, build-up, climax, resolution and ending I described the characters by what they say and do I used paragraphs for each new idea Some of my chapters end with a hook to make the reader want to read on I started a new chapter for a change of setting or a new event I used illustrations I used interesting language I used connectives and commas to extend simple sentences I used apostrophes correctly What could I do to improve my story next time?
65 I can explain and present information in a book My title ( which includes the words How... or Why... ) shows what I am writing about My opening statement introduces the topic and addresses the reader A series of logical steps explains how or why something happens I have included a diagram My concluding summary or statement relates the subject to the reader I have given additional information in boxes I have used the present tense I have used time and causal connectives My glossary explains technical language What could I do to improve my explanation and information text next time?
66 I can present a discussion I have used a clear opening statement I gave arguments for and against I supported the arguments with evidence I used a concluding statement I used the present tense and third person I linked arguments and paragraphs using connectives What could I do to improve my discussion text next time?
67 YEAR 5
68 I can write a nonchronological report My report describes the way things are I wrote an opening statement I used paragraphs I used an impersonal tone My report is non-chronological I used verbs in the present tense (past if history) I made some use of the passive voice I used correct technical words I gave clear explanations when needed I used some longer/complex sentences I used appropriate and helpful punctuation I included headings I used quotation marks correctly I acknowledged my sources What could I do to improve my report next time?
69 I can write instructions My set of instructions includes a title to catch the eye The title says what the instructions are for I used correct names in the text I included a list of requirements or equipment at the beginning I used verbs in the imperative I used the present tense I listed all the steps in chronological order I included diagrams or illustrations I used time words I used a helpful layout What could I do to improve my report next time?
70 I can make a narrative structure map My narrative structure map is written in notes and phrases rather than sentences I included important headings I showed the chronology of events using numbers or arrows for example My setting and characters are clear I used helpful labels: e.g. difficulties, predicaments, answers, resolution I included clear links with the title I used an easy to follow layout I followed a chronological story sequence What could I do to improve my narrative structure map next time?
71 I keep a good reading journal My journal entry includes the title of the story It includes the author s name I used an interesting, clear layout I gave my first impressions of the story (including from the front cover) I included a prediction, particularly about the ending I described any progression or change in my opinion I described my thoughts during reading and afterwards I quoted memorable words (referring to the text) I included a message or recommendation to others What could I do to improve my Reading Journal entry next time?
72 I can write a story opening My story opening grabs and holds the reader s interest The reader finds out: where, when and who The characters reveal something about themselves I used a balance of sentence type and paragraphs I varied the sentence structure and punctuation I used sufficient complex vocabulary My descriptions are clear so that they can be visualised I kept the style consistent I hinted that there would be action later in the story What could I do to improve my story opening next time?
73 I can write modern and classic poems I have used an interesting form for my poem The style is distinctive and memorable I used repetition or word play to effect I thought about rhyme and sound patterns I chose words carefully I deliberately positioned words and phrases I showed feelings and mood I included a message for the reader I made a link between the poem and the title My poem could be enjoyed more than once What could I do to improve my poem next time?
74 I can write a play script My play script follows the usual pattern of scripting I used the correct layout I did not use speech marks I have thought about performance I have remembered the audience s needs My script includes: stage directions technical terms good match between character and dialogue development of characters and relationships I used standard and non-standard English appropriately I used effective punctuation My play script has dramatic interest What could I do to improve my play script next time?
75 I can write a recount My recount includes an introduction I included time connectives I included illustrations (if helpful) I included essential words I used the past tense I used appropriate style and tone for the reader I made the right choice of vocabulary and sentences I showed chronological order I wrote in the 1 st or 3 rd person I included a closing statement What could I do to improve my recount next time?
76 I can take notes I can understand my notes I included correct facts I included correct technical words or gave things their proper names I showed chronological order of events I used a helpful layout I thought about for whom I was writing I used a helpful style I used abbreviations I used signs or symbols What could I do to improve my notes next time?
77 I can write a fable My fable is a complete story I made it clever or amusing I made it quite short I used animals as main characters I treated animals as people I used capital letters My story can be understood I included a moral at the end How could I improve my fable next time?
78 I can write narrative and classic poems My new verse fits in with the rest of the poem I used correct rhythm pattern I used appropriate rhymes I used powerful words I used effective images I used repetition I considered sounds of words What could I do to improve my verse next time?
