I used “first”, “next” and “then” to write what I did...Persuasive text including letters Pupil Objective Teacher I can plan a persuasive letter I can write my address,

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Reception

Stories

Pupil Objective Teacher

I can use story language to retell the stories in nursery rhymes

I can use story language to retell five traditional tales

I can use story language when writing my story

Reception

lists


I write lists going down the page

I don't use joining words

Reception - Recounts


I used “first”, “next” and “then” to say what I did

I used “first”, “next” and “then” to write what I did

Reception -Signs


I can write signs to label objects in my school

I can write a label or a caption for a picture

I can use my phonic knowledge to attempt a more complex words

In my handwriting most letters are correctly orientated and

formed

Year 1

Stories


I can structure my story

I can use a story map to plan my story

I have written a title

My introduction says when the story started: when

My introduction creates a setting: where

My introduction says who the characters are: who

I can use an adjective is to make my story interesting

Year 1

Recounts/chronological reports e.g. postcards


I can write a title

I can write an introduction saying who, where and when

I can use these time words: "first", "next", "after", "then",

"finally"

I can write a conclusion, eg, saying which bit I like best what I

enjoyed

Year 1

Non-chronological reports


I can write a title

I can write an introduction saying what my report is about

I can write three information sections which have headings

I can draw a picture with the label or caption to illustrate my

report

I can write a conclusion

Year 2

Stories


I can structure my story correctly

I can write a title

I can use a story map to plan my story

I can use 1 or 2 adjectives to describe a noun

In the introduction I can introduce and describe the main

character and describe the setting

I can follow my story formula when writing my story

I can use direct speech when characters meet

I can start speech sentences on a new line

Year 2 - Recounts/chronological reports inc. letters &diaries


I can draw a map to plan my recount

I can write a title


I can use these time words: "first", "next", "after", “soon”, "then",

"eventually" , "finally"

I can write an interesting sentence for each time word sentence

I can use adjectives to make my writing more interesting

I can use adverbs to make my writing more interesting

When writing recounts I always use the past tense

Year 2 - Instructional writing


I can draw a map to plan my instructions

I can use an "how-to" title

I can use an introduction to hook the reader

I can use the "you will need" subheading

I can give two lists: equipment and material

I can use bullet points

I can use the subheading “method”

I can use numbered instructions in the correct order

I can use bossy verbs (imperatives) in the present tense to begin

each instruction

I can use labels and captions

I include a short conclusion to suggest the next action or I can

give my "Top Tip" or “Warning” or” Warning”

Year 2 - non-chronological reports/explanation texts


I can draw a map to plan my non-chronological reports

I can write a title

I can write an introductory paragraph to hook the reader

I can write 4 information sections which have headings

I can start my sentences with "usually", “sometimes", “often"

I can use topic related vocabulary

I can use "because" to explain why you do things

I can use relevant adjectives and adverbs to make my writing

interesting

I can draw diagrams with labels and captions to illustrate my

report

I can write a conclusion that links back to the introduction

Year 3 –Stories


I can choose which type of story to write

I can structure my story correctly

I can write a title that is appropriate to my story

I can write an introduction that sets the scene and introduces the

main character

I can use speech and powerful verbs to describe my characters

I can follow my story formula when writing my story

I can I can use a powerful verb to reinforce what the character is

saying, e.g. “ he yelled”

I start sentences in different ways e.g. with an adverbial phrase

(how, when, where) or a time connective to move the story on, or an

adverb e.g. Slowly, Happily, Carefully,

I can choose adjectives and precise nouns to describe

I use alliteration and sound effects to enhance my writing

I can include a question to engage my reader

My story ending mentions something from the start of the story, e.g.

a warning

Year 3

Recounts/chronological reports


I can plan my recount

I can use my plan to formulate paragraphs

I use clear, bold writing for my title/headline

I will use subheadings if appropriate


I can choose which time words to use e.g: "first", "next", "after

that", “so”, “soon”, "then", "while", "when", "later on", "eventually" ,

"finally", before &because

I can write an interesting sentence for each time word sentence

I can use adjectives to make my writing more interesting

I can use adverbs to make my writing more interesting

When writing recounts I always use the past tense

I use a range of verbs when accompanying speech questions e.g.

