MAP OF NATIONAL CURRICULUM GRAMMAR
AND SPELLING REQUIREMENTS AS APPLIED TO
SFA WINGS TREASURE HUNTS AND WRITING
MODULES
SFA-UK
UNINOT [Company address]
0
INDEX
Page
Introduction
Guidance for usage
Wings 2, Phase 1 Treasure Hunts
Wings 2, Phase 1 Writing Modules
Wings 2, Phase 2 Treasure Hunts
Wings 2, Phase 2 Writing Modules
Wings 2, Phase 3 Treasure Hunts
Wings 2, Phase 3 Writing Modules
Wings 3, Phase 1 Treasure Hunts
Wings 3, Phase 1 Writing Modules
Wings 3, Phase 2 Treasure Hunts
Wings 3, Phase 2 Writing Modules
Wings 3, Phase 3 Treasure Hunts
Wings 3, Phase 3 Writing Modules
Wings 4, Phase 1 Treasure Hunts
Wings 4, Phase 1 Writing Modules
Wings 4, Phase 2 Treasure Hunts
Wings 4, Phase 2 Writing Modules
Wings 4, Phase 3 Treasure Hunts
Wings 4, Phase 3 Writing Modules
Wings 5, Phase 1 Treasure Hunts
Wings 5, Phase 1 Writing Modules
Wings 5, Phase 2 Treasure Hunts
Wings 5, Phase 2 Writing Modules
Wings 5, Phase 3 Treasure Hunts
Wings 5, Phase 3 Writing Modules
3
5
7
9
10
12
13
15
16
18
19
22
23
26
27
30
31
34
35
38
39
41
42
46
47
51
1
2
Introduction
This document is intended to give confidence that all elements of the National Curriculum (2014) Grammar and Spelling objectives can be comfortably aligned to
the SFA Treasure Hunt materials. This map gives guidance on where the various objectives can be introduced/re-visited in order to ensure a complete curriculum
coverage by the end of Year Six. It also gives guidance on how (at which points in the writing lesson) the skills can be most appropriately modelled and practised.
The grammar and spelling objectives have been taken from the appendices of the National Curriculum and matched with a level-appropriate Treasure Hunt or
Writing Module focus that gives the best opportunity to practise the desired skill. Each objective is revisited many times so that even if one Treasure Hunt is
missed, there should be no resulting gaps in knowledge (also it is easy to check back on children’s expected prior knowledge by mapping against the books they
are known to have covered).
Effective teaching of grammar (and in particular, sentence-level skills), punctuation and spelling is based on the SFA Co-operative Learning Cycle of Instruction:
teacher models how to e.g. construct a complex sentence, and guides practice as a whole group before allowing the children to practise the same skill in
partnerships and then independently. This is teaching for the purpose of application to the children’s own writing – in this way the children get to see a clear link
between what they are learning and the benefits of learning it (i.e. to make the meaning of their writing clearer and more comprehensible).
Appropriate Expectations for Grammar Concepts
As concepts are re-visited on a regular basis after first introduction, it is not essential that children fully master one aspect of grammar the first time they are
exposed to it. There are plenty of opportunities for revision both over the course of the Wings levels that approximate the half-key stage descriptors in the National
Curriculum and also in the levels above that. Once teachers are confident that children have fully mastered the skill described for a particular Treasure Hunt cycle,
it is not necessary to keep revisiting; instead, they should introduce a skill at a higher-level (or return to an identified gap in the children’s knowledge).
Below is a map that shows how the age-related expectations equate to SFA Treasure Hunt levels:
Wings 2, Phase 1
Year 2
Wings 3, Phase 1
Years 3 and 4 (plus revision of Year 2)
Wings 4, Phase 1
Years 3 and 4
Wings 5, Phase 1
Years 5 and 6 (plus revision of Years 3 and 4)
Wings 2, Phase 2
Years 3 and 4 (plus revision of Year 2)
Wings 3, Phase 2
Years 3 and 4
Wings 4, Phase 2
Years 5 and 6 (plus revision of Years 3 and 4)
Wings 5, Phase 2
Years 5 and 6
Wings 2, Phase 3
Years 3 and 4 (plus revision of Year 2)
Wings 3, Phase 3
Years 3 and 4
Wings 4, Phase 3
Years 5 and 6 (plus revision of Years 3 and 4)
Wings 5, Phase 3
Respond to gaps in children’s knowledge/areas that
require further practice
3
Explanation of Terms
A ‘Wings 2.1’ Treasure Hunt is currently aligned to National Curriculum level 2 and is designed to be taught in the first phase (term) of delivering materials at this
level. When all Wings 2.1 materials have been delivered, then the teacher moves onto delivering material in Wings 2.2 and then 2.3. When the class is assessed
at being ready to move onto Level 3 material, the teacher should begin with Wings 3.1 Treasure Hunts and so on (regardless of when in the calendar year this
occurs). This is because the expectations of prior learning (particularly at sentence level) build on each other throughout the three phases.
Extended Writing Opportunities in Other Areas of the Curriculum
It should be remembered that children write in almost all other areas of the curriculum (not just during literacy). When these opportunities arise, in whatever
subject area, children should be reminded of the sentence-level, grammar and punctuation skills they have been practising in SFA (and opportunities taken for the
teacher to model these in the same way too). Children should also be reminded that they already know how to structure writing for various purposes (e.g. a nonchronological report). If the children in a class group come from a wide range of SFA groups then the teacher should pitch wherever they feel is most appropriate
for the needs of a significant proportion of the class. Paying attention on a regular basis to children’s use of exciting and adventurous vocabulary, ability to
compose compound and complex sentences and use of cohesive devices is almost guaranteed to raise the standard of children’s writing in a relatively short
period of time.
Opportunities should be taken during writing in other curriculum areas to develop layout skills such as use of tables, bullet points etc. This is because these are
not explicitly practised in SFA writing (as they do not directly feed into enhancing the overall quality of what is written).
4
Guidance for Usage
Grammar Teaching During Shared Writing/Drafting and Re-drafting
It is essential that teachers use their Shared Writing (Active Instruction) time as a focused teaching opportunity for modelling aspects of grammar such as
constructing more extended (compound and complex) sentences, use of punctuation to structure these and cohesive devices such as paragraphing and devices
(e.g. connecting adverbs) to link ideas. Teachers should use Think-Alouds to model their thinking process as they write for and with the children. Children should
then be encouraged to replicate the same structures when creating their own first drafts (and testing these out on their partners for feedback). Care should be
taken to revisit the same aspects of grammar as a focus also for re-drafting (both as a modelled process and for the children’s own writing). It is very important
that teachers use the correct terminology (listed at the top of each phase) when they talk about aspects of grammar.
Grammar Teaching During Grammar Focus/Children’s Editing
Teachers should use the time leading into children’s editing of their work to promote the mechanical skills of writing: spelling, punctuation and general syntactical
checks such as subject/verb agreement and tense consistency. This can be modelled using either the appropriate lesson in the SFA Grammar for Editing manuals
or as a group edit (enlarged version) of one child’s piece of writing. Again, it should be made clear that the purpose of this is to allow the meaning of what the
children have written previously to shine through for their readers.
SPaG Test
The above is not a preparation for passing the KS2 SPaG test. Research has proven that the two skills of learning grammar for application to writing and learning
grammar classification for the purpose of passing a test are not transferable. Formal classification of aspects of grammar should be taught as a class exercise in
short but frequent slots. There are plenty of good interactive programmes and children’s workbooks available that present and give practice in these skills but as a
general guide, children should be taught to identify one particular aspect of grammar (e.g. prepositions) – teachers should explain the function of the word class
and give examples; then to classify (find other examples/pick other examples from a list of words); then to apply (synthesise) the aspect of grammar (e.g. by filling
in blank spaces in a sentence).
Spelling
Teachers should use the SFA spelling programme as a guide to the methodology of teaching spelling, using the guidance given here as to which words/spelling
patterns they should be covering. As above, once certain words/spelling patterns are mastered then either teach words from a higher age expectation or fill in
identified gaps in the children’s spelling skills. In either case, children should be encouraged to look for general patterns and rules for spelling words in English.
5
Grammar and Spelling Teaching during Delivery of Year Six Revision Programme
It is anticipated that during the second term of Year Six (from January), teachers will be teaching the Year Six children discretely in preparation for the SATs
reading test and teacher-assessed writing. During the writing parts of the lessons, grammar and spelling foci should be modelled in exactly the same way (using
years 5 and 6 descriptors of skills and, if necessary, filling in any gaps in knowledge relating to Years 3 and 4).
Children Working Below Age-related Expectations
Children who are assessed at needing tuition below the level that would normally be associated with their chronological age should still be placed in the
appropriate Wings level for their needs (bearing in mind that placement should be at the challenge level for them – i.e. they are exposed to skills and concepts that
they have not yet mastered rather than those with which they are already skillful) – as Success for All is an accelerated learning programme, the children should,
by degrees, move at a pace that lessens the gap between them and their peers who are already working at age-expected levels. These children should be
carefully monitored to ensure that their progress is as swift as possible and interventions put in place if this does not seem to be the case.
Wings 5, Term 3/Children Working Towards Level 6
By Wings 5, term 3, all aspects of the required curriculum have been visited and revisited several times: for this reason, there is no direct guidance for spelling as
to what aspects should be delivered to the children by this stage and the guidance for grammar is fluid; the teacher should focus on skills they have observed that
the children need practice with. (In order to obtain Level 6 for Sentence Structure and Punctuation, children should be demonstrating that they can use a wide
range of sentence structures and supporting punctuation as in Level 5, but the difference being that they should be completely fluent and accurate at this level.)
6
Wings 2.1 Treasure Hunts
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma
Writing Goal:
Rita the Rescuer
The Little Polar
Bear
Newspaper report
Letter to describe a place
Mini Lesson:
Time connectives
Other uses of
capitalisation
Focus for Modelled/Guided
Grammar/Editing Focus
Writing
 Adverbs
 Full stops/capital
letters
 Complex sentences linked
with when/because
 Consistent past tense
 Use of exclamation
marks


China
1st person recount – a day in Writing in cohesive
the life of a child in China
sections



Jim and the
Beanstalk
Can't You Sleep
Little Bear?
Write next part of story
Recognising that
reflecting the giant’s
sentences must make
thoughts and feelings about sense (verbs)
what happens
Write story opening
Marking sentence
boundaries





Dumpling
Write character profile
Linking words



Compound sentences linked
with and/but
Expanded noun phrases for
description
Continuous present tense
Complex sentences linked
with that/because
Continuous past tense
Creating adjectives to
describe feelings using –ful
Compound sentences linked
with or/but
Writing questions
Complex sentences linked
with if/because
Creating nouns using –ness
(e.g. darkness)
Expanded noun phrases
Compound sentences linked
with and/but
Comparative / superlative
adjectives















