8-26 months22-36 months30-50 months Pick up small objects between thumb and fingers. [MH] Enjoy the sensory experience of making marks in damp sand,

Writing Assessment Grids

8-26 months 22-36 months 30-50 months

Pick up small objects between thumb and fingers. [MH] Enjoy the sensory experience of making marks in damp sand, paste or paint. [MH] Hold pen or crayon using a whole

hand (palmar) grasp and make random marks with different strokes. [MH]

Writing Milestones 0.1,0.2,0.3 Emerging

Distinguish between the different marks they make. [W]

Show control in holding mark-making tools. [MH]

Begin to use three fingers (tripod grip) to hold writing tools. [MH]

Imitate drawing simple shapes such as circles and lines. [MH]

Sometimes give meaning to marks as they draw and paint. [W]

Ascribe meanings to marks that they see in different places. [W]

Draw lines and circles using gross motor movements. [MH]

Hold pencil between thumb and two fingers, no longer using whole-hand grasp. [MH]

Hold pencil near point between first two fingers and thumb and use it with good control. [MH]

Copy some letters e.g. letters from their name. [MH]

Composition: 40-60 months Transcription: 40-60 months Spelling: 40-60 months

Show a preference for a dominant hand. [MH] (40-60)

Begin to use anticlockwise movement and retrace vertical lines. [MH] (40-60)

Begin to form recognisable letters. [MH] (40-60)

Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed [MH] (40-60)

Writing Milestones 0.4,0.5,0.6 Expected

C T S

Give meaning to marks they make as they draw, write and paint. [W] (40-60)

Begin to break the flow of speech into words. [W] (40-60)

Continue a rhyming string. [W] (40-60)

Use some clearly identifiable letters to communicate meaning. [W] (40-60)

Hears and says the initial sound in words.

Attempt to write short sentences in meaningful contexts. [W] (40-60)

Write own name and other things. [W] (40-60)

Write sentences which can be read by themselves and others such as labels, captions. [W] (ELG)

Use some clearly identifiable letters, representing some sounds correctly and in sequence.[W] (40-60)

Segment the sounds in simple words and blend them together. [W] (40-60)

Can segment the sounds in simple words and blend them together.

Links sounds to letters, naming and sounding the letters of the alphabet.

Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.

Use their phonic knowledge to write words in ways which match their spoken sounds. (ELG)

Write some irregular common words. (ELG)

Spell some words correctly with others being phonetically plausible. (ELG)

Their work can be read by themselves and others. (ELG)

Composition Handwriting and Punctuation Spelling

Children are beginning to show an interest in cursive writing.

They can follow cursive handwriting patterns .

All of their letters are correctly formed.

Their writing sits on the lines. They use ascender and descenders

correctly. They use full stops to demarcate

sentences consistently. They use other punctuation:

(exclamation marks, question marks, speech marks, commas).

Writing Milestones 0.7,0.8,0.9 Exceeding

C T S

Children use clear and appropriately sized finger spaces.

Children can independently use and identify rhyming in their own work.

Words are consistently written with beginning, middle and end sounds.

Children independently write longer sentences in a range of different ways.

Children can write their full name using capital letters.

Children understand the terms: sentence, word, adjective, verb, noun.

Children can write for a range of purposes in their play and when asked by an adult:

• Lists• Instructions• Stories• Poems• Non-fiction writing

Use key features of narrative in own writing e.g.

• Beginning, middle and end

• Time connectives• Adjectives• Problem/resolution

Children are independently using phase 3 sounds in their writing.

They are beginning to use split diagraphs.

They know the sounds and names of all letters of the alphabet.

They use their phonic knowledge to consistently write words in ways which match their spoken sounds.

They independently write many irregular common words from Phase 3 and 4.

Spells many words correctly with others being phonetically plausible.

Their work can be read by themselves and others without any mediation.

They show an awareness of plurals. Spell phonically regular words of

more than one syllable as well as many irregular but high frequency words.

SPAG – Spelling, Grammar & Punctuation (Detail)+ Glossary of Terms

EYFS

Basics & Sentence Structure Punctuation Terminology Statutory Spelling

As the pupils in EYFS will have begun the Letters and Sounds programme of study Phase spelling lists have been added.

a an as at if inis it of off on can

dad had back and get bighim his not got up mumbut the to I no gointo

Phase 2

will that this then them withsee for now down look toohe she we me be was

you they all are my her

Phase 3

Phase 4went It’s from children just helpsaid have like so do some

come were there little one whenout what

don’t old I’m by time houseabout your day made came makehere saw very put oh their

people Mr Mrs looked called askedcould

Phase 5

EYFS Write own name. Write labels & captions Begin to form simple sentences. Correct letter formation.

EYFS Begin to use full stops and capital

letters, showing understanding of the concept of a sentence.

EYFS word, sentence, letter, capital

letter, full stop

To write with purpose To use imaginative description To organise writing appropriately To use paragraphs

To use sentences appropriately To present neatly To spell correctly To punctuate accurately

To analyse writing To present writing

A writing frame or structure provided by the teacher is used.

* Pupils to: • Say it first then write. • Talk and plan ideas• Write, review & improve

There is an awareness of the terminology (noun, adjective, verb, pronoun and adverb). Writing may include some of the features listed. Structure and help may be required.

There is an awareness of the need for writing to make sense. When help is provided, writing is read and changes are made if necessary.

Tenses are beginning to be used consistently.

When help and structure are provided, writing is organised in line with its purpose.

When guides or prompts are provided, writing includes more than one idea or step.

(Y1) When help or structure is provided, writing includes a number of related sentences.

(Y1) When help or structure is provided, sentences are linked with conjunctions and connectives.

When help or structure is provided, sentences begin with a range of words other than 'and‘ or 'then'

(Y1) When help and support are provided, some lower-case letters and digits are beginning to show correct formation.

(Y1) When help and support are provided, some capital letters are beginning to show correct formation.

Letters are beginning to be consistent in size.

(Y1) When help and support are provided, some letters are joined.

(Y1) When help and support are provided, words are beginning to be spaced appropriately.

(Y1) When help is provided, some of the 40+ learned phonemes are applied in writing.

Some of the days of the week are attempted and the words 'said' and 'the' are sometimes written correctly

Both -s and -es are beginning to be used for plurals.

Apostrophes may sometimes be used.

Common homophones are beginning to be used correctly.

(Y1) When word banks and reminders are provided, capital letters are beginning to be used appropriately.

(Y1) When help or structure is provided, full stops and capital letters are beginning to be used.