79 I can give a choral performance My delivery was clear I used feeling and expression I followed the correct rhythm I thought about the volume I used the right speed My tone of voice suited the words meaning I used variety in my delivery I considered background sound or music What could I do to improve my performance next time?
80 I can write a myth My myth is about gods and goddesses It is set in ancient times It features danger or revenge It includes use of magical powers I used powerful imagery My characters are heroes My myth explains a strange or important happening It features strange, frightening creatures What could I do to improve my myth next time?
81 I can write a legend My legend is about people It has a possible basis of truth It features monsters or strange beasts It features some magical powers It includes brave, heroic characters It places emphasis on brave heroes and daring deeds It may feature battles/fights/struggles It makes a distinction between honour and dishonour Good defeats evil My legend includes a traditional ending What could I do to improve my legend next time?
82 I can make notes for explanation My notes are clear They are appropriate for the purpose The layout is helpful The facts are correct I used chronological order I used symbols/signs/abbreviations The abbreviations will be understood by their eventual reader I used correct technical words or gave things their proper names How could I improve my notes next time?
83 I can write an explanation My text explains how or why something works or happens The title is a question My text may begin How or Why I used an introductory opening statement I gave information in a series of steps I used helpful diagrams I used chronological order I used verbs in present tense I used technical words I used time and causal connectives My text answers the title question How could I improve my explanation next time?
84 I can write a nonchronological report I can understand my notes I used my reading skills well I found what I planned I used quick methods of recording (e.g. abbreviations) I used my own words unless copying I used precise quoted words I listed my resources How could I improve my notes next time?
85 I can write a nonchronological report My report describes the way things are I wrote an opening statement I used paragraphs I used an impersonal tone My report is non-chronological I used verbs in the present tense I made some use of the passive voice I used correct technical words I gave clear explanations when needed I used some longer/complex sentences I used appropriate and helpful punctuation I included headings I used quotation marks correctly I acknowledged my sources How could I improve my non-chronological report next time
86 In my narrative reading journal I make notes about empathy and points of view I included the title of the story I included the author s name I used an interesting, clear layout I gave my first impressions of the character(s) I said who I felt empathy with I described progression/changes in feelings I made references to incidents/descriptions I quoted words from the book I considered how the story s point of view might progress I made predictions, particularly about the ending How could I improve my journal entry next time?
87 My narrative writing supports a character s point of view I described characters carefully I decided on a point of view I supported these characters I was aware of the reader s response to words I considered how characters spoke I described incidents from an appropriate point of view I used verbs and adverbs I considered whether the reader would feel empathy How could I improve my story next time?
88 I can write an additional verse to a poem My verse fits in with the rest of the poem I used correct rhyme pattern My rhymes make sense I used an appropriate rhythm pattern I used an effective choice of words I used helpful punctuation and font size I considered sounds of words What could I do to improve my poetry writing next time?
89 I can give a choral performance I gave a clear delivery I used a good balance of voices I used feeling and expression I used the correct rhythm I considered volume I used the right speed My tone of voice suited the words meaning There was a variety in the delivery I considered background sound/sound effects What could I do to improve my performance next time?
90 YEAR 6
91 I can write like a journalist My article has a short, effective headline My first paragraph is packed with information It provides a strong image and hooks the reader The beginning of my article answers the questions, who? what? where? when? and why? My article is organised into many paragraphs I have included quotes from several people As the articles progresses, the details become less important What could I do to improve my article next time?
92 I can write a poem like a long established poet I used an appropriate title that generates interest and hints at what my poem is about My word choice is appropriate for the subject and varied I used strong active verbs to move the poem along I used personification, similes and/or metaphors I used language to create atmosphere and mood The rhythm is natural and easy to read aloud My choice of language makes it easy for a listener to understand What could I do to improve my poem next time?
93 I can write Autobiographies and Diaries I have written a clear opening paragraph to set the scene I have used first person pronouns ( I, we) I have written in the past tense I have included my feelings, reactions and opinions My writing is about events that were important to me I have used connectives and phrases to indicate time I have included detailed description using powerful verbs and adjectives I have concluded with a reflection What could I do to improve my autobiography or diary extract next time?
94 I can write a biography I have used a rhetorical question to hook the reader My first paragraph summarises the main events of the person s life I have used third person pronouns I have written in the past tense I have used the passive voice to make the writing more formal My writing is about key events in the person s life I have used at least three different ways of linking sentences. They are: My final paragraph mentions something about the person s: main achievements personality how he or she will be remembered What could I do to improve my biographical writing next time?