Full stops/capital
letters
Consistent present
tense
Commas in lists
Full stops/capital
letters
Consistent past tense
Apostrophes for
possession
Full stops/capital
letters
Consistent past tense
Question marks
Full stops/capital
letters
Consistent past tense
Apostrophes for
contraction
Full stops/capital
letters
Consistent present
tense
Commas in lists
Suggested Spelling focus
Soft ‘g’ sound (age, badge,
gem)
Tricky words:
they’re/there/their;
here/hear; quite/quiet
Suffixes – less
Tricky words: kind, find,
mind, behind,
child/(children), wild, climb
Soft ‘c’ sound (rice, cell,
fancy)
Tricky words:
door, floor, poor, because
Suffixes –ful
Tricky words:
most, only, both, old, cold,
gold, hold, told
Suffixes – ness
Tricky words: see/sea;
bare/bear; one/won
Suffixes -er/-est/-ly added
to a root word ending in –y
with a consonant before it
Tricky words: every,
everybody, even, great,
break, steak, pretty,
beautiful
7
Floss
Write story from Floss’ point Consistent use of verb 
of view
tense

Complex sentences linked
with when/because
Writing commands




What I like
Stars Twinkle
Write nonsense poem
Recount of moon landing
Play with sounds of
words (predict)
Consistent use of past
tense




Stars Twinkle
Non-chron report (zig-zag
book)
Secure use of
sentences


Effective vocabulary choices 
‘Flow’ of poem when read
aloud
Complex sentences linked
with when/that
Expanded noun phrases
Compound sentences linked
with and/but
Comparative / superlative
adjectives






Full stops/capital
letters
Consistent past tense
Apostrophes for
contraction
inverted commas for
speech
Suffixes -ing/-ed added to a
root word ending in ‘e’ with
a consonant before it
Tricky words: after, father,
last, past, fast, class*
Capital letters to begin The /n/ sound spelt ‘kn’ or
‘gn’ at the beginning of
lines
words
Full stops/capital
letters
Consistent past tense
Commas in lists
Full stops/capital
letters
Consistent past tense
Apostrophes for
possession
Tricky words: sun/son;
to/too/two; be/bee
The /r/ sound spelt ‘wr’ at
the beginnings of words
Tricky words: class, pass,
grass, glass, plant, bath,
path*
Suffixes –er/-est/-y added to
a word ending in ‘e’ with a
consonant before it
Tricky words:
blue/blew; night/knight;
they’re/there/their
*These are only tricky words if your regional accent pronounces the ‘a’ as an /ar/ sound – if your regional accent pronounces these as a short /a/
sound, then select other words to present as ‘tricky’.
8
Wings 2.1 Writing Modules
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma
Purpose
To be used after
Mini Lesson:
Story-writing characterisation
Story-writing - planning
Jonah and the
Whale/Dumpling
Can’t you Sleep
Little Bear?
Characterisation
Story-writing – sequencing
events
Rita The Rescuer
Synonyms for ‘then’
Non-chronological reports
China/I Wonder
Why Stars Twinkle
Layout of NF text
Planning
Focus for Modelled/Guided
Writing
 Compound sentences
linked with and/but
 Continuous past tense
 Complex sentences
linked with because
 Compound sentences
linked with then/so


1st Person recount
Floss/Little Polar
Bear
Creating vivid mind
movies (of settings)


Continuous present
tense
Compound sentences
linked with and/but
Details to show thoughts
and feelings
Adjectives for
description
Grammar/Editing Focus










Consistent past tense
Full stops/capital letters
Full stops/capital letters
Apostrophes for
possession
Consistent past tense
Question
marks/exclamation
marks
Consistent present
tense
Commas in a list
Consistent past tense
Apostrophes for
possession
9
Wings 2.2 Treasure Hunts
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma,
preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted
commas (or speech marks)
Writing Goal:
Seaside Poems
Mrs Vole the Vet
Focus for Modelled/Guided
Writing
To write another poem on a To play with the sounds  Adverbs
seaside theme
of words and phrases
 Expanded noun phrases
Lonely Hearts ad
Mini Lesson:
Capital letters



The Lonely
Giraffe
To write a story that
teaches a lesson
To add extra details to
interest the reader


Dr Xargle’s
Earthlets
To write a postcode from
Earth
Word choices that reflect 
viewpoint


Danger,
To write the next part of the Writing dialogue
Monsters, Aliens! story
Digitext



Danger, Monsters To write a recount of the
Adjectives and adverbs
Aliens!
story from the point of view
of two of characters


Compound sentences linked
with and/but
Expanded noun phrases for
description
Modal verbs must/will
Grammar/Editing Focus*



Complex sentences linked

with when/after

Paragraphs to organise ideas
Creating adjectives to
describe feelings using –ful
Complex sentences linked
with while/so
Present perfect form of verbs
(we have arrived..)
Complex sentences linked
with before/while/so
Creating new words by joining
words together (spacesuit)
Paragraphs organised by time
sequence
Adverbs: then/next/soon
Comparative / superlative
adjectives






Commas in lists
Consistent present
tense
Commas in lists
Consistent past tense
Exclamation marks
Consistent present
tense
Apostrophes for
contraction
Consistent past tense
Inverted commas for
speech punctuation
Consistent past tense
Apostrophes for
possession
Suggested Spelling
focus
Suffixes – ly
Tricky words: hour, move,
prove, improve, sure,
sugar
Prefixes superTricky words:
accident(ally), actual(ly),
address, answer, appear,
arrive
‘-le’ at end of words
Tricky words: eye, could,
should, would, who, whole
Suffixes –ful
Tricky words: believe,
bicycle, breath, breathe,
build, busy/business
Compound words (e.g.
spacesuit/spacecraft)
Tricky words: any, many,
clothes, busy, people,
water
Prefixes antiTricky words:
accept/except;
affect/effect; ball/bawl
10
Fur and Feathers To write a well-known story Play script format
in the form of a play


The Selfish Giant To write a letter to persuade Subject/verb agreement 

I wonder Why
Spiders Spin
Webs
I wonder Why
Spiders Spin
Webs
Bog Baby
To create an annotated life Consistent verb tense
cycle of a butterfly


To make a zig-zag book
about bees
To write the story of how
something came about
Writing in cohesive
sections
Consistent past tense





Present perfect form of verbs 
Writing commands

Consistent present
tense
Apostrophes for
contraction

Consistent present
tense
Use of a/an
Tricky words:
they’re/there/their;
here/hear; quite/quiet
Adding suffixes beginning
with vowel letters to words
of more than one syllable**
Consistent present
tense
Commas in lists
Tricky words: calendar,
caught, centre, century,
certain, circle
‘-el’ at the end of words
(camel, towel, tinsel,
tunnel, squirrel, travel)
Prepositions of cause –
because of
Present continuous tense (I
am writing…)
Paragraphs to organise
material by stage of process
Expanded noun phrases



Conjunctions when/after

Heading and sub-headings to
organise material

Adverbs – then/next//therefore 
Complex sentences linked

with when/because
Continuous past tense (he
was running)
Consistent present
tense
Apostrophes for
possession (plural)
Consistent past tense
Inverted commas for
direct speech
Word families
Tricky words: all, ball, call,
walk, talk, always
Adding suffixes beginning
with vowel letters to words
of more than one syllable**
Tricky words: complete,
consider, continue, decide,
describe, different
‘-al’ at the end of words
Tricky words: other,
mother, brother, nothing,
Monday
*If children remain insecure with use of full stops to structure sentences, then it is imperative to focus on this at every writing opportunity until this is
embedded.
**If the last syllable of word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any
ending beginning with a vowel letter is added (forgetting, preferred); the consonant letter is not doubled if the syllable is unstressed (gardening, limited).
11
Wings 2.2 Writing Modules
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma,
preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted
commas (or speech marks)
Purpose
Story-writing characters
To be used after
The Selfish Giant
Mini Lesson:
Characterisation
Story-writing – setting
Dr Xargle’s
Earthlets
Descriptive words and
phrases
Story-writing sequence
The Honey Hunters
Time connectives
Non-chronological
report
I Wonder Why
Spiders Spin Webs
Supporting details for
main ideas
Personal recount
Mrs Vole the Vet
Viewpoint (thoughts
and feelings)
Focus for Modelled/Guided
Writing
 Conjunctions for
time/place/cause (when,
before, after, while, so,
because)
 Continuous past tense
 Prepositions for
time/place/cause (before,
after, during, in)
 Present perfect tense (we
have landed)
 Adverbs for
time/place/cause (then,
next, soon)
 Continuous past tense
 Conjunctions for cause
(because)
 Headings and sub-headings
 Adverbs for
time/place/cause (then,
next, soon)
 Paragraphs to group events
Grammar/Editing Focus


Apostrophes for
possession
Inverted commas for
direct speech


Commas in lists
Question
marks/exclamation marks

Apostrophes for
contraction
Inverted commas for
direct speech
Apostrophes for
possession
Commas in lists
Commas in lists
Question
marks/exclamation marks





12
Wings 2.3 Treasure Hunts
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma,
preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted
commas (or speech marks)
Writing Goal:
The Paper Bag
Princess
Mini Lesson:
To retell story ending from To extend sentences by
Elizabeth’s point of view. adding extra detail.



The Gruffalo
To describe the Gruffalo’s Commas to separate
cousin
items in a list



Burglar Bill
To make a wanted poster Apt and adventurous
vocab choices



Burglar Bill
To write another section
of the story in the same
style as the original
Linking words and
phrases



Rapunzel
To write the opening of a
Fairy Tale
Punctuation for dialogue



The Tiger Child
To write a letter to the
author
Capitalisation


Focus for Modelled/Guided
Writing
Adverbs to express time –
then/next/later
Complex sentences linked
with when/because
Paragraphs organised in time
sequence
Compound sentences linked
with and/but
Expanded noun phrases for
description
Paragraphs to organise
material
Complex sentences linked
with that/which
Pronouns he/his
Expanded noun phrases
Grammar/Editing Focus*


Consistent past tense Words ending in ‘-il’
Use of
exclamation/question Tricky words: again, half, money,
Mr, Mrs, parents, Christmas
marks

Consistent present
tense
Commas in lists
Adding suffixes beginning with
vowel letters to words of more
than one syllable**
Consistent present
tense
Commas in lists
Exclamation marks
-y (cry, fly, fry, dry etc.) at the end
of words




Conjunctions – before/after/so 
Compound sentences linked 
with or/but/and
Writing direct speech
Conjunctions – because/so
Prepositions for time –
during/before/after
Writing direct speech
Suggested Spelling focus


Compound sentences linked 
with and/but
Comparative / superlative

adjectives (good, better, best)
Tricky words: want, wander,
quantity, squash
Consistent past tense The /i/ sound spelt ‘y’ (e.g.
Inverted commas for mystery, gym)
direct speech
Tricky words: young, touch,
double, trouble, country
Consistent past tense Adding the endings –ed/-ing to
Inverted commas for words ending in ‘e’ with a
consonant before it
direct speech
Consistent present
tense
Commas in lists
Tricky words: word, work, worm,
world, worth
Suffixes -er/-est
Tricky words: berry/bury;
brake/break; fair/fare
13
Amazing Grace
Poems to be
Read Aloud
The Lighthouse
Keeper’s
Catastrophe
Exteme Weather
Digitext
To write a new story about Powerful verbs
Grace
To write another poem to Word choices in poems
be read aloud
Newspaper report
Linking words and
phrases







To write a speech against Apt and adventurous
climate change
vocab choices.


