Download Foundation Stage Text Structure (TS) Sentence Construction (SC

Foundation Stage
Text Structure (TS)
Sentence Construction (SC)
Word structure/ language (WS)
In talk and writing, introduce:
In talk and writing, introduce:
In talk and writing, introduce:
1 Plan class story on story map
1 Simple sentences
1 Use prepositions:
- up
- down
- in
- into
- out
- to
- onto
2 Whole-class retelling of story
3 Understand beginning/ middle/ end
4 Retell a simple 5-part story:
- Once upon a time
- First/ Then/ Next
- But
- So
- Finally… happily ever after
2 Connectives:
- and
- who
- until
- but
3 Say a sentence, write and read it back
to check it makes sense
4 LY openers:
- Luckily
- Unfortunately
2 Use adjectives, e.g.:
- old
- little
- big
- small
- quiet
5 Repetition for rhythm, e.g.:
- run, run as fast as you can
- He walked and he walked
- a lean cat, a mean cat
3 Use adverbs, e.g.:
- luckily
- fortunately
- unfortunately
5 Class factual writing closely linked to a story
6 Simple factual sentences based around a theme:
- names
- labels
- captions
- lists
- diagrams
4 Use similes with “like”
Punctuation (P)
Terminology (T)
In talk and writing,
introduce:
In talk and writing,
introduce:
1 Finger spaces
1 finger spaces
2 Full stops
2 letter
3 Capital letters
3 word
4 sentence
5 full stop
6 capital letter
7 simile
Spelling
See Letters and
Sounds Document
Year 1
Text Structure (TS)
Sentence Construction (SC)
1- Simple sentences
Fiction
1- Plan class story on story map
Word structure/ language (WS)
1- Use prepositions:
- up – down – in – into – out – to – onto
Punctuation (P)
1- Finger spaces
Terminology (T)
Spelling
1- finger spaces
- Regular plural noun
suffixes –s or –es
(e.g. dog/ dogs;
wish/ wishes)
2- letter
2- Use these conjunctions in sentences:
- and – so – but - or
2- Whole-class retelling of story
3- Understand beginning/ middle/ end
4- Understand 5 parts to a story and tell one:
- Opening: Once upon a time
- Build-up: One day
- Problem: Suddenly/ unfortunately
- Resolution: Fortunately
- Ending: Finally… happily ever after
3- Say a sentence, write and read it back to check
it makes sense
4- Repetition for rhythm, e.g.:
- run, run as fast as you can
- He walked and he walked
5- Three types of sentence: statement, question,
exclamation
5- Plan opening around character(s); setting; time of
day; weather
6- Use these conjunctions in sentences:
- then, - because, - so that, - until
Non-Fiction
6- Plan with text map/ washing line
2- Use adjectives to describe, e.g. the
old house; the huge elephant
3- word
3- Capital letters to start
sentences and for names
- Use prepositions:
- inside – outside – towards – across –
under
3- Use similes with as… as…, e.g. as tall
as a house; as red as a radish
4- Use determiners:
- some – all - lots of – many – more –
those – these
5- Use alliteration, e.g. dangerous
dragon; slimy snake
- Suffixes which
can be added to
verbs, e.g. helping,
helped, helper
4- sentence
5- full stop
4- Capital letter for
personal pronoun I
- How the prefix –un
changes the meaning
of verbs and
adjectives (e.g.
kind/ unkind; tie/
untie
6- capital letter
7- singular
5- Question marks
6- Exclamation marks
8- plural
9- punctuation
- See Letters and
Sounds Document
10- question mark
7- Bullet points
7- LY openers, e.g.:
- Luckily, - Unfortunately - Sadly,
7- Simple factual sentences based around a theme:
- names
- labels
- captions
- lists
- diagrams
- bullet points
- time connectives, e.g.: first/ next/ then/ finally
- opening: factual statement
- middle section: factual sentences around a theme
- concluding sentence
- include labelled diagrams
2- Full stops
8- Speech bubbles
11- exclamation mark
12- bullet point
13- simile
14- adjective
8- Embellished simple sentences using adjectives,
e.g. The giant had an enormous beard. Red
squirrels enjoy eating delicious nuts.
