Progression in Writing at WIS

SOMETIMES/SOME 50%
Level FIVE
ALL/ALWAYS 100%

Composition

Dimensio
ns
of
writing

BEGIN/BEGINNING one independent example/emerging examples

OFTEN 60/70%

MOST/MOSTLY 80%

Areas of
development

Level 5c

Level 5b

Level 5a

Basics and
sentence
structure
(Vocabulary and
Grammar)

I ALWAYS add phrases to make

sentences more precise and detailed
e.g. the extremely poisonous dragon.
I ALWAYS choose vocabulary for effect
to accurately describe characters,
settings and emotions.
I ALWAYS use more sophisticated
sentence openers e.g. a verb:
Stumbling through the trees
I OFTEN use similes and metaphors to
develop detail in my writing.
I OFTEN use subordinate clauses to
create complex sentences.
I ALWAYS vary my sentence structure
through the use of conjunctions e.g.
so, when, before, after, while,
because.
I MOSTLY use similes and metaphors
to develop detail in my writing.
I ALWAYS use subordinate clauses to
create complex sentences.
I SOMETIMES indicate degrees of
possibility using modal verbs (e.g.
might, should, will, must) or
adverbs (e.g. perhaps, surely)
I SOMETIMES use a range of sentence
types for effect e.g. simple,
compound and complex
I am BEGINNING to manipulate my
sentence structure to create subtle
differences, including the use of
hypothetical language (e.g. If I were
rich I would own a yacht) and
speculative language (e.g. Claire was
at risk of losing everything).
I am BEGINNING to use a passive
voice to affect the presentation of

I MOSTLY use similes and metaphors

to develop detail in my writing.
I MOSTLY use subordinate clauses to
create complex sentences.
I OFTEN indicate degrees of
possibility using modal verbs (e.g.
might, should, will, must) or
adverbs (e.g. perhaps, surely)
I SOMETIMES manipulate my
sentence structure to create subtle
differences, including the use of
hypothetical language (e.g. If I were
rich I would own a yacht) and
speculative language (e.g. Claire
was at risk of losing everything).
I SOMETIMES use a passive voice to
affect the presentation of
information in a sentence e.g. Tom
broke the window in the
greenhouse versus The window in
the greenhouse was broken by Tom.
I SOMETIMES expand noun phrases
to convey complicated information
concisely e.g. the fact that it was
raining meant the end of sports day.
I am SOMETIMES aware of the
differences between structures
typical of informal speech and
structures appropriate for formal
speech and writing e.g. through use
of the subjunctives I suggest that
you be careful or It is important
that he stay by your side.

I ALWAYS use similes and metaphors

to develop detail in my writing.
I ALWAYS use subordinate clauses to
create complex sentences.
I MOSTLY indicate degrees of
possibility using modal verbs (e.g.
might, should, will, must) or
adverbs (e.g. perhaps, surely)
I OFTEN manipulate my sentence
structure to create subtle
differences, including the use of
hypothetical language (e.g. If I were
rich I would own a yacht) and
speculative language (e.g. Claire
was at risk of losing everything).
I OFTEN use a passive voice to affect
the presentation of information in a
sentence e.g. Tom broke the window
in the greenhouse versus The
window in the greenhouse was
broken by Tom.
I OFTEN expand noun phrases to
convey complicated information
concisely e.g. the fact that it was
raining meant the end of sports day.
I am OFTEN aware of the differences
between structures typical of
informal speech and structures
appropriate for formal speech and
writing e.g. through use of the
subjunctives I suggest that you be
careful or It is important that he
stay by your side.

Progression in Writing at WIS

SOMETIMES/SOME 50%
Level FIVE
ALL/ALWAYS 100%

BEGIN/BEGINNING one independent example/emerging examples

OFTEN 60/70%

Punctuation

information in a sentence e.g. Tom

broke the window in the greenhouse
versus The window in the greenhouse
was broken by Tom.
I am BEGINNING to expand noun
phrases to convey complicated
information concisely e.g. the fact
that it was raining meant the end of
sports day.
I am BEGINNING to be aware of the
differences between structures typical
of informal speech and structures
appropriate for formal speech and
writing e.g. through use of the
subjunctives I suggest that you be
careful or It is important that he
stay by your side.
I ALWAYS use speech marks for direct
speech accurately.
I ALWAYS use speech marks for
reported speech accurately.
I ALWAYS use apostrophes for
possession accurately.
I ALWAYS use commas after fronted
adverbials (e.g. Later that day, I
heard the bad news) and to mark
clauses accurately.
I OFTEN use a semi- colon accurately
to connect two independent clauses
e.g. The cat walked past my house;
she had green eyes.
I can ALWAYS use brackets, dashes
and colons accurately to mark the
boundary between independent
clauses e.g. Its raining; Im fed up.
I am BEGINNING to use a colon to
introduce a list and use a semi colon
within lists.
I am BEGINNING to use punctuated
bullet points to list information.
I am BEGINNING to use hoe hyphens