(Y1) Other punctuation is used in structured activity that is designed to practise these marks.

When writing frames or other support is provided, subordination and coordination are used to provide extended clarity to sentences.

Use and understand grammatical terminology in discussing writing: Year 1: Word, sentence, letter, capital letter, full stop, punctuation, singular, plural, question mark, exclamation mark. When help is provided, some of the

terminology listed is beginning to be used correctly.

To analyse writing

Use and understand grammatical terminology in discussing writing: Year 2: Verb, tense (past, present), adjective, noun, suffix, apostrophe, comma.

Some of the features listed can be identified in questions about writing.

When support and encouragement are given, reading aloud is audible to others.

When support and encouragement are given, there is some intonation when reading aloud.

Writing Milestones 1.1,1.2,1.3 Emerging

T TT

C C C C

C

G G G

When reminders are provided (for example, in the form of success criteria), knowledge of characteristic features is used.

* Pupils to: • Say it first then write. • Talk and plan ideas• Write, review & improve

(Y2) When reminders are provided, well chosen adjectives are used to add detail.

When reminders are provided, the names of people, places and things are provided.

When reminders are provided, nouns and pronouns are used for variety.

When reminders are provided, adverbs are added for extra detail.

Writing generally makes sense to the reader (*Re-read work)

(Y2) Tenses are generally used correctly.

Writing is generally organised appropriately.

When reminders are provided, ideas are split into paragraphs.

Paragraphs contain clearly related information.

When reminders are provided, writing includes a number of related sentences that flow and make sense as a short narrative.

When reminders are provided, sentences are linked with a good range of conjunctions and connectives.

When reminders and ideas are provided, sentences begin in a variety of ways.

Letters and digits are generally formed correctly and consistently.

(Y2) Some letters are joined Words are usually spaced

appropriately.

(Y2) Most of the 40+ learned phonemes are applied correctly in writing

Most of the common exception words are spelled correctly.

Some prefixes (such as un-) and suffixes (such as -ing, -ed, -er, -ing, -er and -est) are used.

(Y2) When reminders of the rules are provided, the possessive apostrophe is used correctly.

Common homophones are generally distinguished and so spelled correctly

When reminders are provided, capital letters are generally used appropriately.

(Y2) When reminders are provided, most sentences are punctuated and include a range of punctuation.

(Y2) Apostrophes for the contracted form of words are generally used correctly.

(Y2) Subordination and coordination are generally used in writing

Use and understand grammatical terminology in discussing writing: Year 1: Word, sentence, letter, capital letter, full stop, punctuation, singular, plural, question mark, exclamation mark. When reminders are provided, most of the

terminology listed is used correctly.

Use and understand grammatical terminology in discussing writing: Year 2: Verb, tense (past, present), adjective, noun, suffix, apostrophe, comma.

Most of the features listed can be identified in questions about writing.

When reminders are provided, reading aloud is clear and audible to others.

There is generally good intonation.

Writing Milestones 1.4,1.5,1.6 Expected

To write with purpose To use imaginative description To organise writing appropriately To use paragraphs

To use sentences appropriately To present neatly To spell correctly To punctuate accurately

To analyse writing To present writingTo analyse writing

T TT

C C C C

C

G G G

Knowledge of characteristic features is applied independently without prompts or guidance

* Pupils to: • Say it first then write. • Talk and plan ideas• Write, review & improve

Writing is re-read and changed, if necessary, so that it makes sense to the reader.

Tenses are used correctly and consistently throughout.

Writing has a clear organisational structure. Prompts and guidance are not required.

Writing is clearly organised into paragraphs that contain a definite theme.

A number of themes are developed.

Writing is fluent and includes a series of well-constructed sentences that engage the reader.

Sentences are linked with a good range of conjunctions and connectives.

Sentences begin in ways appropriate for the purpose of the writing and include imaginative variety.

Letters and digits are correctly formed, with a definite sense of control.

Most letters are joined. Words are spaced evenly and

letters are well spaced both above and below the line.

Almost all simple words are spelled correctly.

All common exception words are spelled correctly.

Writing includes a good range of prefixes and suffixes.

The possessive apostrophe is generally used correctly.

Common homophones are almost always spelled correctly.

Capital letters are used consistently and appropriately.

Punctuation is accurate. Apostrophes for the contracted form of words are understood and used correctly, e.g. wasn’t, can’t.

Subordination and coordination are used effectively to give extra meaning and clarity to writing.

Use and understand grammatical terminology in discussing writing: Year 1: Word, sentence, letter, capital letter, full stop, punctuation, singular, plural, question mark, exclamation mark. A good grasp of all of the terminology

listed is displayed and this is applied in answering questions about writing.

Use and understand grammatical terminology in discussing writing: Year 2: Verb, tense (past, present), adjective, noun, suffix, apostrophe, comma.

A good grasp of all of the terminology listed is displayed and this is applied in answering questions about writing.

Reading aloud is confident and fluent. There is good control and intonation.

Writing Milestones 1.7,1.8,1.9 Exceeding

Well-chosen adjectives are used independently to add detail.

Independently, the names of people, places and things are provided.

Independently, nouns and pronouns are used for variety.

Independently, adverbs are added for extra detail.

To write with purpose To use imaginative description To organise writing appropriately To use paragraphs

To use sentences appropriately To present neatly To spell correctly To punctuate accurately

To analyse writing To present writingTo analyse writing

T TT

C C C C

C

G G G

SPAG – Spelling, Grammar & Punctuation (Detail)+ Glossary of Terms

Y1 & Y2

Basics & Sentence Structure Punctuation Text Structure

Year 1 Write first & last name with

capital letters where needed. How words can combine to make

sentences How and can join words and join

sentences. Use other conjunctions to join

sentences ( e.g. so, but)

Year 2 Use time adverbs and adverbials

(e.g. later, first, in winter, at night) Use subordination (using when, if,

that, or because) and coordination(using, and, or, but, so)

Expanded noun phrases for description and specification (e.g. the blue butterfly, plain flour, the man in the moon)

Sentences with different forms: statement, question, exclamation, command

Use of past and present tense as appropriate

Statutory Spelling

Year 1 Separation of words with spaces Introduction to the use of capital

letters, full stops, question marks and exclamation marks to demarcate sentences

Capital letters for names and for the personal pronoun (I)

Year 2 Capital letters, full stops, question

marks and exclamation marks to demarcate sentences

Commas to separate items in a list

Apostrophes to mark contracted forms in spelling

Introduction of speech marks to punctuate direct speech

Year 1 Sequencing sentences to form

short narratives

Year 2 Use standard forms of verbs, e.g.

