Narrative Success Criteria

Narrative Success Criteria
NC
Level / Assessment Focuses:
Sentence structure
Punctuation / Assessment Focuses:
Composition and effect
Text structure and organisation
1 / ·  I can write down my ideas
using words and phrases.
·  Sometimes I remember to
use full stops and capital
letters. / ·  My teacher can understand
my writing.
·  I can use story words.
·  Sometimes I can link my ideas together.
2 / ·  I can write in sentences.
·  Sometimes I join my ideas
together using “and”, “but”
or “then”.
·  I can use simple adjectives to give extra information about the things in my story (e.g. good game)
·  I usually remember to use full stops and capital letters.
·  Sometimes I use question marks and exclamation marks. / ·  I can use interesting words to
give more detail to my story.
·  I can include some dialogue
in my story.
·  I can describe my characters
and setting.
·  I can write the events in my
story in the right order.
·  I can start and end my story
using story language.
·  I can use time connectives
(first, later, then, next) to join
my events together.
3 / ·  I can write a range of sentences including short simple sentences and longer complex sentences.
·  I can use the joining words “and”, “but”, “then”, “when”, “so”, within my sentences to join my ideas together in the right order.
·  I can begin my sentences in different ways (e.g. using a phrase or adverb).
·  I sometimes use adjectives and adverbs in my sentences.
·  I can use nouns and pronouns to refer to my characters.
·  I usually remember to use full stops, capital letters, question marks and exclamation marks accurately.
·  Sometimes, I can use speech marks dialogue. / ·  My writing sounds like a story all the way through.
·  I can let my readers know what I think about my characters and their feelings.
·  I use description to add detail to my story.
·  I sometimes add dialogue to my story.
·  I can use precise words.
·  I can create suspense by using scary description and adverbs (suddenly…)
·  My story includes a sequence of events, which leads to a suitable ending.
·  I can use time connectives, phrases or clauses to show the passing of time.
·  Sometimes I remember to write in paragraphs.
Narrative Success Criteria
NC
Level / Assessment Focuses:
Sentence structure
Punctuation / Assessment Focuses:
Composition and effect
Text structure and organisation
4 / ·  I think about the way I write
my sentences so that they
are precise and have the
impact I want on my
reader.
·  I can use of range of
conjunctions in my complex
sentences (because, which, where, when).
·  I can write in either 1st
person or 3rd person
throughout my story.
·  I can write in consistent past tense during my story, except during dialogue, when I can write in present tense. Sometimes I can also change the tense for impact.
·  I use objectives and adverbial words and phrases to add detail and variety to my story.
·  Within my dialogue, I sometimes write speech in the style of spoken language. I can also include questions and exclamations in my dialogue.
·  I am beginning to use punctuation within my sentences e.g. commas and speech marks. / ·  My story uses the typical
features of its genre e.g.
adventure, fantasy.
·  I can deliberately make my
readers see my characters
or events in a certain way
throughout my story.
·  I can create realistic
characters through
description, dialogue
and action.
·  I can hook my reader
through creating suspense,
developing a climax,
through a surprising ending
or through my choice of
words.
·  I have developed all parts of my story equally. The ending is believable.
·  My story is organised into paragraphs.
·  Within my paragraphs, my sentences are connected and sequenced.
·  Sometimes I can move my story to a different place or time.
5 / ·  I can use a range of sentences effectively for a planned impact, e.g. short sentences used for pace and impact, longer sentences to move the action along.
·  I can expand words and phrases within my sentences (who had a smirk on her face).
·  I add words and phrases to create a more precise meaning.
·  I can use a range of past, present and future tense verbs within my story.
·  I use a range of punctuation, almost always correctly e.g. commas and speech marks. / ·  Throughout my story I have written in an appropriate style for the genre e.g. sci-fi, historical.
·  I change the pace of my story deliberately, e.g. my sentences show the speed at which the events are happening.
·  My reader knows what I think of events, settings, or my character throughout my story.
·  I can use a variety of techniques to hook my reader, e.g. direct address, informal style, repetition for effect, word choices
·  I can link my paragraphs together effectively, e.g. contrasts in mood, shifts in time (not necessarily in chronological order) and changes in location.
·  I can avoid repetition by referring to my characters, events and settings in a variety of ways, including omission.
Information:Key Features
Purpose: to describe the characteristics of something e.g. “Birds”, “Ancient Greece”
Example: an extract from a general encyclopedia
Text Structure
·  Introductory information about what is to be described: who, what, when, where? (overall classification)
·  Non-chronological organisation
·  Description organised according to categories or information
·  Skeleton framework – a spidergram / Language features
·  Present tense (except historical reports)
·  Usually general nouns and pronouns (not particular people or things)
·  Third person writing
·  Factual writing, often involving technical words and phrases.
Common forms information writing
·  Information leaflet
·  School-project file
·  Encyclopedia entry
·  Magazine article
·  Non-fiction book
·  Letter