Oceans and Seas To write a poem about life Adjectives
underwater
Presentation
Skills- Media
To use PowerPoint to
deliver a presentation
Features of PowerPoint




Prepositions for time –
before/after/during
Pronouns – she/her
Writing direct speech
Adjective choices
Expanded noun phrases
Complex sentences linked
with when/that
Prepositions for
place/direction –
over/under/along/towards






Prepositions of cause

(because of)
Language of rhetoric (e.g.

rhetorical questions,
addressing audience directly)
Expanded noun phrases

Headings and bullet points to 
organise material
(Speaking in extended
sentences)
(Speaking in standard
English)
Consistent past tense Suffixes – ful
Inverted commas for
Tricky words: can’t, didn’t, hasn’t,
direct speech
couldn’t, it’s, I’ll
Prefixes super-,, auto -, antiCommas in lists
Tricky words ; grate/great;
groan/grown; its/it’s
Consistent past tense Adding –es to verbs ending in ‘y’
Exclamation
marks/question marks Tricky words: door, floor, poor,
Inverted commas for because
quotes
Consistent present
tense
Apostrophes for
possession
Suffixes –er/-est
Commas in lists
Adding –ing, -ed, -er, -est and –y
to words of one syllable ending in
a single consonant letter after a
single vowel letter (e.g.
pat/patting; hum/hummed)
Commas in lists
Tricky words: difficult, disappear,
early, earth, eight/eighth
Tricky words: its/it’s; sea/see;
bare/bear
Negative prefixes un-, dis-, misTricky words: here/hear;
heel/heal/he’ll
*If children remain insecure with use of full stops to structure sentences, then it is imperative to focus on this at every writing opportunity until this is
embedded.
**If the last syllable of word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any
ending beginning with a vowel letter is added (forgetting, preferred); the consonant letter is not doubled if the syllable is unstressed (gardening, limited).
14
Wings 2.3 Writing Modules
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma,
preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted
commas (or speech marks)
Purpose
Narrative – fairy tales
To be used after
12 Dancing
Princesses/The
Paperbag
Princess/Rapunzel
Mini Lesson:
Writing a story
ending


Narrative - characterisation
Amazing Grace
Viewpoint
(character’s
thoughts and
feelings)


Narrative –characterisation/plot
The Gruffalo
Effect on plot of
introducing
fantasy character


Non-chronological report – cause and
effect
Oceans and Seas
Cause and effect
conjunctions


Focus for
Modelled/Guided
Writing
Conjunctions for
time/place/cause
(when, before, after,
while, so, because)
Continuous past
tense
Prepositions for
time/place/cause
(before, after, during,
in)
Present perfect tense
(She has gone out)
Adverbs for
time/place/cause
(then, next, soon)
Continuous past
tense
Conjunctions for
cause (because)
Headings and subheadings
Grammar/Editing
Focus








Apostrophes for
possession
Inverted commas for
direct speech
Inverted commas for
direct speech
Apostrophes for
contraction
Inverted commas for
direct speech
Question
marks/exclamation
marks
Apostrophes for
possession
Commas in lists
Also in Phase 3
Consolidation Units (to be used as stand-alones towards end of Wings 2 year: personal recounts and letters (focus on any grammar features from 2.3 the children
are still weak on).
15
Wings 3.1 Treasure Hunts
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma,
preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted
commas (or speech marks)
The Hodgeheg
Writing Goal:
Mini Lesson:
Write a
Conventions of speech
conversation punctuation
between Max
and his Pa



The Hodgeheg
Write a radio
advert for a
road safety
campaign
Sentence type and style in
adverts



The Owl Who
Was Afraid of
the Dark
The Owl Who
Was Afraid of
the Dark
To write a
story opening
To vary sentence openers



To write the
ending to a
given story
To use a variety of sentence 
structures


Incredible
Insects
To write a
booklet about
insects
To identify and use features 
of NF text


Focus for Modelled/Guided Writing
Prepositions of time
(before/after/during)
Adverbs of place
(here/there/everywhere/nowhere)
Present perfect tense (I have given it to
him.)
Prepositions of place
(across/under/over)
Adverbs of time
(often/always/usually/never)
Rhetorical questions
Grammar/Editing Focus
Suggested Spelling focus
Words ending in –ey
Inverted commas for
direct speech
 Capitalisation of proper Tricky words: find, kind, mind,
behind, child/children; wild/climb
nouns



Adverbial phrases to open sentences
(place or time)
Pronouns – he/his; they/their
Paragraphs organised by time
sequence/ place of action

Using variety of sentence structures
(e.g. simple, complex, fronted
adverbial)
Pronouns – he/his; they/their
Paragraphs organised by time
sequence/ place of action





Headings and sub-headings to organise 
ideas and material

Conjunctions of cause (because of/so) 
Expanded noun phrases
(introduction to commas Adding suffixes beginning with
vowel letters to words of more
to mark clauses)
than one syllable**
Exclamation
marks/question marks
Tricky words: knot/not;
mail/male; main/mane
Inverted commas for
direct speech
Consistent past tense
Subject/ verb
agreement
Inverted commas for
direct speech
Consistent past tense
Subject/ verb
agreement
Exclamation marks
Commas in lists
(commas to mark
clauses)
The /zh/ sound spelt ‘s’
(television, treasure, usual)
Tricky words: every, everybody,
even, great, break, steak, pretty,
beautiful
Prefix in(be sure to point out both
meanings: ‘not’ (inedible) or
‘in’/’into’ (‘inhale’)
Adding –es/-ed to nouns and
verbs ending in ‘y’
Tricky words: after, fast, last,
past, father, class, grass, glass,
pass, plant, path, bath*
16
Shape Poems
Grace and
Family
To write a
shape poem
with a watery
theme
To describe
setting
To classify words types and 
judge which are

essential/non-essential to
understanding text
Words to suggest viewpoint 

Natural Record To write
Breakers
holiday
brochure
Making Past in
to Presents
Continuous present tense (it is
raining/the sun is shining)
Intensifying adverbs (really/very/quite)





Pronouns
To write
Imperative verbs
instructions for
board game
Adverbs -ly
Continuous present tense


Headings and sub-headings to
organise material
 Adverbs of place (nearby/outside)
 Prepositions of place
(near/across/over)
 Superlative adjectives (the
hottest/the best)
Format of instructions
Imperative commands
A/an
Consistent present
tense
Question
marks/exclamation
marks
(commas to mark
clauses)






Suffix –ly
Tricky words: half, money,
parents, Mr, Mrs, Christmas
Adding –ing/-ed/-er/-est/-y to
words of one syllable ending in a
single consonant letter after a
single vowel letter
Tricky words: hour, move, prove,
improve, sure, sugar
Consistent present Prefixes de-, distense
Tricky words: any, many, clothes,
Subject/verb
busy, people, water, again
agreement
Commas in lists (of
adjectives)
Adding –ed/-ing/-er and –est to a
Commas in lists
root word ending in –y with a
Imperative verbs
Subject/verb agreement consonant before it
Tricky words: eye, could, should,
would, who, whole
*These are only tricky words if your regional accent pronounces the ‘a’ as an /ar/ sound – if your regional accent pronounces these as a short /a/
sound, then select other words to present as ‘tricky’.
**If the last syllable of word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any
ending beginning with a vowel letter is added (forgetting, preferred); the consonant letter is not doubled if the syllable is unstressed (gardening, limited).
17
Wings 3.1 Writing Modules
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma,
preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted
commas (or speech marks)
Purpose
Instructions
Story-writing - dialogue
Story-writing - settings
Non-chronological
reports
To be used after
Making the Past into
Presents
The Hodgeheg
Mini Lesson:
Clarity and accuracy
Synonyms for ‘said’
The Willow Pattern
Story/Grace and
Family
Adjectives to enhance
description
Natural Record
Breakers
Sub-headings to
organise ideas
Focus for Modelled/Guided
Writing
 Writing for clarity
 Imperative verbs
 Present perfect tense (She
has gone out)
 Standard/non-standard
English
 Adverbs for
time/place/cause (then,
next, soon)
 Continuous past tense
 Conjunctions for cause
(because)
 Headings and subheadings
Grammar/Editing Focus

Commas in lists

Inverted commas for
direct speech
Apostrophes for
contraction
Inverted commas for
direct speech
Question
marks/exclamation marks
Question
marks/exclamation marks
Commas in lists





18
Wings 3.2 Treasure Hunts
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma,
preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted
commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial
Writing Goal:
Robin Hood
Robin Hood
Mini Lesson:
Write another
adventure for
RH
Conventions of dialogue 
Write a
magazine-style
profile of RH
Adjectives



Fairy Tales
Rewrite story
from POV of
queen
First and third person



Focus for Modelled/Guided
Writing
Adverbial phrases to open
sentences
Continuous past tense/simple
past tense/ past perfect (the
men were sleeping/the men
slept/the men had slept)
Expanded noun phrases with
modifying adjectives and
prepositional phrases (the
famous outlaw with the big
heart)
Paragraphs to organise
material around by theme
Adverbial phrases to open
sentences (place or time)
Pronouns – he/his, she/her,
they/their
Paragraphs organised by
change of mood in story
Grammar/Editing Focus







Suggested Spelling focus
Inverted commas and end
punctuation for direct speech
Commas after fronted
adverbials
Adding suffixes beginning
with vowel letters to words
of more than one syllable*
(introduction to commas to
mark clauses)
Exclamation marks/question
marks
Prefixes en-, em-
Inverted commas and end
punctuation for direct speech
Consistent past tense
Subject/ verb agreement (we
were, I did)
Suffix –ation
Tricky words: enough,
exercise, experience,
experiment, extreme,
famous
Tricky words: meet/meat;
medal/ meddle; missed/mist
19
Fairy Tales
Feargal Fly
Digitext
Redraft FT to
include more
features of
genre
Varying sentence types 