MOST/MOSTLY 80%

I MOSTLY use a semi- colon

accurately to connect two
independent clauses e.g. The cat
walked past my house; she had
green eyes.
I SOMETIMES use a colon to
introduce a list and use a semi colon
within lists.
I SOMETIMES use punctuated bullet
points to list information.
I SOMETIMES use hoe hyphens to
avoid ambiguity e.g. recover versus
re- cover.
I SOMETIMES use an ellipsis to
indicate the omission of a word or
passing of time e.g. her fingers
clung to the crumbling cliff

I ALWAYS use a semi- colon

accurately to connect two
independent clauses e.g. The cat
walked past my house; she had
green eyes.
I OFTEN use a colon to introduce a
list and use a semi colon within lists.
I OFTEN use punctuated bullet points
to list information.
I OFTEN use hoe hyphens to avoid
ambiguity e.g. recover versus recover.
I OFTEN use an ellipsis to indicate
the omission of a word or passing of
time e.g. her fingers clung to the
crumbling cliff

Progression in Writing at WIS

SOMETIMES/SOME 50%
Level FIVE
ALL/ALWAYS 100%

BEGIN/BEGINNING one independent example/emerging examples

OFTEN 60/70%

Text Structure
(Organisation)

MOST/MOSTLY 80%

to avoid ambiguity e.g. recover

versus re- cover.
I am BEGINNING to use an ellipsis to
indicate the omission of a word or
passing of time e.g. her fingers clung
to the crumbling cliff
I can ALWAYS read aloud my writing
clearly, ALWAYS using appropriate
intonation.
My writing ALWAYS shows the main
features of the genre, linked to
progression in text type documents
I can ALWAYS re-read what I have
written to check it makes sense and
ALWAYS make improvements.
I ALWAYS use 1st or 3rd person
accurately.
I ALWAYS choose the correct tone e.g.
formal or informal.
I MOSTLY use connecting adverbs to
link paragraphs e.g. however, on the
other hand, as the clock struck
midnight, from far in the distance
I OFTEN use basic Standard English
e.g. agreement between verb and
noun; consistency of tense; avoid
double negative.
I SOMETIMES use devices to build
cohesion within a paragraph e.g. just
as, while, around the corner.
I SOMETIMES link ideas across
paragraphs using adverbials of time
(e.g. later) place (e.g. nearby) and
number (e.g. secondly).
I SOMETIMES use layout devices such
as headings, sub- headings, columns,
bullets or tables, to structure text
independently.

My writing ALWAYS shows the main

features of the genre, linked to
progression in text type documents
I ALWAYS use connecting adverbs to
link paragraphs e.g. however, on
the other hand, as the clock struck
midnight, from far in the distance
I MOSTLY use basic Standard English
e.g. agreement between verb and
noun; consistency of tense; avoid
double negative.
I OFTEN use devices to build
cohesion within a paragraph e.g.
just as, while, around the corner.
I OFTEN link ideas across
paragraphs using adverbials of time
(e.g. later) place (e.g. nearby) and
number (e.g. secondly).
I OFTEN use layout devices such as
headings, sub- headings, columns,
bullets or tables, to structure text
independently.

My writing ALWAYS shows the main

features of the genre, linked to
progression in text type documents
I ALWAYS use basic Standard English
e.g. agreement between verb and
noun; consistency of tense; avoid
double negative.
I MOSTLY use devices to build
cohesion within a paragraph e.g. just
as, while, around the corner.
I MOSTLY link ideas across
paragraphs using adverbials of time
(e.g. later) place (e.g. nearby) and
number (e.g. secondly).
I MOSTLY use layout devices such as
headings, sub- headings, columns,
bullets or tables, to structure text
independently.

Transcription

Progression in Writing at WIS

SOMETIMES/SOME 50%
Level FIVE
ALL/ALWAYS 100%

BEGIN/BEGINNING one independent example/emerging examples

OFTEN 60/70%

MOST/MOSTLY 80%

Spelling

Refer to Year Group spelling objectives.

Handwriting

I ALWAYS join my letters and my writing flows. I have a pen license.

I ALWAYS write legibly, fluently and with appropriate speed by choosing which shape of a letter to use when given choices and
choosing the writing implement that is best suited to the task.