Writing Simplistic Sentences
I can use my own simple story ideas or retell a familiar story using
short, simplistic sentences.
E.g. The dog ran after the Gingerbread man.
The princess kissed the frog.
g towards expe
in cte
rk
d
wo
sta
n dar
d
Writing for Different Purposes
I can write sentences in order to create short narratives and
non-fiction texts.
Narratives:
telling a story, e.g. an adventure story or a traditional tale
Non-Fiction:
a retelling of events, e.g. a recount of a class trip, a
retell of a historical event or instructions on how to
bake a cake
expected
at s
ng
ta
n
worki
dard
Writing for Different Purposes
I can write sentences in order to create short narratives and
non-fiction texts that are consistent in their features and purpose.
Narratives:
telling a story, e.g. an adventure story or a traditional tale
Non-Fiction:
a retelling of events, e.g. a recount of a class trip,
a retell of a historical event or instructions
on how to bake a cake
king
or
at
w
g re
ate
pt
r de
Using Features of Text Types
I can use some features of different text types, although they may
not be consistent.
E.g. using numbers to show order in an instructions text.
1 2 3
expected
at s
ng
ta
n
worki
dard
Using Features of Text Types
I can use a number of features of different text types and make
appropriate word choices.
E.g. using an appropriate story opener for a traditional tale:
‘Once upon a time…’
king
or
at
w
g re
ate
pt
r de
Reading Aloud to Check for Sense
I can read my own writing aloud to check that it makes sense?
E.g. I love to ride my bike to school.
g towards expe
in cte
rk
d
wo
sta
n dar
d
Reading Aloud to Check for Sense
I can read my own writing to check that it makes sense and
change it when my teacher tells me to.
E.g. I play(ed) outside last night.
expected
at s
ng
ta
n
worki
dard
Reading Aloud to Check for Sense
I can read my own writing to check that it makes sense and make
my own changes.
the
E.g. I walked down street and crossed the road.
^
king
or
at
w
g re
ate
pt
r de
Using Modelled Adjectives
I can use adjectives that have been modelled to me.
E.g. My dog is big and brown.
The lolly was sticky.
My mum is kind.
g towards expe
in cte
rk
d
wo
sta
n dar
d
Using Adjectives to Describe
I can use adjectives to describe in my writing
E.g. The red car went down the street.
The house looked spooky.
My dad caught a huge fish.
expected
at s
ng
ta
n
worki
dard
Using Adjectives to Describe
I can use ambitious adjectives to describe in my writing.
E.g. The gruesome troll was underneath the rickety bridge.
The crowd was enormous.
Rapunzel let down her tangled hair.
king
or
at
w
g re
ate
pt
r de
Using Simple Sentence Structures
I can use simple sentence structures, which may sometimes
be repetitive.
E.g. I went to the shop. I got some sweets. I went home.
wards exp
ing to ect
rk e
d
wo
sta
n dar
d
Using Simple Sentence Structures
I can use simple sentence structures in my writing.
E.g. I went to the shop. I got some sweets. I ate three of them.
expected
at s
ng
ta
n
worki
dard
Using Simple and Compound Sentence Structures
I can use simple and compound sentence structures in my writing.
E.g. I went to the shop and I bought some sweets. I ate three
of them.
king
or
at
w
g re
ate
pt
r de
Using the Joining Word ‘and’
I can use the joining word ‘and’ to link ideas and
sentences together.
E.g. Abdul sat down and he got out his book.
It was sunny and the snowman melted.
expected
at s
ng
ta
king
or
n
worki
dard
at
w
g re
ate
pt
r de
Using Capital Letters
I can use capital letters for these things:
Names
e.g. Amy and Lee had a party.
Places
e.g. I went to Scotland for one week.
The Days of the Week
e.g. We go swimming every Thursday.
The Word ‘I’
pec
a t ex ted s e.g. Yesterday I ate an apple.
ng
ta
king
or
n
worki
dard
at
w
g re
ate
pt
r de
Using Capital Letters
I try to use capital letters for these things:
Names
e.g. Sam and Jack went to school.
Places
e.g. I went to Spain in the holidays.
The Days of the Week
e.g. We go back to school on Monday.
g towards expe
in cte The Word ‘I’
rk
d
wo
e.g. Last week I saw my granny.
sta
n dar
d
Using Spaces between Words
I try to use finger spaces between my words when writing.
E.g. I like playing with Jess.
wards exp
ing to ect
rk e
d
wo
sta
n dar
d
Using Full Stops
I try to use full stops to end my sentences.
E.g. Jack ran away. The giant ran too.
g towards expe
in cte
rk
d
wo
sta
n dar
d
Using Spaces between Words
I can use finger spaces between words when writing.
E.g. Tess took her dog for a walk.
expected
at s
ng
ta
n
worki
dard
Using Full Stops
I can use full stops to end my sentences.
