Half Termly Literacy Focuses for Extended Writing Across the Curriculum (Including English)

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2 Half Termly Literacy Focuses for Extended Writing Across the Curriculum (Including English) This guide is a breakdown of Assessment Focuses for English by the three main marked strands of Sentences, Paragraphs and Composition. Each half term, we will focus on one of these three strands. If you are completing extended writing in your subject, please include a writing criterion in your success criteria. This must be differentiated. You may find it helpful to record children s writing targets for your reference. Extended writing in English will also be focussing on these strands. Included with each one are examples or further detail, but if you need any further advice, please ask. Levels are given, as well as longer writing. These are for use by the English department. The focus AF for each unit is highlighted, but the whole band is included for your reference.

3 Autumn Term 1 / (Spring Term 2): Sentences AF: Vary sentences for clarity, purpose and effect AF6: Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences. Level Suggested Success Criteria Examples 2 I have started my sentences with different types of words My sentences are simple 1 I can use and to connect ideas mark My writing stays in the same tense The order of words in my sentences is mostly correct 2/ / I use capital letters and full stops correctly I have used question, exclamation and commas in lists Most of my sentences are simple I have used and, but and so to join ideas in my writing I can change verbs so they are in the right tense I can use full stops, capital letters, question and exclamation I can use speech correctly I have tried to use commas in longer sentences Some of my sentences are longer and they have different subjects I have tried to use some complex connectives, if, when and because I can control the verbs in my writing so they are in the right tense (not always a noun or pronoun) (with one verb) (past / present) (you do not have to re-read my work to understand it) (with one verb) (so speech in present tense, as part of a past tense recount) (speech only) (not always successfully and sometimes in place of full stops) (Rivers, otters, The River Severn...) (Some modals - could/should) My sentences are correctly punctuated When I use speech, it is correctly punctuated I have used commas to separate clauses in longer sentences My sentences are varied in length, structure and subject I use a wide range of connectives correctly I construct my sentences carefully to give detail or show shades of meaning I use a full range of punctuation from my pyramid The marking on my sentences and word order makes my writing clear and easy to read (!?.A) (comma to introduce and finish, capital letter, speech ) (passive; subordinate clauses) (which, although, while, until...) (adverbs; modals; economy of expression) (!?.A;:... -)

4 Autumn Term 2 / (Summer Term 1): Paragraphs AF - Organise and present whole texts effectively, sequencing and structuring information, ideas and events - COHERENCE - the whole text makes sense together AF - Construct paragraphs and use cohesion within and between paragraphs COHESION - links are made within the text Level Suggested Success Criteria Examples 2 I can put my ideas in order (by time, using sub-headings, I show a beginning and end to my work numbered steps) 1 mark In a section, I can link ideas using pronouns One day... they all went home (the car - it) I can organise my ideas by putting related points next to 2/ / each other The beginning and end of my work are clear I can order my work logically I can link my ideas using pronouns I can link my ideas using adverbials I have tried to link each section together I can group ideas in time or logical sequence My introduction and conclusion are clear and may be linked My ideas are in a logical order I have written in paragraphs which organise my ideas There are some connections between sentences within my paragraphs There are some links between paragraphs My sentences are organised into clear paragraphs I develop my ideas clearly through the text My reader can follow my work easily; there are clear links between my paragraphs Next, On Saturday Ben - he (later that day...) (although not with complete success) (although reader is not guided through clearly) with a topic sentence Sarah, her sister (eg. by time) Links make structure clear My paragraphs are in an order which supports the purpose of my writing I use pronouns, references back in text and connectives to make each paragraph make sense and avoid repetition The links between the sections in my work are consistent across the text Topic sentence and development Ben, This talented youngster

5 Spring Term 1 / (Summer Term 2): Composition and Effect AF1 - Write imaginative, interesting and thoughtful texts AF2 - Produce texts which are appropriate to task, reader and purpose AF7 - Select appropriate and effective vocabulary Level 2 1/2 // 9/10/ 11/12 Suggested Success Criteria My writing uses some correct ideas I have tried to use some words from the vocabulary list I include some comments on events or actions I use the correct basic purpose for writing I use some of the correct features of the writing type I have tried to write in an appropriate style My vocabulary is sometimes speech-like; it is correct for the task I have chosen some adventurous words I have used appropriate ideas and content I include some detail I have tried to include my viewpoint The purpose of my writing is correct I have shown the reader the correct features of the text type I have tried to write appropriately for the reader I use simple, appropriate vocabulary I have chosen words carefully for effect The facts and content that I have used are relevant I develop my ideas with some detail My viewpoint is clear and I stick to it The purpose of my writing is clear The features of the text type are clear and appropriate for the task I show that I have thought about the reader in my work It is clear that I have chosen some words carefully I have tried to use vocabulary that is correct for the topic My ideas and facts are relevant My ideas are developed clearly My viewpoint is clear and I have developed it to include the views of others The main purpose of my writing is clear and consistent I can adapt the text type to write appropriately for the reader My style is consistent and engaging for the reader I have chosen words carefully for effect I have a wide vocabulary (viewpoint) (the work is the correct writing type) (eg. past tense for recount) some detail or description (nouns are expanded) (with little elaboration) attempt at correct formality Some imaginative detail description of feelings informative word choice Some adaptation for reader Appropriate for text type Writer appears well informed This is shown through placing of content figurative language, patterning

