Download Writing Skills Stage 4

Stage 4 Writing
Below are a range of assessment points / criteria that should be evident in writing at Stage 4. Your child will either be
emerging, developing, securing, or advancing depending on how much evidence they show in their writing. For example,
if they can show in a piece of writing that they can do the majority of the statements below, they will then be securely
writing at this stage. If the evidence is limited however, then they would be said to be emerging into this stage, or possibly
working at the stage before.
Any sentence construction work that you can do at home with your child would be extremely beneficial – especially in
preparation for their weekly Big Writing. If you need any help with this, or further explanation of any of the assessment
points below, then please ask your child’s class teacher.
In Stage 4 writing you should see:
1. A lively and coherent style used. For example - An extended piece of writing that maintains your interest and attention that is logical and
sensible.
2. A range of genres, forms and styles used independently and confidently. For example can they write a range of narrative pieces eg setting /
character descriptions / stories; as well as non-fiction pieces such as arguments, persuasion, instructions, explanations and reports?
3. A range of Wow Words being used. For example colossal, intrigued, phenomenal. At least 3 different words should be used in one piece of
writing.
4. Ideas organised clearly for the reader depending on the purpose and genre of the text type. For example the use of headings, subheadings, captions, bullets, paragraphs, sequenced events using time connectives etc.
5. A wide range of punctuation used accurately. For example full stops, capital letters, question marks, exclamation marks, the apostrophe,
and commas for a list.
6. A neat legible, accurate joined cursive handwriting style.
7. Higher level connectives and conjunctive adverbs being used. For example although, however, nevertheless, despite, although,
furthermore, plus etc.
8. Links made between sentences and paragraphs to show time and cause. For example the use of time connectives for ordering, causal
connectives for explanation eg therefore, so etc.
9. A range of sentence openers used to maintain interest and for impact. For example subordinating connectives (when, as, while, because,
since, although) time connectives (first, next, suddenly, finally) adverbs (Carefully, I picked up the parcel) verbs (Shouting and cheering, I crossed
the finish line) similes (Like a bird in the sky, I soared through the air).
10. Paragraphs used although not always accurately. For example openings and endings / a change of time or place etc.
11. Thoughtful and considered writing. For example opinion and the use of brackets for explanation.
12. Complex sentences being used or attempted to be used. For example the use of some subordinating connectives such as because, when,
as, while etc. Connectives most likely to be seen to join 2 clauses together rather than to open a clause.
13. Age appropriate words spelt accurately. For example through, medicine, experiment, breathe, important, guide, February etc. All key
words and other high frequency words should be spelt correctly at all times.
14. Nouns, pronouns, and tenses used accurately and consistently throughout. For example the same tense being used throughout the whole
piece of writing, not switching between the past and present tense. The correct past tense verbs should be chosen including the formation of
irregular verbs (not just adding ed) such as taught, understood, saw, knew, wrote, broke etc.
15. Apostrophes and inverted commas used mostly accurately. For example the apostrophe being used for both contractions and possession
(didn’t / the man’s shoe) and the rules of speech applied when using speech marks.
16. A wide range of ambitious vocabulary chosen for a specific purpose. For example interesting verb choices eg plodded instead of walked,
queried instead of questioned. Children are encouraged to build up their own banks of vocabulary from their own reading books that they could
apply into their own writing rather than the class taught Wow Words. The use of a thesaurus can also be used to extend and widen children’s
vocabulary.
17. Interesting strategies used to move a piece of writing forward. For example the use of rhetorical questions, aside comments from
characters, tension being built progressively throughout a piece.
18. An authoritative and assertive tone used in non-fiction / formal writing. For example ‘Remember to..’ in instruction writing, an expert
voice shown in non-chronological reports, accurate facts given in explanation texts etc.
19. Ideas developed in interesting ways. For example evidence of creativity / originality. Unexpected rather than expected endings. The
confidence to experiment with their own ideas as opposed to the safe / easy option.