St Andrew’s CE Primary School

Developing Writing Year 1Year Group: Reception-Year 6

Genres

Teaching Points and Terminology

Language Banks and Grammar

Sentence Structure

Punctuation

Spelling

Speaking and Listening

This document is to be used in conjunction with the Writing Overview Document on the school’s Website.

YEAR 1

Year 1 KPIsComposition To write with purpose *say first then write and tell others about ideas

*write for a varirty of purposesTo use imaginative description *use adjectives to add detail

*use names of people, places and thingsTo organise writing appropriately

*re-read writing to check it makes sense

To use paragraphs *write about more than one ideaTo use sentences appropriately *write so others can understand the meaning of sentences

*sequence sentences from short narratives*convey ideas sentence by sentence

Transcription To present neatly *sit correctly and hold a pencil correctly*Begin to form lower-case letters correctly*Form capital letters*Form digits 0-9*Understand that letters are formed in similar ways*Form lower-case letters of consistent size

To spell correctly *Spell words containing 40+ learned phonemes*spell common exception words (the, said, one, two, and the days of the week)*name letters of the alphabet in order*use the prefix un-*use suffixes where no change to the spelling of the root word is needed eg helping, helped, helper, eating, quicker, quickest*learn some new ways to represent phonemes

To punctuate accurately *leave spaces between words*use the word ‘and’ to join words and sentences*begin to punctuate using capital letters for the names of people, places and days of the week and I

Analyse writing To analyse writing *discuss writing with the teacher and other pupils*use and understand grammatical terminology in discussing writing-word, sentence, letter, capital letter, full stop, punctuation, singular, plural, question mark, exclamation mark

To present writing *read aloud writing clearly enough to be heard by peers and teacher

Year 1 Fiction . See Writing Overview Document on the school’s website for the overview for writing in Year 1 and LOs for handwritingIn weekly story telling, reading, writing session, take a familiar story (from storyteller booklet ages 4-7 by Pie Corbett, read write inc and those identified for learning off by Heart in Year 1 on the St Andrew’s story spine) and ‘hug the text.’ Focus on the stands identified below.

Poetry: Learn by heart classic poems and rhymes. See St Andrew’s reading spine. ‘Hug’ the text and where possible focus on the strands below.

Key Teaching Points for Fiction.1. Identify the genre-the type of story/poem2. Familiarise the pupils with the text. (Learn it off by heart)3. Deconstruct the text onto the story mountain-identify the beginning, middle and

end of the story and what happens in each section4. Identify the features of the text5. Pull out specific words, phrases and sentences pupils ought to use6. Identify the strands of the story that will be changed, otherwise ‘hug’ the text7. Model thinking of a new version of the story and mapping it8. Use the map to model writing your own version with the class9. Pupils write their own story maps10. Pupils tell their stories from the maps11. Pupils write their stories12. Select a specific element(s) to edit and model editing before children to the same

Terminology to teach the children.Genre-particular kind of writing. See Pie Corbett’s ‘Story Types-Genetic Grid.’(found in the school’s Literacy Framework File)

Features of the text-See the following documents in the school’s Literacy Framework File Story mountain planning framework St Andrew’s Writing Criteria Basic skills checklist (in Lit Framework fileAlso see Pie Corbett’s book ‘Writing Models’ for the year group you are teaching

Introduction-the opening paragraph of a story (5Ws)Journey-the paragraph(s) leading to the climax which usually involve the main character taking a physical or emotional journeyThe build up-the paragraph(s) before the Climax. Usually short sentences used for dramatic tensionThe Climax/problem-paragraph(s) where the hero confronts the villainThe Resolution-the paragraph(s) where the problem is resolvedThe Ending-the last neat line

Stories are either A-B-A or A-B-C. A being a safe place at the start of the story. B is the unsafe setting at the climax and the story ends in a safe setting again either back at A or in a new setting C

