Download Y1 Parts of Speech: Sentence Structure: Punctuation: I can write a

Y1
Parts of Speech:
Sentence Structure:
Punctuation:
I can write a simple sentence with a subject and a verb
I can use finger spaces to separate words
I can use ‘and’ to join two clauses
I can use full stops to end a sentence
I can use a capital letter to begin a sentence
I can use capital letters for names and
pronoun ‘I’
Y2
Parts of Speech:
I can spot nouns in a sentence or picture
Sentence Structure:
Punctuation:
I can use simple connectives to join clauses (eg. when, if,
that, because, or, but)
I can use exclamation marks to end an exciting
sentence
I can give extra detail about nouns in my sentences (eg.
The large dog, the dog with green hair)
I can use question marks to end a question
sentence
I can say whether a sentence is a statement, question,
exclamation or command
I can use capital letters for names, pronoun ‘I’
and all proper nouns
My simple and compound sentences make sense (subject
and verb agree)
I can use commas to separate items in a list
I can spot verbs in a sentence or picture
I can choose the best verb to complete a sentence
when given a choice of two or more options
I can spot adjectives in a sentence or picture
I can choose the best adjective to complete a
sentence when given a choice of two or more
options
I can change regular present tense verbs into past tense by
adding ‘ed’
I can use apostrophes to show contraction in
my spelling (eg. don’t)
I can use pronouns in my sentences so I do not repeat too
much
I use ‘I/we/me/us’ as pronouns when writing in the first
person
I use ‘he/she/it/they/him/ her/it/them’ as pronouns when
writing in the third person
I can use powerful verbs in my sentences
I can use time connectives in my writing (eg. When, before, I can use speech marks to punctuate direct
after, finally, then, suddenly)
speech
I can use awesome adjectives in my sentences
I can spot an adverb in a sentence
I know that adverbs often end in ‘ly’
I can change present tense verbs into future tense by
adding ‘will’ in front of the verb
I can say whether reported or direct speech
has been used
I can choose between nouns or pronouns in my sentences
so I do not repeat too much
I can convert direct speech into reported
speech and vice versa
I can spot similes in a paragraph
I can use simple similes to describe in my own
sentences
I can use the article ‘an’ before words beginning with
‘a/e/i/o/u’
Y3
Parts of Speech:
I can use powerful verbs in my sentences
Sentence Structure:
Punctuation:
I can use time connectives in my writing (eg. When, before, I can use speech marks to punctuate direct
after, finally, then, suddenly)
speech
I can use awesome adjectives in my sentences
I can spot an adverb in a sentence
I know that adverbs often end in ‘ly’
I can use simple similes to describe in my own
sentences
I can say whether a verb is present, past or future
tense
I can change present tense verbs into future tense by
adding ‘will’ in front of the verb
I can say whether reported or direct speech
has been used
I can choose between nouns or pronouns in my sentences
so I do not repeat too much
I can convert direct speech into reported
speech and vice versa
I can use the article ‘an’ before words beginning with
‘a/e/i/o/u’
I can change any verb to present, past or future tense
I can use apostrophes to show singular
possession (the girl’s name)
My sentences are all written in the same tense
I can spot connectives in a sentence or paragraph
I can choose the best connective to join two clauses
when given two or more options
I can use appropriate nouns or pronouns to add meaning
to my sentences
I use ‘you’ as a pronoun when writing in the second person
I can choose the best adverb to complete a sentence
when given a choice of two or more
I can use adverbs to add extra information to the
verb in my own sentences
I can spot the pronouns in a sentence
I can use apostrophes to show plural
possession (the boys’ boots)
I can say whether an apostrophe has been
used to show possession or to contract
I can use commas after fronted adverbials (eg.
Later that day, I heard the good news.)
Y4
Parts of Speech:
I can say whether a verb is present, past or future
tense
Sentence Structure:
I can change any verb to present, past or future tense
Punctuation:
I can use apostrophes to show singular
possession (the girl’s name)
My sentences are all written in the same tense
I can spot connectives in a sentence or paragraph
I can choose the best connective to join two clauses
when given two or more options
I can use appropriate nouns or pronouns to add meaning
to my sentences
I use ‘you’ as a pronoun when writing in the second person
I can choose the best adverb to complete a sentence
when given a choice of two or more
I can use apostrophes to show plural
possession (the boys’ boots)
I can say whether an apostrophe has been
used to show possession or to contract
I can use commas after fronted adverbials (eg.
Later that day, I heard the good news.)