go/went. The consistent use of present tense versus past tense throughout texts

Use of the continuous form of verbs in the present and past tense to mark actions in progress (e.g. she is drumming, he was shouting)

Year 1 & 2 Year 1 & 2 do not have a statutory spelling list, although there are

words set out for pupils to practise their phonics in the Letters and Sounds Phase 1-6 materials

a an as at if inis it of off on can

dad had back and get bighim his not got up mumbut the to I no gointo

Phase 2

will that this then them withsee for now down look toohe she we me be was

you they all are my her

Phase 3

Phase 4went It’s from children just helpsaid have like so do some

come were there little one whenout what

don’t old I’m by time houseabout your day made came makehere saw very put oh their

people Mr Mrs looked called askedcould

Phase 5

Further Spelling Following successfully spelling the words above, it would be

appropriate to progress onto the next 200 high frequency words

Further Glossary of Terms:

Homophone – 1 sound but many ways of spelling – They’re, their, there.

To analyse writing To present writing

Writing frames or similar support are used.

When help is provided, character descriptions are generally focused on appearance rather than character traits. When help is provided, settings are generally described in terms of what can be seen.

When help is provided, basic characters, settings and plots are developed.

When encouragement is given, alliteration, similes and some descriptive phrases are used.

(Y3) When writing frames or similar support are provided, organisational features are used.

(Y3) When help is provided, the perfect forms of verbs are used appropriately with the correct endings of past participles for regular (-ed) verbs.

When a framework or examples are provided, connectives are used.

(Y3) When examples are provided, paragraphs focus on a theme.

An attempt to create a logical sequence for paragraphs can be seen.

When help is provided, writing includes a mixture of sentence types (simple, compound and complex).

Writing includes some of the following features:

(Y3) Conjunctions (Y3) Adverbs (Y3) Direct speech

punctuation Clauses Adverbial phrases

(Y3) Writing is beginning to be joined appropriately. Some letters that it would be better not to join have been joined.

Writing is beginning to show parallel down strokes and appropriate spacing.

When examples are provided, prefixes and suffixes are used.

Some homophones are used correctly, while others may be misused.

When guidance is provided, the possessive apostrophe is used for regular plurals.

When examples are provided, sentences that begin with an adverb are correctly punctuated. (For example: Unexpectedly, there was a loud knock at the door.)

(Y3) When guidance is provided, direct speech is contained within speech marks (inverted commas)

Use and understand grammatical terminology when discussing reading and writing: Year 3, word family, conduction, adverb, preposition, direct speech, speech marks (inverted commas) prefix, consonant, vowel, clause, subordinate clause. Year 4, pronoun, possessive pronoun, adverbial.

The use of Year 3 terminology is growing and applied in most cases.

When encouragement and support are provided, presentations are beginning to show confidence and appropriate intonation.

Read aloud to a group or whole class, using appropriate intonation.

Writing Milestones 2.1,2.2,2.3 Emerging

To write with purpose To use imaginative description To organise writing appropriately To use paragraphs

To use sentences appropriately To present neatly To spell correctly To punctuate accuratelyT TT

C C C C

C

G G

When reminders (such as success criteria) are provided, the main features of the type of writing are applied.

When reminders are provided, character descriptions include some character traits. When reminders are provided, descriptions of settings include an attempt to capture or suggest mood.

Characters, settings and plots are generally well developed to create a coherent narrative.

When reminders are provided, alliteration is used effectively and there is some attempt at the use of similes.

When reminders are provided, collective nouns are used.

When reminders are provided, organisational devices are used effectively.

When reminders are provided, the perfect forms of verbs are used in conjunction with appropriate past participle endings for both regular and some irregular verbs. For example, (She has become; Over the years she became; By the time she was eleven she had become.)

(Y4) When reminders are provided of a range of connectives and prepositions, effective choices are generally made.

(Y4) When reminders (for example, to produce mind maps) are provided, paragraphs are well organised around a theme.

Paragraphs have a logical order although there may be some examples of paragraphs out of logical sequence.

When reminders are provided, an effective mixture of sentence types is used (simple, compound and complex).

Most of the following features are used in writing

Conjunctions Adverbs Direct speech punctuation (Y4) Clauses (Y4) Adverbial phrases

(Y4) Writing generally shows appropriately and consistently joined letters.

Writing generally shows accurate spacing and well-formed letters.

Prefixes and suffixes are often used. Most homophones are used correctly. (Y4) When reminders are provided,

the possessive apostrophe for both regular and irregular plurals is used.

(Y4) When reminders are provided, fronted adverbials are correctly punctuated.

(Y4) Direct speech is generally contained within speech marks. Capital letters are generally used for the first letter of the first word of each sentence within the speech marks. Direct speech is separated from the rest of the sentence, usually by a comma.(For example: Dad said softly, “Please sit down.”)

Use and understand grammatical terminology when discussing reading and writing: Year 3, word family, conduction, adverb, preposition, direct speech, speech marks (inverted commas) prefix, consonant, vowel, clause, subordinate clause. Year 4, pronoun, possessive pronoun, adverbial.

The use of Year 3 terminology is fluently applied and some of the Year 4 terminology is understood and used.

Appropriate intonation is attempted in most cases.

Read aloud to a group or whole class, using appropriate intonation.

Writing Milestones 2.4,2.5,2.6 Expected

To analyse writing To present writing

To write with purpose To use imaginative description To organise writing appropriately To use paragraphs

To use sentences appropriately To present neatly To spell correctly To punctuate accuratelyT TT

C C C C

C

G G

The main features of a type of writing are generally applied without prompts.

Character descriptions include a mixture of appearance and action to convey the nature of the character. Settings are generally conveyed well in terms of appearance, atmosphere and mood.

Characters and settings are both described well. Plausible plots are developed and sustained throughout the narrative.

Well-chosen descriptive phrases are used to enliven the narrative, and alliteration and similes are used appropriately for effect.

The sparing but effective use of collective nouns shows a good understanding of their value. (For example: The sheep dispersed as the parliament of owls issued an order to return to normal activities.)

Organisational devices are generally used effectively.

The perfect forms of verbs are used effectively to show when an event happens. An understanding is demonstrated of how time shifts may be created through the use of language

A good range of connectives is used to convey the passing of time, to inject suspense and to shift attention.

A theme is clearly introduced and developed, and remains consistent throughout each paragraph.