Consolidate: Finger spaces, letter, word, sentence, full stop, capital letter, simile-‘like’ punctuation Introduce: simile ‘as’ question mark, exclamation mark, singular, plural

Openers to connect whole text

Connectives to link parts of sentences

Language Sentence Construction Punctuation

Consolidate:Introduce:Once upon a timeEarly one morningFirst ThenNextButSo

Consolidate connectives/ conjunctions:andbutuntilwho

Introduce:

Consolidate:Prepositions:up down in into out to ontoIntroduce:insideoutsidetowardsacross

Talk then Write in sentences

Sequence sentences

Re-read sentences to check for sense

Discuss with the pupil what he/she has been written

Consolidate:Finger spaces

Full stops

Capital letters at the start of a sentence and names

Correct pencil grip

Finally,…..happily ever after

Introduce: Because To his amazement / surprise If

When – time connectives After After that As At that moment By next morning In the end One day Next morning NowSoon / As soon asUntil When While

How - adverbsSuddenly / Fortunately / Luckily / Unfortunately

Introduce 5 parts to a story opening (once upon a time) Build up (one day) Problem/Dilemma (Suddenly/ Unfortunately...) Resolution (Fortunately...) Ending (Finally...)

because or so that thenthat while whenwhere

under Consolidate:AlliterationSimiles using ‘like’

Introduce:Adjectives to describeSimiles using ‘as’

GRAMMAR-See Non-Fiction

Speaking and Listening -See Appendix 27 See Speaking and listening Overview document on sch website

Pupil to read aloud their own writing

Consolidate: -‘ly’ openersLuckily / UnfortunatelyIntroduce: Silently, Slowly, etc

Consolidate:Simple and compound sentences

Connectives/ conjunctions as openers:WhileWhenWhere

Introduce:More complex sentences using WHO as a connective eg ‘Once upon a time there was a little boy who lived in a forest.’Exclamations

Consolidate:‘Run’ - Repetition for rhythm - He walked and he walkedRepetition in description – a lean cat, a mean catIntroduce:Simple noun phrases:Two adjectives to describe the noun e.g.

and letter orientation

Introduce:Question marksExclamation marksSpeech bubbleBullet points

the scary, old woman Descriptive lists -Sentence of 3 for description e.g. He wore old shoes, a dark cloak and a red hat...Simple expanded noun phrases e.g. lots of money, plenty of dragonsAdverbial phrases, e.g. At the end of the lane... (used as a where starterSimple noun phrases, ie two adjectives to describe the noun e.g. the scary, old woman

Year 1 Non-Fiction Genres: simple, recounts, instructions, non-chronological reports.

Key Teaching Points for Non-Fiction.1.Identify your genre2. Chose your form3. Chose the style4. Identify the audience and purpose5. Select the content and organisation-chose the appropriate planning framework6. Know the language features to use

Terminology to teach the children.

Genre-particular kind of writing

Form-the format of the writing eg postcard, letter, poster, Leaflets, biography, autobiography, dialogue.

Style-the tone of the writing, it is either formal or informal

Consolidate: Finger space, letter, word, sentence, full atop, capital letter, simile ‘like’ Introduce: simile ‘as’

Openers to connect whole text

Connectives to link parts

Language Sentence Construction Punctuation Spelling

of sentencesIntroduce5Ws-Who, why, where, when (what)First ThenNextButSoFinally

Introduce 3 sections to non-fiction

1. Introduction (5Ws)2. Middle sections

(simple factual sentences around them)

Bullet points for instructions

Labels for diagrams

3. Ending (Concluding sentence)

See FictionConsolidate:Prepositions:up down in into out to ontoIntroduce:insideoutsidetowardsacrossunderIntroduceTopic specific vocabulary. Teacher to decide.

GRAMMARExpect written texts to make sense and check if it does not.Use awareness of the grammar of a sentence to predict/decipher words.

