Curriculum 2014 Writing Programme of Study by Strand. Ros Wilson. Andrell Education Ltd Raising Standards in Education.

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1 Curriculum 2014 Writing Programme of Study by Strand Ros Wilson Tel:

2 = statutory = non-statutory Spelling Learn words containing each of the 40 + phonemes already taught / common exceptions / days of the week / name the letters of the alphabet in order / use letter names to distinguish between alternative spellings of the same sound Add prefixes and suffixes: use the spelling rule for adding s or es as the plural marker for nouns and the 3rd person singular marker for verbs / use the prefix un- / use ing, -ed, -est where no change is needed in the spelling of the root word Apply simple spelling rules & guidance as listed in Appendix 1 Write from memory simple sentences dictated by the teacher that include words using the GPCs & common exception words taught so far segment into phonemes / representative graphemes / common exceptions / contractions possessive apostrophes homophones & near-homophones suffixes including ment, -ness, -ful, -less, -ly Apply rules & guidance as set out in Appendix 1 Write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words & punctuation taught so far At this stage spelling should be phonically plausible, even if not always correct Misspelling of taught words should be corrected Use further prefixes & suffixes & understand how to add them (Appendix 1) Spell further homophones & words that are often misspelt (Appendix 1) Place the possessive apostrophe accurately in words with regular plurals (eg girls / boys ) & with irregular plurals (eg children s) Use the first 2 or 3 letters of a word to check its spelling in a dictionary Write from memory simple sentences, dictated by the teacher, that include words & punctuation taught so far Learn to spell new words correctly / have plenty of practice at spelling them Be helped to understand & apply the concepts of Appendix 2 Have sufficient spelling knowledge to use the dictionary correctly 2

3 Year 5 & 6: Use further prefixes & suffixes & understand the guidance for adding them Spell some words with silent letters e.g. knight, psalm, solemn Continue to distinguish between homophones & other words which are often confused Use knowledge of morphology & etymology in spelling & understand that the spelling of some words needs to be learnt specifically, as listed in Appendix 1 Use dictionaries to check the spelling & meaning of words Use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary Use a thesaurus Continue to be taught to understand & apply concepts of word structure to draw on their knowledge of morphology & etymology to spell correctly Handwriting Sit correctly / hold the pencil correctly Begin to form lower-case letters in the correct direction, starting & finishing in the right place Form capital letters / digits 0 to 9 Understand which letters belong to which handwriting families (formed in similar ways) & practise these Form lower-case letters of the correct size relative to one another Start using some of the diagonal & horizontal strokes to join letters & know which adjacent letters are best left unjoined Write capital letters & digits of the correct size, orientation & relationship to one another & to lower case letters Use spacing between words that reflects the size of the letters Use the diagonal & horizontal strokes to join letters & know which adjacent letters are best left unjoined Increase the legibility, consistency & quality of their handwriting Use joined writing throughout their independent writing Continue to teach handwriting to increase fluency 3

4 Year 5 & 6 (Handwriting and presentation): Write legibly, fluently & with increasing speed Choose which shape of a letter to use when given choices & decide whether or not to join specific letters Choose the writing implement best suited to the task Be clear about the standard of handwriting is appropriate for the task e.g. quick notes or final presentation When to use an un-joined style e.g. labelling a diagram, an address, for algebra or for writing all in capitals as on some forms Composition Say out loud what they are going to write about Compose a sentence orally before writing it Sequence sentences to form short narratives Re-read what they have written to check that it makes sense Discuss what they have written with the teacher or other pupils Read aloud their writing clearly enough to be heard by their peers & the teacher Develop positive attitudes towards & stamina for writing Write narratives about personal experiences & those of others (real & fiction) Write about real events Write poetry Write for different purposes Consider what they are going to write about before beginning: plan or say aloud / write down ideas and/or key words, including new vocabulary / encapsulate what they want to say, sentence by sentence Make simple additions, revisions & corrections to their own writing by: evaluating their writing with the teacher & other pupils / re-reading to check that their writing makes sense & that verbs to indicate time are used correctly & consistently, including verbs in the continuous form / proof read to check for errors in spelling, grammar & punctuation (eg ends of sentences) Read aloud what they have written with appropriate intonation to make the meaning clear Discuss writing similar to that which they are planning to write in order to understand & learn from its structure, vocabulary and grammar Discuss & record ideas (for writing) 4