asked, questioned, queried, ventured, probed

I use a range of verbs and adverbs when accompanying speech replies

e.g. answered, replied, muttered quietly

I can use details and precise vocabulary to add clarity

Year 3

Instructional writing


I can plan my instructions

I can write a title that is appropriate to the instructions

I can write a punchy introduction to interest the reader

I can write appropriate subheadings for each stage

I can write a list of equipment and a list of materials using bullet

points

I can write numbered step-by-step instructions

I use imperative or bossy verbs to start instructions

I make good use of objectives, adverbs and special or technical

words to be precise

I use conjunctions to join two ideas together e.g. as well as, also,

if, so, though, since

I can use time connectives including while and when

I can use diagrams, linked to the instructions with captions and

labels

I can write a conclusion or a Top Tip

I have asked someone to try out my instructions to see if they are

easy to follow

Year 3

Non-chronological reports/explanation texts


I can plan my report/explanation

I use clear, bold writing for my title

I include an introductory paragraph

I include headings, some written as questions to interest the

reader

I use technical words to do with the subject

I include labels diagrams

I write captions for pictures and diagrams

I organise information into paragraphs and link them to my

formula

I use the present tense or past tense for historical reports

I use facts or pieces of information written in sentences

I will try to include the following words: “while”, “when”, “as well

as” and UFRROONS,(Usually, Frequaently, Regularly, Rarely,

Often, Occasionally, Normally ,Sometimes.)

I can write a brief conclusion to my report

Year 3

Persuasive writing including letters


I can plan a persuasive letter

I can write Dear----followed by the recipient’s name

In the first paragraph I explain why I was writing the letter

In the second paragraph I can present the facts

I can write in the third paragraph a closing statement asking for a

reply

I end the letter using "Yours sincerely" or an informal phrase for

family and friends

I am polite

Year 4 - Stories


I can choose which type of story to write

I can plan my chosen story

I can write a title that is appropriate to my story

I can write an introduction that sets the scene and introduces the

main character

I can describe the characters by what they say and do

The setting tells us something about the characters

I can use adjectives and adjectival phrases to create atmosphere

in my setting

I can involve the reader by using: some present tense, first

person, rhetorical questions

I can use paragraphs reach new idea

Some of my paragraphs end with a "fiction hook"

I start a new paragraph for a change of setting or a new event

I can use expanded noun phrases e.g. the very hungry caterpillar,

powerful adverbs and strong adjectives

Year 4 - Recounts/chronological reports


I can plan my recount

My introduction sets the scene with the five Ws: Where? Why?

Who? What? When?

I have recounted events in chronological order

My closing statement brings the writing to a conclusion

It has a neat last line to grab the attention

It is in the past tense

I have used the third person

I have linked paragraphs using time connectives

Year 4 - Instructional writing



I can write a title that is appropriate to the instructions

I started my writing by stating ago

I can list all the items needed

I can write instructions in sequence steps

I can use bullet points, numbers or time connectives

I can add additional information in a separate box

I can use diagrams to make it clearer

I can put the verbs first and in the present tense

My instructions are written in the second person

I can use clear, precise language

Year 4 - Non-chronological reports/explanation texts


I can plan a non-chronological report

My introduction includes a general description about what is to

follow

I can organise my report in specific categories

My initial focus is on general common features

My report moves from the general to the specific

My sections may include: a description of the object or events,

their qualities, parts and their functions, habits, behaviours and

uses

I can use appropriate technical language

I use the present tense (or past tense for historical report)

I use the third person

I end with a conclusion

Year 4 - Explanations (possibly using science experiments) and

information books


My title "How----" or "Why----" indicates what I am writing about

My opening statement introduces the topic and addresses the

reader

A series of logical steps explains how or why something happens

I can include a diagram

My concluding summary statement relates the subject to the

reader

I can give additional information inboxes

I use the present tense

I can use time and causal connectives

My glossary explains technical language

Year 4

Persuasive advertisement, flyer or poster


I can start with a question

I place the object or events being advertised in the centre

I put a concluding statement at the end

I try to persuade my reader by using: slogans and wordplay,

alliteration, repetition and rhyme

I grab the attention by using different fonts, sizes and colour

Year 4

Persuasive text including letters



I can write my address, e-mail address and date

I can write “Dear----“ followed by the recipient's name



I can write in the third paragraph a closing statement asking for a

reply

I use some/all of the following: emotive language, cause and effect

connectives


family and friends

I am polite

Year 4

Discussion texts


I use a clear opening statement

I give arguments for and against

I support the arguments with evidence

I use a concluding statement

I use the present tense and third person

I link arguments in paragraphs using connectives

Year 5

Story maps


My story map is written in notes and phrases rather than

sentences

I include important headings

I show the chronology of events using boxes, numbers or arrows

My setting and characters are clear

I use helpful labels, e.g. "difficulties", "predicaments", "answers",

"resolution"