- Repetition for description, e.g. a lean cat, a mean
cat
15- verb
16- speech bubble
17- connective
18- alliteration
9- Use these conjunctions in the middle and start
of sentences:
- while – when – where
10- Complex sentences with “who” (relative
clause), e.g. Once upon a time there was a little old
woman who lived in a forest.
Fiction:
Stories with familiar settings
Stories from a range of cultures
Traditional and Fairy Tales
Term/date
Non - Fiction:
Labels
lists and caption
Instructions
Recounts
Term/date
Poetry:
Term/date
Additional Units
Term/date
Using the sense
Patterns and Rhyme
Information Texts
Year 2
Text Structure (TS)
Sentence Construction (SC)
1- Types of sentences:
- statements - questions- exclamations – commands
Fiction
1- Secure use of story map and story mountain for planning
2- Understand and tell five-part story, e.g.:
- Opening: Once upon a time - Build-up: One day - Problem:
Suddenly/ unfortunately- Resolution: Fortunately - Ending: Finally…
happily ever after
3- Boxing-up grid for planning
4- Understand 5-part story with more complex vocabulary, e.g.:
- opening: One cold but bright morning - build-up: Later that day, problem: To his amazement, - resolution: As soon as - Ending:
Luckily,/ Fortunately,
Word structure/ language (WS)
1- Use prepositions:
- behind- above – along – before – between
– after
Punctuation (P)
1- capital letters for
names and to begin
sentences
2- Embellished sentences using adjectives, e.g. The boys peeped inside
the dark cave.
2- alliteration, e.g. wicked witch, slimy slugs
2- full stops
3- Secure use of compound sentences using co-ordinating conjunctions:
- and – or – but – so
3- Similes using “like”, e.g. like sizzling
sausages; hot like a fire
3- question marks
4- Use some subordinating conjunctions:
- Because - If
5- Plan opening around character(s), setting, time of day and type of
weather
6- Ending should be a section rather than one final sentence, e.g.
suggest how the main character is feeling in the final situation
4- Adverbs for description and for
information, e.g.: Snow fell gently; Lift the
pot carefully
5- -LY openers, e.g.:
- Usually, - Eventually, - Finally, - Carefully, - Slowly,
6- Embellished sentences using adverbs, e.g. Tom ran quickly down the
hill.
6- Generalisers for information. e.g. most
dogs; some cats
7- Use a wider range of subordinating conjunctions:
- while – When – where - so that - to - until
Non-Fiction
7- Secure use of text map/ washing line for planning
5- two adjectives to describe a noun, e.g.
The scary, old woman / Squirrels have long,
bushy tails
4- exclamation marks
5- speech bubbles for
direct speech
6- comma after –LY
openers
8- capital letters for
all proper nouns
8- Heading as introduction
9- Vary sentence openers
9- commas to separate
items in a list
9- Use of lists and bullet points, e.g. what is needed/ steps to be
taken
10- Complex sentences with relative clauses with who/ which, e.g.:
Sam, who was lost, sat down and cried. The Vikings, who came from
Scandinavia, invaded Scotland.
10 - apostrophes for
contractions, e.g. don’t
/ can’t
12- Group related facts into sections with sub-headings
3- word
2- formation of
adjectives using suffixes
such as –ful; -less
4- sentence
5- full stop
6- capital letter
7- question mark
8- exclamation mark
3- use of the suffixes –er
and –est to form
comparisons of adjectives
and adverbs
- See Letters and Sounds
Document
10- bullet point
11- singular / plural
12- adjective
13- noun
14- verb
15- alliteration
16- bossy verb
11- Use long sentences to add description or information. Use short
sentences for emphasis.
