| what they are going to write about | write narratives about personal experiences and those of others (real and fictional) | plan his/her writing by discussing writing similar to that which he/she is planning to write in order to understand and learn from its structure and vocabulary | plan his/her writing by discussing writing similar to that which he/she is planning to write in order to understand and learn from its structure, vocabulary and grammar |
| write sentences by composing a sentence orally before writing it | write about real events to develop positive attitudes and stamina for writing | plan his/her writing by discussing and recording ideas within a given structure | plan his/her writing by discussing and recording ideas |
| write sentences by sequencing sentences to form short narratives | write poetry to develop positive attitudes and stamina for writing | draft and write by composing and rehearse sentences orally, building a varied and rich vocabulary and using sentences structures from English Appendix 2 | draft and write by composing and rehearsing sentences orally (including dialogue), building a varied and rich vocabulary and using sentence structures (English Appendix 2) |
| write sentences by re-reading what he/she has written to check that it makes sense | write for different purposes to develop positive attitudes and stamina for writing | draft and write by organising writing into paragraphs as a way of grouping related material | draft and write by organising paragraphs around a theme |
| discuss what he/she has written with the teacher or other pupils | consider what he/she is going to write before beginning by planning or saying out loud what he/she is going to write about | draft and write in narratives, creating settings, characters and plot | draft and write in narratives, creating settings, characters and plot with consideration for the audience and purpose |
| read aloud his/her writing clearly enough to be heard by his/her peers and the teacher | consider what he/she is going to write before beginning by writing down ideas and/or key words, including new vocabulary | draft and write non-narrative material, using headings and sub-headings to organise texts | draft and write non-narrative material, using simple organisational devices |
| consider what he/she is going to write before beginning by encapsulating what he/she wants to say, sentence by sentence | evaluate and edit by assessing the effectiveness of his/her own writing | evaluate and edit by assessing the effectiveness of his/her own and others' writing and suggesting improvements |
| make simple additions, revisions and corrections to his/her own writing by evaluating their writing with the teacher and other pupils | evaluate and edit by proposing changes to grammar and vocabulary linked to the use of a/an, conjunctions, adverbs and prepositions | evaluate and edit by proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences, expanded noun phrases and fronted adverbials |
| make simple additions, revisions and corrections to his/her own writing by re-reading to check that his/her writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form | proof-read for spelling errors and for punctuation- including full stop, apostrophe, comma, question mark, exclamation and inverted commas for speech | proof-read for spelling and punctuation errors, including the use of the apostrophe for possession, speech punctuation and use of the comma for fronted adverbials |
| make simple additions, revisions and corrections to his/her own writing by proof-reading to check for errors in spelling, grammar and punctuation e.g. ends of sentences punctuated correctly | read his/her own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear | confidently read his/her own writing aloud, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear |
| read aloud what he/she has written with appropriate intonation to make the meaning clear | | |
