St Andrew’s CE Primary School

Developing Writing Year 1

Year Group: Reception-Year 6

Genres

Teaching Points and Terminology

Language Banks and Grammar

Sentence Structure

Punctuation

Spelling

Speaking and Listening

This document is to be used in conjunction with the Writing Overview Document on the school’s Website.

YEAR 1

Year 1 KPIs
Composition / To write with purpose / *say first then write and tell others about ideas
*write for a varirty of purposes
To use imaginative description / *use adjectives to add detail
*use names of people, places and things
To organise writing appropriately / *re-read writing to check it makes sense
To use paragraphs / *write about more than one idea
To use sentences appropriately / *write so others can understand the meaning of sentences
*sequence sentences from short narratives
*convey ideas sentence by sentence
Transcription / To present neatly / *sit correctly and hold a pencil correctly
*Begin to form lower-case letters correctly
*Form capital letters
*Form digits 0-9
*Understand that letters are formed in similar ways
*Form lower-case letters of consistent size
To spell correctly / *Spell words containing 40+ learned phonemes
*spell common exception words (the, said, one, two, and the days of the week)
*name letters of the alphabet in order
*use the prefix un-
*use suffixes where no change to the spelling of the root word is needed eg helping, helped, helper, eating, quicker, quickest
*learn some new ways to represent phonemes
To punctuate accurately / *leave spaces between words
*use the word ‘and’ to join words and sentences
*begin to punctuate using capital letters for the names of people, places and days of the week and I
Analyse writing / To analyse writing / *discuss writing with the teacher and other pupils
*use and understand grammatical terminology in discussing writing-word, sentence, letter, capital letter, full stop, punctuation, singular, plural, question mark, exclamation mark
To present writing / *read aloud writing clearly enough to be heard by peers and teacher

Year 1 Fiction .

See Writing Overview Document on the school’s website for the overview for writing in Year 1 and LOs for handwriting

In weekly story telling, reading, writing session, take a familiar story (from storyteller booklet ages 4-7 by Pie Corbett, read write inc and those identified for learning off by Heart in Year 1 on the St Andrew’s story spine) and ‘hug the text.’ Focus on the stands identified below.

Poetry: Learn by heart classic poems and rhymes. See St Andrew’s reading spine. ‘Hug’ the text and where possible focus on the strands below.

Key Teaching Points for Fiction.
  1. Identify the genre-the type of story/poem
  2. Familiarise the pupils with the text. (Learn it off by heart)
  3. Deconstruct the text onto the story mountain-identify the beginning, middle and end of the story and what happens in each section
  4. Identify the features of the text
  5. Pull out specific words, phrases and sentences pupils ought to use
  6. Identify the strands of the story that will be changed, otherwise ‘hug’ the text
  7. Model thinking of a new version of the story and mapping it
  8. Use the map to model writing your own version with the class
  9. Pupils write their own story maps
  10. Pupils tell their stories from the maps
  11. Pupils write their stories
  12. Select a specific element(s) to edit and model editing before children to the same
/ Terminology to teach the children.
Genre-particular kind of writing. See Pie Corbett’s ‘Story Types-Genetic Grid.’(found in the school’s Literacy Framework File)
Features of the text-See the following documents in the school’s Literacy Framework File
  • Story mountain planning framework
  • St Andrew’s Writing Criteria
  • Basic skills checklist (in Lit Framework file
Also see Pie Corbett’s book ‘Writing Models’ for the year group you are teaching
Introduction-the opening paragraph of a story (5Ws)
Journey-the paragraph(s) leading to the climax which usually involve the main character taking a physical or emotional journey
The build up-the paragraph(s) before the Climax. Usually short sentences used for dramatic tension
The Climax/problem-paragraph(s) where the hero confronts the villain
The Resolution-the paragraph(s) where the problem is resolved
The Ending-the last neat line
Stories are either A-B-A or A-B-C. A being a safe place at the start of the story. B is the unsafe setting at the climax and the story ends in a safe setting again either back at A or in a new setting C
Consolidate: Finger spaces, letter, word, sentence, full stop, capital letter, simile-‘like’ punctuation Introduce: simile ‘as’ question mark, exclamation mark, singular, plural
Openers to connect whole text / Connectives to link parts of sentences / Language / Sentence Construction / Punctuation
Consolidate:
Introduce:
Once upon a time
Early one morning
First
Then
Next
But
So
Finally,…..happily ever after
Introduce:
Because To his amazement / surprise If
When – time connectives
After After that As At that moment
By next morning In the end One day
Next morning Now
Soon / As soon as
Until When While
How - adverbs
Suddenly / Fortunately / Luckily / Unfortunately
Introduce 5 parts to a story opening (once upon a time)
Build up (one day) Problem/Dilemma (Suddenly/ Unfortunately...)
Resolution (Fortunately...)
Ending (Finally...) / Consolidate connectives/ conjunctions:
and
but
until
who
Introduce:
because
or
so that
then
that
while
when
where / Consolidate:
Prepositions:
up down in into out to onto
Introduce:
inside
outside
towards
across
under
Consolidate:
Alliteration
Similes using ‘like’
Introduce:
Adjectives to describe
Similes using ‘as’
GRAMMAR-See Non-Fiction
Speaking and Listening -See Appendix 27
See Speaking and listening Overview document on sch website / Talk then Write in sentences
Sequence sentences
Re-read sentences to check for sense
Discuss with the pupil what he/she has been written
Pupil to read aloud their own writing
Consolidate:
-‘ly’ openers
Luckily / Unfortunately
Introduce:
Silently, Slowly, etc
Consolidate:
Simple and compound sentences
Connectives/ conjunctions as openers:
While
When
Where
Introduce:
More complex sentences using WHO as a connective eg‘Once upon a time there was a little boy who lived in a forest.’
Exclamations
Consolidate:
‘Run’ - Repetition for rhythm - He walked and he walked
Repetition in description – a lean cat, a mean cat
Introduce:
Simple noun phrases:
Two adjectives to describe the noun e.g. the scary, old woman
Descriptive lists -Sentence of 3 for description e.g. He wore old shoes, a dark cloak and a red hat...
Simple expanded noun phrases e.g. lots of money, plenty of dragons
Adverbial phrases, e.g. At the end of the lane... (used as a where starter
Simple noun phrases, ie two adjectives to describe the noun e.g. the scary, old woman / Consolidate:
Finger spaces
Full stops
Capital letters at the start of a sentence and names
Correct pencil grip and letter orientation
Introduce:
Question marks
Exclamation marks
Speech bubble
Bullet points