p.28, How to teach Writing Across the Curriculum at KS2, Sue Palmer David Fulton Publishers

Information:Success Criteria
NC
Level / Assessment Focuses:
Sentence structure
Punctuation / Assessment Focuses:
Composition and effect
Text structure and organisation
1 / ·  I can write down my ideas
using words and phrases.
·  Sometimes I remember to
use full stops and capital
letters. / ·  My teacher can understand
my writing.
·  My writing contains information related to the topic.
·  I can choose good words for this topic.
2 / ·  I can write in sentences.
·  Most sentences are in present tense (unless I’m writing history).
·  Sometimes I join my sentences together using “and” or other connectives e.g. “because”, “when”, “or”, “if”
·  I can use simple adjectives to give extra information about the subject or place in my writing (a round house)
·  I usually remember to use full stops and capital letters.
·  Sometimes I use question marks and exclamation marks. / ·  I can write several pieces of information.
·  I can group my sentences together if they are about the same thing.
·  I can write a simple opening sentence.
·  I can add detail to give more
information.
·  I can layout my writing to show how I have organised it.
Information:Success Criteria
NC
Level / Assessment Focuses:
Sentence structure
Punctuation / Assessment Focuses:
Composition and effect
Text structure and organisation
3 / ·  I can write grammatically accurate sentences which give relevant, precise information.
·  I can explain or give reasons within a sentences e.g. “We eat fruit because it has vitamins”.
·  I can use the joining words “and”, “but”, “because”, “when”, “or” “if” within my sentences often gives the main idea.
·  I use adjectives strings to give extra information e.g. thin and tall and a bit yellow.
·  I usually remember to use full stops, capital letters, question marks and exclamation marks accurately.
·  I can use bullet points or line breaks to show a new idea. / ·  My writing looks like a report, e.g. heading/s, introduction, information organised into sections.
·  I can write a report suitable for a particular audience, e.g. friend, adult, children.
·  I can develop each section of my writing with detail. I might also include dialogue or quotation to support my information.
·  I can use words and phrases (technical vocabulary) to give the meaning precisely).
·  Within each of my sections, I can link ideas together well by using pronouns or related vocabulary.
·  My writing includes an introduction or conclusion.
·  I am beginning to use headings/subheadings, strings of questions and answers, line breaks, bullet points or paragraphing to organise my writing.
4 / ·  My sentences give
information clearly-without unnecessary extra words and phrases.
·  I can vary my writing by using a range of statements, questions and exclamations.
·  I can use more complex conjunctions to join my ideas within a sentence, e.g. “which”, “who” to explain clearly.
·  I expand noun phrases by including similes (as big as your fist) or adjectival phrases (a knobbly piece of blue glass).
These help me to be more precise.
·  I might use a range of verb
tenses appropriately (past,
present and future)
·  I can use pronouns
consistently to avoid
repetition of my subject.
·  I can punctuate my sentences accurately, including some commas to mark phrases or clauses.
·  I can use speech marks when writing direct speech or when writing a quotation.
·  I can use bullet points or line breaks to organise my information well. / ·  My writing includes an introduction which describes the purpose of this report. Information is organised into sections that are balanced. My report ends with a conclusion.
·  I can use words and phrases to engage my reader.
·  In each section my ideas link together well.
·  My whole text is connected through reference back and comparison between points in different sections.
·  I write with a consistent viewpoint, e.g. throughout my writing I am excited/angry/expert.
·  I can use subheadings, bullet points, paragraphing, introductory phrases to show when I am beginning a new section.
Information: Success Criteria
NC
Level / Assessment Focuses:
Sentence structure
Punctuation / Assessment Focuses:
Composition and effect
Text structure and organisation
5 / ·  I can write different kinds of sentences – simple, compound and complex using a variety of conjunctions e.g. “otherwise”, “even through”
·  I can vary the order of my words in my sentences to have a planned impact on my reader.
·  I add detail and information to my sentences through expanding phrases and clauses in my sentences, e.g. “the scenery is exciding in a misty cloudy sort of way”
·  I am able to change the tense where necessary, to show movements between past, present or future events or to show different points of view.
·  I can use phrases or quotations to grab my reader’s attention.
·  I can use a range of punctuation, almost always accurately. / ·  I can use a creative title/headline. My introduction is a focused summary. I cover each section thoroughly and write a conclusion which draws together key features and included my thoughts and feelings about the subject.
·  I can adapt the task to make it entertaining and informative.
·  I can write interesting facts and reflect on these in my writing.
·  I am always aware of my readers and use a variety of ways to appeal to or engage them e.g. rhetorical questions.
·  I can include imaginative details.
·  I can use humour, when appropriate.
·  I can link my paragraphs together to give structure to my whole report.
Persuasion Key Features
Purpose: to argue the case for a point of view
Example: an editorial from a spoof newspaper
Text Structure
·  Opening statement of the case to be argued
·  Arguments, given in the form of point plus elaboration
·  Elaboration may be evidence, explanation, explanation, examples
·  Conclusion: reiteration of the case and summary of the points.
·  Skeleton framework – pronged bullet points / Language features
·  Present tense
·  Usually generic participants
·  Logical language constructions and connectives.
·  Persuasive devices, often
including emotive and rhetorical
language.
Common forms of persuasion text
·  Advertisement
·  Catalogue
·  Travel brochure
·  Pamphlet from pressure group
·  Political manifesto
·  Newspaper or magazine article
·  Poster or flier
·  Book blurb
·  Letter to the editor or editorial

