EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Punctuation Begin to use full stops and capital letters, showing understanding of concept of a single clause/sentence. Separation of words with spaces. Introduction to the use of capital letters, full stops, question marks and exclamation marks to demarcate clauses/sentences. Capital letters for names and for the personal pronoun. Capital letters, full stops, question marks and exclamation marks used to demarcate sentences. Commas to separate items in a list. Apostrophes to mark where letters are omitted in spelling, and mark possession in nouns. Introduction of inverted commas to punctuate direct speech. Inverted commas to punctuate direct speech. Use commas to mark boundaries between clauses. Use of speech marks to punctuate direct speech. Apostrophes to mark plural possession (e.g. the girl’s name, the boys’ boots.) Use of commas after fronted adverbials (e.g. Later that day, I heard the bad news…) Use of inverted commas and other punctuation to indicate direct speech. Use direct and reported speech. Brackets, dashes, or commas to indicate parenthesis. Use of commas to clarify meaning or avoid ambiguity. Use of semi-colons to mark the boundary between related independent clauses (e.g. It’s raining; I’m fed up.) Use of colons and dashes to mark the boundary between related independent clauses where the second explains or adds to the first (e.g. I was scared; I’d never been that high before.) Use of the colon to introduce a list and use of a semi-colon within lists. Use full range of punctuation correctly; matched to genre. Use of semi-colons to mark the boundary between related independent clauses (e.g. It’s raining; I’m fed up.) Use of colons and dashes to mark the boundary between related independent clauses where the second explains or adds to the first (e.g. I was scared; I’d never been that high before.) Use of the colon to introduce a list and use of a semi-colon within lists. Punctuation of bullet points to list information. How hyphens can be used to avoid ambiguity (e.g. man eating shark versus man-eating shark, or recover versus re-cover)
EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Text Structures Sequencing sentences/clauses to form short narratives. Correct choice and consistent use of present tense versus past tense throughout texts. Use verbs in the present and past tense to mark actions in progress (e.g. He is drumming. She was shouting.) Correct use of tense. Change verb to improve interest. Experiment with adjectives to create impact. Correctly use verbs in 1st, 2nd, 3rd person. Introduction to paragraphs as a way to group related materials. Headings and subheadings to aid presentation. Use of the present perfect form of verbs instead of simple past (e.g. He has gone out to play instead of He went out to play.) Use adverbs – know that not all adverbs end in –ly (e.g. fast, often, almost) Use adjectival phases (e.g. biting cold wind) Consistently use 1st and 3rd person correctly. Use of paragraphs to organise ideas around a theme. Appropriate choice of pronoun or noun with and across sentences to aid cohesion and avoid repetition. Use connecting adverbs to link paragraphs, (e.g. however, on the other hand, as the clock struck midnight, from far in the distance.) Use pronouns to avoid repetition. Use basic Standard English ie. agreement between verb and noun; consistency of tense; avoid double negative. Devices to build cohesion within a paragraph (e.g. just as, while, around the corner) Linking ideas across paragraphs using adverbials of time (e.g. later) place (e.g. nearby) and number (e.g. secondly) Consistently organise writing into paragraphs. Use entirely consistent language associated with 1st, 2nd, 3rd person. Linking ideas across paragraphs using wider range of cohesive devices: semantic cohesion (e.g. repetition of a word or phrase) grammatical connections (e.g. the use of adverbials) such as on the other hand, in contrast, as a consequence. Layout devises such as headings, sub-headings, columns, bullets, or tables to structure texts. Paragraphs coherently organised. Use paragraphs to signal change in time, scene, action, mood or person. EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6