EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Use pronouns to avoid Use entirely consistent Correct use of tense. repetition. language associated with 1st, Use adverbs – know that 2nd, 3rd person. Change verb to Use basic Standard not all adverbs end in –ly improve interest. English ie. agreement (e.g. fast, often, almost) Linking ideas across between verb and paragraphs using wider range Experiment with noun; consistency of Use adjectival phases (e.g. of cohesive devices: semantic adjectives to create tense; avoid double biting cold wind) cohesion (e.g. repetition of a impact. negative. Correct choice and word or phrase) grammatical consistent use of Consistently use 1st and connections (e.g. the use of Correctly use verbs in Devices to build present tense versus 3rd person correctly. Use adverbials) such as on the 1st, 2nd, 3rd person. cohesion within a past tense of paragraphs to organise other hand, in contrast, as a paragraph (e.g. just as, Sequencing throughout texts. ideas around a theme. consequence. Introduction to while, around the sentences/clauses paragraphs as a way to corner) to form short Use verbs in the Appropriate choice of Layout devises such as group related Structures narratives. present and past pronoun or noun with and headings, sub-headings, materials. Linking ideas across tense to mark across sentences to aid columns, bullets, or tables to paragraphs using Text actions in progress cohesion and avoid structure texts. Headings and adverbials of time (e.g. (e.g. He is drumming. repetition. subheadings to aid later) place (e.g. She was shouting.) Paragraphs coherently presentation. nearby) and number Use connecting adverbs organised. (e.g. secondly) to link paragraphs, (e.g. Use of the present however, on the other Use paragraphs to signal perfect form of verbs Consistently organise hand, as the clock struck change in time, scene, action, instead of simple past writing into midnight, from far in the mood or person. (e.g. He has gone out to paragraphs. distance.) play instead of He went out to play.) EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Text Structures Sequencing sentences/clauses to form short narratives. Correct choice and consistent use of present tense versus past tense throughout texts. Use verbs in the present and past tense to mark actions in progress (e.g. He is drumming. She was shouting.) Correct use of tense. Change verb to improve interest. Experiment with adjectives to create impact. Correctly use verbs in 1st, 2nd, 3rd person. Introduction to paragraphs as a way to group related materials. Headings and subheadings to aid presentation. Use of the present perfect form of verbs instead of simple past (e.g. He has gone out to play instead of He went out to play.) Use adverbs – know that not all adverbs end in –ly (e.g. fast, often, almost) Use adjectival phases (e.g. biting cold wind) Consistently use 1st and 3rd person correctly. Use of paragraphs to organise ideas around a theme. Appropriate choice of pronoun or noun with and across sentences to aid cohesion and avoid repetition. Use connecting adverbs to link paragraphs, (e.g. however, on the other hand, as the clock struck midnight, from far in the distance.) Use pronouns to avoid repetition. Use basic Standard English ie. agreement between verb and noun; consistency of tense; avoid double negative. Devices to build cohesion within a paragraph (e.g. just as, while, around the corner) Linking ideas across paragraphs using adverbials of time (e.g. later) place (e.g. nearby) and number (e.g. secondly) Consistently organise writing into paragraphs. Use entirely consistent language associated with 1st, 2nd, 3rd person. Linking ideas across paragraphs using wider range of cohesive devices: semantic cohesion (e.g. repetition of a word or phrase) grammatical connections (e.g. the use of adverbials) such as on the other hand, in contrast, as a consequence. Layout devises such as headings, sub-headings, columns, bullets, or tables to structure texts. Paragraphs coherently organised. Use paragraphs to signal change in time, scene, action, mood or person. EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
punctuation_and_grammar_progression.docx