- list of 3 for description, e.g. He wore old shoes, a dark cloak and a
red hat. African elephants have long trunks, curly tusks and large ears
11- Factual statement/ definition as introduction
2- letter
Spelling
1 - Formation of nouns
using suffixes such as –
ness; -er
9- speech bubble
7- speech marks for
direct speech
8- Expanded noun phrases, e.g. lots of people; plenty of food
10- Boxing-up grid for planning
Terminology (T)
1- finger spaces
17- simile
18- comma
19- speech mark
13- Introduction as hook to engage reader, e.g. open with a question:
Have you ever wondered what a dragon looks like?
20- suffix
14- Ending: make final comment to reader, e.g. Extra tips! / Did you
know? / True or false?
21- verb
22- adverb
15- Consistent use of present/ past tense throughout fiction and
non-fiction texts
23- apostrophe
(contractions only)
16- Use of continuous forms of verbs in the present and past tense
to mark actions in progress, e.g. she is drumming/ he was shouting
24- tense (past, present,
future)
25- generaliser
Fiction:
Stories with familiar settings
Traditional Stories
Different stories by the same author
Extended stories/significant authors.
Instructions
Explanations
Information Texts
Non-chorological reports
Term/date
Non Fiction:
Term/date
Poetry:
Term/date
Additional Units
Term/date
Patterns on the page,
Silly Stuff
Year 3
Text Structure (TS)
Sentence Construction (SC)
Fiction
1- Secure use of planning tools: story map/ story
mountain/ boxing-up grids
2- Focus on improving quality of story opening/ build-up:
- Introduction should include detailed description
of setting or characters
- Build-up should build in some suspense towards the
problem
3- Paragraphs to organise ideas into each story part
4- Focus on improving quality of story problem/
resolution:
- Problem should include detail of actions/ dialogue
- Resolution should link with the problem
5- Focus on improving quality of story ending:
- clear ending should link back to the start, show
how the character is feeling, how the character or
situation has changed from the beginning
Non-Fiction
6- Secure use of planning tools: text map / washing line /
boxing-up grid
Word structure/ language (WS)
1- Vary long and short sentences: long
sentences to add description and information;
short sentences for emphasis and making key
points
1- Use prepositions: next to/ by the
side of/ in front of/ during/ through/
throughout/ because of
2- Embellished simple sentences:
- adverb starters
- time connectives as fronted adverbials,
e.g. A few days ago,
2- Use powerful verbs, e.g. stare,
tremble, slither
3- fronted adverbials to show where or how,
e.g. In a strange way, he looked at me.
4- Consolidate compound sentences with coordinating conjunctions (and but so or)
8- Sub-headings to introduce paragraphs Introduction:
develop hook to introduce and tempt reader, and
information, e.g.: Who? What? Where? When? Why?
How?
9- Explanation text with flow diagram
10- Develop conclusion, e.g. personal response; extra
information/ reminders; wow comment; five amazing
facts
Terminology (T)
3- Use boastful language for
persuasion, e.g. magnificent,
unbelievable, exciting
4- Add detail with more specific, more
powerful or technical vocabulary
5- Develop complex sentences with a range of
subordinating conjunctions (e.g. because if when
while where until)
24- colon
2- word
25- imperative
2- question marks
3- sentence
26- apostrophe
(contractions only)
3- exclamation marks
4- full stop
5- fronted adverbials
6- commas in lists and to
separate clauses
7- colon to introduce list, e.g.
What you need:
8- speech marks to mark
direct speech
6- ING verbs as sentence openers, e.g. Sighing,
the boy finished his homework
5- capital letter
27- tense (past present
future)
6- question mark
28- alliteration
7- exclamation mark
29- simile
8- comma
30- preposition
9- prefix
31- vowel
10- comma
32- consonant
11- singular/ plural
33- relative clause
12- suffix
9- correct use of commas and
capital letters with speech
marks, e.g. “Hello,” said Jim.
