ELG 10 Writing Children use their phonic Children can spell phonically Writing for a range of different Very high expectations, knowledge to write words regular words of more than 1 purposes and contexts. Children feedback to all writing and in ways which match their syllable as well as many choose to write everyday and ask opportunities for children to spoken sounds. They also irregular but high frequency for lined paper to write on or their edit, review and make write some irregular words. They use key features of literacy book. Stamina to write for improvements. Children know common words. They write narrative in their own writing. more extended periods of time. and apply multi-sensory writer’s simple sentences which Lots of different writing check list. I have sent home can be read by themselves opportunities provided and a Year one Common Exception and others. Some words range of writing materials (chalk, Words for HA writers to work are spelt correctly and paint, wikki sticks, oil pastels etc). on. Focus on making a valuable others are phonetically Strong sense of narrative features transferable skill writer’. ‘super plausible. supported by talk for writing (once Children who find writing upon a time Children enjoy challenging use other sensory …). going into the writing area where methods (writing in glitter, the boys in particular choose to rainbow magnetic board, write often creating their own brushes on the iPad). Early purpose e.g. football songs, morning activities enable the Gruffalo. children to write about their weekend (recount). Boys in the setting enjoy writing (superhero theme). Writing materials in role play area.
ELG 10 Writing Children use 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. Children can spell phonically regular words of more than 1 syllable as well as many irregular but high frequency words. They use key features of narrative in their own writing. Writing for a range of different purposes and contexts. Children choose to write everyday and ask for lined paper to write on or their literacy book. Stamina to write for more extended periods of time. Lots of different writing opportunities provided and a range of writing materials (chalk, paint, wikki sticks, oil pastels etc). Strong sense of narrative features supported by talk for writing (once upon a time …). Children enjoy going into the writing area where the boys in particular choose to write often creating their own purpose e.g. football songs, the Gruffalo. Very high expectations, feedback to all writing and opportunities for children to edit, review and make improvements. Children know and apply multi-sensory writer’s check list. I have sent home Year one Common Exception Words for HA writers to work on. Focus on making a valuable transferable skill ‘super writer’. Children who find writing challenging use other sensory methods (writing in glitter, rainbow magnetic board, brushes on the iPad). Early morning activities enable children to write about their weekend (recount). Boys in the setting enjoy writing (superhero theme). Writing materials in role play area.
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