Bridging the gap - writing...P-Scales Bridging the gap End of Year 1 Expectation P8 Descriptor:...

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SSSEN Bridging the Gap Materials - Writing

Guidance Notes – February 2016

Using these materials

Please be aware there is no local or national guidance to schools on tracking progress for children working below age relatedexpectations and/or between P-Scales and National Curriculum Expectations.

They are not intended as a curriculum to be worked through but as suggestions for learning steps that will help to bridge the gapbetween P-Scales and Y1 end of year National Curriculum expectation assessment criteria.

These materials are intended only to support schools in developing their own learning, assessment and tracking systems.

The suggestions are intended as a starting point and not necessarily a finite list.

Where appropriate these materials have been colour coded to link with the 2016 Interim teacher assessment framework for pupilsworking below the test standard; Pre-key stage 1 and Pre-key stage 2.https://www.gov.uk/government/publications/pre-key-stage-1-pupils-working-below-the-test-standard

https://www.gov.uk/government/publications/pre-key-stage-2-pupils-working-below-the-test-standard

In the ‘Statement on the interim recommendations of the Rochford Review’ published December 2015 one of the next steps statedis to;

“Review P scales and consider whether any changes are required to ensure consistency with the new national curriculum and

with broader statutory assessment arrangements.”

Which may provide national guidance on progress, assessment and attainment between the current P8 and Y1 of the National

Curriculum.

https://www.gov.uk/government/publications/rochford-review-interim-recommendations

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https://www.gov.uk/government/publications/rochford-review-interim-recommendations


ENGLISH – Writing

Links to interim Pre-Key Stage 2 Standards

Foundations for the expected standard (also KS1 growing development of the expected standard)

Early development of the expected standard

Growing development of the expected standard

P-Scales Bridging the gap End of Year 1 Expectation

P8 Descriptor: Pupils show awareness that writing can have a range of purposes (for example, in relation to letters, lists or stories) They show an understanding of how text is arranged on the page (for example, by writing or producing letter sequences going left to right). They write or use their preferred mode of communication to set down their names with appropriate use of upper and lower-case letters or appropriate symbols.

TRANSCRIPTION

They write or use their preferred mode of communication to set down their names with appropriate use of upper and lower-case letters or appropriate symbols.

o Write the correct letter in response to hearing each sound of the alphabet.

o Segment spoken words into sounds. o Spell words from Letters and Sounds Phase 2

Eg vc and cvc words o Spell words from Letters and Sounds Phases 2

and 3. Eg as above plus words containing ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er, and the, to, I, no, go.

o Spell words from letters and Sounds phases 2, 3 and 4. Eg as above plus cvcc, ccv, ccvc, ccvcc, cccvc, and cccvcc words and he, she, we, me, be, was, my, you, her, they, all are. (refer to Primary National Strategy Letters and Sounds)

Spell: o words containing each of the 40+

phonemes already taught

o common exception words

o the days of the week o words with contracted forms e.g.

I’m, don’t

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o Recognise and say the names of some of the alphabet letters in their own name.

o Recognise and say the names of ¼ of the letters of the alphabet.

o Recognise and say the names of ½ of the letters of the alphabet.

o Recognise and say the names of ¾ of the letters of the alphabet.

Name the letters of the alphabet: o naming the letters of the alphabet

in order

o using letter names to distinguish between alternative spellings of the same sound

o Segment spoken words into syllables. o Write simple polysyllabic words using phonemes

and graphemes from Letters & Sounds phase 2. o Write simple polysyllabic words using phonemes

and graphemes from Letters and Sounds phases 2 and 3.

o Write simple polysyllabic words using phonemes and graphemes from Letters and Sounds phases 2, 3 and 4.