A clear and logical sequence of paragraphs is evident.

Writing demonstrates well-chosen and correctly punctuated sentence types (simple, compound and complex).

Writing includes all of the following features, as appropriate for the type of writing:

Conjunctions Adverbs Direct speech, punctuated

accurately Clauses Adverbial phrases

Writing almost always shows fluent, joined letters.

Writing is easy to read due to clear and thoughtful spacing and parallel down-strokes

Well-chosen prefixes and suffixes are used correctly.

Almost all homophones are used correctly.

The possessive apostrophe for both regular and irregular plurals is used accurately and consistently.

Fronted adverbials are correctly punctuated.

In addition to the fluent use of speech punctuation as outlined in ‘Expected’, the following is used and applied correctly: When breaking direct speech up, by inserting information about who is speaking, capital letters for the first word inside the second set of speech marks are not used.(For example: “If you think you can speak to me like that,” she said, “you had better think again!”

Use and understand grammatical terminology when discussing reading and writing: Year 3, word family, conduction, adverb, preposition, direct speech, speech marks (inverted commas) prefix, consonant, vowel, clause, subordinate clause. Year 4, pronoun, possessive pronoun, adverbial.

The Year 3 and 4 terminology is fluently applied throughout a range of reading and writing activities.

Presentation is articulate and intonation, pace and variation in volume show a good awareness of the audience.

Read aloud to a group or whole class, using appropriate intonation.

Writing Milestones 2.7,2.8,2.9 Exceeding

To analyse writing To present writing

To write with purpose To use imaginative description To organise writing appropriately To use paragraphs

To use sentences appropriately To present neatly To spell correctly To punctuate accuratelyT TT

C C C C

C

G G

Y3 T1 Y3 T2 Y3 T3 Y3 T4

accident(ally)actual(ly)addressanswerappeararrivebelievebicycle

breathbreathebuildbusy/businesscalendarcaughtcentrecentury

certaincirclecompleteconsidercontinuedecidedescribedifferent

difficultdisappearearlyeartheight/eighthenoughexerciseexperience

Y3 T5 Y3 T6 Y4 T1 Y4 T2

throughvariousweightwoman/womenoccasion(ally)specialnotice

experimentextremefamousfavouriteFebruaryforward(s)fruitgrammar

oftenoppositeordinaryparticularpeculiarperhapspopularposition

possess(ion)possiblepotatoespressureprobablypromisepurposequarter minute

Y4 T3 Y4 T4 Y4 T5 Y4 T6

questionrecentregularreignremembersentenceseparatematerialmedicine

increaseimportantinterestislandknowledgelearnlengthlibrarymention

straightstrangestrengthsupposesurprisethereforethoughalthoughthought

groupguardguideheardheartheighthistoryimagine naughtynatural

Basics & Sentence Structure Punctuation Text Structure

Year 3 Vary sentence structure by

expressing time and cause using: conjunctions (e.g. when, before, after, while, because)

adverbs (e.g. then, next, soon) prepositions (e.g. before, after,

during, in, because of) Use adverbials of time, place and

manner (e.g. at midnight, over the hill)

Consistent use of past and present tense, including irregular forms

Statutory Spelling List

SPAG – Spelling, Grammar & Punctuation (Detail)+ Glossary of Terms

Y3 & Y4

Year 4 Vary sentence structure, using

different openers(e.g. non-finite subordinate clauses - Stumbling through the trees, Rooted to the spot)

Fronted adverbials (e.g. Tears trickling down his face, James closed the heavy door behind him.)

Appropriate choice of pronoun or noun within a sentence to avoid ambiguity and repetition

Year 3 Speech marks to punctuate

direct speech

Year 4 Use commas to mark clauses. Use of speech marks to

punctuate direct speech Apostrophes to mark singular and

plural possession (e.g. the girl’s name, the boys’ boots)

Use of commas after fronted adverbials (e.g. Later that day, I heard the bad news.)

Year 3 Correct use of tense. Change verb to improve interest. Experiment with adjectives to

create impact. Correctly use verbs in 1st, 2nd,

3rd person. Introduction to paragraphs as a way to group related material

Headings and sub-headings to aid presentation

Use of the perfect form of verbs to mark relationships of time and cause (e.g. I have written it down so we can check what he said.)

Year 4 Use adverbs.( Aware that not all

adverbs end in ly e.g. fast, often, almost)

Use adjectival phrases.(e.g. biting cold wind)

Consistently use 1st & 3rd person correctly.

Use of paragraphs to organise ideas around a theme

Appropriate choice of pronoun or noun in sentences

Use connectives to link paragraphs.(e.g. however, on the other hand, as the clock struck midnight, from far in the distance)

When guidance is provided, the audience for writing is identified.

(Y5) When structures are provided, writing is organised in line with its purpose.

(Y5) When support is provided, the main features of a type of writing are included.

When models or frameworks are provided, characters, settings and plots are successfully developed.

When guidance is provided, alliteration, similes, metaphors and personification are used appropriately.

Dialogue and descriptions of characters, settings and atmosphere tend to be in separate blocks.

When guidance or frameworks are provided, organisational features are used appropriately.

A growing awareness of effective grammar and punctuation is emerging.

Tenses are generally used correctly throughout a piece of writing, although there are some exceptions.

Paragraphs may, at times, refer to previously introduced ideas, which may not mean absolute clarity for the reader.

(Y5) Shorter pieces of writing are clear and cohesive but longer pieces may lack cohesion.

With support, some of the following features listed are used in writing: (Y5) Relative clauses (Y5) Modal verbs (Y5) Relative pronouns (Y5) Brackets (Y5) Parenthesis Active and passive voice Clear subject and object Hyphens Colons Semi-colons Bullet points

(Y5) Writing is usually presented in a legible style. Some inconsistencies in style may appear, especially in longer pieces of writing.

When help is provided, prefixes are used appropriately

Words with silent letters are used, although there may be some spelling errors.

Spelling shows a good understanding of the rules and exceptions to the rules.

(Y5) Sometimes use commas to clarify meaning or avoid ambiguity in writing.

Sometimes use hyphens to avoid ambiguity in writing.

(Y5) With support, use brackets, dashes or commas to indicate parenthesis.

With support, use semi-colons, colons or dashes to mark boundaries between independent clauses.

With support, use a colon to introduce a list.

With support, punctuate bullet points consistently.

