MIRANDA AND CALIBAN

    A painting by James Ward

              (1769-1859)

·       I think about why I am writing and who I am writing for.

·       I try to choose words that fit the task set

·       I usually use simple and straight forward sentences and am careful to say them in my head first so they make sense

·       I usually put full stops at the end of sentences and I start new sentences with a capital letters and can sometimes use other punctuation well

·       I can spell most simple words correctly and attempt words I am not sure of

·       I try to order my ideas to ensure my work makes sense

·       I am learning to adapt my written style by thinking about why I am writing and who I am writing for

·       I choose words carefully and try to use interesting vocabulary

·       I use simple sentences correctly and try to use longer (complete) sentences. I am careful to say sentences in my head first so they make sense

·       I can use full stops, capital letters and other punctuation like question marks correctly

·       I can spell simple words and some more difficult words correctly

·       I can use paragraphs and subheadings and try to make sure my ideas are written in a logical order

Level 5

·       I can adapt my written style according to why l am writing (purpose) and who I am writing for (audience). I try hard to interest my reader

·       I make imaginative word choices and think about the best words to make my writing interesting and clear

·       I can use simple and complex sentences, and I use different length sentences for effect

·       I use capital letters correctly; I use punctuation to mark the end of sentences and I can use commas in complex sentences. I try to use other punctuation for effect

·       I can correctly spell simple words and more difficult words which follow regular spelling rules

·       I organise my sentences into well balanced paragraphs or sections and work is well laid out

·       I try to make sure that the middle and end of my work is as strong as my beginning So my reader won’t lose interest

Level 6

·       I can adapt my written style according to purpose (why) and audience (who) and I know how to write in a more formal style. I try to ensure my reader doesn’t want to put my work down

·         I use a range of vocabulary to make my writing interesting and effective and think carefully about choosing exactly the right word

·      I use a range of simple and complex sentences for effect and I vary the way I start sentences. I know which sentence types work better at different points in my writing

·      I punctuate sentences correctly and I know how to use speech marks and apostrophes

·      I can spell most words correctly, including some difficult words which do not follow regular spelling rules

·      I organise my ideas into well structured paragraphs and ensure that the links between sections are very clear

·      The layout of my work is well thought out and helps the reader follow my ideas

Level 7

·       My writing is carefully crafted according to purpose and audience and I proof read my work, thinking about how I want my audience to react. I try to be original with my ideas and am not afraid to experiment

·       I use a wide range of vocabulary and always try to use words to express myself clearly, choosing exactly the right word for maximum effect

·       I experiment with a range of sentence lengths and types for effect and vary the way I start sentences to engage my reader

·       I can use a wide range of punctuation correctly, including apostrophes, semi colons and colons.

·       I can spell almost all words correctly, including complex and irregular words.

·       I organise my ideas into clearly structured, well shaped and linked paragraphs

·       I can link ideas within my paragraphs and weave ideas together so my writing flows well

·       I can write succinctly and the viewpoint I am writing from is always clear

Level 3

·     I can read a range of texts well

·     I can read on my own using appropriate reading strategies such as skimming, scanning, predicting, empathising

·     I can state a few simple facts and opinions on what I read in fiction and non-fiction texts

·     I use the alphabet to help me find books in the library or information in an index

Level 4

·       I can read a range of texts and understand they ideas, themes, events and characters

·       I can use a variety of reading strategies including inference and deduction to work out hidden meanings

·       When writing about what I read I select key information, make relevant comments and try not to re-tell the plot

·       I have opinions on what I read and can select brief quotations from the text when explaining my views

·       I can locate information in different places

Level 5

·       I can read and understand a range of texts

·       I understand how a writer structures their writing for particular effects e.g. an arresting opening to grab the reader’s interest

·       I can explain why writers have used particular words and phrases and the effects on me as a reader

·       I can select essential points from what I read and can use inference and deduction to work out any implied meanings

·       I can identify key features and themes in what I read

·       I can explain how language adds to our understanding of character and how it creates mood and atmosphere

·       I can use critical terminology correctly e.g. imperatives, dramatic irony

·       I can express a view on what I read and select relevant evidence from the text to support my opinions

·       I can retrieve and collate information from different sources

Level 6

·     I can recognise how the organisation of information affects the reader

·     I can explain why writers have used particular words and phrases, including figurative language and the effects on me as a reader

·     I can relate characters’ speech and actions clearly to themes and ideas

·     When reading a play I can explain the dramatic effects of the language used e.g. in conveying a character’s motives / feelings or in advancing the plot

·     When writing about what I read, I focus on the question asked and integrate carefully selected references to link my points and develop my argument

·     I can summarise the key points from a range of different sources of information 

Level 7

·       I understand the techniques writers use to convey meaning in a range of texts and the impact on the reader

·       I can analyse and comment on how writers select and present information to guide a reader’s reaction

·       I can identify and analyse how a text is structured

·       In response to fiction, I can explore key ideas and themes through a close analysis of characters’ speech and actions

·       When reading a play, I can explain how dramatic effects are created through specific words and phrases

·       I can express a personal and critical opinion on poems, plays, novels and non-fiction texts, orally and in writing

·       I can produce succinct and analytical writing about what I have read which includes precisely selected references as part of the overall argument

·       I can select and synthesise a range of information from a variety of sources

Level 3

·       I can talk and listen confidently in different situations e.g. paired, group or whole class discussions

·       I can put my points across in a way that the listener understands

·       When listening to others, I can pick out the key points being made

·       I comment on what I have heard and can ask useful follow up questions

·       I can change how I talk (language and tone) depending on who I am talking to

·       I know what Standard English is and am aware of when it is appropriate to use it

Level 4

·       I can talk and listen with confidence in a range of contexts e.g. class discussion, role-play, hot-seating

·       I can adapt my speech to suit the purpose and listener

·       I can develop ideas, describe events and express opinions clearly

·       In a discussion, I listen carefully and acknowledge the ideas and opinions of others in my own contributions or through the questions I ask

·       I know when it is appropriate to be more formal and can use Standard English vocabulary

Level 5

·       I can talk and listen carefully in a wide range of contexts, including formal presentations

·       I can use expression and vocabulary effectively to grab the interest of my listener

·       In a discussion, I pay close attention to what others say and ask questions to develop the discussion further

·       I take account of other people’s views in the contributions I make e.g. by building on what someone has said or by counter-arguing

·       I can use Standard English in more formal situations

Level 6

·       I can speak confidently in a range of different contexts and tailor my talk to the purpose and audience

·       I skilfully use different expressions and a range of vocabulary to engage the interest of my listener

·       I contribute to discussions and show an understanding of the ideas expressed

·       I show sensitivity to others and their ideas and opinions, e.g. by trying to involve reluctant speakers or by valuing the views that others express even if they are different to my own

Level 7

·       I can confidently match my talk to the demands of different contexts and situations

·       I use vocabulary precisely and organise my talk with my listener in mind

·       I make significant contribution to discussions which shows an that I have reflected on the ideas of others and thought carefully about what to say, when to say it and how best to express myself

·       I know which situations require the use of Standard English and can use it competently