To continue one Commas
of the
newspaper
reports in the
Digitext
101 Ways to Save Write a report on Conventions of
the Earth/Save
an ideal ‘green’ punctuation
the Planet before environment
Bedtime






101 Ways to Save Write
the Earth/Save
instructions for
the Planet before an experiment
Bedtime
Play scripts
Imperative
To rewrite a
Conventions of play
story in the form scripts
of a play



Using variety of sentence
structures (e.g. simple,
complex, fronted adverbial)
Pronouns – he/his, she/her,
they/their
Paragraphs to organise
material by theme
Conjunctions of cause
(because /so)
Expanded noun phrases with
modifying adjectives and
preposition phrases (the
valuable gem with the
checkered history)
Sensational language choices
Expanded noun phrases with
modifying adjectives and
preposition phrases (the
natural grass roof over the
main hall)
Intensifying adverbs
(really/very/quite/extremely/ha
rdly)
(Introduction to passive voice)
Conventions of instructional
writing
Imperative commands



Adverbs –ly
Prepositions of place
(near/across/over)
Non-standard English for
dialogue (characters’
voices)








Inverted commas and end
punctuation for direct speech
Consistent past tense
Subject/ verb agreement (we
were/she did)
Apostrophes for possession
(including plural nouns)
Apostrophes for contraction
Commas to (begin to) mark
clauses
Words ending –ture
General punctuation
Subject/verb agreement
Prefixes il-, im-, ir-
Tricky words: favourite,
February, forward(s), fruit,
grammar, group
Words ending –sion
Tricky words: peace/piece;
plain/plane; rain/rein/reign
Tricky words: guard, guide,
heard, heart, height, history

Commas in lists and to (begin
to) mark clauses
Prefixes reTricky words: imagine,
increase, important,
interest, island, knowledge


Subject/verb agreement
Question marks and
exclamation marks
Prefixes sub-, inter-, superTricky words: seen/scene;
weather/whether;
who’s/whose
20
Amazing
Creatures
To produce a
Cohesive paragraphing
persuasive flyer


Amazing
Creatures
Noisy Poems
The Willow
Pattern Story
To produce an
information
leaflet

Varying sentence types 

To write a noisy Identify word types
poem
To write a
description of a
setting
Adjectives




Paragraphs to organise
material around a theme
Modal verbs (should, must,
could, would)
Rhetorical questions
Adverbial phrases to open
sentences
Extended sentences with a
variety of co-ordinating and
subordinating conjunctions




Appropriate word choices

‘Flow’ of poem when read out 
loud
Prepositions of place
(near/across/over/behind)
Adverbs of place
(nearby/everywhere)


Subject/verb agreement
Question marks and
exclamation marks
Commas after fronted
adverbials
Apostrophes for possession
(including plural nouns)
Exclamation marks
Commas to guide reader
Commas in lists and to (begin
to) mark clauses
Subject/verb agreement
Suffix –ous
Tricky words: learn, length,
library, material, medicine,
mention
Words which sound like
/shoon/ spelt -tion, -sion, ssion
Tricky words: minute,
natural, naughty, notice,
occasion(ally), often
Words which sound like
/shoon/ spelt --cian
Tricky words: opposite,
ordinary, particular,
peculiar, perhaps, popular
Words with the /k/ sound
spelt ‘ch’ (e.g. school)
Tricky words: position,
possess(ion), possible,
potatoes, pressure,
probably
*If the last syllable of word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any
ending beginning with a vowel letter is added (forgetting, preferred); the consonant letter is not doubled if the syllable is unstressed (gardening, limited).
21
Wings 3.2 Writing Modules
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma,
preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted
commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial
Purpose
Story-writing - legends
To be used
after
Robin Hood
Mini Lesson:
Characterisation


Story-writing – traditional
tales
Fairy Tales
Cohesion


Story-writing – traditional
tales
Fairy Tales
Descriptive words and
phrases


Play-script
Play-scripts
1. Dialogue to move
action forward
2. Stage directions


Structure of recount

Personal recount
(Any)
Focus for Modelled/Guided
Writing
Preposition phrases (the lovable
rogue with the green suit)
Nouns/pronouns (Robin/he)
Fronted adverbials (later that
day, the next afternoon)
Complex sentences linked with
when/because
Grammar/Editing Focus




Paragraphs organised by theme
Prepositions of time/
place/cause
(while/during/after/past/over/bec
ause of)
Adverbs (-ly)
Modal verbs (could, might)


Expanded noun phrases to
enhance viewpoint




Non-chronological report
101 Ways to
Save the Earth
(No mini lesson but
in-depth planning
focus)

Complex sentences linked with a
variety of conjunctions


Inverted commas for
direct speech (and end
punctuation)
Subject/verb agreement
Apostrophes for
possession (including
plural nouns)
Commas after fronted
adverbials
Commas in a list
Consistent past tense
Apostrophes for
contraction
Question
marks/exclamation
marks
Apostrophes for
possession (including
plural nouns)
Question
marks/exclamation
marks
Commas in lists
Subject/verb agreement
22
Wings 3.3 Treasure Hunts
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma,
preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted
commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial
Writing Goal:
Flat Stanley
Mini Lesson:
Focus for Modelled/Guided Writing
To rewrite part Conventions of speech 
of the story from punctuation

Arthur’s point of
view
Adverbial phrases to open sentences
Continuous past tense/simple past
tense/ past perfect (we were
walking/we walked/we had walked)
Grammar/Editing Focus



Flat Stanley
To write another Adverbs
adventure for
Stanley



George’s
Marvellous
Medicine
To write the
To use adverbs to

next part of the change the mood of a
Magic Finger
piece of writing.


George’s
Marvellous
Medicine
To review the
work of Roald
Dahl.
To replace ‘weak’
verbs with more
powerful ones.



George’s
Marvellous
Medicine
To write a new
ending for the
story.
Powerful verbs.


Adverbs to convey point of view (-ly)
Adverbs of intensity
(very/quite/hardly/almost)
Paragraphs to organise material
around by theme
Adverbial phrases to open sentences
(place, time or mood)
Adverbs of intensity
(very/quite/hardly/almost)
Paragraphs organised by change of
mood in story
Using variety of sentence structures
(e.g. simple, complex, fronted
adverbial)
Pronouns to avoid repetition – he/his,
she/her, they/their
Authoritative voice









Paragraphs to organise material by

mood of story
Expanded noun phrases with modifying 
adjectives and preposition phrases (the 
brave little hero full of pluck)
Suggested Spelling
focus
Adding suffixes beginning
Inverted commas and end
punctuation for direct speech with vowel letters to
words of more than one
Commas after fronted
syllable*
adverbials
Subject/verb agreement
Tricky words:
accept/except;
affect/effect; ball/bawl
Prefixes anti-, auto-, interInverted commas and end
punctuation for direct speech
Tricky words: promise,
Commas after fronted
purpose, quarter,
adverbials
question, recent, regular
Subject/verb agreement
Prefixes trans-, under-,
Inverted commas and end
punctuation for direct speech semiCommas after fronted
Tricky words: reign,
adverbials
remember, sentence,
Subject/ verb agreement
separate, special, straight
Words with /sh/ sound
Consistent present tense
spelt ‘ch’
Subject/ verb agreement
Apostrophes for possession
Tricky words: strange,
(including plurals)
strength, suppose,
surprise, therefore,
though/although
Apostrophes for possession Words with the /s/ sound
spelt ‘sc’
(including plural nouns)
Apostrophes for contraction
Tricky words: berry/bury;
Commas to (begin to) mark
brake/break; fair/fare
clauses
23
Cliffhanger
To write a new Powerful adjectives
story about the
characters



Cliffhanger
Understanding
TV
Understanding
TV
To continue last Commas to structure
week’s story
sentences
concentrating
on building
tension
To write
Future tense
autocue script
for breakfast
show

To write
Superlatives
presenter’s
script for game
show



Expanded noun phrases with modifying 
adjectives and preposition phrases (the
friendly dog with the waggy tail)

Intensifying adverbs

(really/very/quite/extremely/hardly)
Adverbial phrases to open sentences
Short, simple sentences to increase
pace/longer extended sentences to
decrease pace
Paragraphs to organise material by
change of mood
 Prepositions of time
(before/after/during)
 Non-standard English for chatty
and informal tone

Intensifying adverbs
(really/very/quite/extremely/nearly)
Non-standard English for chatty and
informal tone




Inverted commas and end
punctuation for direct speech
Subject/verb agreement
Commas after fronted
adverbials
Words with the /g/ sound
spelt ‘-gue’
and the /k/ sound spelt ‘–
que’
Tricky words: thought,
through, various, weight,
woman, women
Words ending –tion, -sion,
Inverted commas and end
punctuation for direct speech -ssion
Subject/verb agreement
Tricky words: grate/great;
Commas to (begin to) mark
groan/grown; here/hear
clauses
 Subject/verb agreement Words ending –tion, -sion,
-ssion
 Apostrophes for
contraction
Tricky words:
accident(ally), actual(ly),
address, answer, appear ,
arrive
Words with the /i/ sound
Apostrophes for contraction
spelt ‘y’
Question marks and
exclamation marks
Tricky words: here/hear;
heel/heal/he’ll; knot/not;
male/mail
24
How a Book is
Made
The Search for
Tutankhamen
To write a letter To vary sentences for 
to an author
clarity, purpose and
effect

To write a
newspaper
report.
Sentence structure
and punctuation
Extreme Habitats To write a
Language of
Digitext
magazine
comparison
feature
comparing and
contrasting two
habitats





Paragraphs to organise material
around a theme
Extended sentences with a variety of
co-ordinating and subordinating
conjunctions
Pronouns to avoid repetition
Adverbial phrases to open sentences
Sensational language

Extended noun phrases (including
prepositional phrases)
Adverbs of comparison
(Similarly/however/on the other hand)