I can use adverbs to add extra information to the
verb in my own sentences
I can spot the pronouns in a sentence
I can choose the best sophisticated connective to
join two clauses
I know when to use who, whose or which so my sentence
makes sense
I use connectives to structure a piece of writing
I can say whether a sentence is formal or informal
I can use sophisticated similes in my own sentences
I use formal language for most non-fiction genres
I can spot metaphors in a paragraph
I can say whether a sentence is simple, compound or
complex
I can spot phrases in a sentence
I can use commas, brackets or hyphen
sandwiches to add extra information by using
words like ‘who’ or ‘which’
I can use commas, brackets or hyphen
sandwiches to add extra information to a
sentence
I can use commas to separate clauses in a
sentence
Y5
Parts of Speech:
I can choose the best connective to join two clauses
Sentence Structure:
I know when to use who, whose or which so my sentence
makes sense
I use connectives to structure a piece of writing
Punctuation:
I can use commas, brackets or hyphen
sandwiches to add extra information by using
words like ‘who’ or ‘which’
I can say whether a sentence is formal or informal
I can use sophisticated similes in my own sentences
I can spot metaphors in a paragraph
I use formal language for most non-fiction genres
I can use commas, brackets or hyphen
sandwiches to add extra information to a
sentence
I can say whether a sentence is simple, compound or
complex
I can use commas to separate clauses in a
sentence
I can spot phrases in a sentence
I can use metaphors in my own writing
I can change sentences from the active to the passive voice
(eg. Wilf Zaha scored a penalty vs the penalty was scored)
I can use a dash to mark a stronger pause than
a comma
I can use personification in my own writing
I can show the use of informal language in non-fiction by
using inverted commas
I can use an ellipsis to indicate the passing of
time or omitted information
I can spot and name abstract, collective, common
and proper nouns and generate my own examples
I can spot double negatives and can explain why not to use
them in my writing
I can use a semi colon to separate two
complete sentences which are closely related
I know that ‘the/a/an’ is an article
I can spot the main and subordinate clauses within a
complex sentence
I can use a colon before a list or explanation
I can spot personification in a paragraph
I can name synonyms and antonyms for high
frequency words
I can write complex sentences which are punctuated
correctly and make sense
I know when to use ‘I’ or ‘me’ in a sentence so it is in
standard English
Y6
Parts of Speech:
I can choose the best connective to join two clauses
Sentence Structure:
I know when to use who, whose or which so my sentence
makes sense
I use connectives to structure a piece of writing
Punctuation:
I can use commas, brackets or hyphen
sandwiches to add extra information by using
words like ‘who’ or ‘which’
I can say whether a sentence is formal or informal
I can use sophisticated similes in my own sentences
I use formal language for most non-fiction genres
I can spot metaphors in a paragraph
I can say whether a sentence is simple, compound or
complex
I can use commas, brackets or hyphen
sandwiches to add extra information to a
sentence
I can use commas to separate clauses in a
sentence
I can spot phrases in a sentence
I can use metaphors in my own writing
I can change sentences from the active to the passive voice
(eg. Wilf Zaha scored a penalty vs the penalty was scored)
I can use a dash to mark a stronger pause than
a comma
I can use personification in my own writing
I can show the use of informal language in non-fiction by
using inverted commas
I can use an ellipsis to indicate the passing of
time or omitted information
I can spot and name abstract, collective, common
and proper nouns and generate my own examples
I can spot double negatives and can explain why not to use
them in my writing
I can use a semi colon to separate two
complete sentences which are closely related
I know that ‘the/a/an’ is an article
I can spot the main and subordinate clauses within a
complex sentence
I can use a colon before a list or explanation
I can spot personification in a paragraph
I can name synonyms and antonyms for high
frequency words
I can write complex sentences which are punctuated
correctly and make sense
I know when to use ‘I’ or ‘me’ in a sentence so it is in
standard English
I can spot and classify ordinary, comparative and
superlative adjectives and generate my own
examples
I know that prepositions show the position of things
and can spot them in a sentence
I can choose the correct preposition to complete a
sentence when given the option of two or more
I can name synonyms and antonyms for
sophisticated vocabulary
I can write sentences in the personal and impersonal
state
I can spot and name personal, relative and
possessive pronouns
I can classify connectives
I can say whether a phrase is an adjective, noun or
adverbial phrase and generate my own examples
I can write a variety of simple, compound and complex
sentences to convey meaning or create effect during
longer writing tasks
I can use all forms of punctuation in longer
writing tasks