Writing progression from Reception to Year 1

End of year expectations. Expected: 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. Exceeding: Children can spell phonically regular words of more than one syllable as well as many irregular but high frequency words. They use key features of narrative in their own writing. Cross LA agreement - writing that uses phonetically plausible words falls within an ‘expected’ level and phonetically regular words (i.e. correctly spelt) are at an exceeding level.

Language Comprehension process Encoding processes Encoding processes POOR GOOD POOR Synthetic Phonics teaches children that the English alphabetic code is reversible; if you can read a word you can spell it. Encoding involves listening for the phonemes/sounds and deciding which letters represent those phonemes/sounds. Also known as spelling!

Sound fingers. Starting with the whole spoken word children need to identify the individual sounds and encode the sounds to print. This relies on a solid phonic knowledge. Starting with the whole spoken word children need to identify the individual sounds and encode the sounds to print. This relies on a solid phonic knowledge. b b a b ag

Spelling Choices ai – train ay – play a_e – make eigh - eight

High Frequency Words Just like in reading these need to be learnt off by heart. Take every opportunity to point these words out when reading. Have a key word of the day that must always be spelt correctly. When children are writing praise key words spelt correctly ask the children to use their key word sheet to correct those that aren’t. Mnemonics – e.g. big elephants can always upset small elephants

Sentences Always speak in sentences. Always speak in sentences. Always encourage children to read their work back to you. Always encourage children to read their work back to you. Choose 2-3 mistakes for children to correct. Choose 2-3 mistakes for children to correct. Capital letters. Capital letters. Full stops. Full stops. Finger spaces. Finger spaces. All these concepts need to be reinforced through reading All these concepts need to be reinforced through reading Always encourage the children to up-level a sentence both orally and when writing. Always encourage the children to up-level a sentence both orally and when writing.

VCOP V – vocabulary. V – vocabulary. C – connectives. C – connectives. O- openers. O- openers. P- punctuation P- punctuation

Examples.Connectives: I went to the shop. I bought some sweets. I went to the shop and bought some sweets. Watch punctuation!!!! Openers:The……..My……..Then……Next……..Suddenly……… Up-levelling sentences.

Boxing Clever Who? Who? Where? Where? Where next? Where next? Why? Why? What goes wrong? What goes wrong? Who helps? Who helps? Where last? Where last? Feelings. Feelings.

Common mistakes! I instead of igh e.g. tI, mI I instead of igh e.g. tI, mI Finger spaces between sounds not words. Finger spaces between sounds not words. The becomes - d,v,th. The becomes - d,v,th. Capital B in the middle of sentences. Capital B in the middle of sentences. b and d bed b and d bed