Writing:
How can you support your child with developing their writing skills throughout KS2?
Through reading books to your child, from a very young age, and enjoying sharing books
together, he/she will know that books are so much more than cardboard, paper and
print. He/she will be excited by books and see them as portals to other worlds.
If there is one thing that makes a writer, it is reading. Children absorb, almost by
osmosis as they read, the web of talents it takes to write:
•Sentence structure
•Pace and plot
•Tension
•Timing
•Dialogue
•Description (exciting vocabulary and imagery)
•Character development
----------------------------------With so many demands on their leisure time, together with TV and computer games, it
is vital that if your child is to develop as a writer you set aside regular time everyday
for them to read. Build on the pleasure children have derived from books at KS1. Join
the library. Never has there been a time when there are so many excellent children’s
books around. Enjoy reading the book yourself too, so you can enjoy discussing the book
and developing the higher order reading skills we referred to in the section about
supporting the reading development of your child.
As well as encouraging them to curl up and relax with a book, don’t stop reading to them!
Let them listen to some of the great tapes/CDs around. It cannot be stressed enough
that good quality reading experiences lead to good quality writing.
Young writers also flourish from activities that excite their imagination. So taking
them out to interesting places, walks in the countryside etc and talking to them about
these experiences is really important to develop their ideas and language. A quick five
minute session to play word association games related to these activities or something
you may have heard on the news all helps to develop their vocabulary. Good quality
speaking and listening experineces are also important if your child is to develop as a
good writer
-----------------------------------
A guide to some of the writing genre, fiction and non fiction your child will be exploring
throughout KS2 and learning about both the structure of the writing and key language
features
-
Recount writing
Instruction
Report Writing (chronological and non chronological reports)
Explanation Writing
Persuasive Writing
Discussion Writing
Narrative Writing
A pack of exemplar texts for years 3/4, 5/6 which point put the key language features
and structures of genre the children are studying can be obtained from the school
office. We hope these will help you understand the skills your child will be developing in
writing throughout KS2.
----------------------------------School Development Priority – Developing sentence structure with writing
Every year we analyse the children’s work and internal tests as well as SATs. One of
the key areas we identified for improvement across the school was developing sentence
structure.
For each year group we have layered targets for the children to achieve. The “must”
target and the “should” target we expect all children to achieve by the end of the year.
The “should” target is to challenge the more able children in the class.
Writing Targets
Rodborough Termly Tracking Sheet
WRITING CURRICULUM TARGETS
Academic Year:
Term:
Year Group: Y3
Teacher: MRS. MATTHEWS
Whole school curriculum target(s) : Writing compound sentences.
Using a range of adverbs, adjectives,
powerful verbs
Starting to set out speech correctly
(PARAGRAPHS TO STRUCTURE ALL
WRITING)
Differentiated year group targets to support whole school target
Must Target Statement
I can punctuate my
sentences correctly using
capital letters and question
marks.
I can join ideas in my
sentences using and – but –
because.
I try to think of powerful
descriptive words to make
my writing interesting.
Names of children
Should Target Statement
I use a range of conjunctions
to join ideas in my sentences
– and – but – because – so –
when – while - if.
I use a range of time
connectives to move my
writing along.
I use commas for lists.
I use powerful adjectives,
verbs and similes to hold the
reader’s attention.
I read each sentence aloud
to check it makes sense and
I have punctuated it
correctly.
Names of children
Could Target Statement
I can punctuate and set out
speech correctly.
I can use a range of powerful
words for “said”.
I can start my sentences in
different ways using ing/ed/ly
words / time connectives.
Names of children
•Names highlighted when targets have been achieved following each termly review
•Mark children’s names with  or  for those who perform above and below the
expected outcomes, i.e. – those who achieve the next target up or fail to achieve their
target but have achieved the target below.
Analysis following assessment
Number in year
group
EVIDENCE:
Number working
towards age
related target or
above (i.e. total
no. of names in
“should” and
“could”
columns)
Pupils in
“should” and
“could” columns
actually reach
age related
target or above
Number in
whole year
group reaching
age related
Number
achieving own
target (total
number of
highlighted
names)
Rodborough Termly Tracking Sheet
WRITING CURRICULUM TARGETS
Academic Year:
Term:
Year Group: Y4
Teacher: MR. ROBERTS
Whole school curriculum target(s) :
Differentiated year group targets to support whole school target
Must Target Statement
I use time connectives to
move my writing along.
I try to think of powerful
descriptive words to make
my writing interesting.
I can join ideas in my
sentences using and – but –
because – so – when –
while - if.
I use the technique:
- Think the sentence
- Say the sentence
- Write the sentence
- Read the sentence
To check my sentence
makes sense and I have
punctuated it correctly.
Names of children
Should Target Statement
I think of different ways to
start my sentences to add
variety to my writing using
ing/ed/ly words / time
connectives.