Understand how words combine to make sentence

Join clauses using ‘and’

2x week (minimum) but ideally daily via RWI, deliver

Consolidate: -‘ly’ openersLuckily / UnfortunatelyIntroduce: Silently, Slowly, etc

Consolidate:Simple and compound sentences

Introduce: BOYS sentences- (but, or, yet, so) see Alan Peat Writing exciting sentences p11

2A sentences-(2 adjectives before/after the noun) see Alan Peat Writing exciting sentences p13

Similes-See Alan Peat Writing exciting sentences p153-ed sentences-See Alam Peat Writing exciting sentences P 17

Consolidate:Finger spaces

Full stops

Capital letters

correct pencil grip and letter orientation

Introduce:Question marks

Consolidate:Term 1Cvc ccvc, cvcc, ccvcc words, words ending in ‘nk,’ words ending ‘ff’ ‘ll’ ‘ss’ ‘zz’ ‘ck’ eg off, bell, kiss, buzz, back. Words with more than one syllabul eg pocket, rabbit, thunder, panda, picnic.

Introduce:Words ending in ‘ve’ eg have, live, give. Words ending in ‘tch’ (when the ‘ch’ sounds follows a single vowel) eg catch, fetch, kitchen, hutch.

Spell words containing each of

an activity to teach pupils to identify nouns, verbs, connectives, prepositions, adjectives and adverbs and know the role of these word classes. Make links to the time connectives, adverbs etc listed on this document. Also teach children to identify statements/simple sentences, questions and commands (linked to instructions). Correct subject-verb agreement particularly ‘I did’ or ‘I have done’ (not I done) and ‘I was’ and ‘We were’(not I were or we was)

Standard EnglishI was, we were, I ate, I did, it bled, difference between the verb to leaned and to teach

IntroduceDeterminers/ArticlesThe, a, an, your, this, that, his, her, their, some, all, lots of, many, more, those, these

Questions

Commands (linked to instructions)Long and short sentences

the 40+ phonemes-digraphs and trigraphs

Also see Appendix 1 of NC for English 2014 and/or Appendix 1 of Writing Overview on School website.

Spell common exceptions eg the, said, one, two, their, there, when, was, they etc

Spell days of the week

Name the letters of the alphabet and use letter names to distinguish between alternative

Adjectives-Old, huge etcAlliteration eg dangerous dragon, slimy snakeSimiles using ‘as’ eg as tall as a house

spellings of the same sound.

Prefixes and SuffixesUse spelling rules for adding ‘s’ and ‘es’ to make nouns plural eg cats, matches, etc and with verbs to make them into the third person singular eg (she) spends (it catches)

Term 2Use the prefix ‘un’

Use –ing, -ed, -er –est where no change is made to the root word eg helping, help, helper

K sound-Kent, sketch, husky

Term 3Compound words

Common exceptions to the rules

Apply phonic knowledge from appropriate phases to make phonetically plausible attempts at spelling and be able to spell high frequency words correctly.

Speech bubblesBullet points

See Appendix A for examples of all the above.

Bibliography (useful texts to use for Fiction and Non-Fiction)

FICTIONStoryteller aged 4-7 by Pie CorbettStoryteller 7-9 by Pie CorbettStoryteller 9-11 by Pie CorbettWriting Models Years 3-6 Pie CorbettSt Andrew’s Story and Rhyme spine (listing all the stories and rhymes which pupils must learn by heart in each Year group)St Andrew’s Class Novel list-suggested class novels for KS1 and KS2 year groups.

NON-FICTIONOxford Connections by Sue PalmerWriting models Years 3-6 by Pie Corbett

STARTERS AND ACTIVITIES TO DEVELOP LANGUAGE AND VOCABULARY.Jumpstart Story making. Games and Activities for ages 7-12. Pie CorbettJumpstart Literacy, Games and activities for ages 7-14. Pie Corbett

CHECK OUT ESPRESSO!

