Fiction

Key reasons for placement

• Has met the Early Learning Goals for writing

• Form lower case letters in the correct direction

• Sequence sentences to form a narrative.

• Separate words using finger spaces.

• Use capital letters to start a sentence.

• Use a full stop to end a sentence.

Explanation

This student uses 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. There is evidence of many features of a Milestone 1 writer.

Key reasons for placement

• Identify known phonemes in unfamiliar words.

• Use syllables to divide words when spelling.

• Use what I know about alternative phonemes to narrow down possibilities for accurate spelling.

• Form lower case letters in the correct direction

• Combine words to make a sentence.

• Join two sentences using ‘and’

• Sequence sentences to form a narrative

• Separate words using finger spaces.

• Use capital letters to start a sentence.

• Use a full stop to end a sentence.

Explanation

This piece of writing shows evidence of the features of a Milestone 1 writer. It also has clear elements of Milestone 2. The writer has used some good word choices and shows lovely, creative story telling elements which makes the writing flow well.

Key reasons for placement

• Form lower-case letters of the correct size relative to one another.

• ·Use spacing between words that reflects the size of the letters.

• Write for different purposes, including real events.

• Orally rehearse structured sentences or sequences of sentences.

• Use expanded noun phrases.

• Use the progressive forms of verbs in the present and past tense.

• Use capital letters for names of people, places, day of the week and the personal pronoun ‘I’.

• Correctly use question marks and exclamation marks.

Explanation

This narrative is meeting the expectations of Milestone 2 fiction writing. The writer has injected descriptive language features consistently within this piece whilst meeting appropriate grammatical and composition characteristics.

Key reasons for placement

• Spell words correctly which are in a family.

• Spell words with additional prefixes and suffixes and understand how to add them to root words.

• Compose sentences using a wider range of structures.

• Write a narrative with a clear structure, setting, characters and plot.

• Express time, place and cause by using conjunctions, adverbs and prepositions.

• Use inverted commas to punctuate direct speech.

Explanation

This independent writing demonstrates a range of punctuation, clear narrative features and vocabulary that achieve Milestone 3 expectations. Furthermore, the writer has shown appropriate levels of planning before this piece which is evident due to the composition structure and use of creative language used within the piece.

Key reasons for placement:

• spell words with suffixes and can add them to root words.

• compose sentences using a range of sentence structures.

• write a narrative with a clear structure, setting, and plot

• Use a range of sentences which have more than one clause.

• use noun phrases which are expanded by adding modifying adjectives and noun phrases

• use fronted adverbials

Explanation:

This example of writing demonstrates a strong understanding of using a variety sentence structures to engage the reader. I really liked the creativity with which the write approached this task. It was unique. This is a strong example of writing at the Year 4 level.

Key reasons for placement

• Understand the rules for adding prefixes and suffixes.

• Spell words with silent letters

• Distinguish between homophones and other words which are often confused.

• Use a range of spelling strategies.

• Discuss the audience and purpose of the writing.

• Start sentences in different ways.

• Use the correct features and sentence structure matched to the text type we are working on.

• Use stylistic devices to create effects in writing.

• Organise my writing into paragraphs to show different information or events.

• Use descriptive literary devices (e.g. simile, metaphor, onomatopoeia) for effect.

• Use adverbs or modal verbs to indicate a degree of possibility.

Explanation

This is an example of a creative narrative piece of writing. This child has focussed hard on their descriptive writing and creating imagery for the reader. They have planned and organised their work well and have written in clear paragraphs. Some elements such as, developing the characters through dialogue, and more complex punctuation is missing from this piece. However this is still a clear example of Milestone 5 fiction writing.

Key reasons for placement

• Distinguish between homophones and other words which are often confused.

• Spell the commonly mis-spelt words from the Y5/6 word list.

• Use a range of spelling strategies.

• Identify the audience for and purpose of the writing.

• Choose the appropriate form and register for the audience and purpose of the writing.

• Use grammatical structures and features and choose vocabulary appropriate to the audience, purpose and degree of formality to make meaning clear and create effect.

• Use a range of sentence starters to create specific effects.

• Use developed noun phrases to add detail to sentences.

• Use commas to mark phrases and clauses.

• Sustain and develop ideas logically in narrative and non-narrative writing.

• Use character, dialogue and action to advance events in narrative writing.

• Use descriptive literary devices (e.g. simile, metaphor, onomatopoeia, personification, hyperbole, show don’t tell) for effect.

Explanation

This piece of writing has a clear descriptive voice throughout. The student has focuses on the conveying the emotions of the characters and engaging the reader in their journey. The paragraphs are well structured and flow nicely in to one another. The student is missing the use of more complex punctuation (e.g. semi colons, colons, hyphens) and the use of a variety of sentence structures for effect.

Key reasons for placement

• Creates an effect by using some of the key linguistic and literary techniques used by writers

• Begin to develop character and voice in action writing

• Learn a range of vocabulary appropriate to their needs, and use words precisely in speech and writing to clarify and extend meaning and to interest their audience

• Shape the overall organisation, sequence and presentation of a text to convey ideas clearly and effectively

• Provide clarity and emphasis in writing, using a variety of sentence lengths, structures and subjects

• Provide appropriate detail and clarify relationships between setting, characters, themes, plot, etc. by
  using a range of features, e.g. varying sentence length and structure

• Use a range of increasingly complex sentence structures to communicate meaning and to give urgency to their writing

Explanation

This is a carefully crafted 500 word short story which has a clearly developed tone and character. The narrative flows, the setting is well established, and the central character drives the action. A variety of sentences add to the tension, and vocabulary is precise. A range of techniques are used successfully to create an engaging story.

Key reasons for placement

• Develop distinctive voices, both personal and for different characters.

• Create and control meaning through precise use of a range and variety of language.

• Create effects by using a range of linguistic and literary techniques.

• Use a range of cohesive devices with audience and purpose in mind

• Demonstrate controlled use of a variety of simple and complex sentences to achieve purpose and contribute to overall effect

Explanation

This is a good example of writing at Milestone 8. The student has imagined a continuation of "Oliver Twist" and successfully draws the character of Fagin, engaging the reader, and drawing them into the action, using a range of techniques. The vocabulary is sophisticated, and the tone is atmospheric.

Key reasons for placement

• Demonstrate control of simple, compound, complex and compound-complex sentences, manipulating and adapting them for intended purpose and effect.

• Manipulate features and conventions for a chosen purpose for an intended effect.

• Establish and sustain a clear and logical viewpoint throughout fiction and non-fiction writing.

• Make conscious language choices to shape the intended purpose and effect on the reader.

• Use punctuation rhetorically to support the intention of the writing, e.g. using ellipses in a character's dialogue to show nervousness.

Explanation

The student was asked to write a descriptive piece based on the Gothic genre, and has successfully considered audience and purpose in their writing. Their careful choice of vocabulary, imagery, punctuation and grammar combine to create a suspense filled, Gothic description. It is well structured, and of particular note is the skillful use of a variety of sentence structures to create tension.