I use commas correctly to
separate items in a list.
I know how to set out and
punctuate speech correctly
using a range of powerful
words for “said”.
I use capital letters correctly.
I know how to use
apostrophes for omissions.
I try to use powerful words
and a range of descriptive
techniques to grab the
reader’s attention and
imagination:
- Similes
- Metaphors.
Names of children
Could Target Statement
I can drop in a clause to add
in extra information.
I use a range of different
sentence starts and commas
to “chunk” sentences for
meaning
I can punctuate and set out
speech correctly using a range
of powerful words for “said”.
Names of children
•Names highlighted when targets have been achieved following each termly review
•Mark children’s names with  or  for those who perform above and below the
expected outcomes, i.e. – those who achieve the next target up or fail to achieve their
target but have achieved the target below.
Analysis following assessment
Number in year
group
EVIDENCE:
Number working
towards age
related target or
above (i.e. total
no. of names in
“should” and
“could”
columns)
Pupils in
“should” and
“could” columns
actually reach
age related
target or above
Number in
whole year
group reaching
age related
Number
achieving own
target (total
number of
highlighted
names)
Rodborough Termly Tracking Sheet
WRITING CURRICULUM TARGETS
Academic Year:
Term:
Year Group: Y5
Teacher: MRS. ROBERTS
Whole school curriculum target(s) :
Differentiated year group targets to support whole school target
Must Target Statement
I try to think of different
ways to start my sentences
to add variety to my
writing.
I use the technique:
- Think the sentence
- Say the sentence
- Write the sentence
- Read the sentence
to check my sentence
makes sense and I have
punctuated it correctly –
capital letters
full stops
question marks
exclamation marks
commas for lists
I can use capital letters
correctly, e.g. proper
nouns, start of sentences
I can think of adjectives,
adverbs, powerful verbs,
and similes to make my
writing interesting.
Should Target Statement
I can start my sentences in
different ways and use
commas to separate clauses
and phrases within
sentences.
I can set out and punctuate
speech correctly.
I use powerful descriptive
words and a range of
descriptive techniques to
grab the reader’s attention
and imagination:
- Similes
- Metaphors
- Alliteration
- Onomatopoeic words
Could Target Statement
I can confidently move clauses
around in a sentence.
I correctly use commas to
separate items in a list,
clauses or phrases and I can
use the apostrophe of
possession.
I know when to use brackets,
semi-colons, colons in my
writing.
Names of children
Names of children
Names of children
•Names highlighted when targets have been achieved following each termly review
•Mark children’s names with  or  for those who perform above and below the
expected outcomes, i.e. – those who achieve the next target up or fail to achieve their
target but have achieved the target below.
Analysis following assessment
Number in year
Number working Pupils in
Number in
Number
group
towards age
“should” and
whole year
achieving own
related target or “could” columns group reaching
target (total
above (i.e. total actually reach
age related
number of
no. of names in
age related
highlighted
“should” and
target or above
names)
“could”
columns)
EVIDENCE:
Rodborough Termly Tracking Sheet
WRITING CURRICULUM TARGETS
Academic Year:
Term:
Year Group: Y6
Teacher: MRS. WOODS
Whole school curriculum target(s) :
Differentiated year group targets to support whole school target
Must Target Statement
I try to think of different
ways to start my sentences
to add variety to my
writing.
I use the technique:
- Think the sentence
- Say the sentence
- Write the sentence
- Read the sentence
to check my sentence
makes sense and I have
punctuated it correctly –
capital letters
full stops
question marks
exclamation marks
commas for lists
I can use capital letters
correctly, e.g. proper
nouns, start of sentences
I can think of adjectives,
adverbs, powerful verbs,
and similes to make my
writing interesting.
Should Target Statement
I can start my sentences in
different ways and use
commas to separate clauses
and phrases within
sentences.
I can set out and punctuate
speech correctly.
I use powerful descriptive
words and a range of
descriptive techniques to
grab the reader’s attention
and imagination:
- Similes
- Metaphors
- Alliteration
- Onomatopoeic words
Could Target Statement
I can confidently move clauses
around in a sentence.
I correctly use commas to
separate items in a list,
clauses or phrases and I can
use the apostrophe of
possession.
I know when to use brackets,
semi-colons, colons in my
writing.
Names of children
Names of children
Names of children
•Names highlighted when targets have been achieved following each termly review
•Mark children’s names with  or  for those who perform above and below the
expected outcomes, i.e. – those who achieve the next target up or fail to achieve their
target but have achieved the target below.
Analysis following assessment
Number in year
Number working Pupils in
Number in
Number
group
towards age
“should” and
whole year
achieving own
related target or “could” columns group reaching
target (total
above (i.e. total actually reach
age related
number of
no. of names in
age related
highlighted
“should” and
target or above
names)
“could”
columns)
EVIDENCE:
Reading:
How can you support your child with reading at KS2?