Appendix A Year 1

Words/sounds/patters Rules/guidelines Examples

CVC words Bad, leg, hop, red, yes, van, zip, wet, jam, cup,

lid, fox, quiz,

CCVC words Flat, step, drip, frog, plum

CVCC words Grand, crept, print, frost, blunt

Words with consonant digraphs Ship, fish, chips, much, thin, this, ring

Words ending in ‘nk’ Bank, pink, think, honk, chunk

Words ending in ‘ff’ ‘ll’ ‘ss’ ‘zz’ ‘ck’ The f, l, s and z sounds are usually spelt with double letters when they come straight after a short vowel sound.

Exceptions are: if, pal, buz, us, yes

Off, bell, kiss, buzz, back

Words of more than one syllable Pocket, rabbit, panda, picnic

‘Tch’ If the ch sound comes a vowel sound spelt with a single letter

Exceptions: rich, which, much, such

Catch, fetch, kitchen, notch, hutch

‘v’ sound at the end of the word English words hardly ever end in a v but in ve Have, live, give

‘es’ and ‘s’ to demark Plural nouns and third person present tense

If the ending sounds like ‘s’ or ‘z’ it is spelt with a ‘s’

If the ending sounds like ‘iz’ and forms an extra syllabul it’s spelt ‘es’

Plural nouns-dogs, cats, rocks, catches

Third person present tense-catches, thanks

Adding –ing, -ed, -er to verbs where the root word doesn’t change

-ing and –ed always add an extra syllabul –ed Hunting hunted hunter, buzzing, buzzed,

sometimes does.

The past tense may sound like ‘id’ or ‘d’ or ‘t’ these ending are spelt ed

If the verb ends n 2 consonants the ending is simply added on

buzzer, jumping, jumper, jumped

Adding –er and –est to adjectives where no change is made to the root words

Words ending in ‘est’ are superlatives.

Words ending in ‘er’ are comparatives.

If the adjective ends in two consonants the ending is simply added on.

Grander, grandest, fresher, frestest, quicker, quickest, taller, tallest.

Digraphs and trigraphs

Ai

Oi

Ay

a-e

e-e

i-e

o-e

Ai and oi are never used at the end of words

Ay and oy are used at the end of words and syllabuls

Both ‘yoo’ and ‘oo’ sounds can be spelt ‘u-e’

Rain, sail, train, paid, snail, oil, boil, join, coin

Day, play, say, way, Sunday, bot, toy, enjoy, annoy,

Made, came, tame, take, late,

These, theme

Kite, bike, like, time, slide, bite

Home, those, note, bone, hole

June, rule, use, cube, tune

u-e

ar

ee

ea/ee

ea/e

er (stressed)

er (unstressed schwa sound)

ir

ur

oo

oa

oe

ou

ow/ou

ow/oa

In Manchester the unstressed sounds tend to be the ones that sound like ‘o’ at the end

Very few words end in ‘oo’

‘oa’ rarely used at the end of an English words

Only ‘you’ is a common word ending in ‘ou’

‘oo’ and ‘yoo’ can be spelt ‘u-e’ and ‘ew’ if words end in ‘oo’ ue ad ew are more common

Car, stark, park, arm, garden

See, tree, green, meet, week

Leaf, sea, dream, meat, read (present tense)

Head, bread, ready, instead, read (past tense)

(stressed) her, term, herb, herb

(unstressed) butter, letter, summer, winter

Girl, bird, shirt, third, skirt

Turn, burn, curl, hurt

Food, cool, moon, zoo, spoon

Book, look, foot, wood, good

Boat, coat, road, soap

Toe, goes

Out, about, cloud, round, sound

Now, how, cow, down, town

Blow, snow, grow, slow, show

Blue, clue, true, rescue, argue

ue

ew

ie/igh

ie/ee

igh

or

ore

aw

au

air

ear

ear/air

are/air

than oo New, few, grew, chew, drew, threw

Lie, pie, cried, tried, fried

Chief, field, theif

High, night, light, bright, right

For, fork, born, horse

More, sore, before, wore

Saw. Draw. Yawn, crawl

Author, august, dinosaur, astronaut

Fair, pair, stairs, chairs,

Ear, near, hear, clear, dear

Bear, pear, wear

Bare, dare, care, stare

Words ending in –y (ee or i sound at the end) Happy, very, sorry, carry, party

ph ‘f’ sound is not usually spelt with a ph in short, everyday words such as fun, fill, fat etc