Use and understand grammatical terminology when discussing writing and reading Year 5: relative clause, modal verb, relative pronoun, parenthesis, bracket, dash, determiner, cohesion, ambiguity. Year 6, active and passive voice, subject andobject, hyphen, synonym, colon, semi-colon, bullet points.

Most of the features in the Year 5 list are evident.

Performances show growing awareness of and experimentation with intonation, volume and pace.

Perform compositions, using appropriate intonation and volume.

Writing Milestones 3.1,3.2,3.3 Emerging

To analyse writing To present writing

To write with purpose To use imaginative description To organise writing appropriately To use paragraphs

To use sentences appropriately To present neatly To spell correctly To punctuate accuratelyT TT

C C C C

C

G G

When reminders are provided, writing shows an awareness of the audience.

(Y6) When reminders are provided, the appropriate form of writing for its intended purpose is chosen.

(Y6) When reminders are provided, the main features of a type of writing are used.

When reminders are provided, a good range of techniques is used to create characters, settings and plots.

When reminders are provided, writing demonstrates a lively imagination, including the successful and appropriate use of alliteration, similes, metaphors and personification.

There is some evidence of an attempt to interweave plot with descriptions of characters and settings

When reminders (such as success criteria) are provided, key organisational devices are used appropriately. Connectives are usually well chosen but may appear formulaic.

(Y6) Effective grammar and punctuation are often used.

Tenses are used correctly throughout a piece of writing.

Paragraphs generally make sense if read alone.

(Y6) When reminders are provided, pieces of writing, even longer pieces, are generally cohesive.

(Y6) Writing is generally fluent with some evidence of a consistent personal style emerging.

When reminders are provided, prefixes are used appropriately.

Some words with silent letters are used and spelled correctly.

Most words, including commonly misspelled words, technical or subject specific words are spelled correctly.

Use and understand grammatical terminology when discussing writing and reading Year 5: relative clause, modal verb, relative pronoun, parenthesis, bracket, dash, determiner, cohesion, ambiguity. Year 6, active and passive voice, subject andobject, hyphen, synonym, colon, semi-colon, bullet points.

All of the features in the Year 5 list are evident.

Performances show confidence, appropriate intonation and good pace and volume.

Perform compositions, using appropriate intonation and volume.

Writing Milestones 3.4,3.5,3.6 Expected

With reminders, most of the following features listed are used in writing: Relative clauses Modal verbs Relative pronouns Brackets Parenthesis (Y6) Active and passive voice Clear subject and object (Y6) Hyphens (Y6) Colons (Y6) Semi-colons Bullet points

Often use commas to clarify meaning or avoid ambiguity in writing.

(Y6) Often use hyphens to avoid ambiguity in writing.

When reminders are provided, use brackets, dashes or commas to indicate parenthesis.

(Y6) When reminders are provided, use semi-colons, colons or dashes to mark boundaries between independent clauses.

(Y6) When reminders are provided, use a colon to introduce a list.

When reminders are provided, punctuate bullet points consistently.

To analyse writing To present writing

To write with purpose To use imaginative description To organise writing appropriately To use paragraphs

To use sentences appropriately To present neatly To spell correctly To punctuate accuratelyT TT

C C C C

C

G G

Writing shows a strong awareness of the audience.

The appropriate form of writing is chosen for its purpose. The main features of the type of writing chosen are fluently and consistently applied.

Writing shows an impressive understanding of how to create characterisation, settings and plots.

Vivid and believable images capture and sustain the reader's attention.

Dialogue and descriptions of characters, settings and atmosphere are successfully interweaved.

A range of effective organisational features is used. Connectives are well chosen for the intended purpose.

Effective grammar and punctuation are used accurately and efficiently

Tenses are used correctly and altered accurately within a piece of writing. (The perfect forms of verbs are used effectively.)

Each paragraph introduces a theme and expands upon it in appropriate detail.

When read alone, paragraphs make sense and when read together they provide clarity.

Longer pieces of writing are cohesive.

Writing is fluent and legible with a clear and consistent personal style.

Prefixes are used appropriately. Words with silent letters are spelled

correctly. The vast majority of words,

including technical or scientific words, are spelled correctly.

Use and understand grammatical terminology when discussing writing and reading Year 5: relative clause, modal verb, relative pronoun, parenthesis, bracket, dash, determiner, cohesion, ambiguity. Year 6, active and passive voice, subject andobject, hyphen, synonym, colon, semi-colon, bullet points.

All of the features in the Year 5 list are evident. Year 6 lists are evident.

Performances are confident and clear and show excellent awareness of the audience. Pace, volume and intonation are altered well for effect and the reaction of the audience is very positive.

Perform compositions, using appropriate intonation and volume.

Writing Milestones 3.7,3.8,3.9 Exceeding

Independently, all of the following features listed are used when appropriate in writing: Relative clauses Modal verbs Relative pronouns Brackets Parenthesis Active and passive voice Clear subject and object Hyphens Colons Semi-colons Bullet points

Frequently use commas to clarify meaning or avoid ambiguity in writing.

Frequently use hyphens to avoid ambiguity in writing.

Independently use brackets, dashes or commas to indicate parenthesis.

Independently use semi-colons, colons or dashes to mark boundaries between independent clauses.

Independently use a colon to introduce a list. Independently punctuate bullet points

consistently.

To analyse writing To present writing

To write with purpose To use imaginative description To organise writing appropriately To use paragraphs

To use sentences appropriately To present neatly To spell correctly To punctuate accuratelyT TT

C C C C

C

G G

Y5 T1 Y5 T2 Y5 T3 Y5 T4

accommodateaccompanyaccordingachieveaggressiveamateurancientapparent

appreciateattachedavailableaverageawkwardbargainbruisecategory

cemeterycommitteecommunicatecommunitycompetitionconscience*conscious*controversy

dictionarydisastrousembarrassenvironmentequipped/mentespeciallyexaggerateexcellentexistence

Y5 T5 Y5 T6 Y6 T1 Y6 T2

conveniencecorrespondcriticise (critic + ise)curiositydefinitedesperatedetermineddevelop

pronunciationqueuerecogniserecommendrelevantrestaurantrhymerhythmsacrifice

secretaryshouldersignaturesincere(ly)soldierstomachsufficientsuggestexplanation

symbolsystemtemperaturethoroughtwelfthvarietyvegetablevehicleyacht

Y6 T3 Y6 T4 Y6 T5 Y6 T6

opportunityparliamentpersuadephysicalprejudiceprivilegeprofessionprogramme

marvellousmischievousmusclenecessaryneighbournuisanceoccupyoccur

identityimmediate(ly)individualinterfereinterruptlanguageleisurelightning

familiarforeignfortyfrequentlygovernmentguaranteeharasshindrance

Basics & Sentence Structure Punctuation Text Structure

Year 5 Add phrases to make sentences more precise

and detailed(e.g. the extremely poisonous dragon, as quickly as possible, fast-growing fortune)

Use range of sentences openers consistently, considering their effect.