Year 1 Non-Fiction

Genres: simple, recounts, instructions, non-chronological reports.

Key Teaching Points for Non-Fiction.
1.Identify your genre
2. Chose your form
3. Chose the style
4. Identify the audience and purpose
5. Select the content and organisation-chose the appropriate planning framework
6. Know the language features to use / Terminology to teach the children.
Genre-particular kind of writing
Form-the format of the writing eg postcard, letter, poster, Leaflets, biography, autobiography, dialogue.
Style-the tone of the writing, it is either formal or informal
Consolidate: Finger space, letter, word, sentence, full atop, capital letter, simile ‘like’ Introduce: simile ‘as’
Openers to connect whole text / Connectives to link parts of sentences / Language / Sentence Construction / Punctuation / Spelling
Introduce
5Ws-Who, why, where, when (what)
First
Then
Next
But
So
Finally
Introduce 3 sections to non-fiction
  1. Introduction (5Ws)
  2. Middle sections (simple factual sentences around them)
Bullet points for instructions
Labels for diagrams
  1. Ending (Concluding sentence)
/ See Fiction / Consolidate:
Prepositions:
up down in into out to onto
Introduce:
inside
outside
towards
across
under
Introduce
Topic specific vocabulary. Teacher to decide.
GRAMMAR
Expect written texts to make sense and check if it does not.
Use awareness of the grammar of a sentence to predict/decipher words.
Understand how words combine to make sentence
Join clauses using ‘and’
2x week (minimum) but ideally daily via RWI, deliveran activity to teach pupils to identify nouns, verbs, connectives, prepositions, adjectives and adverbs and know the role of these word classes. Make links to the time connectives, adverbs etc listed on this document. Also teach children to identify statements/simple sentences, questions and commands (linked to instructions). Correct subject-verb agreement particularly ‘I did’ or ‘I have done’ (not I done) and ‘I was’ and ‘We were’(not I were or we was)
Standard English
I was, we were, I ate, I did, it bled, difference between the verb to leaned and to teach
Introduce
Determiners/Articles
The, a, an, your, this, that, his, her, their, some, all, lots of, many, more, those, these
Adjectives-Old, huge etc
Alliterationeg dangerous dragon, slimy snake
Similes using ‘as’eg as tall as a house / Consolidate:
-‘ly’ openers
Luckily / Unfortunately
Introduce:
Silently, Slowly, etc
Consolidate:
Simple and compound sentences
Introduce:
BOYS sentences- (but, or, yet, so) see Alan Peat Writing exciting sentences p11
2A sentences-(2 adjectives before/after the noun) see Alan Peat Writing exciting sentences p13
Similes-See Alan Peat Writing exciting sentences p15
3-ed sentences-See Alam Peat Writing exciting sentences P 17
Questions
Commands (linked to instructions)
Long and short sentences / Consolidate:
Finger spaces
Full stops
Capital letters
correct pencil grip and letter orientation
Introduce:
Question marks / Consolidate:
Term 1
Cvcccvc, cvcc, ccvcc words,
words ending in ‘nk,’ words ending ‘ff’ ‘ll’ ‘ss’ ‘zz’ ‘ck’ eg off, bell, kiss, buzz, back.
Words with more than one syllabuleg pocket, rabbit, thunder, panda, picnic.
Introduce:
Words ending in ‘ve’eg have, live, give.
Words ending in ‘tch’ (when the ‘ch’ sounds follows a single vowel) eg catch, fetch, kitchen, hutch.
Spell words containing each of the 40+ phonemes-digraphs and trigraphs
Also see Appendix 1 of NC for English 2014 and/or Appendix 1 of Writing Overview on School website.
Spell common exceptions eg the, said, one, two, their, there, when, was, they etc
Spell days of the week
Name the letters of the alphabet and use letter names to distinguish between alternative spellings of the same sound.
Prefixes and Suffixes
Use spelling rules for adding ‘s’ and ‘es’ to make nouns plural eg cats, matches, etc and with verbs to make them into the third person singular eg (she) spends (it catches)
Term 2
Use the prefix ‘un’
Use –ing, -ed, -er –est where no change is made to the root word eg helping, help, helper
K sound-Kent, sketch, husky
Term 3
Compound words
Common exceptions to the rules
Apply phonic knowledge from appropriate phases to make phonetically plausible attempts at spelling and be able to spell high frequency words correctly.
Speech bubbles
Bullet points
See Appendix A for examples of all the above.