Dolphin, alphabet, phonics, elephant,

wh Make sure pupils know how to spell went and When, where, which, wheel, whisk

do NOT put an h in (confusing it with when)

Using k sound Kent, sketch, skeleton

Adding prefix -un Added to the beginning of a word without change to the root words. If makes the word the opposite of the root word.

Unhappy, undo, unload, unfair, unlock

Compound words Two words joined together. Each part spelt as it would be if it appeared on its own

Football, laptop, playground, farmyard, bedroom, blackberry

Common expectations The, a, do, to, of, said, says, are, were, was, I you, your, they, be, he, me, no, go, so, by, my, there, love, come, some, one, once, etc

Appendix 25 continued...

Year 1 and 2 High Frequency Wordshas had an bed butfrom got school him Hisif jump notof want one little theredo off could put thanthat them then us whenlow new about another becauseby Can’t down half homejust live after back beencalled first have house lastmade again ball brother cameDon’t good her how laugh

make many much next oldout seen so their timetree who were may mustnight once over should somethese too water would whatmore name now our peoplesister take took very waywhere your Monday Tuesday WednesdayThursday Friday Saturday Sunday dayweek January February March AprilMay June July August SeptemberOctober November December month yearone two three four fivesix seven eight nine Ten eleventwelve thirteen fourteen fifteen sixteenseventeen eighteen nineteen twenty redorange green blue black whitebrown pink purple grey

Speaking and Listening

Pupils should be given opportunities to learn the following words, phrases and sentences by heart. It is not an exhaustive list, these are suggestions.

These structures can be taught throughout the curriculum in lessons such as English, Read Write Inc, guided and shared reading, science, maths, Geography, History etc.

The following can be found in a separate document on the KLP called ‘Progression in Language development.’ See the ‘speaking and listening’ file on the KLP. Here the information in organised by language not year group.

The ‘Speaking and Listening file’ on the KLP also contains documents outlining activities and strategies which can be used to teach speaking and listening.

See Speaking and Listening section of the Literacy PolicyAppendix 27 Year 1 LanguageLanguage of Argument/DiscussionYes/No because...I like/don’t like...because...and...I garee with...because...It is right/wrong....because...

Language of Comparison/ClassificationThey are the same/different because...Because...is...and...is...They are alike because they are both...

Language of DeductionI think that...because...It is...because.......happened because...

Language of DescriptionThe...is...and....They are...because...It is a (adjective/noun).......has/have....

Language of EvaluationI found...difficult/easy because...I like/dislike...because...I feel that....Next time I would/could...In my opinion....because...

Language of ExplanationI...because...When I...because...After I...because...First...then...because...This is because....

Language of Explanation in a Mathematical ContextI know....because......is in between/before/after......comes before/after...because...So then...The answer is...because...

Language of Hypothesis (a suggestion which tries to explain something based on evidence)I think...because...and...I don’t think...because...and......and will happen because...

Language of OpinionI think...because...I like...the best because...My partner thinks...I agree/disagree because...

Language of PredictionI think...because...(prior knowledge)I predict...will happenI think...is going to happenThey are the same because...

Language of Retelling-events and storyMy partner said...Once upon a time...One day...Next...then...suddenly etcOther Words and phrases from stories learnt by heart

Language of sequencingFirst I will...Next I would...Then I...After that I...Finally I...