95 I can summarise a chapter of some classic fiction I noted the title and number of chapter My text is in chronological order It is written in the present tense I used at least three time and sequencing connectives. They are: It is factual account I reduced the details of the chapter to just the main points I used very little descriptive language I included at least three complex sentences My summary does not change the order or balance of the original work What could I do to improve my chapter summary next time?
96 I can use dialogue in my stories My dialogue between the characters moves the story on: it develops the characters it shows the reader what is happening My dialogue sounds realistic the characters have their own voices I used contractions, e.g. I d I used interjections, e.g. Well, um I used dashes to show pauses I used colloquialisms My punctuation is accurate: I used a new paragraph for a new speaker I used speech marks around the spoken words I used punctuation before the final speech mark each time I omitted speech marks at a full stop if the same person continued to talk What could I do to improve my dialogue next time?
97 I can write a Modern Version of a Quest Story I described the task to find something I described the setting My characters set off and overcome obstacles along the way The problems include: Can t find it Can t get in Get trapped Get chased The solutions to the problems are realistic My characters arrive back at the start, task accomplished I included an ending, e.g. a final comment I used dialogue for characterisation or showing the reader what is happening What could I do to improve my quest story next time?
98 I can write a film review My review hooks the reader with a strong first sentence about the film I included the type of film it was I stated to whom the film would best appeal I gave a summary of the action without giving away the ending I gave my opinion as the reviewer I mentioned the strengths and weaknesses, e.g. the plot, acting, costumes What could I do to improve my review next time?
99 I can change narrative to a play script I changed description into stage instructions to describe the setting I added dialogue to tell the audience what is happening I left out some parts of the narrative I set out the dialogue as direct speech without speech marks My stage directions are written in brackets: to tell the actors how to speak their lines to give instructions for the action Mt stage directions are in the present tense What could I do to improve my play script next time?
100 I can write a nonchronological report My report has a clear opening paragraph that shows what it is about My opening paragraph includes generalisations or classifications The main body of my report is clearly organised into paragraphs The information is factual and accurate The style is formal with no personal pronouns ( avoids I, you, he, she, we, they me, you, him, her, us, them) I used present tense or past tense for historical reports I used precise, descriptive language and technical terms I included a summarising comment to finish my report I used at least three complex sentences I used connectives of comparison and contrast What could I do to improve my report next time?
101 I can write a balanced argument I used a question for the title My introduction explains what the argument is about I gave statements for and against, with reasons to support them My final paragraph sums up and may offer suggestions I used at lease three examples of the language of debate, e.g. no-one can deny, some people believe : I used verbs: mainly in the present tense including examples of the passive Including conditionals. e.g. would, could, might I used impersonal pronouns I used a personal pronoun in the final paragraph only I used connectives that: introduce more points: furthermore give a balanced view: however draw to a conclusion: consequently What could I do to improve my balanced argument next time?
102 I can write a persuasive argument I gave my point of view clearly in the introduction and in the conclusion I backed up each argument with relevant evidence and detail My argument is mainly in the present tense I used conditionals (usually if but more adventurous conditionals are: should, supposing, providing, as long as) I used connectives: to structure the argument: first, finally to link ideas with in the argument: because, consequently I used persuasive devices such as: statistics emotive language rhetorical questions What could I do to improve my persuasive argument next time?
103 I can write a formal leaflet My leaflet is split into clearly subtitled sections I used titles and sub-headings to attract the reader I used illustrations to support the information Key information is easily identified through use of colour, shading, boxes, bold and italic, different shaped sections I used standard English which is exact and clear with no doubt I used an impersonal tone, avoiding personal pronouns My vocabulary includes formal phrases and technical words I used at least three complex sentences The verbs I used: include examples of imperative to show compulsion may include conditionals may include passive voice What could I do to improve my formal leaflet next time?
104 I can write a formal letter In my formal letter, addresses, date, greeting and sign-off are correctly placed The first paragraph tells who the writer is and explains the reason for writing The middle paragraphs deliver the message The letter states clearly what I would like the recipient to do I used standard English I used the appropriate greeting and signoff If word-processed, a line space indicates new paragraphs I used a formal tone What could I do to improve my formal letter next time?
105 I can write non fiction texts The title introduces the explanation My layout is clear and uses paragraphs or subtitles Any illustrations add to the explanation and are clearly labelled My vocabulary includes: technical language precise details formal language, e.g. recorded, instead of written My explanation gives an impersonal view I used the passive voice, and mainly the present tense I used causal connectives, e.g. because, this results in My explanation is easy to understand because it is written in a series of logical steps What could I do to improve my non-fiction text next time?