Adapt sentence construction to different text types, purposes & readers.

Link clauses in sentences using a range of subordinating and coordinating conjunctions.

Relative clauses beginning with who, which, where, whose

Indicating degrees of possibility using modal verbs (e.g. might, should, will, must) or adverbs (e.g. perhaps, surely)

Using verb phrases to create subtle differences(e.g. she began to run, he might have been)

Statutory Spelling List

SPAG – Spelling, Grammar & Punctuation (Detail)+ Glossary of Terms

Y5 & Y6

Year 6 Use subordinate clauses to write complex

sentences. Sentence construction manipulated and

constructed to add meaning and create subtle differences, including the use of hypothetical and speculative language.

Use of the passive voice to affect the presentation of information in a sentence(e.g. I broke the window in the greenhouse versus The window in the greenhouse was broken)

Expanded noun phrases to convey complicated information concisely (e.g. the fact that it was raining meant the end of sports day)

The difference between structures typical of informal speech and structures appropriate for formal speech and writing (such as the use of question tags, e.g.He’s your friend, isn’t he?, or the use of the subjunctive in some very formal writing and speech)If he were to be successful, the matter would be resolved.)

Year 5 Use direct & reported

speech. Brackets, dashes or

commas to indicate parenthesis

Use of commas to clarify meaning or avoid ambiguity

Year 6 Use full range of

punctuation correctly; matched to genre.

Use of the semi-colon, colon and dash to indicate a stronger subdivision of a sentence than a comma.

Punctuation of bullet points to list information

How hyphens can be used to avoid ambiguity (e.g. man eating shark versus man-eating shark, or recover versus re-cover)

Year 5 Use pronouns to avoid repetition. Use basic Standard English, i.e.

agreement between verb & noun; consistency of tense; avoid double negative.

Devices to build cohesion within a paragraph (e.g. just as, while, around the corner, use of pronouns)

Linking ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and numberb (e.g. secondly)

Consistently organise writing into paragraphs.

Year 6 Use entirely consistent language

associated with 1st, 2nd, 3rd person.

Linking ideas across paragraphs using a wider range of cohesive devices:

semantic cohesion (e.g. repetition of a word or phrase), grammatical connections (e.g. the use of adverbials such as, on the other hand, in contrast, or as a consequence), and elision (omission of word or phrase)

Layout devices, such as headings, sub-headings, columns, bullets, or tables, to structure text.

Paragraphs coherently organised. Use paragraphs to signal change

in time, scene, action, mood or person.

Progression: To Write With Purpose 1.0 – 1.3

A writing frame or structure provided by the teacher is used.

1.4 – 1.6

When reminders are provided (for example, in the form of success criteria), knowledge of characteristic features is used.

1.7 – 1.9

Knowledge of characteristic features is applied independently without prompts or guidance

2.0 – 2.3

Writing frames or similar support are used.

When help is provided, character descriptions are generally focused on appearance rather than character traits. When help is provided, settings are generally described in terms of what can be seen.

2.4 – 2.6

When reminders (such as success criteria) are provided, the main features of the type of writing are applied.

When reminders are provided, character descriptions include some character traits. When reminders are provided, descriptions of settings include an attempt to capture or suggest mood.

2.7 – 2.9

The main features of a type of writing are generally applied without prompts.

Character descriptions include a mixture of appearance and action to convey the nature of the character. Settings are generally conveyed well in terms of appearance, atmosphere and mood.

3.0 -3.3 3.4 – 3.6 3.7 – 3.9

Writing shows a strong awareness of the audience.

The appropriate form of writing is chosen for its purpose. The main features of the type of writing chosen are fluently and consistently applied.

When guidance is provided, the audience for writing is identified.

(Y5) When structures are provided, writing is organised in line with its purpose.

(Y5) When support is provided, the main features of a type of writing are included.

When reminders are provided, writing shows an awareness of the audience.

(Y6) When reminders are provided, the appropriate form of writing for its intended purpose is chosen.

(Y6) When reminders are provided, the main features of a type of writing are used.

Progression: To use imaginative description

1.0 – 1.3

There is an awareness of the terminology (noun, adjective, verb, pronoun and adverb). Writing may include some of the features listed. Structure and help may be required.

1.4 – 1.6 1.7 – 1.9 2.0 – 2.3 2.4 – 2.6

2.7 – 2.9 3.0 -3.3 3.4 – 3.6 3.7 – 3.9

When help is provided, basic characters, settings and plots are developed.

When encouragement is given, alliteration, similes and some descriptive phrases are used.

Characters, settings and plots are generally well developed to create a coherent narrative.

When reminders are provided, alliteration is used effectively and there is some attempt at the use of similes.

When reminders are provided, collective nouns are used.

Characters and settings are both described well. Plausible plots are developed and sustained throughout the narrative.

Well-chosen descriptive phrases are used to enliven the narrative, and alliteration and similes are used appropriately for effect.

The sparing but effective use of collective nouns shows a good understanding of their value. (For example: The sheep dispersed as the parliament of owls issued an order to return to normal activities.)

When models or frameworks are provided, characters, settings and plots are successfully developed.

When guidance is provided, alliteration, similes, metaphors and personification are used appropriately.

Dialogue and descriptions of characters, settings and atmosphere tend to be in separate blocks.

When reminders are provided, a good range of techniques is used to create characters, settings and plots.

When reminders are provided, writing demonstrates a lively imagination, including the successful and appropriate use of alliteration, similes, metaphors and personification.

There is some evidence of an attempt to interweave plot with descriptions of characters and settings

Writing shows an impressive understanding of how to create characterisation, settings and plots.

Vivid and believable images capture and sustain the reader's attention.

Dialogue and descriptions of characters, settings and atmosphere are successfully interweaved.

(Y2) When reminders are provided, well chosen adjectives are used to add detail.

When reminders are provided, the names of people, places and things are provided.

When reminders are provided, nouns and pronouns are used for variety.

When reminders are provided, adverbs are added for extra detail.

Well-chosen adjectives are used independently to add detail.

Independently, the names of people, places and things are provided.

Independently, nouns and pronouns are used for variety.

