Key: X- Formettarget at ARElevel. KPI-KeyPerformanceIndicator IF - Interim framework	Aut1	Aut2	Spr1	Spr2	Sum1	Sum2
Children should write for a range of audiences and purposes including, recounts from their own experience or fiction, re-tell, letters to and from, instructions, invitations, simple report, diaries, persuasion, setting and character descriptions e.g. wanted posters or part of a book review.
KPI	1 IF	Segmentsspokenwordsintophonemesandrepresentsthesebygraphemes,spellingmany correctly (Phase 6 Letters and Sounds or equivalents).
2 IF	Consistently uses spaces between words that reflect the size of the letters.
3 IF	Uses full stops, capital letters accurately in writing which should be close to a side of
3a	As least 3 of the following should be used ; Exclamation marks , question marks , commas ( at least in a list ) apostrophes for simple contractions and for singular possession , full stop and capital
4 IF	Uses present and past tense correctly and consistently, including the simple and progressive form to mark actions in progress (e.g. she is drumming, he was shouting).
5 IF	Spell many exception words (most for Greater Depth).
Spelling	6 IF	Add suffixes to spell words, including - ment, -ness, -ful, -less, -ly.
7	Spells some common homophones, and distinguishes between homophones and near- homophones.
8 IF	Spell some contracted words.
9	Use the possessive apostrophe in singular nouns GD.
Handwriting	10 IF	Uses diagonal and horizontal strokes needed to join letters in some of their writing.
11 IF	Capitalletters,lowercaselettersanddigitsareconsistentlyofthecorrectsize,orientation and relationship to one another and to lower case letters.
Sentence Sentence	12	Use sentences of different forms: statements, questions, exclamations and commands. Short sentences, All the W's , list sentence
13	Uses expanded noun phrases to describe and specify (e.g. blue butterfly, plain flour). list sentence
14 IF	Uses a variety of co-ordination (conjunctions - or, and, but) in writing. BOYS Sentences
15 IF	Uses a variety of subordination (conjunctions - when, if, that, because) in writing.
16 IF	Separate items in a list using commas.
17	Correctly writes simple sentences independently that include words using phonetically plausible andcommonexceptionwordsandpunctuation taught sofar (Phase6Lettersand Sounds).
Composition E and Composition E and	18	Begin to divide their own writing into sections (where appropriate).
19	Plan writing appropriately, by writing down ideas and / or key words, including new or relevant vocabulary.
20	Has stamina in writing, can write at least 3 parts.
Read own writing aloud with appropriate intonation to make meaning clear.
22	Evaluate their own and others finished writing with teacher and/ or peers.
23 IF	Beginningtoproof readownwritingandmakerelevantcorrections, e.g.can checkverbtense consistently, spelling, grammar and punctuation.
24	Attempts to interest the reader through creating characters and settings.
25 IF	Writing is appropriatefordifferent purposes, follows formsofnarrative (real andfictional), recount and poetry.
Entry to standard- Can they produce a paragraph or more of developed ideas independently that can be read without help from the child. May be more like spoken that written ( may not be a retell) GD Statement - Write independently, effectively, coherently and creatively for different purposes and a range of audiences, drawing on their reading to inform the vocabulary and grammar of their writing. - Sustain the writing of longer texts, which maintain the purpose of the text type. - Make simple additions, revisions and proof-reading corrections to their own writing.	Total
Grade
BLW = 0-7 WTS=7-12EXS=13-19 GD =20-25
Target KPI