Writing in Year 3/4

Everyone is a writer! Writing in Year 3/4

Through writing I have… met a dragon been an evacuee ‘heard’ words from music described creatures in the Wilderness Woods re-written the ending to well known stories – my version! remembered what to buy at the shop! made my Aunty smile! made pictures on wall paper come to life

Writing in Key Stage Two Non-chronological reports stories letters Instructions diary Persuasive poetry report – newspaper

Assessment Focuses: AF1 write imaginative, interesting and thoughtful texts AF2 produce texts which are appropriate to task, reader and purpose AF3 organise and present whole texts effectively, sequencing and structuring information, ideas and events AF4 construct paragraphs and use cohesion within and between paragraphs

Assessment Focuses: AF5 Vary sentences for clarity, purpose and effect AF6 Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences AF7 Select appropriate and effective vocabulary AF8 Use correct spelling

Level 2 Pupils’ writing communicates meaning in both narrative and non-narrative forms, using appropriate and interesting vocabulary, and showing some awareness of the reader. Ideas are developed in a sequence of sentences, sometimes demarcated by capital letters and full stops. Simple, monosyllabic words are usually spelt correctly, and where there are inaccuracies the alternative is phonetically plausible. In handwriting, letters are accurately formed and consistent in size.

AF6 Sentences demarcated by capital letters and full stops, other punctuation used Af7 occasional words chosen for effect / to add variety AF3 Beginnings and endings signalled appropriately Have you seen my dog? He is big and brown and very scruffy. He likes to eat bones and sausages and biskits too but he likes sausages best. My dog can bark very loudly and he can also run very fast. I like both my dog and my cat but I like my dog the best. AF5 Some adverbs are used AF8 Spelling of monosyllabic words is accurate Phonetically plausible attempts AF4 Ideas are grouped into a sequence of sentences

Level 3 Pupils’ writing is often organised, imaginative and clear. The main features of different forms of texts are used appropriately, beginningto be adapted to different readers. Sequencesof sentences extend ideas logically and wordsare chosen for variety and interest. The basic grammatical structure of sentences is usually correct. Spelling is usually accurate, including that of common, polysyllabic words. Punctuation to mark sentences – full stops, capital letters and question marks – is used accurately. Handwriting is joined and legible.

AF4 Sequences of sentences extend ideas logically Level 3 Although I have two pets I like my dog best. You should see him! He is large, rusty brown and very scruffy. He does look very funny. My dog enjoys eating bones and biscuits however he enjoys sausages most of all. When my dog barks it is so loud, I just have to cover my ears. Have you heard him? AF1 Creates an effect AF 7 Some vocabulary draws the reader in AF3 Appropriate opening and ending AF5 Subordinate clauses add variety AF6 Punctuation extended

Level 4 Pupils’ writing in a range of forms is lively and thoughtful. Ideas are often sustained and developed in interesting ways, with organisation generally appropriate for purpose. Vocabulary choices are often adventurous and words are used for effect. Pupils are beginning to use grammatically complex sentences, extending meaning. Spelling, including that of polysyllabic words that conform to regular patterns, is generally accurate. Full stops, capital letters and question marks are used correctly, and pupils are beginning to use punctuation within sentences. Handwriting style isfluent, joinedand legible.

Level 4 People often ask me about my pets, and although I have two, I have to say that if I have to choose my favourite is my dog. Can you picture a large, rusty-brown ragamuffin with a comical face who looks at you with such an amused expression that you have to laugh? That’s my Bonzo! His diet is fairly simple, he mainly dines on biscuits and bones. If given a choice, however, he prefers meat, and most of all he enjoys a juicy beef sausage. Although Bonzo is a very dear and loving friend he has one fault. When he barks it is as if concord is breaking the sound barrier! The whole family has to cover their ears for fear of damage. AF5 Simple – complex sentences used AF1 Writing engages the reader AF7 Precise vocabulary AF5 Phrases add detail AF3 Introduction sets the context

http://www.literacyshed.com/the-fantasy-shed.html

sleeping in the clouds light trickling through the trees nothing to be heard except a faint breeze whistling through the leaves wading through the stream a vision of colour amongst the trees leaving the darkness behind her LO: to select appropriate and effective vocabulary L2: some words chosen for effect/ variety L3: word choices provide more precise imagery and information L4: range of words chosen for effect – adjectives, phrases, verbs, adverbs

After three days of travelling, the unknown figure emerged into the light, leaving the darkness behind her. LO: To vary sentences for clarity, purpose and effect L2: Use a range of connectives / subordinate clauses L3: Use a variety of sentence lengths, longer phrases add detail L4: Interest is created through varied sentences (e.g length/ starters)

Level 2 • Writing has some lively moments which try to involve the reader • Begins to use features of different text types • Beginnings and endings of writing are signalled appropriately • Ideas are grouped into sequences of sentences, some of which add extra information • Some division may be indicated by layout

Level 2 • The use of subordinate clauses begins to increase sentence variety • Some verbs are qualified by adverbs and adverbial phrases • Full stops and capital letters are used. • Other punctuation is used eg exclamation marks, speech marks • Occasional words are chosen for effect • Spelling of monosyllabic words is accurate • Phonetically plausible attempts at longer words

Level 3 • Writing is beginning to be crafted to create effects eg suspense, an unexpected ending • In fiction writing, some details are included to create a specific atmosphere or describe a character’s reaction to events • Writing uses some language and features of an increasing amount of text types • Similar information is grouped together • Some division between sections are indicated eg sub headings, bullet points, paragraphs

Level 3 • Sequences of sentences extend ideas logically • Beginning to use complex sentences more eg through conjunctions such as who and which • Phrases and subordinate clauses begins to add variety to sentences • Accuracy in punctuation begins to be extended to use of commas and speech punctuation • Vocabulary choices draw the reader in • Uses long vowel phonemes egee, ai • spelling of longer words is usually accurate

Level 4 • Writing engages reader in a variety of ways eg detailed description. • In fiction, character’s viewpoint are written about. • 2. Presentational features are combined effectively • The introduction sets a context and provides a sense of purpose. • The relationships between paragraphs and connections in the text give structure to the whole. • The conclusion draws together key features and may include reflective comments.

Level 4 • There is evidence that paragraphs are used to develop an idea. • Simple, compound and complex sentences are used for effect. • Expansion of phrases or clauses adds information and detail. • A range of verb tenses is used appropriately. • A range of punctuation is used accurately, including dialogue. • Attempts are made to use precise vocabulary • 8. Spelling usually accurate

Writing in Year 3/4