106 I can compare two poems I clearly stated which poems are being compared I identified similarities and differences between the poems I included details about: the form of the poems the subject of the poems their strengths their weaknesses I presented opinions in the third person or passive voice I used technical vocabulary associated with poetry, e.g. metaphor I stated who the poem would appeal to and why I used at least three examples of connectives of contrast and comparison What could I do to improve my poetry comparison next time?
Success c r i t e r i a for writing Chris Quigley About the author Chris Quigley CHRIS QUIGLEY BA (hons), NPQH is a leading trainer of inspectors to the new Ofsted framework. He took up his role as Senior
Lancashire Primary Literacy Children's Targets for Writing Teaching Objectives and child-friendly 'I will be able to' versions An 'I will be able to' or 'I will know' target is a child-friendly version
4 th Grade ELA Vocabulary Terms A adage - a statement that contains some kind of truth about human nature adjective - a word that describes a person, place, or thing adverb - a word that describes a verb,
NC Narrative Success Criteria 1 I can write down my ideas using words and phrases. Sometimes I remember to use full stops and capital letters. 2 I can write in sentences. Sometimes I join my ideas together
Whole School Progression in Reading Comprehension. Updated March 2014 Developed by the WLCT literacy hub for Wednesbury schools. Content includes handwriting and was drawn from new curriculum (some elements
3 rd Grade ELA Vocabulary Terms A abstract noun - a noun that names an idea such as childhood or friendship act - a group of connected scenes in a drama adjective - a word that describes a noun or pronoun
Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative
Elementary Language Arts The Language Arts program challenges students to read, write, listen, and speak effectively in order to communicate with others. There is a strong literacy connection that is embedded
Narrative Poems (based on the Primary framework for literacy, Poetry Unit 2 Classic/narrative poems) Key aspects of learning Enquiry Children will investigate an older narrative poem, seeking the answers
Bedford Public Schools Grade 3 English Language Arts The third grade program is an integrated study of communication skills that includes reading, writing, speaking, and listening. Building on grade two
Writing Assessment Focuses The I Can statements link to the Assessment and Progression sheets and support children in their involvement in the targets setting process. They will need to be mediated and
[ Glossary a abbreviation An abbreviation is a shortened form of phrase or word. apostrophe An apostrophe has two uses: to show that two words have been shortened to make one (called a contraction ) and
English long term planning Years 1 to 6 Herts for Learning Ltd 01438 845111 www.hertsforlearning.co.uk The Long Term Plans allow for two planning approaches: Planning which follows the teaching sequence
Practical Writing Intermediate Level Scoring Rubric for a Friendly Letter (to be used upon completion of Lesson 4) Evaluating the Elements of a Piece of Practical Writing The author of this friendly letter..
Clevedon School Year 1 5 National Standard Expectations in Reading: After 40 weeks(1 year) at school After one year at school, students will read, respond to, and think critically about fiction and non
What is recount Recounts retell past events. They aim to inform or entertain the reader. English Features of recount writing: Recounts normally start by setting the scene, e.g., what?, where?, when?, how?
Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me
Reading Reading instruction is divided into two main areas. Reading for information is actually used in all content areas and is the main reason that we learn to read! Thus the standards here focus more
Senior Secondary Australian Curriculum English Glossary Aesthetic A sense of beauty or an appreciation of artistic expression. Appreciation The act of discerning quality and value of literary texts. Attitude
YEAR 11 WJEC REVISION GUIDE- ENGLISH 2011 ENGLISH LANGUAGE GCSE January 10 th 2011 AM UNIT 1- READING 1 HOUR- 20% UNIT 2- WRITING 1 HOUR - 20% UNIT 1 1 HOUR MEDIA/ NON FICTION COMPARISON This section will
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student
Benchmarks Literacy and English Draft, August 2016 Education Scotland Guidance on using the Benchmarks for Assessment August 2016 The two key resources which support teachers to plan learning, teaching
Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Literacy Curriculum Plan (outline only) Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Familiar Using the Senses Traditional Stories and Fairy
for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION www.myfloridaeducation.com The fourth grade student: Reading uses text features to predict content and monitor comprehension (for example,
Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Spoken language -structured descriptions, explanations and narratives for different purposes, including for expressing feelings ng, hypothesising, imagining and exploring ideas to comments the interest
SAMPLE A Guide to Text Types: Narrative, Non-fiction and poetry Overview of structure, language features and key knowledge Text Types Information on a range of text types for literacy is contained here.