I include clear links with the title

I use an easy to follow layout

I follow chronological story sequence

I use organisational devices to separate events, e.g. boxes/shapes

to show where paragraphs will be

Year 5 - Legends


My legend is about people

It has a possible basis of truth

It features monsters/strange beasts

It features some magical powers

It includes brave, heroic characters

It places emphasis on brave heroes and daring deeds

It may feature battles/fights/struggles

It makes the distinction between honour and dishonour

Good defeats evil

My legend includes a traditional ending

Year 5 -Myths


My myth is about gods and goddesses

It is set in ancient times

It features danger/revenge

It includes use of magical powers

I use powerful imagery

My characters are heroes

My myth explains strange/important happening

It features strange, frightening creatures

Year 5 - Stories - a modern quest


I established the task-to find something

I reveal the setting

My characters set off and overcome obstacles en route

The dilemmas are: can't find it, can't get in, get trapped, get

chased

The solutions to the dilemmas are realistic

My characters arrive back at the start, task accomplished

I include an ending, e.g. a final comment

I use dialogue for characterisation or showing the reader what is

happening

Year 5 -recounts/reports


My recount/report includes a title/headline

I can use it heading or a byline if necessary

My recount/report includes an introduction

I include time connectives

I include illustrations (if helpful)

I include essential words

I use the past tense consistently

I use appropriate style and tone for the reader

I can maintain my viewpoint and stance throughout the

recount/report

I make the right choice of vocabulary (effective action verbs) and

sentences

I show chronological order

I write in the first or third person

I include a closing statement

Year 5 - Explanations


My text explains how/why something works or happens

The title may be a question

My text may begin how or why

I use an introductory opening statement

I give information in a series of steps

I use helpful diagrams

I use chronological order

I use verbs in the present tense

I use technical words

I used time and causal connectives

My text answers the title question

Year 5 - non-chronological reports


My report describes the way things are

I write in opening statement

I use paragraphs

I use an impersonal tone

My report is non-chronological

I use verbs in the present tense

I make some use of the passive voice

I use correct technical words

I give clear explanations when needed

I include headings

I acknowledge my sources

Year 5 - Instructions


My set of instructions include a title to catch the eye

The title says what the instructions are for

I use correct names in the text

I include a list of requirements/equipment at the beginning

I use verbs in the imperative

I use the present tense

I list all the steps in chronological order

I use diagrams/illustrations

I use appropriate adverbs

I can use adverbial and extended noun phrases e.g. “Make delicious

tea in your own home”

Year 5 - Persuasive writing including letters



I can write my address, e-mail address and date

I can write “Dear----“ followed by the recipient's name



I can write in the third paragraph I will give additional information

In the fourth paragraph I can give my opinion using some/all of

the following: emotive language, cause and effect connectives,

daring the reader to disagree, making my opinion sound like facts

In the fifth paragraph I will suggest a solution

In the fifth paragraph I will make a closing statement asking for a

reply


family and friends

I am polite

Year 5 -Discussion writing


I can plan in two columns, e.g. for and against, for discussion

writing

I can write a title which is appropriate to the discussion

My introduction introduces the topic to be discussed

My writing is arranged effectively in paragraphs to distinguish

arguments (pros and cons)

My paragraphs contain persuasive features and supporting

evidence

My paragraphs are sometimes linked effectively

I present both points of view selecting style and vocabulary

appropriate to the reader

In my conclusion I will present my opinion or invite the reader to

form their own opinion

Year 5 - note taking


My notes are clear

They are appropriate for the purpose

The layout is helpful

The facts are correct

I use chronological order

I use organisational devices

I use symbols/signs/abbreviations

The abbreviations will be understood by their eventual reader

I use correct technical words/proper names

I use precise quoted words

Year 6

Writing dialogue


My dialogue between characters and moves the story on: it

develops characters, it shows the reader what is happening

My dialogue sounds realistic-the characters have their own voices

I use contractions, e.g., “I'd”

I use interjections, e.g. "well, um"

I use dashes to show pauses

I use colloquialisms

My punctuation is accurate: I use a new paragraph for a new

speaker, I use speech marks around the spoken words, I use

punctuation before the final speech mark each time, I omit speech

marks at full stops, if the same person continues to talk

Year 6

Generic - Non Fiction Texts


The title sets up the explanation

My layout is clear and users paragraphs or subtitles

Any illustrations add to the explanation and are clearly labeled

My vocabulary includes: technical language, precise details, formal

language e.g. "recorded" instead of "written"

My explanation gives an impersonal view

I use the passive voice and mainly the present tense

I use causal connectives, e.g. "because " ,"this results in"

My explanation is easy to understand because it is written in a

series of logical steps

Year 6

Instructions



I can write a title

My ideas are organised into a planned and coherent series of

sections to control it and structure the procedure

Headings are selected appropriately for stages of the procedure

I write explicit instructions.