Add prefixes and suffixes: o using the spelling rule for adding –

s or –esas the plural marker for nouns and the third person singular marker for verbs

o using the prefix un–

o using –ing,–ed,–erand –estwhere no change is needed in the spelling of root words [for example, helping, helped, helper, quicker, quickest]

Apply simple spelling rules and guidance, as listed in Appendix 1 of the National Curriculum

o Write own name independently and some other simple words.

o Write from memory simple sentences dictated by the teacher that include words from Letters and Sounds phase 2.

o Write from memory simple sentences dictated by the teacher that include words from Letters and Sounds phases 2 and 3.

o Write from memory simple sentences dictated by the teacher that include words from Letters and Sounds phases 2, 3 and 4.

Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

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HANDWRITING

o Writes with variety of media. o Writes with palmer grip in either hand. o Writes with palmer grip in preferred hand. o Writes with tripod grip in preferred hand.

Sit correctly at a table, holding a pencil comfortably and correctly

o Begin to form lower-case letters, from their name, in the correct direction, starting and finishing in the right place

o Begin to form ¼ of lower-case letters from alphabet in the correct direction, starting and finishing in the right place.

o Begin to form ½ of lower-case letters from in the correct direction, starting and finishing in the right place.

o Begin to form ¾ of lower-case letters from in the correct direction, starting and finishing in the right place.

o Lower case letters are usually of the correct size relative to one another.

Begin to form lower-case letters in the correct direction, starting and finishing in the right place

o Forms appropriate capital letters for their own name.

o Forms ¼ of capital letters from alphabet. o Forms ½ of capital letters from alphabet. o Form ¾ of capital letters from alphabet.

Form capital letters

o Forms digits 0 and 1. o Forms digits 0-3. o Forms digits 0-5. o Forms digits 0-7.

Form digits 0-9

o Copy letter forms. o Practice letters that sit on the line. o Practice letters with ascenders. o Practice letters with descenders.

Understand which letters belong to which handwriting “families” (i.e. letters that are formed in similar ways) and to practice these.

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COMPOSITION

o Group letters together leaving spaces between them and read back their message.

o Dictate caption and copy write. o Record caption on recordable devise and play

back to aid writing caption. o Record sentence on recordable devise, write

sentence and play back recording to check and redraft as appropriate.

write sentences by: o saying out loud what they are

going to write about

o composing a sentence orally before writing it

o sequencing sentences to form short narratives

o re-reading what they have written to check that it makes sense

o Share writing with their friends and known adults. o Share dictated caption with adult different to

scribe. o Share dictated caption with peers and adult

different to scribe. o Extend caption after discussion with known adult

or peer

Discuss what they have written with the teacher or other pupils

o “Read” their writing to their friends and known adults.

o Read dictated caption to known adult. o Read own caption to known adult and peers. o Read own sentence to known adult and peers.

Read aloud their writing clearly enough to be heard by their peers and the teacher.

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VOCABULARY, GRAMMAR AND PUNCTUATION

o Group letters and leave spaces between them as though writing words.

o Copy captions with appropriate spaces between words.

o Leave spaces between words when prompted. o Begin to use capital letters to start sentences

when prompted.

Develop their understanding of the concepts set out in Appendix 2 of the National Curriculum by: o leaving spaces between words o joining words and joining clauses

using and o beginning to punctuate sentences

using a capital letter and a full stop, question mark or exclamation mark

o using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’

o learning the grammar for year 1 in English Appendix 2

o set down their names with appropriate use of upper and lower-case letters or appropriate symbols.

o Identify and use correct terminology for letter and capital letter.

o Identify, use in writing and use correct terminology for letter, capital letter, word sentence and full stop.

o Identify, use in writing and use correct terminology for letter, capital letter, word sentence and full stop.

o Identify, use in writing and use correct terminology for letter, capital letter, word sentence full stop and punctuation.

Use the grammatical terminology in English Appendix 2 in discussing their writing.

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Bridging the gap - writing...P-Scales Bridging the gap End of Year 1 Expectation P8 Descriptor:...

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