Jim said, “Hello.”
7- Topic sentences to introduce non-fiction
paragraphs
13- noun
14- verb
15- adjective
16- adverb
10 - apostrophes for
contractions, e.g. don’t, can’t
17- conjunction
18- word family
9- Drop in a relative clause using who/ whom/
which/ whose/ that, e.g. The boy, whose name is
George, thinks he is very brave.
19- direct speech
20- speech marks
21- inverted commas
10- Sentence of 3 for description, e.g. Rainbow
dragons are covered with many different
coloured scales, have enormous, red eyes and
swim on the surface of the water.
22- clause
23- subordinate clause
11- Pattern of 3 for persuasion, e.g. Visit, Swim,
Enjoy!
11- Use of the perfect form of verbs to mark
relationships of time and cause, e.g. I have written it
down so I can check what it said.
Stories with familiar settings
Myths, legends, fables and traditional tales
Non Fiction:
Term/date
Reports
Instructions
Information Texts
Poetry
Term/date
Poems to perform
Shape poetry
Calligrams
Fiction:
Adventure and mystery
Term/date
34- relative pronoun
Spelling
1- nouns formed from
prefixes auto- superanti2- word families based
on common words, e.g.:
teacher/ teach;
beauty/ beautiful
3- Use of determiners
A or AN according to
whether next word
begins with a vowel
Fill in phonic gaps
and use support for
spelling to deliver
weekly spelling
lessons and
embedded into daily
literacy lessons.
Letters
Term/date
Additional Units
Terminology (T)
1- letter
4- commas after
8- Dialogue, including powerful word instead of
said
7- Paragraphs to organise ideas around a theme
Punctuation (P)
1- capital letters and full
stops
Year 4
Text Structure (TS)
Sentence Construction (SC)
Word structure/ language (WS)
Fiction
1- Secure use of planning tools: story map/ story
mountain/ boxing-up grid
1- Long and short sentences: long to enhance
description and information; short to move
events on quickly or for emphasis
1- Use prepositions:
- at – underneath - since
- towards – beneath - beyond
2- Plan and write an opening using description
2- Secure use of simple and embellished simple
sentences
2- Identify proper nouns
3- Plan and write an opening using action
3- Use conditionals:
- would
- should
- could
3- Secure use of sentences with a range of
Level 3 conjunctions (e.g. because, if, while, as
soon as, until, when)
4- Use paragraphs to organise story
5- Use suspense writing in the problem
6- Clear distinction between resolution and ending.
Ending includes reflection on events or characters
Non-Fiction
7- Secure use of planning tools: text map/ washing line/
boxing-up grid
8- Paragraphs to organise ideas around a theme
9- Develop use of topic sentence instead of subheadings
10- Link information between and within paragraphs
with
a range of connectives
11- Group related paragraphs
12- Ending could include personal response, extra
information, reminders, question, warning,
encouragement to the reader
4- Use different sentence openers, including:
- simile (As quickly as a cheetah,)
- ED verb (Terrified,)
- ING verb with adverb (Hopping
speedily,)
- Subordinating conjunction (Because
he was feeling hungry,)
4- Comparative and superlative
adjectives, e.g. small, smaller, smallest
5- Standard English forms of verb
inflections instead of local dialect, e.g.
I did instead of I done.
Punctuation (P)
22- consonant
2- capital letters for proper
nouns
2- capital letter
23- vowel
3- question mark
24- main clause
3- full punctuation for direct
speech, including new speaker
new paragraph; commas
between direct speech and
reporting clause, e.g. “It’s
late,” gasped Cinderella.