I can use diagrams, photographs and illustrations to elaborate and

support effectiveness of instructions or procedures

My viewpoint is established and maintained as the expert and I

adopt an impersonal voice

My layout is appropriate to the subject and topic

I use appropriate terminology to engage the reader and clarifies

instructions

Year 6

formal leaflet


My leaflet is split into clearly subtitled sections

I use titles and subheadings to attract the reader

I use illustrations to support the information

Key information is easily identified through the use of colour,

shading, boxes, bold and italic, different shaped sections

I use standard English which is exact and clear with no ambiguities

I use an impersonal tone, avoiding personal pronouns

My vocabulary includes formal phrases and technical words

I use a least three complex sentences

The verbs I use: include examples of imperative to show

compulsion, may include conditionals, may include the passive voice.

Year 6

Non-chronological report


My report has a clear opening paragraph which indicates what it is

about

My opening paragraph includes generalisations or classifications

The main body of my report is clearly organised into paragraphs

The information is factual and accurate

The style is formal with no personal pronouns

I use present tense or past tense for historical reports

I use precise, descriptive language and technical terms

I include summarising comment to finish my report

I use a least three complex sentences

I use connectives of comparison and contrast

Year 6

formal letter


In my formal letter, addresses, date, greeting &sign off are

correctly placed

The first paragraph tells who the writer is and explains the reason

for writing

the middle paragraph delivers the necessary message

The letter states clearly what I would like the recipient to do

I use standard English

I use the appropriate greeting and sign off

I use a formal tone

Year 6

persuasive argument


I stated my point of view clearly in the introduction and in the

conclusion

I used my strongest argument first

I backed up each argument with relevant evidence and detail

My argument is mainly in the present tense

I used conditionals

I used connectives:

to structure the argument: ‘first’, ‘finally’

to link ideas with in the argument: ‘because’, ‘consequently’

I used persuasive devices such as:

statistics

emotive language

rhetorical questions

Year 6

Balanced Argument


I used a question for the title

My introduction explains what the argument is about

I gave statements for and against, with reasons to support them

My final paragraph sums up and may offer suggestions

I used at lease three examples of the language of debate, e.g. ‘no-

one can deny’, ‘some people believe’:

1.

2.

3.

I used verbs:

mainly in the present tense

including examples of the passive

Including conditionals. e.g. ‘would’, ‘could’, ‘might’

I used impersonal pronouns

I used a personal pronoun in the final paragraph only

I used connectives that:

introduce more points: ‘furthermore’

give a balanced view: ‘however’

draw to a conclusion: ‘consequently’

Year 6

Journalisic Writing/Reports


My article has a short, effective headline that is related to the

subject

My lead paragraph is packed with information

It provides a strong image and hooks the reader

The beginning of my article answers the questions, who? what?

where? when? and why?

My article is organised into paragraphs

The body of my article contains more details about events and is

in chronological order

I have included quotes from several people ( sources of evidence)

I have based it on an inverted triangle: as the articles progresses,

the details become less important

The final paragraph brings events up to date

Year 6

Autobiography and diaries


I have written a clear opening paragraph to set the scene

I have used first person pronouns

I have written in the past tense

I have included my feelings, reactions and opinions

My writing is about events that were important to me in

chronological order

I have used connectives and phrases to indicate time

I have included detailed description using powerful verbs and

adjectives

I have concluded with a reflection

Year 6 - Biographical Writing


I have used a rhetorical question to hook the reader

My first paragraph summarises the main events of the person’s

life

I have used third person pronouns

I have written in the past tense

I have used the passive voice to make the writing more formal

My writing is about key events in the person’s life in chronological

order

I have used at least three different ways of linking sentences

My final paragraph mentions something about the person’s:

main achievements

personality

how he/she will be remembered

Year 6

A Film/ play Review


My review hooks the reader with a strong first sentence about

the film

I included the genre

I stated who it appeals to

I gave a summary of the action without the ending

I gave technical details

I gave my opinion as the reviewer

I mentioned the strengths and weaknesses, e.g. the plot, acting,

costumes

Year 6

Narrative to Playscript


I changed description into stage directions to describe the

setting

I added dialogue to tell the audience information about the

character

I left out some parts of the narrative

I set out the dialogue as direct speech without speech marks

My stage directions are written in brackets:

to tell the actors how to speak their lines

to give instructions for the action

My stage directions are in the present tense

Documents

I used “first”, “next” and “then” to write what I did...Persuasive text including letters Pupil Objective Teacher I can plan a persuasive letter I can write my address,