6 (Autumn Term 1) / Spring Term 2: Sentences AF: Vary sentences for clarity, purpose and effect AF6: Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences. Level Suggested Success Criteria Examples 2 I have started my sentences with different types of words My sentences are simple 1 I can use and to connect ideas mark My writing stays in the same tense The order of words in my sentences is mostly correct 2/ / I use capital letters and full stops correctly I have used question, exclamation and commas in lists Most of my sentences are simple I have used and, but and so to join ideas in my writing I can change verbs so they are in the right tense I can use full stops, capital letters, question and exclamation I can use speech correctly I have tried to use commas in longer sentences Some of my sentences are longer and they have different subjects I have tried to use some complex connectives, if, when and because I can control the verbs in my writing so they are in the right tense My sentences are correctly punctuated When I use speech, it is correctly punctuated I have used commas to separate clauses in longer sentences My sentences are varied in length, structure and subject I use a wide range of connectives correctly I construct my sentences carefully to give detail or show shades of meaning I use a full range of punctuation from my pyramid The marking on my sentences and word order makes my writing clear and easy to read (not always a noun or pronoun) (with one verb) (past / present) (you do not have to re-read my work to understand it) (with one verb) (so speech in present tense, as part of a past tense recount) (speech only) (not always successfully and sometimes in place of full stops) (Rivers, otters, The River Severn...) (Some modals - could/should) (!?.A) (comma to introduce and finish, capital letter, speech ) (passive; subordinate clauses) (which, although, while, until...) (adverbs; modals; economy of expression) (!?.A;:... -)

7 (Autumn Term 2) / Summer Term 1: Paragraphs AF - Organise and present whole texts effectively, sequencing and structuring information, ideas and events COHERENCE - the whole text makes sense together AF - Construct paragraphs and use cohesion within and between paragraphs COHESION - links are made within the text Level Suggested Success Criteria Examples 2 I can put my ideas in order (by time, using sub-headings, I show a beginning and end to my work numbered steps) 1 mark In a section, I can link ideas using pronouns One day... they all went home (the car - it) 2/ / I can organise my ideas by putting related points next to each other The beginning and end of my work are clear I can order my work logically I can link my ideas using pronouns I can link my ideas using adverbials I have tried to link each section together I can group ideas in time or logical sequence My introduction and conclusion are clear and may be linked My ideas are in a logical order I have written in paragraphs which organise my ideas There are some connections between sentences within my paragraphs There are some links between paragraphs My sentences are organised into clear paragraphs I develop my ideas clearly through the text My reader can follow my work easily; there are clear links between my paragraphs Next, On Saturday Ben - he (later that day...) (although not with complete success) (although reader is not guided through clearly) with a topic sentence Sarah, her sister (eg. by time) Links make structure clear My paragraphs are in an order which supports the purpose of my writing I use pronouns, references back in text and connectives to make each paragraph make sense and avoid repetition The links between the sections in my work are consistent across the text Topic sentence and development Ben, This talented youngster

8 (Spring Term 1) / Summer Term 2: Composition and Effect AF1 - Write imaginative, interesting and thoughtful texts AF2 - Produce texts which are appropriate to task, reader and purpose AF7 - Select appropriate and effective vocabulary Level 2 1/2 // 9/10/ 11/12 Suggested Success Criteria My writing uses some correct ideas I have tried to use some words from the vocabulary list I include some comments on events or actions I use the correct basic purpose for writing I use some of the correct features of the writing type I have tried to write in an appropriate style My vocabulary is sometimes speech-like; it is correct for the task I have chosen some adventurous words I have used appropriate ideas and content I include some detail I have tried to include my viewpoint The purpose of my writing is correct I have shown the reader the correct features of the text type I have tried to write appropriately for the reader I use simple, appropriate vocabulary I have chosen words carefully for effect The facts and content that I have used are relevant I develop my ideas with some detail My viewpoint is clear and I stick to it The purpose of my writing is clear The features of the text type are clear and appropriate for the task I show that I have thought about the reader in my work It is clear that I have chosen some words carefully I have tried to use vocabulary that is correct for the topic My ideas and facts are relevant My ideas are developed clearly My viewpoint is clear and I have developed it to include the views of others The main purpose of my writing is clear and consistent I can adapt the text type to write appropriately for the reader My style is consistent and engaging for the reader I have chosen words carefully for effect I have a wide vocabulary (viewpoint) (the work is the correct writing type) (eg. past tense for recount) some detail or description (nouns are expanded) (with little elaboration) attempt at correct formality Some imaginative detail description of feelings informative word choice Some adaptation for reader Appropriate for text type Writer appears well informed This is shown through placing of content figurative language, patterning

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