4- exclamation mark
25- subordinate clause
5- speech marks = inverted
commas
26- adverbial
4- Apostrophes for
contraction and for singular
and plural possession (the
boy’s hat; the boys’ hats)
5- ellipsis to show suspense
27- fronted adverbial
6- direct speech
28- apostrophe
(contraction and
possession)
7- commas
8- noun
29- singular
9- verb
30- plural
10- adjective
31- Possession
11- adverb
32- contraction
12- conjunction
13- preposition
33- tense (past, present,
future)
14- pronoun
34- relative pronoun
15- clause
35- relative clause
16- inverted commas
36- possessive pronoun
8- Repetition to persuade, e.g. Find us to find
the fun
17- apostrophe (contractions
only)
37- ellipsis
9- Appropriate choice of noun or pronoun within
and between sentences to avoid repetition and
ambiguity
18- commas
6- Sentence of 3 for action, e.g. Sam rushed
down the road, jumped on the bus and sank into
his seat.
7- Use of relative clauses with relative
pronouns who, which, whom, which, that
19- suffix
20- prefix
21- word family
Fiction:
Terminology (T)
1- full stop
6- Understand the grammatical
difference between plural and
possessive -s
5- Dialogue including adverbs, e.g. “Hello,” she
whispered shyly.
Terminology (T)
1- commas to mark clauses
Spelling
Fill in phonic gaps and
use support for
spelling to deliver
weekly spelling lessons
and embedded into
daily literacy lessons.
Stories with historical settings
Stories set in imaginary worlds
Stories from other cultures
Stories which raise issues/dilemmas
Recounts: newspapers/magazines
Information texts
Explanation texts
Persuasion texts
Term/date
Non Fiction:
Term/date
Poetry:
Term/date
Additional Units
Term/date
Creating Images
Exploring form
Year 5
Text Structure (TS)
Sentence Construction (SC)
Word structure/ language (WS)
1- Secure use of simple, embellished simple and
compound sentences
Fiction
1- Secure independent use of planning tools: story
mountain/ grids/ flow diagrams
1- metaphor
Punctuation (P)
1- accurate basic
punctuation
2- personification
2- Consolidate Y4 list of types of complex sentences
2- Plan an opening using description/ action/ dialogue
3- onomatopoeia
3- Vary connectives within paragraphs to build cohesion
into a paragraph
3- Use modal verbs to indicate degrees of possibility,
e.g. might, should, will, must or adverbs, e.g. surely,
perhaps
4- Developed use of technical
language
4- Use change of place, time and action to link ideas
across paragraphs
4- Expanded –ED clauses as starters, e.g. Encouraged by
the bright weather, Jane set out for a long walk.
5- empty words, e.g. Someone,
somewhere was out to get him.
5- Adapt 5-part story structure to start at any of the
five points, maybe including flashbacks
6- Develop build-up using suspense techniques
5- Extend use of Level 4 conjunctions to include:
- Despite- due to - although- since
6- Elaboration of starters using adverbial phrases, e.g.
Beyond the dark gloom of the cave; Throughout the
night,
Non-Fiction
7- Independent planning across all genres and application
7- Drop in –ED clause, e.g. Poor Time, exhausted by so
much effort, ran home
8- Use a range of layouts suitable to text
8- Sentence reshaping techniques, e.g. lengthening or
shortening sentence for meaning and/ or effectMoving sentence chunks (how, when, where) around for
different effects (The siren echoed … loudly … through
the streets … at midnight.)
9- Use a variety of ways to open texts, drawing the
reader in and making the purpose clear
10- Use rhetorical questions to draw the reader in
11- Link ideas within and across paragraphs using a full
range of connectives and signposts.
Terminology (T)
1- direct speech
2- inverted commas
2- apostrophes for
contraction and
possession
3- commas to
separate clauses
4- pairs of commas,
dashes and brackets
to show parenthesis
5- ellipsis to show
suspense
6- dashes and ellipsis
to change pace
7- colons to introduce
a list
8- semi-colons to
separate longer items
in a list
9- Include action in speech sentences, e.g. “Stop!” he
shouted, picking up the stick and running after the
thief..