p.56, How to teach Writing Across the Curriculum at KS2, Sue Palmer, David Fulton Publishers

Persuasion Success Criteria
NC
Level / Assessment Focuses:
Sentence structure
Punctuation / Assessment Focuses:
Composition and effect
Text structure and organisation
Below
L3 / ·  I can write in sentences.
·  Sometimes I join my ideas together using “and” or “but” in my sentences.
·  I can vary my writing by sometimes using a spoken style “Get one now!”
·  I can repeat words to make a point.
·  I sometimes use capital letters and full stops. / ·  I can write several points to persuade my reader.
·  I can describe the argument and give my opinion.
·  I can add detail to interest or persuade my reader (it’s unbreakable)
·  I can link my sentences together e.g. using pronouns to refer back to my subject.
3 / ·  I can write longer
sentences using the joining words “and”, “but”, “or”, “then”, “because” or “so that”
·  I can write my sentences in consistent present tense (unless I’m arguing about something which happened in the past)
·  I can persuade my reader by sometimes using an imperative verb at the beginning of a sentence e.g. “Go down to your toy store!”
·  I can use adjectives and adverbs to add detail and persuasion to my argument (only, just, soon, ever)
·  I can use advertising phrases and slogans.
·  I can use full stops, capital letters, exclamation marks and question marks most of the time.
·  I can use commas in lists. / ·  I can write a series of persuasive points.
·  I can choose appropriate words to make my argument sound more convincing (awesome new extreme cycle)