Independently, adverbs are added for extra detail.

Progression: To organise writing appropriately

1.0 – 1.3 1.4 – 1.6 1.7 – 1.9 2.0 – 2.3 2.4 – 2.6

2.7 – 2.9 3.0 -3.3 3.4 – 3.6 3.7 – 3.9

There is an awareness of the need for writing to make sense. When help is provided, writing is read and changes are made if necessary.

Tenses are used inconsistently. When help and structure are

provided, writing is organised in line with its purpose.

Writing is re-read and changed, if necessary, so that it makes sense to the reader.

Tenses are used correctly and consistently throughout.

Writing has a clear organisational structure. Prompts and guidance are not required.

Organisational devices are generally used effectively.

The perfect forms of verbs are used effectively to show when an event happens. An understanding is demonstrated of how time shifts may be created through the use of language

A good range of connectives is used to convey the passing of time, to inject suspense and to shift attention.

When guidance or frameworks are provided, organisational features are used appropriately.

A growing awareness of effective grammar and punctuation is emerging.

Tenses are generally used correctly throughout a piece of writing, although there are some exceptions.

A range of effective organisational features is used. Connectives are well chosen for the intended purpose.

Effective grammar and punctuation are used accurately and efficiently

Tenses are used correctly and altered accurately within a piece of writing. (The perfect forms of verbs are used effectively.)

Writing generally makes sense to the reader

(Y2) Tenses are generally used correctly.

Writing is generally organised appropriately.

(Y3) When writing frames or similar support are provided, organisational features are used.

(Y3) When help is provided, the perfect forms of verbs are used appropriately with the correct endings of past participles for regular (-ed) verbs.

When a framework or examples are provided, connectives are used.

When reminders are provided, organisational devices are used effectively.

(Y3) When reminders are provided, the perfect forms of verbs are used in conjunction with appropriate past participle endings for both regular and some irregular verbs. For example, (She has become; Over the years she became; By the time she was eleven she had become.)

(Y4) When reminders are provided of a range of connectives and prepositions, effective choices are generally made.

When reminders (such as success criteria) are provided, key organisational devices are used appropriately. Connectives are usually well chosen but may appear formulaic.

(Y6) Effective grammar and punctuation are often used.

Tenses are used correctly throughout a piece of writing.

Progression: To use paragraphs1.0 – 1.3 1.4 – 1.6 1.7 – 1.9 2.0 – 2.3 2.4 – 2.6

2.7 – 2.9 3.0 -3.3 3.4 – 3.6 3.7 – 3.9

When guides or prompts are provided, writing includes more than one idea or step.

When reminders are provided, ideas are split into paragraphs.

Paragraphs contain clearly related information.

Writing is clearly organised into paragraphs that contain a definite theme.

A number of themes are developed.

A theme is clearly introduced and developed, and remains consistent throughout each paragraph.

A clear and logical sequence of paragraphs is evident.

Each paragraph introduces a theme and expands upon it in appropriate detail.

When read alone, paragraphs make sense and when read together they provide clarity.

Longer pieces of writing are cohesive.

(Y3) When examples are provided, paragraphs focus on a theme.

An attempt to create a logical sequence for paragraphs can be seen.

(Y4) When reminders (for example, to produce mind maps) are provided, paragraphs are well organised around a theme.

Paragraphs have a logical order although there may be some examples of paragraphs out of logical sequence.

Paragraphs may, at times, refer to previously introduced ideas, which may not mean absolute clarity for the reader.

(Y5) Shorter pieces of writing are clear and cohesive but longer pieces may lack cohesion.

(Y5) Paragraphs generally make sense if read alone.

(Y6) When reminders are provided, pieces of writing, even longer pieces, are generally cohesive.

Progression: To use sentences appropriately

1.0 – 1.3 1.4 – 1.6 1.7 – 1.9 2.0 – 2.3 2.4 – 2.6

2.7 – 2.9 3.0 -3.3 3.4 – 3.6 3.7 – 3.9

Writing is fluent and includes a series of well-constructed sentences that engage the reader.

Sentences are linked with a good range of conjunctions and connectives.

Sentences begin in ways appropriate for the purpose of the writing and include imaginative variety.

(Y1) When help or structure is provided, writing includes a number of related sentences.

(Y1) When help or structure is provided, sentences are linked with conjunctions and connectives.

When help or structure is provided, sentences begin with a range of words other than 'and‘ or 'then'

(Y1) When reminders are provided, writing includes a number of related sentences that flow and make sense as a short narrative.

(Y1) When reminders are provided, sentences are linked with a good range of conjunctions and connectives.

When reminders and ideas are provided, sentences begin in a variety of ways.

When help is provided, writing includes a mixture of sentence types (simple, compound and complex).

Writing includes some of the following features:

(Y3) Conjunctions (Y3) Adverbs (Y3) Direct speech

punctuation (Y4) Clauses (Y4) Adverbial phrases

When reminders are provided, an effective mixture of sentence types is used (simple, compound and complex).

Most of the following features are used in writing

(Y3) Conjunctions (Y3) Adverbs (Y3) Direct speech

punctuation (Y4) Clauses (Y4) Adverbial phrases

Writing demonstrates well-chosen and correctly punctuated sentence types (simple, compound and complex).

Writing includes all of the following features, as appropriate for the type of writing:

Conjunctions Adverbs Direct speech,

punctuated accurately Clauses Adverbial phrases

With support, some of the following features listed are used in writing: (Y5) Relative clauses (Y5) Modal verbs (Y5) Relative pronouns (Y5) Brackets (Y5) Parenthesis (Y6) Active and passive

voice Clear subject and object (Y6) Hyphens (Y6) Colons (Y6) Semi-colons Bullet points

With reminders, most of the following features listed are used in writing: (Y5) Relative clauses (Y5) Modal verbs (Y5) Relative pronouns (Y5) Brackets (Y5) Parenthesis (Y6) Active and passive

voice Clear subject and object (Y6) Hyphens (Y6) Colons (Y6) Semi-colons Bullet points

Independently, all of the following features listed are used when appropriate in writing: Relative clauses Modal verbs Relative pronouns Brackets Parenthesis Active and passive voice Clear subject and object Hyphens Colons Semi-colons Bullet points

Progression: To present neatly1.0 – 1.3 1.4 – 1.6 1.7 – 1.9 2.0 – 2.3 2.4 – 2.6

2.7 – 2.9 3.0 -3.3 3.4 – 3.6 3.7 – 3.9

Letters and digits are correctly formed, with a definite sense of control.