Commas after fronted
adverbials
Apostrophes for possession
(including plural nouns)
Commas to (begin to) mark
clauses
Apostrophes for possession
(including plural nouns)
Prefixes in-, im-, ilTricky words: believe,
bicycle, breath, breathe,
build, busy/business
Prefix un-
Tricky words: calendar,
caught, centre, century,
certain, circle
Commas in lists and to (begin Suffix –ly
to) mark clauses
Tricky words: complete,
Commas in lists (e.g. of
adjectives) and after fronted consider, continue,
decide, describe, different
adverbials
*If the last syllable of word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any
ending beginning with a vowel letter is added (forgetting, preferred); the consonant letter is not doubled if the syllable is unstressed (gardening, limited).
25
Wings 3.3 Writing Modules
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma,
preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted
commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial
Purpose
Narrative – extra chapter for
known book
Short story in style of known
author
Narrative - mystery
To be used after
Flat Stanley
George’s
Marvellous
Medicine
Julian Secret
Agent/Cliffhanger
Mini Lesson:
Analysing various
drafts of same
chapter
Roald Dahl’s
style




Managing mood


Focus for Modelled/Guided
Writing
Preposition phrases (the silly
boy in the green hat)
Nouns/pronouns (Stanley/he)


Fronted adverbials (later that
day, the next afternoon)
Complex sentences linked with
when/because

Paragraphs organised by theme
Prepositions of time/
place/cause
(while/during/after/past/over/bec
ause of)



Grammar/Editing
Focus
Inverted commas for
direct speech (and
end punctuation)
Subject/verb
agreement
Apostrophes for
possession
(including plural
nouns)
Commas after
fronted adverbials
Commas in a list
Consistent past
tense
Also in Phase 3
Consolidation Units (to be used as stand-alones towards end of Wings 3 year: letters, description, persuasion (focus on any grammar features from 3.3 the
children are still weak on).
26
Wings 4.1 Treasure Hunts
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma,
preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted
commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial
Writing Goal:
Mini Lesson:
Focus for Modelled/Guided Writing
Grammar/Editing Focus
The Wreck of
the Zanzibar
Write
Description of
Storm
Synonyms



Adverbial phrases to open sentences

Use of pronouns to avoid repetition
Continuous past tense/simple past tense/ 
past perfect (we were walking/we
walked/we had walked)

The Wreck of
the Zanzibar
Write a
Newspaper
Report
To use a range of
connectives in
sentences


Use of pronouns to avoid repetition
Range of sentence types using variety of
co-ordinating and subordinating
conjunctions
Paragraphs to organise material around
by theme
Paragraphs organised by theme
Linking words and phrases within and
between paragraphs
Expanded noun phrases (including
prepositional phrases – the sunny
meadow across the stream)

The Silver Swan Describe place Cohesiveness within
that children
and between
know well
paragraphs







Suggested Spelling
focus
Adding suffixes
Inverted commas and end
punctuation for direct speech beginning with vowel
letters to words of more
Commas after fronted
than one syllable*
adverbials
Subject/verb agreement
Tricky words: difficult,
disappear, early, earth,
eight, eighth
Commas after fronted
adverbials
Subject/verb agreement
Suffix –ation
Subject/ verb agreement
Commas in lists (of
adjectives) and to (begin to)
mark clauses
Prefixes ir-, il-
Tricky words: meet/meat;
medal/meddle;
missed/mist
Tricky words: enough,
exercise, experience,
experiment, extreme,
famous
27
The Good Time Character
Boys
Sketch
Language of
comparison and
contrast

The Good Time Instructions for Imperative verbs
Boys
scenery and
costumes


Extended sentences with a variety of coordinating and subordinating
conjunctions
Use of pronouns to avoid repetition
Adverbs (and adverbial phrases) of
comparison (Similarly/on the other
hand/unlike his brother)
 Adverbs –ly
 Adverbs of place and time
(nowhere/everywhere;
sometimes/never/usually)
 Prepositions of place and time
(near/across/over; before/after
during)
 Non-standard English for dialogue
(characters’ voices)
Language and format of instructions
Use of pronouns to avoid repetition
Poems about
Write poem in Adjectives
the Sea ( Under style of another
the Moon Over
the Sea)


Vocabulary choices for effect
‘Flow’ of poem when read out loud


The Good Time Write a Play
Boys
script
Drag ‘n’ Drop
Digitext
Life in Space
recounts and
video diary to
relate events
from
perspective of
more than one
character
Write an
imaginary diary
entry
Function of adverbs

Commas to separate
clauses

Writing to show
thoughts and feelings










Adverbs of time (including adverbial
phrases)
Non-standard English for chatty and
informal tone
Intensifying adverbs
(really/very/quite/extremely/nearly)
Paragraphs to organise material around
a theme
Non-standard English for chatty and
informal tone


Consistent present tense
Subject/ verb agreement
Apostrophes for possession
(including plural nouns)
Prefix re-


Words ending –ture
Subject/verb agreement
Apostrophes for
contraction and
possession (including
plural nouns)
Tricky words: young,
touch, double, trouble,
country
Tricky words: favourite,
February, forward(s),
fruit, grammar, group
Words ending –sure
Subject/verb agreement
Commas in lists and to (begin
Tricky words:
to) mark clauses
piece/peace; plain/plane;
rain/rein/reign
Prefixes sub-, inter-,
Exclamation marks
superUse of commas to guide
reader
Tricky words: guard,
guide, heard, heart,
height, history
Words ending –sion
 Apostrophes for
contraction and
Tricky words:
possession (including
scene/seen;
plural nouns)
weather/whether;
 Commas to (begin to)
whose/who’s
mark clauses and after
fronted adverbials
Suffix –ous
Apostrophes for contraction
and possession (including
Tricky words: imagine,
plural nouns)
increase, important,
Commas to (begin to) mark
interest, island,
clauses and after fronted
knowledge
adverbials
28
*If the last syllable of word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any
ending beginning with a vowel letter is added (forgetting, preferred); the consonant letter is not doubled if the syllable is unstressed (gardening, limited).
29
Wings 4.1 Writing Modules
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma,
preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted
commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial
Purpose
Story-writing
To be used
after
The Wreck of
the Zanzibar
Mini Lesson:
Characterisation



Non-Chronological report
(information leaflet)
Life in Space
Planning (main
ideas)


Play-script – developing a problem
and solution
Instructions
The Good
Time Boys
No book – use
as a standalone
(deconstruct
e.g. cookbooks
to introduce)
Developing
problem and
solution


Writing for clarity
and precision



Focus for Modelled/Guided
Writing
Fronted adverbials (later that
day, the next afternoon)
Nouns/pronouns/varied
references to same thing
Paragraphs to organise ideas by
theme
Prepositions of time/
place/cause
(while/during/after/past/over/bec
ause of)
Complex sentences linked with
various conjunctions
Adverbs (-ly)
Preposition phrases (you over
there with the funny face)
Imperative verbs
Writing for clarity and precision
Layout of instructions







Grammar/Editing
Focus
Inverted commas
for direct speech
(and end
punctuation)
Commas after
fronted adverbials
Apostrophes for
possession
(including plural
nouns)
Subject/verb
agreement
Apostrophes for
contraction
Consistent
present tense
Commas in lists
30
Wings 4.2 Treasure Hunts
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma,
preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted
commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket,
dash, cohesion, ambiguity
Writing Goal:
Room 13
Room 13
To write the
beginning of a
horror story
To write an
extract from a
sci-fi story
Mini Lesson:
Speech Punctuation
Precise noun choices
Focus for Modelled/Guided Writing






Room 13
To write the
continuation of
an adventure
story
Creating tension and
suspense



Adverbial phrases to open sentences
Use of pronouns to avoid repetition
Use of tense choice to sequence events
and reference backwards and forwards
(he had a horrible feeling something had
happened to Ellie while he had been
asleep/she hoped Dad wouldn’t be late
home tonight)
Variety of references to the same thing to
avoid repetition (Alfred/the boy/he/the
youngster)
Range of sentence types using variety of
co-ordinating and subordinating
conjunctions
Paragraphs to organise material around
by theme
Paragraphs organised by theme
Linking words and phrases within and
between paragraphs (then/after that/later
that evening)
Expanded noun phrases (including
prepositional phrases – the red planet
covered in a swirling yellow dust cloud)
Grammar/Editing Focus







Suggested Spelling
focus
Words with /k/ sound
Inverted commas and end
punctuation for direct speech spelt ‘ch’
Commas after fronted
Tricky words: learn,
adverbials
length, library, material,
Subject/verb agreement
medicine, mention
Commas to mark clauses and Words ending –cious
to avoid ambiguity/clarify
Tricky words:
meaning
descent/dissent;
Subject/verb agreement
desert/dessert;
draft/draught
Commas to mark clauses and
to avoid ambiguity/clarify
meaning
Speech punctuation
Adding suffixes
beginning with vowel
letters to words of more
than one syllable*
Tricky words:
accept/except;
affect/effect; ball/bawl
31
Room 13
To set the
scene for a
fantasy story
Adjectives



The Amazing
Story of
Adolphus Tips
The Amazing
Story of
Adolphus Tips
The Amazing
Story of
Adolphus Tips
Recount of
imaginary
evacuation
Adventurous and
precise vocabulary
Series of diary Adverbs and impact on 
entries from the mood of writing

point of view of
another
character

Write a letter
from Ivy to
Barry
Vary Sentence
Structures



Medieval Knight Letter
Plurals
requesting help
Extended sentences with a variety of coordinating and subordinating
conjunctions
Variety of references to the same thing to
avoid repetition (Grampy/the old
man/he/the old-timer)
Adverbials of place to link ideas across
paragraphs (nearby/further away)
 Adverbials of time to link ideas
across paragraphs (later/earlier that
day)
 Prepositions of place, time and
cause (near/across/over; before/after
during; because of)
 Non-standard English for dialogue
(characters’ voices)
Show point of view using powerful verbs
Variety of references to the same thing to
avoid repetition (Alfred/the boy/he/the
youngster)
Relative clauses (with or without relative
pronouns)




Vocabulary choices for effect

Variety of references to the same thing to
avoid repetition
Relative clauses (with or without relative 
pronouns)



Relative clauses (with or without
relative pronouns)
Cohesive devices within and
between paragraphs
Modal verbs
Commas to mark clauses and
to avoid ambiguity/clarify
meaning
Apostrophes for contraction
and possession (including
plural nouns)
Words ending –tious


Speech punctuation
Apostrophes for
contraction and
possession (including
plural nouns)
Words with the /sh/
sound spelt ‘ch’
Commas to mark clauses and
to avoid ambiguity/clarify
meaning
Parenthesis
(brackets/dashes) to indicate
extra information
Words ending –cial
Commas to mark clauses and
to avoid ambiguity/clarify
meaning
Parenthesis
(brackets/dashes) to indicate
extra information
 Commas to mark clauses
and to avoid
ambiguity/clarify meaning
 Parenthesis
(brackets/dashes) to
indicate extra information
Prefixes inter-, super-,
under-
Tricky words:
accommodate,
accompany, according,
achieve, aggressive,
amateur
Tricky words: minute,
natural, naughty, notice,
occasion(ally), often
Tricky words: ancient,
apparent, appreciate,
attached, available,
average
Tricky words: berry/bury;
brake/break; fair/fare
Words ending –tial
Tricky words:
advice/advise;
device/devise;
practice/practise
32
Have your Say 1 Letter to
persuade
Have your Say 2 Discursive
report
Connecting words and 
phrases

