WRITING - Hiltingbury Junior School, Eastleigh, Hampshire, …€¦ · · 2015-07-22writing - eg...
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hiltingbury junior SCHOOL NAME CLASS WRITING
Transcript of WRITING - Hiltingbury Junior School, Eastleigh, Hampshire, …€¦ · · 2015-07-22writing - eg...
hiltingbury junior SCHOOL
NAME
CLASS
WRITING
LEARNING LADDERS
CONTENTS
Ladder Title
Super SpellerOrganisedPurposefulWord WonderGrammar GiantHandwriting Hero
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I can spell words using the 40+ phonemes that I know
I use the rules for adding -s’ and -es’
I can add the suffixes -ed, -ing, -er, -est to root words
I can use the possessive apostrophe for a singular person - the girl’s book
I can spell the days of the week
I can spell 10 words with contractions - it’s, can’t, won’t, they’re etc
I can spell the simple homophones/near homophones - eg there/their/they’re
I can use the prefix un-
I can write what is read aloud to me, including tricky words and words that I have to sound out
I can spell most of the common tricky words
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I can add suffixes to spell longer words - eg -ment, -ful, -less, -ly
I can use the prefixes dis-, mis-, in- and im-
I can use the prefixes il-, ir-, re-, sub-, inter-, anti-, auto-
I can spell the next 22 sets of homophones/near homophones - eg accept/except
I can use the first two or three letters of a word to check the spelling in a dictionary
I can write correctly spelt and punctuated sentences as dictated by my teacher
I can use the possessive apostrophe correctly in regular and irregular plurals - eg children’s toys and
girls’ shoes
I can write what is read aloud to me, including tricky words, words that I have to sound out and the correct
punctuation
I can spell words ending in -tion/-sion/-cian/-ssion
I can use the suffixes -ly, -ation, -ous
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I can spell all of the Year 3&4 word list
I know and use the ‘i before e’ rule following a c
I can spell words with the endings -cious and -tious
I can spell words with the endings -ance and -ence
I can spell words with silent letters
I can spell words with the endings -ible and -able
I can spell all of the Year 5&6 word list
I can spell words with the letter string -ough
I can regularly and independently make use of a dictionary to check the spelling and meaning of words
I can spell words with the endings -cial and -tial
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Super Speller
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Subject specific words are spelt correctly
Most complex words and all homophones are secure
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Year 7
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I can write more than one sentence about an idea
I can use the conjunctions -or’ and -but’ to link my ideas
I can use a simple structure in my writing, eg beginning, middle and end, or instructions written in
the correct order
I can use simple connectives (eg also, as well, because) to link ideas logically
I can think about and plan what I am going to write about before writing it
The organisation reflects the purpose of the writing - a newspaper report has a headline, a by-line, an introduction and then a chronological recount of
events
I can make additions, revisions and improvements to my writing
I can rehearse out loud before writing my ideas down
I can use connectives and prepositions that signal time - eg then, after, before, in, on
I can begin to use an appropriate opening and ending
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WRITING LADDER
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I can group similar information together in paragraphs in non-fiction writing
I use paragraphs to organise my stories into an introduction, build-up, conflict and resolution
In non-fiction, I can write a clear introduction, followed by logical points, drawing to a defined conclusion
In narrative, I can shape a story using paragraphs to show shifts in time, place and action
I can plan how to structure my writing to meet the purpose
I can use connectives, within a paragraph, to link the sentences - eg in addition, finally, therefore
I can link my ending with a range of references to the start of my writing
I can begin to use paragraphing in narrative writing - eg for a new location in a story
Within paragraphs, I can sustain and develop my ideas around a topic sentence
I can create my own plan appropriate to the audience and purpose
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I can make links between paragraphs in non-fiction writing - eg a topic sentence links to the linking
sentence from the previous paragraph
I can demonstrate a range of techniques to signal overall direction of the text for the reader
I am beginning to vary structure and length of paragraphs for effect on the reader
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I can share what I have written with an adult
I am beginning to use appropriate language across different types of writing - eg story language, non-
fiction
I know who my writing is for (their intended audience)
I can include relevant, imaginative detail - eg direct speech, description of a setting and feelings
I can identify whether a sentence is a command, statement, exclamation or a question
I am beginning to understand how to write for different audiences and different purposes
I can use some of the ‘Tricks of the Trade’ for a given style to ensure that the style of writing is evident
I can convey basic information and ideas through appropriate word choices
I can think about the different styles needed for different types of writing
Some evidence of viewpoint is established
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Purposeful
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In narrative, my writing creates settings, insights into characters and develops the plot through blending,
rather than telling the reader
I can use devices to engage the reader - eg repetition for effect, rhetorical question, etc
I can write in a given style successfully when I refer to the -Tricks of the Trade’
My writing is well constructed and shows a secure grasp of the chosen genre
I can manipulate sentence structures for effect, to suit the purpose