Bibliography (useful texts to use for Fiction and Non-Fiction)

FICTION

Storyteller aged 4-7 by Pie Corbett

Storyteller 7-9 by Pie Corbett

Storyteller 9-11 by Pie Corbett

Writing Models Years 3-6 Pie Corbett

St Andrew’s Story and Rhyme spine (listing all the stories and rhymes which pupils must learn by heart in each Year group)

St Andrew’s Class Novel list-suggested class novels for KS1 and KS2 year groups.

NON-FICTION

Oxford Connections by Sue Palmer

Writing models Years 3-6 by Pie Corbett

STARTERS AND ACTIVITIES TO DEVELOP LANGUAGE AND VOCABULARY.

Jumpstart Story making.Games and Activities for ages 7-12. Pie Corbett

Jumpstart Literacy, Games and activities for ages 7-14. Pie Corbett

CHECK OUT ESPRESSO!

Appendix A Year 1

Words/sounds/patters / Rules/guidelines / Examples
CVC words / Bad, leg, hop, red, yes, van, zip, wet, jam, cup, lid, fox, quiz,
CCVC words / Flat, step, drip, frog, plum
CVCC words / Grand, crept, print, frost, blunt
Words with consonant digraphs / Ship, fish, chips, much, thin, this, ring
Words ending in ‘nk’ / Bank, pink, think, honk, chunk
Words ending in ‘ff’ ‘ll’ ‘ss’ ‘zz’ ‘ck’ / The f, l, s and z sounds are usually spelt with double letters when they come straight after a short vowel sound.
Exceptions are: if, pal, buz, us, yes / Off, bell, kiss, buzz, back
Words of more than one syllable / Pocket, rabbit, panda, picnic
‘Tch’ / If the ch sound comes a vowel sound spelt with a single letter
Exceptions: rich, which, much, such / Catch, fetch, kitchen, notch, hutch
‘v’ sound at the end of the word / English words hardly ever end in a v but in ve / Have, live, give
‘es’ and ‘s’ to demark Plural nouns and third person present tense / If the ending sounds like ‘s’ or ‘z’ it is spelt with a ‘s’
If the ending sounds like ‘iz’ and forms an extra syllabul it’s spelt ‘es’ / Plural nouns-dogs, cats, rocks, catches
Third person present tense-catches, thanks
Adding –ing, -ed, -er to verbs where the root word doesn’t change / -ing and –ed always add an extra syllabul –edsometimes does.
The past tense may sound like ‘id’ or ‘d’ or ‘t’ these ending are spelt ed
If the verb ends n 2 consonants the ending is simply added on / Hunting hunted hunter, buzzing, buzzed, buzzer, jumping, jumper, jumped
Adding –er and –est to adjectives where no change is made to the root words / Words ending in ‘est’ are superlatives.
Words ending in ‘er’ are comparatives.
If the adjective ends in two consonants the ending is simply added on. / Grander, grandest, fresher, frestest, quicker, quickest, taller, tallest.
Digraphs and trigraphs
Ai
Oi
Ay
a-e
e-e
i-e
o-e
u-e
ar
ee
ea/ee
ea/e
er (stressed)
er (unstressed schwa sound)
ir
ur
oo
oa
oe
ou
ow/ou
ow/oa
ue
ew
ie/igh
ie/ee
igh
or
ore
aw
au
air
ear
ear/air
are/air / Ai and oi are never used at the end of words
Ay and oy are used at the end of words and syllabuls
Both ‘yoo’ and ‘oo’ sounds can be spelt ‘u-e’
In Manchester the unstressed sounds tend to be the ones that sound like ‘o’ at the end
Very few words end in ‘oo’
‘oa’ rarely used at the end of an English words
Only ‘you’ is a common word ending in ‘ou’