SPEAKING AND LISTENING How YOU can improve your grades. levels 1-4 Level 1 You talk about things that interest you. You listen to each other and make the right comments at the right time Other people understand
Revised ASD June 2004 AK + ASD Writing For Grades 3-6 The first row of each table includes a heading that summarizes the performance standards, and the second row includes the complete performance standards.
The Pupil Friendly Scottish Criterion Scale Ros Wilson firstname.lastname@example.org www.andrelleducation.com Tel:01924 862777 Fax:01924 863044 CfE First Level 1-3 My piece of writing should tell my teacher
Building with the 6 traits Like the foundation of a house, IDEA DEVELOPMENT serves as the solid base on which a good piece of writing rests. If you start with a solid idea, your writing can grow as big
English Language Arts Key Terms & Definitions 5 W s of newspapers - who, what, when, where, why Abbreviation shortened form of a word Affix group of letters and sounds added to a root word Alliteration
BURSTED WOOD PRIMARY SCHOOL Year 6 English Medium Term Plans Reading Word Objectives apply their growing knowledge of root words prefixes and suffixes (morphology and etymology), as listed under the spelling
Common Core Question Stems: 4th Grade Reading: Literature Reading: Informational Text Writing Speaking and Listening Language LACC.4.RL.1.1 Can you explain why happened? What details support your explanation?
Roanoke County Public Schools Grade 4 English Pacing Guide 2012 Standards 2010 English Standards of Learning Grammar Skills Progression by Grade Capitalize all proper nouns and the word 1. Use singular
Communication Arts: Grade Level: 5 Content Standards Communication Arts Content Standard 1 Speaking and Listening Students know and understand the role of the communication process and demonstrate effective
Child-speak Reading Level 1 APP In some usually I can break down and blend consonant vowel consonant words e.g. cat (1c) I can recognise some familiar words in the I read. (1c) When aloud, I know the sentences
Spanish Language Development Standards Primary Standard 1 Spanish Language Learners listen for information and understanding, using a variety of sources, for academic and social purposes. Primary Beginner
Strand 1: Writing Process Research has established the major steps of the writing process. These steps are identified in the five concepts of this strand, each supported with specific performance objectives.
This image cannot currently be displayed. Course Catalog Language Arts 600 2016 Glynlyon, Inc. Table of Contents COURSE OVERVIEW... 1 UNIT 1: ELEMENTS OF GRAMMAR... 3 UNIT 2: GRAMMAR USAGE... 3 UNIT 3:
KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words
Revising for English GCSEs There is a myth that you cannot revise for English. That just isn t true, and right now is the best time to study the subject with so much information online to help you access
Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
Standard 3: Writing Process 3.1: Prewrite 58-69% 10.LA.3.1.2 Generate a main idea or thesis appropriate to a type of writing. (753.02.b) Items may include a specified purpose, audience, and writing outline.
NEW NATIONAL CURRICULUM SUBJECT AREA: Writing End of year expectations: Year 1 Write sentences by: saying out loud what they are going to write about composing a sentence orally before writing it sequencing
Grade 3 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar
Writing must haves Y1 Spelling children will know how to: - spell words containing the 40+ phonemes they have learnt in letters and sounds - spell common exception words, e.g. they, there, come and days
CRCT Content Descriptions based on the Georgia Performance Standards Reading Grades 1-8 Kathy Cox State Superintendent of Schools June 2007 Criterion-Referenced Competency Tests (CRCT) Content Descriptions
PLOT The sequence of events or actions in a short story, novel, play, or narrative poem Exposition The author lays the groundwork for the story by revealing the Setting Relationships between the Situation
Grade 4 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar
F OR USE WITH F OCUS L ESSON 1: PLOT, SETTING, AND T HEME 1a Plot is the series of events in a story. Exposition is the author s introduction to the characters and setting. The conflict, or problem, sets
Strand: Reading Literature Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding
Key Ideas and Details Anchor 1 / Literature Reading Anchor 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing
Parents Information on writing levels The information on this page is provided to help parents understand how children's writing is assessed. What is the expected writing level of an "average" child? By
Fountas & Pinnell Guided Reading Text Level Descriptions A: Characteristics of Texts at Level A: Simple factual texts, animal fantasy and realistic fiction Picture books Text and concepts highly supported
RECOUNT CHECKLIST The purpose of a recount is to retell an event in chronological order First sentence sets the scene Written in the order in which the events happened Written in the past tense Uses specific
READING mallard primary school NAME CLASS LEARNING LADDERS CONTENTS Ladder Title EYFS Reading Decoding Comprehender Reading Detective Targets Language Lover Targets Responder Targets Big Reader Targets
GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United
Progression in Narrative Purpose: The purpose of narrative can be defined simply as to tell a story. However, that does not convey the many purposes of stories and the way that they work at different levels.
