Transcript Progression of Writing. - St Martin de Porres Catholic Primary School

Writing progression
from Reception to
Year 1
End of year expectations.
Expected:
Children use their phonic knowledge to
write words in ways which match their
spoken sounds. They also write some
irregular common words. They write simple
sentences which can be read by themselves
and others. Some words are spelt correctly
and others are phonetically plausible.
Exceeding:
Children can spell phonically regular words
of more than one syllable as well as many
irregular but high frequency words.
They use key features of narrative in their
own writing.
Cross LA agreement writing that uses
phonetically plausible words
falls within an ‘expected’
level and phonetically
regular words (i.e. correctly
spelt) are at an exceeding
level.
Language Comprehension process
GOOD
Encoding
processes
GOOD
POOR
POOR
Synthetic Phonics teaches children
that the English alphabetic code is
reversible; if you can read a word
you can spell it. Encoding involves
listening for the phonemes/sounds
and deciding which letters represent
those phonemes/sounds. Also
known as spelling!
Language Comprehension process
Encoding
processes
Sound fingers.
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Starting with the whole spoken word children need to
identify the individual sounds and encode the sounds
to print. This relies on a solid phonic knowledge.
b
ba
b ag
Spelling Choices
ai – train
ay – play
a_e – make
eigh - eight
High Frequency Words
Just like in reading these need to be learnt off by
heart.
Take every opportunity to point these words out when
reading.
Have a key word of the day that must always be spelt
correctly.
When children are writing praise key words spelt
correctly ask the children to use their key word sheet to
correct those that aren’t.
Mnemonics – e.g. big elephants can always upset small
elephants
Sentences
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Always speak in sentences.
Always encourage children to read their work back
to you.
Choose 2-3 mistakes for children to correct.
Capital letters.
Full stops.
Finger spaces.
All these concepts need to be reinforced through
reading
Always encourage the children to up-level a
sentence both orally and when writing.
VCOP
V
– vocabulary.
 C – connectives.
 O- openers.
 P- punctuation
Examples.
Connectives:
I went to the shop.
I bought some sweets.
I went to the shop and bought some sweets.
Watch punctuation!!!!
Openers:
The……..
My……..
Then……
Next……..
Suddenly………
Up-levelling sentences.
Boxing Clever
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Who?
Where?
Where next?
Why?
What goes wrong?
Who helps?
Where last?
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Feelings.
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Common mistakes!
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I instead of igh e.g. tI, mI
Finger spaces between sounds not
words.
The becomes - d,v,th.
Capital B in the middle of sentences.
b and d bed