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Transcript
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.