KS1.Y1.W.C – Writing - composition
Pupils should be taught to:
KS1.Y1.W.C.2 – Discuss what they have written with the teacher or other pupils
Samples: Sentence Maker. Description Writing Stimulus -Trucks. Report Writing Stimulus -Kangaroos.
KS1.Y1.W.C.3 – Read their writing aloud, clearly enough to be heard by their peers and the teacher
KS1.Y1.W.C.1 – Write sentences by:
KS1.Y1.W.C.1.a: saying out loud what they are going to write about
KS1.Y1.W.C.1.b: composing a sentence orally before writing it
KS1.Y1.W.C.1.c: sequencing sentences to form short narratives
KS1.Y1.W.C.1.d: re-reading what they have written to check that it makes sense
KS1.Y1.W.VGP – Writing - vocabulary, grammar and punctuation
KS1.Y1.W.VGP.2 – Use the grammatical terminology in English English appendix 2 in discussing their writing
KS1.Y1.W.VGP.1 – Develop their understanding of the concepts set out in English appendix 2 by:
KS1.Y1.W.VGP.1.a: leaving spaces between words
ACELY1651 – Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge
They draw on knowledge and skills that include:
Y1.W.5 – Encoding (spelling) unfamiliar words by using their developing knowledge of morphology to write word endings correctly (for example, jump/jumped; boy/boys)
Samples: Description Writing Stimulus -Trucks. Report Writing Stimulus -Kangaroos. Description Writing Stimulus -Elephants.
Y1.W.8 – Understanding simple text types (for example, personal recounts and simple descriptions) and using them to meet their writing purpose
Y1.W.4 – Encoding (spelling) unfamiliar words by using their developing knowledge of phoneme-grapheme relationships, which enables them to:
Y1.W.4.c – Apply sound-letter relationships in order to write words they want to use (for example, catapulla)
W.K.2 – Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
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