Writing Targets

Year 3 Writing Targets

Target
T1. I maintain legibility, fluency and speed in handwriting.
T2. I always punctuate my work using full stops, capital letters, question marks, commas for clarity and apostrophes accurately.
T3. I can make some correct use of brackets, semi-colons, dashes, colons and hyphens.
T4. I can integrate dialogue into my narrative to convey character and advance action.
T5. I can use passive and modal verbs, usually accurately.
T6. I can use the ‘SENTENCE TYPES’ from Y3, 4, 5
T7. I can use a ‘3 bad – question’ sentence
T8. I can use a ‘P.C’ sentence using paired conjunctions such as both/and,
not so/as, neither/nor
T9. I can use sentences to personify weather.
T10. I can write an ironic sentence.
T11.I can write an ‘imagine 3’ sentence.
T12. I can use a wide range of clause structures, sometimes varying the position of the clause within the sentence.
T13. I can use adverbs, preposition phrases and expanded noun phrases effectively to add detail, qualification and precision.
T14. I can link ideas in my writing within and across sentences.
T15. I can use change of place, time and action to link ideas across paragraphs.
T16. I can select appropriate vocabulary and grammatical structures for different types of writing, including formal writing.
T17. I can plan and write in a variety of forms, including creating atmosphere in a structured narrative with a setting, characters and a plot which includes suspense & action.
T18. I can use features of these text types: balanced arguments, biographies (+ Y3/4/5 text types – letter, instructions, information texts, diaries, longer information texts, persuasive texts, newspapers).
T19. In a non-fiction text, I can organise my writing around a theme and use headings and subheadings to organise information.
T20. I can spell words using these patterns: suffix – fer, ough letter string, silent letters, hyphens, ie rule,  wider range of homophones.
T21. I can spell most words correctly, including those from the year 5/6 list.
T22. I can make independent corrections when checking my work, and make further changes after my teacher has marked using the editing code

Year 4 Writing Targets

Target
T1. My handwriting is neat and joined
The majority of the time I punctuate my work using:   T2. Full stops 
T3. Capital letters
T4. Question marks All the Ws
T5. Commas for clarity verb, person 2 pairs 2 ad
T6. Commas for a list 
T7. Apostrophes  I use apostrophes to show possession (the boy’s pencil/the girls’ names)
T8. I use full punctuation for direct speech (new line; comma before direct speech; inverted commas) usually accurately. always punctuate my work using full stops and capital letters.
T9. I can use Standard English and make sure my verbs and nouns agree (eg I was/they were/I did)
T10. I can use modal verbs – would have, should have, could have
T11. I can use fronted adverbials for when and where, using commas to mark them off (eg Before the clock struck, ….    In the distance,……)
T12. I vary the opening of my sentences, including using ‘ly’ starters, starting with a conjunction (FANBOYS) or Emotion word or FA, when or 2 pairs or starting with a simile.
T13. I can use the SENTENCE TYPES from Y3
T14. I can use a ‘Noun, who/which/where to embed a clause in a sentence.
T15. I can use FANBOYS and begin to use A WHITE BUS 
T16. I can select ambitious vocabulary (a word that most children of my age wouldn’t use) adjectives and adverbs to describe accurately.
T17. I can plan and write a structured narrative with a setting, characters and plot.
T18. I can organise paragraphs, in a fiction text, to indicate a change in place or a jump in time.
T19. I can use features of these text types: Explanations, newspapers, longer information texts (+ Y3 text types – letter, instructions)
T20. In a non fiction text, I can organise my writing around a theme and use headings and subheadings to organise information.
T21. I can spell words with common prefixes (Yr 3: un-, dis-, mis-, in-), (Yr 4: -il, -re, -sub, -anti) and suffixes ( Yr 3: -er, -ing, -ed, -ness, -ful, -less, –ly) (Yr 4: –ation, -ion, – ous, -ian) and add them to root words, including words that are exceptions to the rule.
T22. I can spell most words correctly from the year 3 & 4 list
T23. I can spell most common homophones correctly
T24. I can make some independent corrections when checking my work, and make further changes after my teacher has marked using the editing code

