writing - malmesbury primary school€¦ · · 2015-12-17rung 2 rung 1 writing ladder super...
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LEARNING LADDERS
CONTENTS
Ladder Title Page
Super Spelling TargetOrganised TargetsPurposeful TargetsWord Wonder TargetsGrammar Giant TargetsHandwriting Hero Targets
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I can spell all of the Year 3 and 4 word list.
I can spell words with silent letters.
I can use the suffixes -ly, -ation, -ous.
I can spell all of the Year 5 and 6 word list.
I can use the prefixes il-, ir-, re-, sub-, inter-, anti-, auto-.
I know and use the ‘i before e’ rule following a c.
I can spell words with the endings -ance and -ence.
I can use the possessive apostrophe correctly in all situations.
I can spell words with the endings -cious and -tious.
I can spell words with the endings -ible and -able.
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WRITING LADDER
Super Spelling Target
Page 2
I can spell words with the endings -cial and -tial.
I can spell subject specific words correctly.
I am secure with most complex words and all homophones.
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WRITING LADDER
Super Spelling Target
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In narrative, I can use paragraphs for a change in action, setting and time.
My paragraph structure is controlled to shape a story, e.g. a 5 paragraph structure involving a build-up,
conflict and resolution.
I can use connectives, within a paragraph, to link the sentences, e.g. Secondly, in addition, furthermore.
I can make links between paragraphs in non-fiction writing - ‘As mentioned previously’.
My paragraphs have appropriate openings.
In non-fiction writing, my paragraphs will have an introductory sentence, followed by approximately 3 points. Each of these points may involve 2 or more sentences, the
use of examples and connectives to guide the reader.
In non-fiction, I can write a clear introduction, followed by logical points, drawing to a defined conclusion.
I can add detail to stories, e.g. shifts in time and place, by introducing new sections to guide the reader.
In narrative, I can use references to the start of the story to signal a change at the end of the story.
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WRITING LADDER
Organised Targets
Page 4
My writing suggests insights into character development through describing how characters look, react, talk or behave e.g. ‘His wrinkled face broke into
a smile’ rather than ‘he was old’.
In my writing, characterisation is evident through direct and reported speech.
I can include some significant interaction between characters through action, description, and characters responses. Character development helps to move the
story forward.
I can address the reader e.g. ‘you may be wondering why I...’
I can use some of the features of a given genre to ensure that the style of writing is evident e.g. a
recount text is time ordered (chronological) events.
I can write in a given style successfully using techniques of the author.
My writing is well placed e.g. on the line, against the margin, etc.
I can consider the needs of the reader and provide background information in my writing.
In my writing, the setting is used to create mood.
I can use the setting and weather as a ‘sympathetic background’ to the character’s situation - e.g.
thunderstorm for the dangerous parts with the sun coming out when all is well.
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WRITING LADDER
Purposeful Targets
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My writing is well constructed and shows all the features of the chosen genre.
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COMPLETERung 11
WRITING LADDER
Purposeful Targets
Page 6
I can choose current and new vocabulary that both engage and support the reader.
I can make assertive use of the characteristic language and the chosen text type, e.g. in persuasive
writing use incredible, phenomenal and amazing.
My vocabulary choices are more thoughtful, using a thesaurus to extend range of words used.
I can choose words for deliberate effect, e.g. stationary rather than stopped.
I recognise how changing the word choice can change the meaning of the writing. e.g. The motorbike sped
across the plains. OR The motorbike limped across the plains.
I can include details to add interest, persuade, e.g. Obviously, this is the most effective idea, and to
instruct e.g. Put down, mix the paint.
I can use vocabulary that is varied, imaginative and appropriate, including use of technical and specific
words.
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WRITING LADDER
Word Wonder Targets
Page 7
I can use commas after fronted adverbials, e.g. Creeping slowly, Jane descended the dark stairwell.
I can proof read for spelling and punctuation errors.
I can ensure the consistent and correct use of tense throughout a piece of writing.
I can use brackets, dashes or commas to indicate parenthesis (extra information), e.g. Neil Armstrong - the first man on the moon - gave a talk to the year
6 pupils.
I can write in Standard English forms for verb inflections, e.g. we were instead of we was.
I can use relative clauses beginning with: who, which, where, when, whose and that.
I can recognise vocabulary and structures that are appropriate for formal speech and writing.
I can use and punctuate direct speech.
I can use a colon to introduce a list.
I can use passive verbs to affect the presentation of information in a sentence, e.g. ‘We were tentatively
approaching the summit...’
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WRITING LADDER
Grammar Giants Targets
Page 8
I can use semi-colons, colons or dashes to mark boundaries between independent clauses.
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COMPLETERung 11
WRITING LADDER
Grammar Giants Targets
Page 9
I can use the diagonal and horizontal strokes that are needed to join letters and I understand which letters
are best left not joined.
I can choose the appropriate writing tools for a task.
I can use consistently good lettering/handwriting appropriate to the task.
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WRITING LADDER
Handwriting Hero Targets
Copyright © 2015 Learning Ladders Education. All rights reserved.
The ‘Learning Ladders’ logo, device and characters are Trademarks of Learning Ladders Education Ltd.
Booklets are licensed for internal use by Malmesbury C of E Primary School.
For further information visit www.learningladders.info.
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