Download Non-chronological Report Sentence structure. Punctuation

Non-chronological Report
Sentence structure. Punctuation
Year 3

I can explain or give reasons
within a sentences e.g. “We eat
fruit because it has vitamins”.

I can use the joining words
“and”, “but”, “because”, “when”,
“or” “if” within my sentences
often gives the main idea.

I use adjectives strings to give
extra information e.g. thin and
tall and a bit yellow.
Composition and effect. Text
structure and organisation.
 I can write several pieces of
information so my writing looks
like a report, e.g. heading/s,
introduction, information
organised into sections with sub
headings.

I can group my sentences
together if they are about the
same thing.

I can add detail to give more
information.

I can begin to use words and
phrases (technical vocabulary) to
give the meaning precisely).
Planning: Discuss writing similar
to that which they are going to
be writing in order to understand
structure, vocabulary and
grammar.
Planning frame ideas – Spider
gram.
Evaluation: Can begin to assess
the effectiveness of their own
and others writing and
suggesting improvements.
Proposing changes to grammar
and vocabulary to improve
consistency, including the
accurate use of pronouns in
sentences.
Proofread for spelling and
punctuation.
Year 4

I can use which and who to
expand my ideas.

I expand noun phrases by
including similes (as big as your
fist) or adjectival phrases (a
knobbly piece of blue glass).

These help me to be more
precise.

I can use pronouns consistently
to avoid repetition of my subject.

I can us inverted commas at the
beginning and end of a
quotation.

I can write a report suitable for a
particular audience, e.g. friend,
adult, children.

I can confidently use words and
phrases (technical vocabulary) to
give the meaning precisely).

I am using
headings/subheadings,
introduction, strings of questions
and answers, line breaks, bullet
points or paragraphing and a
summarising sentence to
organise my writing.

I can develop each section of my
writing with detail. I might also
include a quotation to support
my information.

Within each of my sections, I can
link ideas together well by using
pronouns or related vocabulary.
Planning: Discuss writing similar
to that which they are going to
be writing in order to understand
structure, vocabulary and
grammar.
Planning frame ideas – Spider
gram.
Evaluation: Can assess the
effectiveness of their own and
others writing and suggesting
improvements.
Proposing changes to grammar
and vocabulary to improve
consistency, including the
accurate use of pronouns in
sentences.
Proofread for spelling and
punctuation.
Year 5

My sentences give information
clearly without any
unnecessary words and
phrases.

I can vary my writing by using a
range of statements, questions
and exclamation marks.

My writing includes an introduction
which describes the purpose of this
report. Information is organised into
sections that are balanced. My report
ends with a conclusion.

I can use words and phrases to engage
my reader.

In each section my ideas link together
well.

My whole text is connected through
reference back and comparison
between points in different sections.

I write with a consistent viewpoint, e.g.
throughout my writing I am
excited/angry/expert.

I can use subheadings, bullet points,
paragraphing, introductory phrases to
show when I am beginning a new
section.

Précising longer passages.
Planning:
Identifying the audience and purpose of the
writing, selecting the appropriate form and
using other similar writing as models for
their own.
Noting and developing initial ideas, drawing
on reading and research where necessary.
Planning frame – Spider gram
Evaluation:
Assessing the effectiveness of their own
and others’ writing.
Proposing changes to vocabulary, grammar
and punctuation to enhance effects and
clarify meaning.
Ensuring the consistent and correct use of
tense throughout a piece of writing.
Ensuring correct subject and verb
agreement when using singular and plural,
distinguishing between the language of
speech and writing.
Proofread for spelling and punctuation
errors.
Year 6




I can write different kinds
of sentences – simple,
compound and complex
using a variety of
conjunctions e.g.
“otherwise”, “even
through”.

I can use a creative title/headline. My
introduction is a focused summary.

I cover each section thoroughly and write a
conclusion which draws together key features
and included my thoughts and feelings about
the subject.
I can vary the order of my
words in my sentences to
have a planned impact on
my reader.

I can adapt the task to make it entertaining
and informative.

I can write interesting facts and reflect on
these in my writing.


I am always aware of my readers and use a
variety of ways to appeal to or engage them
e.g. rhetorical
questions.

I can include imaginative details.

I can use humour, when appropriate.

I can link my paragraphs together to give
structure to my whole report.
I add detail and
information to my
sentences through
expanding phrases and
clauses in my sentences,
e.g. “the scenery is
exciding in a misty cloudy
sort of way”
I am able to change the
tense where necessary,
to show movements
between past, present or
future events or to show
different points of view.

I can use phrases or
quotations to grab my
reader’s attention.

I can use a range of
punctuation, almost
always accurately.

Précising longer passages.
Planning:
Identifying the audience and purpose of the
writing, selecting the appropriate form and using
other similar writing as models for their own.
Noting and developing initial ideas, drawing on
reading and a wide range of research where
necessary.
Planning frame – Spider gram
Evaluation:
Assessing the effectiveness of their own and
others’ writing.
Proposing changes to vocabulary, grammar and
punctuation to enhance effects, clarify meaning
and to ensure the correct formality of the task.
Ensuring the consistent and correct use of tense
throughout a piece of writing.
Ensuring correct subject and verb agreement
when using singular and plural, distinguishing
between the language of speech and writing
Proofread for spelling and punctuation errors
considering punctuation used for effect.