I can blend dialogue with action and description to convey character and move the story forward
I can use the setting and weather as a ‘sympathetic background’ to the characters’ situations - eg
thunderstorm for the dangerous parts with the sun coming out when all is well
I can evaluate how effective my writing is, by referring to the features of a given text type and make
necessary improvements
In my writing, the setting is used to create mood
My writing is well paced
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I can construct paragraphs that clearly support meaning and purpose
I can use controlling techniques for a specific purpose, sustained throughout a piece of text
I can establish a convincing, individual voice or point of view and mostly sustain this
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I can make some appropriate word choices from word banks, class lists and sentence openers
I can modify nouns by one or more precise adjectives - a loud wailing sound
I can use interesting adverbs to describe actions
I can use a thesaurus to improve my choice of words and to expand my vocabulary
I can use interesting adjectives to describe people, objects and setting
My vocabulary is interesting and provides some clarity for the reader - eg stumble, instead of walk
I can use adventurous and varied vocabulary to engage the reader
I can use some basic descriptive language - colour, size, simple emotions
I can use appropriate words to support the text type - eg use imperative verbs in instruction texts
I can use a choice of pronouns or nouns to avoid repetition
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I can use expanded noun phrases to convey relevant information concisely
I can use vocabulary that is varied, imaginative and appropriate, including use of technical and specific
words
I can recognise vocabulary that is appropriate for formal speeches and writing
I can use word choices that are well-matched to purpose and audience
I can use a thesaurus independently to choose words for deliberate effect
I can make assertive use of the characteristic language and of the chosen text type
My vocabulary choices are more thoughtful and enhance meaning
When editing, I recognise how changing the word choice can enhance the meaning of the writing
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I can join words and clauses using the conjunction ‘and’
I can use capital letters for names of people, places, the days of the week and the personal pronoun - I’
I can begin to punctuate sentences with exclamation marks
I can use question marks and exclamation marks correctly
I can begin to punctuate questions with question marks
I can consistently use full stops and capital letters correctly in my sentences
I can use the present and past tenses correctly
I can begin to punctuate sentences, using a capital letter and a full stop
I can read my writing out loud clearly and check if it makes sense
I can use commas in lists
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I can check that I have used verbs correctly in my sentences
I can write and punctuate complex sentences, using a wider range of prepositions and conjunctions - eg
although, if
I can use a range of different sentence starters
I can use and punctuate direct speech with inverted commas
I can edit my writing to check that it makes sense
I can write in standard English forms for verb inflections - eg we were instead of we was
I can use a range of sentence structures - short, compound and complex
I can re-read my writing, checking for errors in spelling, punctuation and grammar
I can use a range of sentence structures - simple, compound and complex
I can use commas after fronted adverbials
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I can edit for spelling, punctuation and grammar errors and suggest improvements to my own and others’
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I can use semi-colons, colons or dashes to mark boundaries between independent clauses
I can use commas more accurately to separate clauses - eg subordinate embedded and relative
I can use brackets, dashes or commas to indicate parenthesis
I can use colons and semi-colons when writing lists
I can choose passive verbs, when appropriate, to affect the presentation of information in a sentence
I can ensure the consistent and correct use of tense throughout a piece of writing
I can recognise sentence structures that are appropriate for formal speech and writing -
eg If I were
I can consistently manipulate a full range of accurate punctuation in a variety of sentence structures to add
clarity for the reader
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I can form digits 0-9, starting and finishing in the right place
I can form lower-case letters of the correct size, relative to one another
My writing can be read without mediating
I am beginning to join letters in my writing
I can begin to form lower-case letters in the correct direction, starting and finishing in the right place
I can write capital and lower case letters of the correct size and orientation
I can lay my work out appropriately on the page - eg start at the top and begin each line next to the margin
I can form capital letters
I can use spacing between words that reflects the size of the letters
I can write the date and title and underline both for every piece of writing
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I only use capital letters when appropriate
I can choose the writing implement that is best suited for a task
I can maintain holding a pencil/pen correctly
I prepare myself and my work area to enable the required level of presentation
The direction (or slant) of my handwriting is consistent across a piece of work
I can use the diagonal and horizontal strokes that are needed to join letters
My handwriting is clear and legible every time I write
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WRITING LADDER
Handwriting Hero
NOTES
LEARNING LADDERS
NOTES
LEARNING LADDERS
Copyright © 2015 Learning Ladders Education. All rights reserved.
The ‘Learning Ladders’ logo, device and characters are Trademarks of Learning Ladders Education Ltd.
Booklets are licensed for internal use by Hiltingbury Junior School.
For further information visit www.learningladders.info.
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