Year 5 Writing Targets

Target
T1. My handwriting is neat and joined
The majority of the time I punctuate my work using:   T2. Capital letter
T3. Full stops
T4. Question marks and exclamation mark 
T5. Commas 3-ed or if, if, if, then or __ing, ___ed  sentences
T6. Apostrophes ( P for Possession/C for contraction) 
T7. Inverted commas (Speech marks)
T8. Colons De:de sentence using a colon to separate independent clauses.
T9. Semi colons ‘
Outside; inside’ using a semi-colon to separate the two related sentences.
‘Some; other’ sentence, using a semi-colon to replace the word 
T10. Punctuation for parenthesis – brackets and dashes in complex sentences ‘Ad – same ad’ sentence, sometimes with a comparative adjective after the dash.
T11. Hyphen (join two words to make one)
Example: Co-ordinating, re-read)
T12. I can indicate degrees of possibility using modal verbs (might, should, will, must) or adverbs (perhaps, surely). 
T13. I can create complex sentences using subordinate clauses with these pronouns: who, which, where, whose, when, (e.g. The robberies, which had taken place over the past month, remained unsolved). Noun, who/which/where 
T14. I can use fronted adverbials for when, where & how using commas to mark them off (eg Before the clock struck, ….  In the distance,…… As fast as he could,.…)
T15. I can use the ‘SENTENCE TYPES’ from Y3 and 4
T16. I can link ideas within paragraphs using a full range of Coordinating FANBOYS and Subordinating A WHITE BUS conjunctions.  
T17. I can select ambitious vocabulary (a word that most children of my age wouldn’t use) and literary features such as similes, metaphors and personification to describe accurately.
T18. I can plan and write a structured narrative with a setting, characters and a plot which includes suspense & action.
T19. I can use change of place, time and action to link ideas across paragraphs.
T20. I can use features of these text types: diaries, persuasive texts (+ Y3/4 text types – letter, instructions, information texts, newspapers, longer information texts)
T21. In a non-fiction text, I can organise my writing around a theme and use headings and subheadings to organise information.
T22. I can use an expanded noun phrase 
EXAMPLE: The broad, iron gates with brass handles were locked. 
T23. I can spell most words from the year 5 and 6 list correctly 
T24. I can spell most homophones and other words that are often confused correctly (eg there/their/they’re, aloud/allowed, weather/whether, affect/effect).
T25. I can make independent corrections when checking my work, and make further changes after my teacher has marked using the editing code

Year 6 Writing Targets

Target
T1. My handwriting is neat and joined
The majority of the time I punctuate my work using:   T2. Capital letter
T3. Full stops
T4. Question marks and exclamation mark 
T5. Commas 3-ed or if, if, if, then or __ing, ___ed  sentences
T6. Apostrophes ( P for Possession/C for contraction) 
T7. Inverted commas (Speech marks)
T8. Colons De:de sentence using a colon to separate independent clauses.
T9. Semi colons ‘
Outside; inside’ using a semi-colon to separate the two related sentences.
‘Some; other’ sentence, using a semi-colon to replace the word 
T10. Punctuation for parenthesis – brackets and dashes in complex sentences ‘Ad – same ad’ sentence, sometimes with a comparative adjective after the dash.
T11. Hyphen (join two words to make one)
Example: Co-ordinating, re-read)
T12. I can indicate degrees of possibility using modal verbs (might, should, will, must) or adverbs (perhaps, surely). 
T13. I can create complex sentences using subordinate clauses with these pronouns: who, which, where, whose, when, (e.g. The robberies, which had taken place over the past month, remained unsolved). Noun, who/which/where 
T14. I can use fronted adverbials for when, where & how using commas to mark them off (eg Before the clock struck, ….  In the distance,…… As fast as he could,.…)
T15. I can use the ‘SENTENCE TYPES’ from Y3 and 4
T16. I can link ideas within paragraphs using a full range of Coordinating FANBOYS and Subordinating A WHITE BUS conjunctions.  
T17. I can select ambitious vocabulary (a word that most children of my age wouldn’t use) and literary features such as similes, metaphors and personification to describe accurately.
T18. I can plan and write a structured narrative with a setting, characters and a plot which includes suspense & action.
T19. I can use change of place, time and action to link ideas across paragraphs.
T20. I can use features of these text types: diaries, persuasive texts (+ Y3/4 text types – letter, instructions, information texts, newspapers, longer information texts)
T21. In a non-fiction text, I can organise my writing around a theme and use headings and subheadings to organise information.
T22. I can use an expanded noun phrase 
EXAMPLE: The broad, iron gates with brass handles were locked. 
T23. I can spell most words from the year 5 and 6 list correctly 
T24. I can spell most homophones and other words that are often confused correctly (eg there/their/they’re, aloud/allowed, weather/whether, affect/effect).
T25. I can make independent corrections when checking my work, and make further changes after my teacher has marked using the editing code