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Wiltshire EMAS
Febraury 2012
Writing
Competency
Vary
sentences for
clarity,
purpose and
effect (AF 5)
“Pupil-friendly” targets
In my writing, some of my sentences
start with a verb, some of my
sentences start with an adverb and
some start with a noun phrase.
I can use verbs like could, should,
might and must.
I can use phrases such as on the
whole, by and large and again and
again.
In my writing, I have a good mix of
long and short sentences.
I can use and, but and or to write
compound sentences.
I can use connective like because,
so, although and while to write
complex sentences.
I can use lots of different
connectives, not just and and but!
Helpful teaching
approaches
Review understanding of
simple, compound and
complex sentences in shared
work.
Demonstrate the impact of
sentence variety in shared
reading and writing and
display examples, e.g.
starting with a non-finite verb,
‘dropping in’ subordinate
clauses.
Be explicit about the demands
of formal as opposed to
informal writing and feature
both in shared writing.
Collect and display examples
of formal and informal writing.
Have pupils compare the
sentence structures in
different types of writing for
different purposes.
I can use commas when I need to in
complex sentences.
Write with
technical
accuracy of
syntax and
punctuation
(AF 6)
I can write passives sentences like
this one: The boys were chased by
the bear.
Punctuation
I can use commas (,) in a list.
I can use commas (,) in a complex
sentence.
I can use speech marks (“) to show
when somebody is speaking.
I use a full stop (.), a question mark
(?) an exclamation mark (!) or
ellipsis (…) at the end of all my
sentences.
I can use a semi-colon (;) to join two
similar ideas together.
I can use punctuation like
exclamation marks (!) or ellipsis (…)
to create effects in my writing.
Cover each type of
punctuation in starters or in
shared work and focus on
particular features in
subsequent marking and
guided work.
Demonstrate how to use
pronouns appropriately, and
revisit through starters.
Focus on the function of
punctuation in carrying
meaning.
Have poster-size definitions of
punctuation marks, with
examples found by pupils.
In shared reading work, draw
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Syntax
I can use present and past tenses
when I need them.
I can use future tenses when I need
them.
I can use some complex tenses like
present perfect (I have known him
all my life) and future perfect (She
will have been working all morning
so she will be too tired to come.)
attention to the use and
impact of the passive.
Use writing partners to check
on each others’ use of
punctuation, pronouns and
subject–verb and noun–
pronoun agreements.
Encourage the practice of
proofreading own writing
I can write sentences with if and
when like this one: When the music
stops, everybody stands still.
I can make predictions and
suggestions using verbs like might,
could and should.
I can use more, less, fewer and
comparatives like faster and smellier
to compare things.
Organise and
present
whole texts
effectively
(AF 3)
I can make my writing sound
impersonal by using passives.
I can change my writing style for
different types of text (for example
for stories, letters, adverts and
explanation texts).
I can put my ideas in a logical order
when I write.
Demonstrate via card sorts
how the same material can be
organised in different ways.
Focus on topic sentences in
shared work.
Give pupils content in order to
My writing has a clear opening and a focus on structure.
clear ending.
Use sequencing activities to
I can write really effective openings
analyse text structures.
and endings.
Model the organisation of
My can write endings that are linked ideas in fiction and nonto my openings.
fiction.
I can make my endings really
effective by building up to them in
my writing.
Use discussion to promote
coherent thinking and
appropriate structures.
I can use evidence to back up my
ideas.
Teach conventional
structures, and then
experiment with alternatives.
Organising paragraphs
I can start a new paragraph to show
Engage in shared and guided
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a change in time.
I can start a new paragraph to show
a change in place.
I can start a new paragraph to show
a change in topic.
I can start a new paragraph to show
I’m focussing on a new person.
work on making links between
openings and endings.
In shared and guided writing,
use texts written by pupils to
focus on topic sentences and
connectives.
Teach the different ways in
which quotation and reference
can be incorporated into
writing.
I can link my paragraphs together
using connectives such as on the
other hand and additionally.
Construct
paragraphs
and use
cohesion
within and
between
paragraphs
(AF 4)
My writing has a mixture of long and
short paragraphs.
I can write a topic sentence to give
the main idea of a paragraph.
I can group similar ideas together in
a paragraph.
