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Writing in Year 3/4
Everyone is a writer!
Through writing I have…
‘heard’ words from music
described creatures in the Wilderness Woods
made pictures on wall paper come to life
made my Aunty smile!
met a dragon
remembered what to buy at the shop!
been an evacuee
re-written the ending to well known stories – my version!
Writing in Key Stage Two
letters
stories
diary
Non-chronological reports
report – newspaper
Instructions Persuasive
poetry
Assessment Focuses:
AF4 construct paragraphs and use cohesion within and between paragraphs
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
AF1 write imaginative, interesting and thoughtful texts
Assessment Focuses:
AF8 Use correct spelling
AF6 Write with technical accuracy of syntax and punctuation in phrases, clauses and sentences
AF7 Select appropriate and effective vocabulary
AF5 Vary sentences for clarity, purpose and effect
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.
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.
Af7 occasional words chosen for effect / to add variety
AF3 Beginnings and endings signalled appropriately
AF4 Ideas are grouped into a sequence of sentences
AF5 Some adverbs are used
AF6 Sentences demarcated by capital letters and full stops, other punctuation used
AF8 Spelling of monosyllabic words is accuratePhonetically plausible attempts
Level 3
Pupils’ writing is often organised, imaginative and clear. The main
features of different forms of texts are used appropriately, beginning
to be adapted to different readers. Sequences
of sentences extend ideas logically and words
are 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.
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 inAF3
Appropriate opening and ending
AF4 Sequences of sentences extend ideas logically
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 is fluent, joined and 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.
AF1 Writing engages the readerAF7 Precise
vocabulary
AF3 Introduction sets the context
AF5 Simple – complex sentences used
AF5 Phrases add detail
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
sleeping in the clouds
light trickling through the trees
wading through the stream
nothing to be heard except a faint breeze whistling through the leaves
leaving the darkness behind her
a vision of colour amongst the trees
LO: To vary sentences for clarity, purpose and effectL2: Use a range of connectives / subordinate clausesL3: Use a variety of sentence lengths, longer phrases add detailL4: Interest is created through varied sentences (e.g length/ starters)
After three days of travelling, the unknown figure emerged into the light, leaving the darkness behind her.
Level 2
1. Writing has some lively moments which try to involve the
reader
2. Begins to use features of different text types
3. Beginnings and endings of writing are signalled appropriately
4. Ideas are grouped into sequences of sentences, some of which
add extra information
Some division may be indicated by layout
Level 2
5. The use of subordinate clauses begins to increase sentence
variety
Some verbs are qualified by adverbs and adverbial phrases
6. Full stops and capital letters are used.
Other punctuation is used eg exclamation marks, speech marks
7. Occasional words are chosen for effect
8. Spelling of monosyllabic words is accurate
Phonetically plausible attempts at longer words
Level 3
1. 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
2. Writing uses some language and features of an increasing
amount of text types
3. Similar information is grouped together
Some division between sections are indicated eg sub
headings, bullet points, paragraphs
Level 3
4. Sequences of sentences extend ideas logically
5. Beginning to use complex sentences more eg through conjunctions such as
who and which
Phrases and subordinate clauses begins to add variety to sentences
6. Accuracy in punctuation begins to be extended to use of commas and speech
punctuation
7. Vocabulary choices draw the reader in
8. Uses long vowel phonemes eg ee, ai
spelling of longer words is usually accurate
Level 4
1. 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
3. 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
4. There is evidence that paragraphs are used to develop an idea.
5. Simple, compound and complex sentences are used for effect.Expansion of phrases or clauses adds information and detail.
6. A range of verb tenses is used appropriately.A range of punctuation is used accurately, including dialogue.
7. Attempts are made to use precise vocabulary
8. Spelling usually accurate