Most letters are joined. Words are spaced evenly

and letters are well spaced both above and below the line.

Writing almost always shows fluent, joined letters.

Writing is easy to read due to clear and thoughtful spacing and parallel down-strokes

Writing is fluent and legible with a clear and consistent personal style.

(Y1) When help and support are provided, some lower-case letters and digits are beginning to show correct formation.

(Y1) When help and support are provided, some capital letters are beginning to show correct formation.

There maybe inconsistencies in the size of letters.

(Y1) When help and support are provided, some letters are joined.

(Y1) When help and support are provided, words are beginning to be spaced appropriately.

Letters and digits are generally formed correctly and consistently.

(Y2) Some letters are joined

(Y1) Words are usually spaced appropriately.

(Y3) Writing is beginning to be joined appropriately. Some letters that it would be better not to join have been joined.

Writing is beginning to show parallel down strokes and appropriate spacing.

(Y4) Writing generally shows appropriately and consistently joined letters.

Writing generally shows accurate spacing and well-formed letters.

(Y5) Writing is usually presented in a legible style. Some inconsistencies in style may appear, especially in longer pieces of writing.

(Y6) Writing is generally fluent with some evidence of a consistent personal style emerging.

Progression: To spell correctly1.0 – 1.3 1.4 – 1.6 1.7 – 1.9 2.0 – 2.3 2.4 – 2.6

2.7 – 2.9 3.0 -3.3 3.4 – 3.6 3.7 – 3.9

Almost all simple words are spelled correctly.

All common exception words are spelled correctly.

Writing includes a good range of prefixes and suffixes.

The possessive apostrophe is generally used correctly.

Common homophones are almost always spelled correctly.

Well-chosen prefixes and suffixes are used correctly.

Almost all homophones are used correctly.

The possessive apostrophe for both regular and irregular plurals is used accurately and consistently.

When help is provided, prefixes are used appropriately

Words with silent letters are used, although there may be some spelling errors.

Spelling shows a good understanding of the rules and exceptions to the rules.

When reminders are provided, prefixes are used appropriately.

Some words with silent letters are used and spelled correctly.

Most words, including commonly misspelled words, technical or subject specific words are spelled correctly.

Prefixes are used appropriately.

Words with silent letters are spelled correctly.

The vast majority of words, including technical or scientific words, are spelled correctly.

(Y1) When help is provided, some of the 40+ learned phonemes are applied in writing.

Some of the days of the week are attempted and the words 'said' and 'the' are sometimes written correctly

Both -s and -es are beginning to be used for plurals.

(Y2) Apostrophes may sometimes be used.

Common homophones are sometimes confused and so misspelled.

(Y1) Most of the 40+ learned phonemes are applied correctly in writing

Most of the common exception words are spelled correctly.

Some prefixes (such as un-) and suffixes (such as -ing, -ed, -er, -ing, -er and -est) are used.

(Y2) When reminders of the rules are provided, the possessive apostrophe is used correctly.

Common homophones are generally distinguished and so spelled correctly

When examples are provided, prefixes and suffixes are used.

Some homophones are used correctly, while others may be misused.

(Y4) When guidance is provided, the possessive apostrophe is used for regular plurals.

Prefixes and suffixes are often used.

Most homophones are used correctly.

(Y4) When reminders are provided, the possessive apostrophe for both regular and irregular plurals is used.

Progression: To punctuate accurately1.0 – 1.3 1.4 – 1.6 1.7 – 1.9 2.0 – 2.3 2.4 – 2.6

2.7 – 2.9 3.0 -3.3 3.4 – 3.6 3.7 – 3.9

Capital letters are used consistently and appropriately.

Punctuation is accurate. Apostrophes for the contracted form of words are understood and used correctly.

Subordination and coordination are used effectively to give extra meaning and clarity to writing.

Fronted adverbials are correctly punctuated.

In addition to the fluent use of speech punctuation as outlined in ‘Expected’, the following is used and applied correctly: When breaking direct speech up, by inserting information about who is speaking, capital letters for the first word inside the second set of speech marks are not used.(For example: “If you think you can speak to me like that,” she said, “you had better think again!”

(Y1) When word banks and reminders are provided, capital letters are beginning to be used appropriately.

(Y1) When help or structure is provided, full stops and capital letters are beginning to be used.

(Y1) Other punctuation is used in structured activity that is designed to practise these marks.

(Y2) When writing frames or other support is provided, subordination and coordination are used to provide extended clarity to sentences.

(Y1) When reminders are provided, capital letters are generally used appropriately.

(Y2) When reminders are provided, most sentences are punctuated and include a range of punctuation.

(Y2) Apostrophes for the contracted form of words are generally used correctly.

(Y2) Subordination and coordination are generally used in writing

(Y4) When examples are provided, sentences that begin with an adverb are correctly punctuated. (For example: Unexpectedly, there was a loud knock at the door.)

(Y3) When guidance is provided, direct speech is contained within speech marks (inverted commas)

(Y4) When reminders are provided, fronted adverbials are correctly punctuated.

(Y4) Direct speech is generally contained within speech marks. Capital letters are generally used for the first letter of the first word of each sentence within the speech marks. Direct speech is separated from the rest of the sentence, usually by a comma.(For example: Dad said softly, “Please sit down.”)

(Y5) Sometimes use commas to clarify meaning or avoid ambiguity in writing.

(Y6) Sometimes use hyphens to avoid ambiguity in writing.

(Y5) With support, use brackets, dashes or commas to indicate parenthesis.

(Y6) With support, use semi-colons, colons or dashes to mark boundaries between independent clauses.

(Y6) With support, use a colon to introduce a list.

With support, punctuate bullet points consistently.

(Y5) Often use commas to clarify meaning or avoid ambiguity in writing.

(Y6) Often use hyphens to avoid ambiguity in writing.

(Y5) When reminders are provided, use brackets, dashes or commas to indicate parenthesis.

(Y6) When reminders are provided, use semi-colons, colons or dashes to mark boundaries between independent clauses.

(Y6) When reminders are provided, use a colon to introduce a list.

When reminders are provided, punctuate bullet points consistently.

Frequently use commas to clarify meaning or avoid ambiguity in writing.

Frequently use hyphens to avoid ambiguity in writing.

Independently use brackets, dashes or commas to indicate parenthesis.

Independently use semi-colons, colons or dashes to mark boundaries between independent clauses.

Independently use a colon to introduce a list.

Independently punctuate bullet points consistently.