E.g. Bob rang his mum. She answered the phone.
expected
at s
ng
ta
n
worki
dard
Using Question Marks
I try to use a question mark at the end of question sentences.
E.g. What are you doing today?
expected
at s
ng
ta
n
worki
dard
Using Exclamation Marks
I try to use an exclamation mark at the end of
exclamation sentences.
E.g. What a lovely day it is!
expected
at s
ng
ta
n
worki
dard
Using Spaces between Words
I can use finger spaces between words when writing.
E.g. Darren climbed up the tree.
king
or
at
w
g re
ate
pt
r de
Using Full Stops
I can use full stops to end my sentences.
E.g. I went to school. Miss Taylor did the register.
king
or
at
w
g re
ate
pt
r de
Using Question Marks
I can use a question mark at the end of question sentences.
E.g. What time is it?
king
or
at
w
g re
ate
pt
r de
Using Exclamation Marks
I can use an exclamation mark at the end of exclamation sentences.
E.g. What a lovely boy he is!
king
or
at
w
g re
ate
pt
r de
Sounding Out my Words
I can spell some words correctly when they have phonemes in that
I have learned.
E.g. p – l – ay t – oy - s
I can play with toys.
g towards expe
in cte
rk
d
wo
sta
n dar
d
Sounding Out my Words
I can spell most words correctly when they have phonemes in that
I have learned.
E.g. s – l – ee – p n – ight – t
I went to sleep last night.
expected
at s
ng
ta
n
worki
dard
Sounding Out my Words
I can spell all words correctly when they have phonemes in that I
have learned.
E.g. s – ai – l n – ew b – oa – t
We went for a sail in a new boat.
king
or
at
w
g re
ate
pt
r de
Spelling Some Common Exception Words
I can spell some of these common exception words correctly.
the of we put has there
a said no push I where
do says go pull you love
to they one are your come
today be once were so some
he ask was by full
towards expe
me friend is my house
ing cte
rk she school his here our
d
wo
sta
n dar
d
Spelling Most Common Exception Words and
Days of the Week
I can spell most of these common exception words and days of the
week correctly.
the of she friend was so come
a said we school is by some
do says no put his my full
to they go push has here house
today be one pull I there our
he once are you where
me ask were your love
expected
at s
Monday Wednesday Friday Sunday
ng
ta
n
worki
Tuesday Thursday Saturday
dard
Spelling All Common Exception Words and
Days of the Week
I can spell all of these common exception words and days of the
week correctly.
the of she friend was so come
a said we school is by some
do says no put his my full
to they go push has here house
today be one pull I there our
he once are you where
me ask were your love
Monday Wednesday Friday Sunday
king
or
Tuesday Thursday Saturday
at
w
g re
ate
pt
r de
Using –s and –es to Form Regular
Plurals Correctly
I can add –s or –es to words to spell regular plurals correctly.
E.g. Mrs Yusuf had two boxes of toys.
Jill put on her gloves to pick up the branches.
expected
at s
ng
ta
king
or
n
worki
dard
at
w
g re
ate
pt
r de
Using the Prefix un–
I can use the prefix un– correctly to show the opposite
of something.
E.g. Liam was unkind and it made Sam unhappy.
Aya unwrapped the unusual chocolate bar.
expected
at s
ng
ta
king
or
n
worki
dard
at
w
g re
ate
pt
r de
Adding Suffixes to Spell Words Correctly
I can add the suffixes –ing, –ed, –er and –est to words to spell them
correctly when there is no change in the root word.
E.g. Mo walked past the greatest rower ever.
expected
at s
ng
ta
n
worki
dard
Adding Suffixes to Spell Words Correctly
I can add the suffixes –ing, –ed, –er and –est to root words to spell
them correctly.
E.g. I stopped walking down the longest road in town.
king
or
at
w
g re
ate
pt
r de
Forming your Lower-Case Letters Correctly
I can form my lower-case letters in the correct direction, starting
and finishing in the right place.
E.g. I can write neat letters.
g towards expe
in cte
rk pe c
ex ted
d
at
wo
s
sta
ng
ta
n dar
n
worki
dard
d
Forming Capital Letters Correctly
I can form my capital letters in the correct direction, starting and
finishing in the right place.
E.g. I went to London to see the Queen.
expected
at s
ng
ta
n
worki
dard
Forming your Lower-Case and Capital
Letters Correctly
I can consistently form my lower-case and capital letters in the
correct direction, starting and finishing in the right place.
E.g. The dog followed Sarah down Queen Street.
king
or
at
w
g re
ate
pt
r de
Spelling Simple Compound Words
I can spell simple compound words correctly.
E.g. I looked for the ladybird behind the bookshelf and under
the armchair.
king
or
at
w
g re
ate
pt
r de