Have your Say 2





Caribbean
Poetry
(Uses Under the
Moon and Over
the Sea and The
Works)
Spooky Poems
(Uses Under the
Moon and Over
the Sea and the
Works)

To write a poem
in the style of
one of those
read
Caribbean Poetry
(Uses Under the
Moon and Over the
Sea and The Works)
To write a
spooky poem
Spooky Poems (Uses 
Under the Moon and
Over the Sea and the 
Works)

Intensifying adverbs
(really/very/quite/extremely/nearly)
Cohesive devices within and between
paragraphs
Modal verbs (should/would/must)
Standard English for formal tone
Modal verbs (should/would/must)
Relative clauses (with or without relative
pronouns)
Standard English for formal tone




Use of commas to guide reader/avoid

ambiguity
Invented words to convey a mood or idea
Use of commas to guide reader/avoid

ambiguity
Invented words to convey a mood or idea
Apostrophes for contraction
and possession (including
plural nouns)
Commas to mark clauses and
to avoid ambiguity/clarify
meaning
Commas to mark clauses and
to avoid ambiguity/clarify
meaning
Parenthesis
(brackets/dashes) to indicate
extra information
Prefixes anti-, autoTricky words: opposite,
ordinary, particular,
peculiar, perhaps,
popular
Words ending –ant, ance, -ancy
Tricky words:
principal/principle;
profit/prophet;
stationary/stationery
Commas to guide the reader Words with the /g/
and to avoid ambiguity/clarify ending spelt ‘-que’
meaning
Tricky words: vein,
weigh, eight, eighth,
neighbour, they, obey
Commas to guide the reader Words ending –ent, and to avoid ambiguity/clarify ence, -ency
meaning
Tricky words: awkward,
bargain, bruise,
category, cemetery,
committee
*If the last syllable of word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any
ending beginning with a vowel letter is added (forgetting, preferred); the consonant letter is not doubled if the syllable is unstressed (gardening, limited).
33
Wings 4.2 Writing Modules
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma,
preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted
commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket,
dash, cohesion, ambiguity
Purpose
To be used after
Non-chronological report
Any NF book
(adjust prompt to fit
topic)
Collaborative writing
Room 13
Story structure
Story-writing
Mini Lesson:
Collaborative storywriting
Room 13
1. Collaborative
writing
2. Managing
suspense
Personal recount
Stand-alone
Powerful verbs and
adverbs (viewpoint)
Focus for Modelled/Guided
Writing
 Devices to build cohesion
within paragraph
 Nouns/pronouns/varied
references to same thing
 Paragraphs to organise
ideas by theme
 Relative clauses
 Complex sentences linked
with various conjunctions
 Linking ideas across and
within paragraphs using
tense choices
 Fronted adverbials (later
that day, the next
afternoon
 Adverbs to indicate
degrees of possibility
(perhaps, maybe,
certainly)
 Paragraphs to organise
ideas by theme
 Paragraphs to organise
ideas by theme
 Linking ideas across
paragraphs (adverbials of
time)
 Modal verbs to indicate
degree of possibility
Grammar/Editing Focus




Commas to clarify
meaning (mark clauses)
Brackets/dashes/commas
for parentheses
Inverted commas for
direct speech (including
end punctuation)
Commas to clarify
meaning (mark clauses)


Subject/verb agreement
Inverted commas for
direct speech (including
end punctuation)

Commas to clarify
meaning (mark clauses)
Brackets/dashes/commas
for parentheses

34
Wings 4.3 Treasure Hunts
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma,
preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted
commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket,
dash, cohesion, ambiguity
Writing Goal:
Secret Friends
Secret Friends
Mini Lesson:
To write a letter Vary sentences for
to persuade
clarity, purpose and
effect
To write an
alternative
ending to the
story
Commas to separate
clauses
Focus for Modelled/Guided Writing







The Suitcase
Kid
To write the
opening of a
story about an
issue
Showing and telling
sentences


Adverbs of possibility
(perhaps/maybe/surely)
Use a range of sentence types: simple
and complex using a range of
conjunctions
Modal verbs (should/would/must)
Standard English for formal tone
Variety of references to the same thing to
avoid repetition
Range of sentence types using variety of
co-ordinating and subordinating
conjunctions
Paragraphs to organise material by
change of mood
Grammar/Editing Focus




Cohesive devices within and between

paragraphs (including tense choices)
Relative clauses (with or without relative
pronouns)

Suggested Spelling
focus
Commas to mark clauses and Suffix –ous
to avoid ambiguity/clarify
Tricky words:
meaning
Parenthesis to indicate extra grate/great; groan/grown;
here/hear
information
Commas to mark clauses and Words ending –able, ably
to avoid ambiguity/clarify
meaning
Tricky words:
Speech punctuation
communicate,
community, competition,
conscience, conscious,
controversy
Commas to mark clauses and Suffix –ation
to avoid ambiguity/clarify
Tricky words: position,
meaning
possess(ion), possible,
Speech punctuation
potatoes, pressure,
probably
35
The Suitcase
Kid
To resolve the Powerful paragraphs
story begun last
week



The Suitcase
Kid
Poems to
Perform (uses
the Works)
To write
critically about
an issue
Powerful paragraphs
To write a poem Punctuation and line
based on one of breaks
the poems read


Range of sentence types using variety of 
co-ordinating and subordinating
conjunctions
Variety of references to the same thing to 
avoid repetition
Adverbials of time to link ideas across
paragraphs
 Devices to build cohesion within a
paragraph
 Prepositions of cause (because of)
 Relative clauses (with or without
relative pronouns)
 Standard English for authoritative
voice
Vocabulary choices for effect

‘Flow’ of poem when read aloud

Please Mrs
Butler
To write a poem To recognize which

based on one of words are essential to 
the poems read the poem
Vocabulary choices for effect
‘Flow’ of poem when read aloud


When Jessie
Came Across
the Sea
Diary entries
Adverbs



Use a range of sentence types:
simple and complex, using a range
of conjunctions
Adverbs of possibility
(perhaps/maybe/surely)
Cohesive devices within and
between paragraphs
Commas to mark clauses and
to avoid ambiguity/clarify
meaning
Apostrophes for contraction
and possession (including
plural nouns)


Words ending –ible, -ibly
Tricky words: steal/
steel; wary/weary;
who’s/whose; its/it’s
Commas to mark clauses Words ending –sion
and to avoid
ambiguity/clarify meaning Tricky words: knot/not;
mail/male; main/mane
Parenthesis to indicate
extra information
Commas to mark clauses and
to avoid ambiguity/clarify
meaning
Parenthesis to indicate extra
information
Adding suffixes
beginning with vowel
letters to words ending –
fer**
Tricky words:
father/farther/further;
guessed/guest;
heard/herd
Commas to mark clauses and Words ending –sure
to avoid ambiguity/clarify
Tricky words: promise,
meaning
Parenthesis to indicate extra purpose, quarter,
question, recent, regular
information
 Commas to mark clauses Use of hyphen (e.g. cooperate)
and to avoid
ambiguity/clarify meaning
Tricky words:
 Parenthesis to indicate
convenience,
extra information
correspond, criticise,
curiosity, definite,
desperate
36
Film Narrative
Media
Film synopsis
Present tense



Roman
Chronicles
To write a letter Comparatives and
to persuade
superlatives


Roman
Chronicles
Ice Brick and
Straw Digitext
To complete a
story
To create an
informative
poster about a
new building
material
To use commas to
create complex
sentences
Language of
instruction







Cohesive devices within and between
paragraphs
Précising information
Tense choices (present
continuous/present perfect/future) to
refer backwards and forwards
Adverbs of possibility
(perhaps/maybe/surely)
Use a range of sentence types: simple
and complex, using a range of
conjunctions
Modal verbs
Standard English for formal tone
Relative clauses (with or without relative
pronouns)
Use a range of sentence types: simple
and complex using a range of
conjunctions
Fragmented sentences for speech
Relative clauses (with or without relative
pronouns)
Précising information








Apostrophes for contraction
and possession (including
plural nouns)
Commas to mark clauses and
to avoid ambiguity/clarify
meaning
Commas to mark clauses and
to avoid ambiguity/clarify
meaning
Parenthesis to indicate extra
information
Words ending –ssion, tian, -cian
Tricky words: meet/meat;
medal/meddle;
missed/mist
Words with the /ee/
sound spelt ‘ei’ after ‘c’
Tricky words:
determined, develop,
dictionary, disastrous,
embarrass, environment
Prefixes un-, dis-, mis-
Speech punctuation
Commas to mark clauses and
Tricky words: reign,
to avoid ambiguity/clarify
remember, sentence,
meaning
separate, special,
straight
Commas to mark clauses and Prefixes (general)
to avoid ambiguity/clarify
Tricky words: doubt,
meaning
Parenthesis to indicate extra island, lamb, solemn,
thistle, knight
information
*If the last syllable of word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any
ending beginning with a vowel letter is added (forgetting, preferred); the consonant letter is not doubled if the syllable is unstressed (gardening, limited).
**The ‘r’ is doubled if the –fer is still stressed when the ending is added; the ‘r’ is not doubled if the –fer is no longer stressed.
37
Wings 4.3 Writing Modules
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma,
preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted
commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket,
dash, cohesion, ambiguity
Purpose
Newspaper
report
To be used after
The Roman
Chroncicles
Mini Lesson:
Opening paragraph


Narrative - plot
Secret Friends
Plot development



Personal
Recount
The Suitcase Kid
Cohesive devices



Focus for Modelled/Guided
Writing
Devices to build cohesion
within and between
paragraphs
Nouns/pronouns/varied
references to same thing
Relative clauses
Complex sentences linked
with various conjunctions
Linking ideas across and
within paragraphs using tense
choices
Modal verbs (could, should,
might)
Adverbs to indicate degrees
of possibility (perhaps,
maybe, certainly)
Paragraphs to organise ideas
by theme
Grammar/Editing Focus