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
Grade 5 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar
Writing Achievement Standards The following outlines published texts recommended over the year in English Language Arts. This list does not reflect the amount of drafting, nor the kinds of writing-to-learn
Foundational Skills 1. Not applicable to 4 th grade 2. Not applicable to 4 th grade 3. Know and apply grade level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter
Curriculum 2014 Writing Programme of Study by Strand Ros Wilson Tel: 01924 229380 @RosBigWriting = statutory = non-statutory Spelling Learn words containing each of the 40 + phonemes already taught / common
Louisiana English Language Arts Content Standards BENCHMARKS FOR 5 8 BOOK TITLE: Houghton Mifflin Reading 2001, Level 5 Teacher s Books Grade 5 PUBLISHER: Houghton Mifflin Company STANDARD 1 ELA-1-M1 ELA-1-M2
2016-2017 Curriculum Catalog 2016 Glynlyon, Inc. Table of Contents LANGUAGE ARTS 600 COURSE OVERVIEW... 1 UNIT 1: ELEMENTS OF GRAMMAR... 3 UNIT 2: GRAMMAR USAGE... 3 UNIT 3: READING SKILLS... 4 UNIT 4:
Brockton Public Schools Writing Curriculum Pre-Kindergarten-Grade Eight Revised 8.07 1. Five Types of Writing TYPE 1 TYPE 2 TYPE 3 TYPE 4 TYPE 5 Pre-writing activity To increase writing fluency Written
Fourth Grade Language Arts Assessment Pacing Guide First Nine Weeks Competency a c d e g a a a3 a4 Mississippi Language DOK Framework Objectives The student will use syllabication types(e.g., open, closed,
Language Arts Assessment - First Grade To begin the development of reading skills by using a rich array of verses, fairy tales and folk stories from around the world, told in a vivid and enlivened way.
Guided Reading Level A Descriptors Characteristics of Early Emergent Readers at Level A Simple factual texts, animal fantasy and realistic fiction Picture books Text and concepts highly supported by pictures
Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania
Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge
Communicating Strand Sub strand Description Thread Foundation to Year 2 Years 3 and 4 Years 5 and 6 Years 7 and 8 Years 9 and 10 Socialising Interacting orally and in writing to exchange ideas, opinions,
FOR USE WITH FOCUS LESSON 1: NARRATIVE STRATEGIES I 1a The plot is the sequence of events in a story. Each event causes or leads to the next. Events of the plot reveal a problem called the conflict. The
Introduction: The following document is a draft of standards-designed, comprehensive Pacing Guide for high school English Grade 9. This document will evolve as feedback is accumulated. The Pacing Guide
Name: My Reading Goals These are goals decided upon by my teacher and me to help me become a better reader. Date Goal Achieved Reading Log Select a book to read. Enter the title, author, color code, and
NOVEL STUDY (INDEPENDENT) - GRADE 8 ALL WORK FOR NOVEL STUDY THAT IS IN PRINT FORM, MUST BE COMPLETED ON THE COMPUTER. 1. Write the name of your novel and the author. 2. For your novel, and in paragraph
Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Third Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed
Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken
Unit: Fever, Fire and Fashion Term: Spring 1 Year: 5 English Fever, Fire and Fashion Unit Summary In this historical Unit pupils learn about everyday life in London during the 17 th Century. Frost fairs,
The Criterion Scale email@example.com www.andrelleducation.com Tel:01924 862777 Fax:01924 863044 The Criterion Scale This Criterion Scale has been adapted through the expertise and subject knowledge
GRAMMAR SCOPE AND SEQUENCE Colchester Public Schools April 2010 Topic K 1 2 Periods, question marks, exclamation mark at end of sentence. Periods, question marks, exclamation points Comma in a series Comma
Units of Study 9th Grade First Semester Theme: The Journey Second Semester Theme: Choices The Big Ideas in English Language Arts that drive instruction: Independent thinkers construct meaning through language.
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource
English Scope and Sequence: Foundation to Year 6 Foundation Year Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Language Variation and Change Language variation and change How English varies according to context