Developmental Writing

Vocab Choice / Cohesive Devices / Sentence Structure / Parts of Speech / Revising & Editing / Punctuation / Spelling
P / FAMILIAR CONTEXTS related to
  • everyday experiences
  • personal interests
  • topics taught at school
/ LANGUAGE in WRITING
  • unlike everyday spoken language
/ SENTENCES
  • key units for expressing ideas
/ WORDS and GROUPS of WORDS
  • make meaning in texts
/ SHARED EDITING for
  • meaning
  • spelling
  • capital letters and full stops
/ PUNCTUATION
  • different from letters
CAPITAL LETTERS
  • for names
  • (and FULL STOPS) for beginning and end of sentences
/
  • Spoken sounds and words can be written down using letters
Some HIGH FREQUENCY and SIGHT WORDS and known words ONSET and RIME to spell words
1 / EVERYDAY CONTEXTS
  • as well as a growing number of school contexts
  • includes appropriate use of formal & informal terms of address in different contexts
/ PATTERNS of
  • repetition and contrast in simple texts
/ PARTS of a SIMPLE SENTENCE that represent
  • ‘What’s happening?’
  • ‘Who or what is doing or receiving the action?’
  • circumstances surrounding the action
/ DIFFERENCES in WORDS that represent
  • people, places & things (nouns and pronouns)
  • actions (verbs)
  • qualities (adjectives)
  • details like when, where, how (adverbs)
/ REREADING
  • possible changes to improve meaning, spelling and punctuation
/ FULL STOPS signal statements
QUESTION MARKS signal questions
EXCLAMATION MARKS signal emotion or commands / Regular ONE SYLLABLE WORDS
  • letters & letter clusters make sounds
VISUAL MENORY
  • to write high frequency words
MORPHEMES
  • in word families (‘play’, ‘played’, ‘playing’)

Vocab Choice / Cohesive Devices / Sentence Structure / Parts of Speech / Revising & Editing / Punctuation / Spelling
2 / FAMILIAR and NEW TOPICS
  • experiment with
  • begin to make conscious choices of vocabulary to suit audience and purpose
/ COHESIVE LANGUAGE
  • word associations
  • synonyms, and antonyms
/ COMPOUND SENTENCE
  • simple connections can be made between ideas
  • two or more clauses and coordinating conjunctions
/ NOUNS can
  • represent people, places, things & ideas
  • be, e.g. common, proper, concrete, abstract
  • be expanded using articles & adjectives
/ REREADING and EDITING for
  • spelling
  • sentence-boundary punctuation
  • text structure
/ CAPITAL LETTERS signal proper nouns
COMMAS
  • to separate items in lists
/ Diagraphs, long vowels, blends, silent letters
MORPHEMES & SYLLABIFICATION
  • to break up simple words
VISUAL MEMORY
  • irregular words
COMMON PREFIXES and SUFFIXES
  • how they change a word’s meaning

3 / EXTENDED and TECHNICAL VOCAB WAYS of EXPRESSING OPINION
  • including modal verbs and adverbs
/ PARAGRAPHS / CLAUSE
  • unit of meaning usually containing a subject and a verb (which need to be in agreement)
/ VERBS
  • represent different processes (doing, thinking, saying & relating)
  • processes are anchored in time through tense
/ REREADING and EDITING for
  • meaning
  • appropriate structure
  • grammatical choices
  • punctuation
/ CONTRACTIONS
  • in informal language
  • apostrophes signal missing letters
/ Sound-letter relationships and knowledge of spelling rules
  • compound words, prefixes, suffices, morphemes
  • less common letter combos (e.g. ‘tion’)
HIGH FREQUENCY SIGHT WORDS
Vocab Choice / Cohesive Devices / Sentence Structure / Parts of Speech / Revising & Editing / Punctuation / Spelling
4 / NEW VOCABULARY
  • incorporate from a range of sources into own texts
  • including vocabulary encountered in research
/ LINKING DEVICES
  • pronoun reference
  • text connectives
/ EXPANDED NOUN and VERB GROUPS and PHRASES
  • meaning of sentences can be enriched
/ ADVERBIALS (adverbs and prepositional phrases)
  • work in different ways to provide circumstantial details about an activity
QUOTED (direct) and REPORTED (indirect) speech
  • in different types of text
/ REREADING and EDITING for meaning by
  • adding, deleting or moving words or word groups to improve content and structure
/ QUOTATION MARKS
  • dialogue, titles and reported speech
/ SPELLING STRATEGIES
  • rules
  • morphemic word families
  • generalisations and context
  • letter combinations including double letters
  • Homophones

5 / GREATER PRECISION of MEANING
  • words can have different meanings in different contexts
/ SENTENCE STARTERS
  • gives prominence to the message
  • allows for prediction of how the text will unfold
/ MAIN and SUBORDINATE CLAUSES
  • the difference
  • combining to create complex sentences through subordinating conjunctions to develop and expand ideas
/ NOUNS and ADJECTIVE GROUPS
  • can be expanded in a variety of ways to provide a fuller description of the person, thing or idea
/ REREADING and EDITING own and others’ work using
  • agreed criteria for text structures and language features
/ APOSTROPHES
  • for possession (common nouns, proper nouns, singular, plural)
/ NEW WORDS, using
  • banks of known words
  • word origins
  • suffixes and prefixes
  • morphemes
  • uncommon plurals (e.g. ‘foci’)

Vocab Choice / Cohesive Devices / Sentence Structure / Parts of Speech / Revising & Editing / Punctuation / Spelling
6 / SHADES of MEANING, FEELING and OPINION
  • how vocabulary choices can have express this
  • including evaluative language
/
  • cohesive links by omitting or replacing words
/ CLAUSES
  • combining in a variety of ways to elaborate, extend or explain ideas
/ DEVELOPING IDEAS through
  • careful choice of verbs
  • elaborated tenses
  • a range of adverbials
/ REREADING and EDITING own and others’ work using
  • agreed criteria and explaining editing choices
/ COMMAS
  • to separate clauses
/ NEW WORDS (e.g. technical words & words taken from other languages)
  • banks of known words
  • word origins and base words
  • suffixes and prefixes
  • morphemes
  • spelling patterns & generalisations

7 / EXTENDED, more ACADEMIC TEXTS
  • role of abstract nouns, classification, description and generalisation in building specialised knowledge through language
/ Signalling text structure and guiding readers (in more complex tasks), e.g.
  • overviews
  • initial and concluding paragraphs and topic sentences
  • indexes or site maps or breadcrumb trails for online texts
/ EMBEDDED CLAUSES
  • common feature of sentence structures
  • contribute additional information to a sentence
/ MODALITY
  • achieved through discriminating choices in modal verbs, adverbs, adjectives and nouns
/ EDIT for meaning by
  • removing repetition
  • refining ideas
  • reordering sentences
  • adding or substituting words for impact
/
  • Punctuation in complex sentences (phrases and embedded clauses)
/ NEW WORDS, using e.g.
  • Greek & Latin roots
  • base words
  • suffixes, prefixes
  • spelling patterns & generalisations

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