5 Compose & rehearse sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (Appendix 2) Organise paragraphs around a theme Create settings, characters & plot in narratives Use simple organisational devices in non-narratives e.g. headings & sub-heading Assess effectiveness of own and others writing and suggest improvements Propose changes to grammar & vocabulary to improve consistence, including accurate use of pronouns in sentences Proof-read for spelling and punctuation errors Read aloud their own writing, to a group or whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear Continue to write for a range of real purposes & audiences as part of work across the curriculum Purposes & audiences should underpin decisions about the form writing should take e.g. narrative, explanation or description Check meaning is clear, including as the writing develops Monitor the sense in own writing Year 5 & 6: Identify the audience for & purpose of writing & select the appropriate for & use other similar writing as models for their own Note & develop initial ideas, drawing on reading & research where necessary Consider how other authors have developed characters & settings (in what has been read, listened to or performed) when writing narratives Select appropriate grammar & vocabulary, understanding how such choices can change & enhance meaning Describe settings, characters & atmosphere in narratives & integrate dialogue top convey character & enhance action Précis longer passages Use a wide range of devices to build cohesion within & across paragraphs Use further organisational & presentational devices to structure text & to guide the reader e.g. headings, bullet points, underlining Assess the effectiveness of their own & others writing Propose changes to vocabulary, grammar & punctuation to enhance effects & clarify meaning Ensure the consistent & correct use of tense throughout a piece of writing Ensure correct subject & verb agreement when using singular & plural, distinguishing between the language of speech & writing & choosing the appropriate register Proof-read for spelling & punctuation errors 5

6 Perform their own compositions, using appropriate intonation, volume & and movement so that meaning is clear Understand, through being shown, skills & processes essential for writing: that is, think aloud to generate ideas, draft & re-read to check meaning is clear Vocabulary, grammar and punctuation Pupils should be taught to: Leave spaces between words Join words and join clauses using and Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark Use a capital letter for names of people, places, the days of the week, and the personal pronoun I Learn the grammar for Year 1 in Appendix 2 Use the grammatical terminology in English Appendix 2 in discussing their writing Recognise sentence boundaries in spoken sentences Begin to use Standard English in their writing Develop their understanding of concepts set out in Appendix 2 by: Learn how to use both familiar & new punctuation correctly, including full stops, capital letter, exclamation marks, question marks, commas for lists, apostrophes for contracted forms & for the possessive (singular) (.!?, ) Use sentences with different forms: statement/ question / exclamation / command Expand noun phrases to describe & specify (eg the blue butterfly) Use the present & past tenses correctly & consistently including the progressive form Subordinate (using when / if / that / because) & co-ordinate (using or / and / but) Learn & use the grammar in Appendix 2 Use some features of written Standard English Use & understand the grammatical terminology of Appendix 2 in discussing their writing Extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although Use the present perfect form of verbs in contrast to the past tense e.g. He has gone out Choose nouns or pronouns appropriately for clarity & cohesion & to avoid repetition Use conjunctions, adverbs & prepositions to express time & cause Use fronted adverbials e.g. Slowly, he walked away 6

7 Learn the grammar for Years 3 & 4 from Appendix 2 Use commas after fronted adverbials Indicate possession by using the possessive apostrophe with plural nouns Use & punctuate direct speech Use & understand the grammatical terminology in Appendix 2 accurately & appropriately when discussing their writing & reading Start to learn the differences between Standard English & non-standard English & begin to apply this e.g. in writing dialogue for characters Year 5 & 6: Develop understanding of all concepts in Appendix 2 Recognise vocabulary & structures appropriate for formal speech & writing, including subjunctive forms e.g. that all pupils be honest; If Zoe were the class president Use passive verbs to affect the presentation of information in a sentence e.g. The bone was eaten by the dog Use the perfect form of verbs to mark relationships of time & cause e.g. has gone to ; had gone to ; have gone to Use expanded noun phrases to convey complicated information concisely Use modal verbs or adverbs to indicate degrees of possibility Use relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun Learn the grammar for Years 5 & 6 in Appendix 2 Use commas to clarify meaning or avoid ambiguity in writing Use hyphens to avoid ambiguity Use brackets, dashes or commas to indicate parenthesis Use semi-colons, colons or dashes to mark boundaries between independent clauses Use a colon to introduce a list Punctuate bullet points consistently Use & understand the grammatical terminology in Appendix 2 accurately & appropriately in discussing their writing and reading Continue to add to their linguistic terms, including those to describe grammar, so that they can discuss their writing & reading Ref: /05/2014 7

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