‘oo’ and ‘yoo’ can be spelt ‘u-e’ and ‘ew’ if words end in ‘oo’ ueadew are more common than oo / Rain, sail, train, paid, snail, oil, boil, join, coin
Day, play, say, way, Sunday, bot, toy, enjoy, annoy,
Made, came, tame, take, late,
These, theme
Kite, bike, like, time, slide, bite
Home, those, note, bone, hole
June, rule, use, cube, tune
Car, stark, park, arm, garden
See, tree, green, meet, week
Leaf, sea, dream, meat, read (present tense)
Head, bread, ready, instead, read (past tense)
(stressed) her, term, herb, herb
(unstressed) butter, letter, summer, winter
Girl, bird, shirt, third, skirt
Turn, burn, curl, hurt
Food, cool, moon, zoo, spoon
Book, look, foot, wood, good
Boat, coat, road, soap
Toe, goes
Out, about, cloud, round, sound
Now, how, cow, down, town
Blow, snow, grow, slow, show
Blue, clue, true, rescue, argue
New, few, grew, chew, drew, threw
Lie, pie, cried, tried, fried
Chief, field, theif
High, night, light, bright, right
For, fork, born, horse
More, sore, before, wore
Saw. Draw. Yawn, crawl
Author, august, dinosaur, astronaut
Fair, pair, stairs, chairs,
Ear, near, hear, clear, dear
Bear, pear, wear
Bare, dare, care, stare
Words ending in –y (ee or i sound at the end) / Happy, very, sorry, carry, party
ph / ‘f’ sound is not usually spelt with a ph in short, everyday words such as fun, fill, fat etc / Dolphin, alphabet, phonics, elephant,
wh / Make sure pupils know how to spell went and do NOT put an h in (confusing it with when) / When, where, which, wheel, whisk
Using k sound / Kent, sketch, skeleton
Adding prefix -un / Added to the beginning of a word without change to the root words. If makes the word the opposite of the root word. / Unhappy, undo, unload, unfair, unlock
Compound words / Two words joined together. Each part spelt as it would be if it appeared on its own / Football, laptop, playground, farmyard, bedroom, blackberry
Common expectations / The, a, do, to, of, said, says, are, were, was, I you, your, they, be, he, me, no, go, so, by, my, there, love, come, some, one, once, etc

Appendix 25 continued...

Year 1 and 2 High Frequency Words

has / had / an / bed / but
from / got / school / him / His
if / jump / not
of / want / one / little / there
do / off / could / put / than
that / them / then / us / when
low / new / about / another / because
by / Can’t / down / half / home
just / live / after / back / been
called / first / have / house / last
made / again / ball / brother / came
Don’t / good / her / how / laugh
make / many / much / next / old
out / seen / so / their / time
tree / who / were / may / must
night / once / over / should / some
these / too / water / would / what
more / name / now / our / people
sister / take / took / very / way
where / your / Monday / Tuesday / Wednesday
Thursday / Friday / Saturday / Sunday / day
week / January / February / March / April
May / June / July / August / September
October / November / December / month / year
one / two / three / four / five
six / seven / eight / nine / Ten eleven
twelve / thirteen / fourteen / fifteen / sixteen
seventeen / eighteen / nineteen / twenty / red
orange / green / blue / black / white
brown / pink / purple / grey

Speaking and Listening