Commas to clarify meaning
(mark clauses)
Brackets/dashes/commas
for parentheses
Inverted commas for direct
speech (including end
punctuation)
Commas to clarify meaning
(mark clauses)
Subject/verb agreement
Commas to clarify meaning
(mark clauses)
Brackets/dashes/commas
for parentheses
Also in Phase 3
Consolidation Units (to be used as stand-alones towards end of Wings 4 year: Planning, powerful paragraphs, prompt interpretation (focus on any grammar
features from 4.3 the children are still weak on).
38
Wings 5.1 Treasure Hunts
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma,
preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted
commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket,
dash, cohesion, ambiguity, (colon, semi-colon)
Writing Goal:
Kensuke’s
Kingdom
Mini Lesson:
To write a
Complex sentences
character profile
Focus for Modelled/Guided Writing


Kensuke’s
Kingdom
To write another Varying sentence
character into lengths for accuracy,
the story
clarity and interest



Kensuke’s
Kingdom
Book review
More complex
sentences


Johnny and the To write an
Standard and nonDead
additional scene standard English
for the play


Grammar/Editing Focus
Range of sentence types using variety of 
co-ordinating and subordinating
conjunctions
Variety of references to the same thing to 
avoid repetition
Paragraphs to organise material by
change of mood
Cohesive devices within a paragraph
(referring forwards and backwards)
Use a range of sentence types: simple
and complex, using a range of
conjunctions
Cohesive devices within and between
paragraphs (including adverbs of
number)
Relative clauses (with or without relative
pronouns)
Characterisation in dialogue – non
standard English, fragmented sentences
etc.
Use of adverbs and prepositions to guide
stage directions






Suggested Spelling
focus
Commas to mark clauses and Adding suffixes
beginning with vowel
to avoid ambiguity/clarify
letters to words of more
meaning
Parenthesis to indicate extra than one syllable*
information
Tricky words: strange,
strength, suppose,
surprise, therefore,
though, although
Commas to mark clauses and Words ending –cious
to avoid ambiguity/clarify
Tricky words: ought,
meaning
bought, thought, nought,
Speech punctuation
brought, fought
Commas to mark clauses and
to avoid ambiguity/clarify
meaning
Apostrophes for possession
(including plural nouns)
Commas to mark clauses and
to avoid ambiguity/clarify
meaning
Apostrophes for contraction
and possession (including
plural nouns)
Suffix –ous
Tricky words:
peace/piece; plain/plane;
rain/rein/reign
Words ending –tious
Tricky words:
practice/practise;
prophecy/prophesy;
licence/license
39

Johnny and the To write advice Modal verbs
Dead
to the actor
Johnny and the To write a
Dead
review of the
play
Film Stars
Subordinate clauses
Write a letter to Complex punctuation
a celebrity





I Like this Poem Write poem
Adjectives
based on
structure of ‘The
Sound
Collector’
Anne Frank
Write journal
Punctuation
entry for
memorable day


The Daily Life of Leaflet to
a WW2 Evacuee persuade
Modal verbs




Devices to build cohesion within and
between paragraphs (e.g. adverbs of
number)
 Adverbs of possibility
(perhaps/maybe/surely)
 Modal verbs
Adverbs of intensity (very/quite/fairly)

Relative clauses (with or without relative
pronouns) ‘


Range of sentence types using variety of 
co-ordinating and subordinating
conjunctions
Variety of references to the same thing to 
avoid repetition
Adverbials of time to link ideas across
paragraphs
 Effective vocabulary choices
 ‘Flow’ of poem when read aloud
Commas to mark clauses and Prefixes il-, irto avoid ambiguity/clarify
Tricky words:
meaning
scene/seen;
Semi-colons
weather/whether;
whose/who’s
Cohesive devices within and between
paragraphs (including adverbs of
time/prepositions of time)
Tense choices (past continuous/past
perfect/present) to refer backwards and
forwards
Use a range of sentence types: simple
and complex using a range of
conjunctions
Adverbs of possibility
(maybe/certainly/perhaps)
Modal verbs
Standard English for formal tone





Commas to mark clauses
and to avoid
ambiguity/clarify meaning
Parenthesis to indicate
extra information
Prefixes in-, imTricky words: thought,
through, various, weight,
woman, women
Commas to mark clauses and Words ending –cial
to avoid ambiguity/clarify
Tricky words: rough,
meaning
Parenthesis to indicate extra tough, enough, cough
information

Commas to mark clauses Words ending –tial
and to avoid
ambiguity/clarify meaning Tricky words: equip(ped, -ment), especially,
exaggerate, excellent,
existence, explanation
Commas to mark clauses and Words with /k/ sound
spelt ‘ch’
to avoid ambiguity/clarify
meaning
Tricky words: vein,
Apostrophes for contraction
weight, eight, neighbor,
and possession (including
they, obey
plural nouns)
Commas to mark clauses and Words ending –ant, ance, -ancy
to avoid ambiguity/clarify
meaning
Tricky words: though,
Colons/semi-colons
although, dough, through
*If the last syllable of word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any
ending beginning with a vowel letter is added (forgetting, preferred); the consonant letter is not doubled if the syllable is unstressed (gardening, limited).
40
Wings 5.1 Writing Modules
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma,
preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted
commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket,
dash, cohesion, ambiguity, (colon, semi-colon)
Purpose
Story-writing
To be used after
Journey to Jo’Burg
Mini Lesson:
Developing problem and
solution


Story-writing
Kensuke’s Kingdom
Descriptive language to
enhance
characterisation



Personal recount
Zlata’s Diary/Anne
Frank
Structure and language
of personal recount



Play-script
Johnny and the Dead
Characterisation


Focus for Modelled/Guided
Writing
Devices to build cohesion
within and between
paragraphs
Nouns/pronouns/varied
references to same thing
Relative clauses
Complex sentences linked
with various conjunctions
Linking ideas across and
within paragraphs using tense
choices
Modal verbs (could, should,
might)
Adverbs to indicate degrees
of possibility (perhaps,
maybe, certainly)
Paragraphs to organise ideas
by theme
Devices to build cohesion
within and between
paragraphs
Nouns/pronouns/varied
references to same thing
Grammar/Editing Focus









Inverted commas for direct
speech (including end
punctuation)
Commas to clarify meaning
(mark clauses)
Inverted commas for direct
speech (including end
punctuation)
Commas to clarify meaning
(mark clauses)
Subject/verb agreement
Commas to clarify meaning
(mark clauses)
Brackets/dashes/commas
for parentheses
Commas to clarify meaning
(mark clauses)
Brackets/dashes/commas
for parentheses
41
Wings 5.2 Treasure Hunts
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma,
preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted
commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket,
dash, cohesion, ambiguity, colon, semi-colon, ellipsis, hyphen, bullet points, subject, object, active, passive, synonym, antonym
Greek Myths
Writing Goal:
Mini Lesson:
To plan a new
myth and write
part of it
Sentence openers
Focus for Modelled/Guided Writing



Space Probe
Digitext
To write sci-fi
story
Cohesion (sentence

openers and pronouns)


The Mousehole To write the
Cat
opening
passage to a
story including
figurative
language
Figurative language



Range of sentence types using variety of
co-ordinating and subordinating
conjunctions and fronted adverbials
Variety of references to the same thing to
avoid repetition
Linking ideas across paragraphs using,
e.g. repetition
Paragraphs to organise material by
change of mood
Cohesive devices between paragraphs
(e.g. referring forwards and backwards,
grammatical connections, ellipses)
Range of sentence types: simple and
complex, using a range of conjunctions
Grammar/Editing Focus





Relative clauses (with or without relative 
pronouns)
Range of sentence types: simple and
complex, using a range of conjunctions 
Synonyms
Suggested Spelling
focus
Commas to mark clauses and Words ending –ent, ence, -ency
to avoid ambiguity/clarify
meaning
Parenthesis to indicate extra Tricky Words: thorough,
borough, plough, bough
information
Commas to mark clauses and
to avoid ambiguity/clarify
meaning
Speech punctuation
Ellipses
Adding suffixes
beginning with vowel
letters to words ending –
fer**
Tricky words: familiar,
foreign, four/forty,
frequently, government,
guarantee
Commas to mark clauses and
to avoid ambiguity/clarify
meaning
Use of colon and semi-colon
to indicate relationship
between independent clauses
Words with the /ee/
sound spelt ‘ei’ after ‘c’
Tricky words: led/lead;
morning/mourning;
passed/past; precede,
proceed
42
The
Highwayman
The Lady of
Shalott
To write
Conventions (incl.
narrative poem punctuation) to guide
reader




Refine (last
Vocabulary choices
week’s) poem
with addition of
poetic devices
Quakes, Floods To write a
and Other
newspaper
Disasters
report
Pronouns





Journey to
Jo’burg
To write a new
scene for the
book
Synonyms
Vocabulary associated with a period in

history/to give a sense of occasion
Synonyms
Linking ideas across stanzas using, e.g. 
repetition





Vocabulary associated with a period
in history/to give a sense of occasion
Synonyms
Linking ideas across stanzas using,
e.g. repetition
Adverbs of intensity (very/quite/fairly)
Relative clauses (with or without relative
pronouns)
Vocabulary associated with
formal/informal speech and writing
Passive voice
Range of sentence types using variety of
co-ordinating and subordinating
conjunctions
Variety of references to the same thing to
avoid repetition
Adverbials of time and place to link ideas
across paragraphs
Synonyms




Commas to mark clauses and
to avoid ambiguity/clarify
meaning
Use of colon and semi-colon
to indicate relationship
between independent clauses
 Commas to mark clauses
and to avoid
ambiguity/clarify meaning
 Use of dash to mark
relationship between
independent clauses
Words ending -ible, -ibly
Tricky words: harass,
hindrance, identify,
immediately, individual,
interfere
Words ending –able, ably
Tricky words: interrupt,
language, leisure,
lightning, marvellous,
mischievous
Use of hyphen (e.g. reenter)
Use of colon and semi-colon
to indicate relationship
between independent clauses
Parenthesis to indicate extra Tricky words: muscle,
necessary, neighbour,
information
nuisance, occupy, occur
Commas to mark clauses and Words ending –cious, tious
to avoid ambiguity/clarify
meaning
Tricky words:
Speech punctuation
opportunity, parliament,
persuade, physical,
prejudice, privilege
43
Journey to
Jo’burg
Becoming
Media Savvy
To write an
alternative
ending for the
book

Viewpoint
Write script for Tone
established chat
show in style of
another



Becoming
Media Savvy
Spy School
Create cinema Persuasive words and 
ad for new soft phrases
drink


Create a spy
Punctuation
training manual



St George and
the Dragon
Writing legend
in the style of
original
Plural nouns/verbs



Cohesive devices between
paragraphs (including repetition,
grammatical connections and
ellipses)
 Structures of formal/informal speech
(characterisation through dialogue)
 Vocabulary associated with
formal/informal speech and writing
Structures of formal/informal speech

(characterisation through dialogue)
Vocabulary associated with
formal/informal speech and writing

Synonyms
Use a range of sentence types: simple
and complex, using a range of
conjunctions
Adverbs of possibility
Vocabulary associated with
formal/informal speech and writing

Structures and vocabulary associated
with formal speech and writing
Passive voice
Subjunctive tense (if you were to find
yourself in a tight situation..)

