W17 Generate synonyms for high frequency words, e.g. big, little, like, good, nice, nasty

W19 Learn common vocabulary for introducing and concluding dialogue, e.g. said, replied, asked. Collect examples from reading

S2 Take account of the grammar and punctuation, e.g. sentences, speech marks, exclamation marks and commas to mark pauses, when reading aloud

S3 Learn the function of verbs in sentences through:
Noticing that sentences cannot make sense without them
Collecting and classifying examples of verbs from reading and own knowledge, e.g. run, chase, sprint; eat, consume, gobble; said, whispered, shrieked
Experimenting with changing simple verbs in sentences and discussing their impact on meaning

S7 Learn the basic conventions of speech punctuation through
Identifying speech marks in read
Beginning to use in own writing
Using capital letters to mark the start of direct speech

S8 Use the term ?speech marks?

T1 Compare a range of story settings, and to select words and phrases that describe scenes

T2 Learn how dialogue is presented in stories, e.g. through statements, questions, exclamations, how paragraphing is used to organize dialogue

T11 Develop the use of settings in own stories by
Writing short descriptions of known places
Writing a description in the style of a familiar story

T12 Investigate and collect sentences/phrases for story openings and endings ? use some of these formal elements in re-telling and story writing

S2 Learn the function of adjectives within sentences, through
Identifying adjectives in shared reading
Discussing and defining what they have in common i.e. words which qualify nouns
Experimenting with deleting and substituting adjectives and noting effects on meaning
Collecting and classifying adjectives, e.g. for colours, sizes, moods
Experimenting with the impact of different adjectives through shared writing

T8 Write portraits of characters, using story text to describe behaviour and characteristics, and presenting portraits in a variety of ways, e.g. as poster, labeled diagrams, letter so friends about them

W13 Collect synonyms which will be useful in writing dialogue, e.g. shouted, cried, yelled, squealed, exploring the effects on meaning, e.g. through substituting these synonyms in sentences

S4 Use speech marks and other dialogue punctuation appropriately in writing and to use the conventions which mark boundaries between spoken words and the rest of the sentences

T2 to refer to significant aspects of the text, e.g. opening, build-up, atmosphere, and to know language is used to crate these, e.g. use of adjectives for description

T11 Write openings to stories or chapters linked to or arising from reading; to focus on language to create effects, e.g. building tension, suspense, creating moods, setting scenes

S3 Identify the use of powerful verbs, e.g. ?hobbled? instead of ?went?, e.g. through cloze procedures

T1 To investigate how settings and characters are built up from small details, and how the reader responds to them

T10 To plan a story identifying the stages of its telling

T11 Write character sketches, focusing on small details to evoke sympathy or dislike

W9 To use alternative words and expressions which are more accurate or interesting than the common choices, e.g. got, nice, good, then

S3 To understand the significance of word order, e.g. some re-orderings destroy meaning; some make sense but change meaning; sentences can be re-ordered to retain meaning (sometimes adding words); subsequent words are governed by preceding ones.

T1 To understand how writers create imaginary worlds, particularly where this is original or unfamiliar, such as science fiction setting and to show how the writer has evoked it through detail

T2 To understand how settings influence events and incidents in stories and how they affect characters? behaviour

T4 To compare and contrast settings across a range of stories; to evaluate, form and justify preferences

T10 To develop use of settings in own writing, making use of work on adjectives and figurative language to describe settings effectively

T13 To write own examples of descriptive, expressive language based on those read. Link to work on adjectives and similes.

S2 To identify the common punctuation marks including commas, semi-colons, coons, dashes, hyphens, speech marks, and to respond to them appropriately when reading

W7 To explain the difference between synonyms, e.g. angry, irritated, frustrated, upset, collect, classify and order sets of words to identify shades of meaning

W10 To use adverbs to qualify verbs in writing dialogue, e.g. timidly, gruffly, excitedly, using a thesaurus to extend vocabulary

S1 Investigate word order by examining how far the order of words in sentences can be changed:
Which words are essential to meaning
Which can be deleted without damaging the basic meaning
Which words or group of words can be moved into a different order

S6 To understand the need for punctuation as an aid to the reader, e.g. commas to mark grammatical boundaries; a colon to signal, e.g. a list

S7 From reading, to understand how dialogue is set out, e.g. on separate lines for alternate speakers in narrative, and the positioning of commas before speech marks

T2 To compare the structure of different stories, to discover how they differ in pace, build-up, sequence, complication and resolution

S6 To be aware of the differences between spoken and written language, including
Conventions to guide reader
The need for writing to make sense away from immediate context
The use of punctuation to replace intonation, pauses, gestures
The use of complete sentences

S8 To construct sentences in different ways, while retaining meaning, through
Combining two or more sentences
Re-ordering them
Deleting or substituting words
Writing them in more telegraphic ways

S1 To revise from Y5
The different word classes, e.g. prepositions
Re-expressing sentences in ad different order
The construction of complex sentences
The conventions of standard English
Adapting texts for particular readers and purposes

S6 To secure knowledge and understanding of more sophisticated punctuation marks
Colon
Semi-colon
Parenthetic commas, dashes, brackets

T7 To plan quickly and effectively the plot, characters and structure of their own narrative writing