Use starters to demonstrate
I can use pronouns such as she, him the power of connectives to
and their and it’s always clear to the carry thoughts.
reader who I mean.
Use sequencing activities to
I can help explain the topic sentence develop understanding of
by adding details and examples to a paragraph structures.
paragraph.
Use writing partners armed
I can make the connections between with checklists of paragraph
the ideas in my paragraph clear.
features.
I can use paragraphs to help
organise my writing
I can organise my paragraphs in
different ways.
Write
imaginative,
interesting
and
thoughtful
texts (AF1)
Feature paragraphing in
shared and guided writing,
drawing attention to cohesion
and coherence.
Process
I can make a plan before I start
writing.
I can make my work better by
choosing which bits to edit and
redraft.
I can read my own work and see
which things I have got wrong.
In shared reading, draw
attention to effective
paragraphing.
Focus on the use of topic
sentences during shared
reading and writing.
In shared reading, show how
paragraph structures differ
between text types.
Read, review and model text
types through shared writing.
Use visual planning formats
and model how to plan, using
spider diagrams, thought
webs, for and against boxes,
card sorts.
Keep the teaching focus on
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the objective.
I can decide how to present my
work.
Control of content
I can make sure that my ideas are
all connected to the task.
I can make a reader interested in my
writing.
I can make my writing more
interesting by adding description.
I can make my writing easier to
understand by explaining my ideas.
I can make it clear what I think when
trying to persuade the reader.
Produce
texts which
are
appropriate
to task,
reader and
purpose
(AF2)
Relate reading, through
discussion, to writing.
Use card sorts with the
elements of a text, give each
group a different starting point
to show that nonchronological texts can be
structured in different ways.
Use role-on-the-wall to
explore historical characters:
an outline that can be filled in
with appropriate words and
quotations.
Signal and demonstrate in
shared work, the power of
introduction and conclusions.
Text-related
I can write an effective opening
because I already know how my text
is going to develop and end.
In shared reading of texts by
pupils and published authors,
demonstrate reading with a
writer’s eye.
I can write different types of opening
and ending.
In shared writing,
demonstrate ‘writing as a
reader’.
I can write in different styles,
depending on what the task is.
I can write a text that isn’t too long
and isn’t too short, but is just right.
Practise rereading in pairs
and in guided work, with the
reader’s reaction in mind.
I can still finish my writing when I
have limited time to do it in.
In shared and guided work,
rehearse sentences aloud to
familiarise pupils with formal
phrasing.
Reader-related
I can write while thinking about my
reader: what will interest them, and
what they need to know.
Model text-marking and
editing for particular readers.
I can write formally or informally,
depending on who is going to read
my writing.
Develop checklists for use by
writing partners.
Focus on conclusions: look at
examples in shared reading
and model in shared writing.
Model revision techniques,
which include paying
deliberate attention to
concluding paragraphs.
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Select
appropriate
and effective
vocabulary
(AF 7)
I can choose the right vocabulary for
different tasks and readers.
I can sometimes use more formal
vocabulary when I need it.
Suggest strategies for writing
within time constraints.
Have ‘words and phrases of
the week’ to explore for
meaning and structure.
Teach about word families
and word origins.
I can use a wide range of vocabulary
to make my writing interesting.
Explore connotations of words
in context.
I can use abstract nouns, like this:
Fear filled every part of Kemal’s
Make vocabulary a focus for
body.
starters, differentiating
between technical and
I can use nominalisation to make my specialist terminology.
writing more formal, like this: We
demand justice and honesty, not
Draw attention to vocabulary
deceit and discrimination.
in shared and guided work.
Use correct
spelling (AF
8)
I can spell most common words
correctly.
Teach thesaurus and
dictionary work.
Teach strategies for learning
spellings and have spelling
partners.
I can use some spelling rules (for
example, when to use a double
consonant before an –ed ending).
Use conventions to make best
guesses.
I can use my spelling knowledge to
guess how to spell new and difficult
words.
Work with targeted groups to
analyse and address their
patterns of error.
I can read my writing and correct
words I have spelt wrongly.
Encourage use of personal
spelling journals to record
target words, investigations,
learning strategies and
mnemonics.
Maintain pupils’ positive
images of themselves as
spellers.
Use look, cover, write, check
with spelling partners.
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