Use a range of sentence types: simple
and complex using a range of
conjunctions
Cohesive devices between paragraphs
(including repetition, grammatical
connections and ellipses)
Tense choices (past continuous/past
perfect/present) to refer backwards and
forwards








Commas to mark clauses
and to avoid
ambiguity/clarify meaning
Use of dash to mark
relationship between
independent clauses
Ellipses
Commas to mark clauses and
to avoid ambiguity/clarify
meaning
Apostrophes for contraction
and possession
Words ending –tial, -cial
Tricky words: profession,
programme,
pronunciation, queue,
recognise, recommend
Words ending –ant, ance, -ancy
Tricky words: relevant,
restaurant, rhyme,
rhythm, sacrifice,
secretary
Commas to mark clauses and Words ending –ent, ence, -ency
to avoid ambiguity/clarify
meaning
Use of colon and semi-colons Tricky words: shoulder,
signature, sincere(ly),
to introduce items in a list
soldier, stomach,
sufficient
Commas to mark clauses and Words ending –ent, ence, -ency
to avoid ambiguity/clarify
meaning
Use of colon and semi-colons Tricky words: suggest,
symbol, system,
to introduce items in a list
temperature, thorough,
twelfth
Use of colon and semi-colon Adding suffixes
beginning with vowel
to indicate relationship
between independent clauses letters to words ending –
Parenthesis to indicate extra fer**
information
Tricky words: variety,
Speech punctuation
vegetable, vehicle, yacht,
although, though
44
*The ‘r’ is doubled if the –fer is still stressed when the ending is added; the ‘r’ is not doubled if the –fer is no longer stressed.
45
Wings 5.2 Writing Modules
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma,
preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted
commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket,
dash, cohesion, ambiguity, colon, semi-colon, ellipsis, hyphen, bullet points, subject, object, active, passive, synonym, antonym
Purpose
Story-writing - legends
Story-writing - myths
Non-chronological
report
Discursive report
To be used after
St George and the
Dragon/The
Mousehole Cat
Greek Myths
Quakes, Floods
and other Disasters
Stand-alone (no
book)
Mini Lesson:
Characterisation
Building suspense
Formal and
impersonal style
Discursive language
Focus for Modelled/Guided
Writing
 Language structures of
informal speech (e.g.
fragmented
sentences/question
tags)/narration
 Varied references to same
thing to avoid repetition
 Language structures of
informal speech (e.g.
fragmented
sentences/question
tags)/narration
 Linking ideas across and
within paragraphs using
tense choices
 Formal language choices
 Passive voice



Devices to build cohesion
within and between
paragraphs
Varied references to same
thing to avoid repetition
Subjunctive tense
Grammar/Editing Focus








Inverted commas for
direct speech (including
end punctuation)
Commas to clarify
meaning (mark clauses)
Inverted commas for
direct speech (including
end punctuation)
Commas to clarify
meaning (mark clauses)
Commas to clarify
meaning (mark clauses)
Colon/semi-colon to mark
independent clauses
Commas to clarify
meaning (mark clauses)
Colon to introduce list and
semi-colon to separate
items in list
46
Wings 5.3 Treasure Hunts
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma,
preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted
commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket,
dash, cohesion, ambiguity, colon, semi-colon, ellipsis, hyphen, bullet points, subject, object, active, passive, synonym, antonym
Writing Goal:
Mini Lesson:
The Firework
Maker’s
Daughter
To rewrite part of Powerful verbs
the story from
another POV
The Firework
Maker’s
Daughter
To write a book
review
The Firework
Maker’s
Daughter
To rewrite
ending
Powerful paragraphs
Focus for Modelled/Guided Writing






Meaningful sentences



Paragraphs to organise material by
change of mood
Cohesive devices between paragraphs
(e.g. referring forwards and backwards,
grammatical connections, ellipses)
Synonyms
Structures and vocabulary associated
with formal speech and writing
Passive voice
Subjunctive tense
Grammar/Editing Focus




Paragraphs to organise material by

change of mood
Cohesive devices between paragraphs
(e.g. referring forwards and backwards, 
grammatical connections, ellipses)
Synonyms
Suggested Spelling
focus
(Respond to gaps in
Ellipses
Use of colon and semi-colon children’s knowledge)
to indicate relationship
Tricky words: take from
between independent
common mistakes in
clauses
children’s writing
(Respond to gaps in
Commas to indicate
children’s knowledge)
parentheses
Use of dash to indicate
Tricky words: take from
relationship between
common mistakes in
independent clauses
children’s writing
(Respond to gaps in
Commas to mark clauses
and to avoid ambiguity/clarify children’s knowledge)
meaning
Attention to end punctuation Tricky words: take from
common mistakes in
in speech
children’s writing
47
Classic Extracts To add details
Speech punctuation
(including
dialogue) to a
scene from ‘Little
Women’



Range of sentence types using variety
of co-ordinating and subordinating
conjunctions
Vocabulary associated with a period in
history
Synonyms

Classic Extracts To write an
Prepositions
additional scene
for ‘Black
Beauty’


Poems from
To write an oldDifferent Times fashioned
sounding poem
Archaic
Language/language
devices

Poems to be
Performed
Conventions of poetry
writing
To write a
monologue


Vocabulary associated with a
period in history
Range of sentence types using
variety of co-ordinating and
subordinating conjunctions
Cohesive devices between
paragraphs (e.g. referring forwards
and backwards, grammatical
connections, ellipses)



Vocabulary associated with a period in
history
Synonyms
Cohesive devices between stanzas,
e.g. repetition


Synonyms
‘Flow’ of poem when read aloud


Poems to be
Performed
To write a
collaborative
poem to be
performed
Word order


Synonyms
‘Flow’ of poem when read aloud
Commas to mark clauses
and to avoid ambiguity/clarify
meaning
Use of colon and semi-colon
to indicate relationship
between independent
clauses
 Commas to indicate
parentheses
 Use of dash to mark
relationship between
independent clauses
(Respond to gaps in
children’s knowledge)
Tricky words: take from
common mistakes in
children’s writing
(Respond to gaps in
children’s knowledge)
Tricky words: take from
common mistakes in
children’s writing
Use of semi-colon to indicate (Respond to gaps in
children’s knowledge)
relationship between
independent clauses
Tricky words: take from
common mistakes in
children’s writing
(Respond to gaps in
Commas to mark clauses
and to avoid ambiguity/clarify children’s knowledge)
meaning
Use of colon, semi-colon and Tricky words: take from
dash to indicate relationship common mistakes in
children’s writing)
between independent
clauses
 Commas to mark clauses (Respond to gaps in
children’s knowledge)
and to avoid
ambiguity/clarify meaning
Tricky words: take from
 Use of dash to mark
common mistakes in
relationship between
children’s writing
independent clauses
 Ellipses
48
How to
Persuade
People
To write a
Building complex
persuasive letter sentences




How to
Persuade
People
To write the
Commas to separate
script for a radio clauses
advert



Lost Boy
Digitext
To rewrite part of Punctuation skills
the story in
conventional
form



Vocabulary and sentence structures

associated with formal/informal speech
and writing

Range of sentence types using variety
of co-ordinating and subordinating
Subjunctive tense
Modal verbs
Commas to indicate
parentheses
Use of colon, semi-colon and
dash to indicate relationship
between independent
clauses
(Respond to gaps in
children’s knowledge)

Commas to mark clauses
and to avoid ambiguity/clarify
meaning
Use of colon and semi-colons
to introduce items in a list
(Respond to gaps in
children’s knowledge)
Commas to mark clauses
and to avoid ambiguity/clarify
meaning
Commas to indicate
parentheses
(Respond to gaps in
children’s knowledge)
Use a range of sentence types: simple
and complex using a range of
conjunctions
Adverbs of possibility
Vocabulary and sentence structures
associated with formal/informal speech
and writing
Cohesive devices between paragraphs
(e.g. referring forwards and backwards,
grammatical connections, ellipses)
Use a range of sentence types: simple
and complex using a range of
conjunctions
Structures and vocabulary of informal
speech (characterisation through
dialogue)



Tricky words: take from
common mistakes in
children’s writing)
Tricky words: take from
common mistakes in
children’s writing
Tricky words: take from
common mistakes in
children’s writing
49
Fields of Glory
Digitext
To write
autobiography
Cohesion within and
between paragraphs



Use a range of sentence types: simple 
and complex using a range of
conjunctions and relative clauses
Cohesive devices between paragraphs
(including repetition, grammatical

connections and ellipses)
Tense choices (past continuous/past
perfect/present) to refer backwards and
forwards
Use of colon and semi-colon
to indicate relationship
between independent
clauses
Parenthesis to indicate extra
information
(Respond to gaps in
children’s knowledge)
Tricky words: take from
common mistakes in
children’s writing
*The ‘r’ is doubled if the –fer is still stressed when the ending is added; the ‘r’ is not doubled if the –fer is no longer stressed.
N.b. Instruction on layout devices (e.g. headings, sub-headings, columns, bullets and tables) to structure text is not provided for in the above scheme
(as it is does not feed directly into improving writing skills) – this will need to be covered in other curriculum areas (e.g. science).
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Wings 5.3 Writing Modules
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma,
preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted
commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket,
dash, cohesion, ambiguity, colon, semi-colon, ellipsis, hyphen, bullet points, subject, object, active, passive, synonym, antonym
Purpose
Narrative
To be used after
Classic Extracts
Mini Lesson:
Context (setting)


Narative - plot
The Firework Maker’s
Daughter
Plot development


Focus for Modelled/Guided
Writing
Language structures of
informal speech (e.g.
fragmented
sentences/question
tags)/narration
Varied references to same
thing to avoid repetition
Language structures of
informal speech (e.g.
fragmented
sentences/question
tags)/narration
Linking ideas across and
within paragraphs using tense
choices
Grammar/Editing Focus




Inverted commas for direct
speech (including end
punctuation)
Commas to clarify meaning
(mark clauses)
Inverted commas for direct
speech (including end
punctuation)
Colons and semi-colons to
mark independent clauses
Also in Phase 3
Consolidation Units (to be used as stand-alones towards end of Wings 5 year: planning, powerful paragraphs, prompt interpretation (focus on any grammar
features the children are still weak on).
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