In Key Stage 2 many children will be able to read independently. However, they still need
you to hear them read on a regular basis if they are going to develop the “higher order”
reading skills of deduction, inference, evaluation, and justification.
The “higher order” reading skills are VITAL STUDY SKILLS in all areas of the curriculum at
Key Stage 2, and Key Stage 3 – secondary school.
Please can you hear your child read and help him/her by:
•Encouraging him/her to sit down and read every day
•Making sure that he understands the purpose of the punctuation and uses it to help
him/her to read expressively and with intonation
•Making sure that although he/she can decode words, he/she is also understanding what is
read
•Working out unknown words by phonetically sounding them out and using context clues in
pictures and within the text to help them, e.g. reading on
•Asking questions about the characters, setting and the plot, e.g.
discuss with him/her about the way the author develops a character through the
way they behave, interact with others and speak. Encourage him/her to find
evidence in the text to support their ideas and opinions
•Talking to him/her about their favourite authors – again giving reasons why they like their
books
•Using a variety of questions to develop the higher order reading skills.
Please see examples of the type of questions you can ask based on the nursery rhyme
“Little Miss Muffet”
Little Miss Muffet,
Sat on a tuffet,
Eating her curds and whey,
There came a big spider,
Who sat down beside her,
And frightened Miss Muffet away
1. DEDUCE
Question: How old do you think Miss Muffet is?
Answer: A child, probably under 10 because she is called Little Miss Muffet. She fits
on a tuffet, however she is not a toddler as she is able to eat by herself
2. INFER
Question: What would Miss Muffet do if she saw a minibeast running up her
bedroom wall?
Answer: She might scream, call out or run away because she is scared of small
creatures/minibeasts
3. EVALUATE
Question: Why do you think children like this rhyme?
Answer: Many children are scared of spiders and can relate to Miss Muffet. It has
short lines, a simple rhyme pattern and rhythm, which makes it easy for young
children to learn. When Miss Muffet is frightened away young children have the
chance to feel braver than she was.
4. JUSTIFY
Question: Arachnophobia means to be afraid of spiders. Is it true to say Little Miss
Muffet was arachnophobic? Use the text to answer the question
Answer: Little Miss Muffet was afraid of spiders because the rhyme says “and
frightened Miss Muffet away”
These activities are obviously in addition to allowing children to sit down and read purely for
enjoyment.
Fun Reading Activities on the Internet
Foundation Stage and KS1
Northumberland
Grid
Nash’s Adventures
http://ngfl.northumberland.gov.uk/english/porthole/LRSstories.html
Infant Explorer
http://www.naturegrid.org.uk/infant
MAPE Big Books
http://www.mape.org.uk/activities/bigbooks/il
Argosphere
http://www.argosphere.net
BBC Cbeebies Story
Circle
BBC Barnaby Bear
stories
KS1 History Link
http://www.bbc.co.uk/cbeebies/storycircle
Clicker History –
Seaside Holidays
Clicker History –
Florence Nightingale
Children’s
Storybooks Online
Story Hour
http://tlfe.org.uk/clicker/flashhistoryks1/seaside.swf
Beantime Stories
http://www.meddybemps.com/5.1.html
“Beside the
Seaside”
Candlelight Stories
(ebooks)
Topmarks
http://home.freeuk.net/elloughton13/seacnte.htm
http://www.bbc.co.uk/schools/digger/5_7.shtml
http://www.bbc.co.uk/schools/barnabybear/
http://www.bbc.co.uk/schools/famouspeople
http://tlfe.org.uk/clicker/flashhistoryks1/florence.swf
http://www.magickeys.com/books/index.html#books
http://www.ipl.org/div/kidspace/storyhour/
http://www.candlelightstories.com
http://www.topmarks.co.uk/stories/gingerbread.htm
Fun Reading Activities on the Internet
KS2
Viking Quest
http://www.bbc.co.uk/history/games/vikingquest/index.shtml
The Mary Rose
http://www.maryrose.org/dive_in/noflash.html
The National
Maritime Museum
http://www.portcities.org.uk/london/timepirates
(click on either “Flash” or “No Flash”, then enter “Timelines”)
Snaith Primary
http://www.snaithprimary.eril.net
Flick’s Adventures
http://www.bbc.co.uk/schools/digger/7_9entry/7_9.shtml
Sprat’s Adventures
http://www.bbc.co.uk/schools/digger/9_11entry/9_11.shtml
Argosphere
http://www.argosphere.net
Newsround
http://www.newsbbc.co.uk/cbbcnews/
Big Myth
http://www.bigmyth.com
Show Me
http://www.showme.uk
The Story of
Heracles
Wacky Web Tales
http://www.primaryresources.co.uk/online/heracles2.swf
Tales of Wonder
http://www.darsie.net/talesofwonder
Kuoni
http://www.kuoni.co.uk
http://www.eduplace.com/tales/index.html