12- Consistently maintain viewpoint
3- apostrophe
(contraction, possession)
4- comma
5- modal verb
6- suffix
7- prefix
8- consonant
Spelling
1- Convert nouns or
adjectives into verbs
using suffixes (e.g. –
ate; -ise; -ify)
2- Verb prefixes (e.g.
dis-, de-, mis-, overand re-)
Fill in phonic gaps
and use support for
spelling to deliver
weekly spelling
lessons and
embedded into daily
literacy lessons.
9- vowel
10- parenthesis
11- bracket
12- dash
13- all nine parts of speech
(noun verb adjective
adverb pronoun preposition
conjunction interjection
determiner)
14- relative/ possessive
pronoun
13- Adapt level of formality for the reader
15- cohesion
16- ambiguity
Fiction:
Novels and stories by significant children’s authors,
Tradition stories, fables, myths and legends,
Persuasive writing,
Recounts,
stories from other cultures,
Term/date
Non Fiction:
Term/date
Poetry:
Term/date
Additional Units
Term/date
Classic/Narrative poems
Instructions,
Poetic style,
film narrative
Year 6
Text Structure (TS)
Sentence Construction (SC)
Word structure/ language (WS)
1- Secure use of simple, embellished simple,
compound and a wide variety of complex
sentences (see Y4 and Y5 documents)
Secure independent planning across genres and
purposes/ audiences
Fiction
1- Use of suspense and cliff-hangers
1- Build in literary features to create
effects, e.g. alliteration, onomatopoeia,
similes, metaphors
2- Active and passive verbs
2- The different between vocabulary
typical of formal and informal language,
e.g. said versus reported, allege or
claimed
2- Maintain plot consistently, working from plan
3- Developed use of rhetorical questions for
persuasion
3- Secure development of characterisation
4- Use of flashbacks, flash-forwards and time slips
4- Expanded noun phrases to convey
complicated information concisely (The fact
that it was raining meant the end of sports
day.)
5- Secure use of linking ideas within and across
paragraphs
Non-Fiction
6- Develop links between and within paragraphs, and
between introduction and conclusion using:
- adverbials (e.g. On the other hand; In addition)
- repetition of words or phrases
- layout devices, e.g. headings/ subheadings
Punctuation (P)
1- full range of basic
punctuation
Terminology (T)
10- relative /
possessive pronoun
2- inverted commas
2- accurate apostrophes and
inverted commas
3- Commas in lists and to
separate clauses
4- Exclamation marks,
commas, dashes and ellipsis
to show pace
5- Understand and use structures for different
levels of formality, e.g. question tags in informal
writing (isn’t he?) and impersonal language and
the subjunctive in some very formal writing (if
it were possible)
Terminology (T)
1- direct speech
5- Dashes, brackets, colons
and semi-colons to divide
clauses
3- apostrophe
(contraction/ possession)
4- full range of
punctuation vocabulary
5- nine parts of speech
(noun verb adjective
adverb pronoun preposition
interjection conjunction
determiner)
7- Express balanced coverage of a topic
7- noun/ consonant
8- Use different techniques to conclude texts
13- cohesion
14- ambiguity
16- subject and
object
8- tense (past/ present/
future)
9 - modal verb
12- adverbial/
fronted adverbial
15- active/ passive
voice
6- suffix/ prefix
6- Understand how hyphens
can be used to avoid
ambiguity, e.g. man-eating
shark as opposed to man
eating shark
11- clauses (main/
subordinate/
relative/
possessive)
17- hyphen
18- synonym/
antonym
Spelling
Fill in phonic gaps
and use support for
spelling to deliver
weekly spelling
lessons and
embedded into daily
literacy lessons.
9- Use deliberate informality and more formal writing
styles
Summer Term: Revision and application of previous knowledge
Fiction:
Reading and writing narrative
Extending narrative
Biography and autobiography
Journalistic writing,
Authors and texts
Short stories with flashbacks
Term/date
Non Fiction:
Term/date
Poetry:
Term/date
Additional Units
Term/date
The power of imagery,
Argument
Finding a voice