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English – Child friendly Grid – Level 3

Literacy group name:
EAL step

Name:

3a

AF6 – Grammar and Punctuation

- I used words like ‘because’,
‘when’, ‘while’,‘until’.

- I used full stops, capitals, exclamation
marks, question marks.

- I used connectives like ‘in
order to’, ‘as well as’, ‘before’,
‘after’.

- I sometimes used commas to split sentences, as
well as for lists.

- I used the connectives
‘because’, ‘but’ and ‘so’

3c

Task Type:

AF5 – Purpose and Effect

- I used adverbs like
‘Interestingly,’ and
‘Surprisingly,’ to open a
sentence.

3b

Date:

- I used adverbs like ‘Firstly,’
and ‘Finally,’ to open a
sentence.

- I used the connectives ‘and’,
‘then’ and ‘with’ to make
complex sentences.

AF3 – Sentence Structure

AF4 – Text Structure

- My story is chronological with an
opening, build up, problem, resolution
and ending.

- My paragraphs start with
clear openers like “Later
that day…”, “Secondly, I
found out…”, “Finally, I…”
etc.

- My non-fiction writing has
sentences that are logical and follow
- I used speech marks to quote from another text or the structure of the text type.
to record what someone said.

- I tried to use topic
sentences.

- I used apostrophes (e.g. It’s).

- I used full stops and capital letters
consistently, with no more than one or two
errors.
- I used question marks, question words &
exclamation marks when I needed them.

- My opening and closing sentences
begin with phrases like – Firstly…,
Finally…, I am writing to show…, In
conclusion, I… etc.

- I used speech marks to show direct speech in
stories, with only a few mistakes.

- I checked whether I had used the
same words and phrases again and
- I used apostrophes for ownership. (e.g. Julie’s bag) again, and then changed them.

- I used question marks when I needed
them.
- All of my full stops and capital letters are correct.
- I made a few mistakes with proper nouns (e.g. no
capital for the name of a person or place).

- I used sub-headings to organise my
ideas (e.g. using a mind map, a
flowchart etc.).
 My writing does not always follow
the plan.

- My planning shows how I
wanted to organise the
parts of a story
- My non- fiction planning
shows points under
paragraph numbers.

- I used paragraphs
but not always
correctly (i.e. to show
a change in event,
place or time).

1

AF1 – Audience and
Purpose

3a

My planning shows ‘Point,
Example, Explain’ but I didn’t
use it in my writing.

AF2 – Audience and
Purpose

AF7 – Vocabulary

I have tried to entertain,
inform, scare, impress or
make my reader laugh
etc.

I used a thesaurus to find
new, more adventurous
words.
These words are in my story.

High

I have used good description
and included adjectives and
adverbs.

3b
Secure

3c
Low

I have given my opinion but I
didn’t explain why I think that
(e.g. using ‘because’ etc.)

I have used adjectives, which
are sometimes adventurous
(e.g. enormous, gigantic).

I have included the main
features of the text type.
My writing flows and
makes sense.
It looks like the text type
I was trying to copy.

My writing makes sense
and has some of the
features of the text type.

I chose specific nouns, verbs,
adverbs and adjectives to
create an efect (to make the
reader feel something).
E.g. The old floor boards of
the dreary cottage creaked
wearily as they walked on
them.

I have used some of the
interesting words the teacher
gave me, in my finished piece
of writing.

AF8 – Spelling
My spelling of long words
is
really good. I used words
with:
- sufixes – ‘able’, ‘er’
- prefixes – ‘mis’, ‘dis’,
‘pre’, ‘de’
- plurals – ‘y’ changed to
‘ies’
- comparative – ‘er’,
‘est’
 I can spell words with
silent letters.
 I checked and corrected
my spelling mistakes.
 I used plurals ‘s’ and ‘es’
consistently.
 I used the suffixes ‘ful’ and
‘less’consistently.

 More than half of my
spelling of common
words is correct.
 I have spelled words I
didn’t know in a way
that others can read
them.

Handwriting and presentation

My handwriting is easy to
read with letters that are all
the same size, and joined
up.

My handwriting is easy to
read with letters that are all
the same size, and joined
up.

My handwriting is easy to read
and the sizes of all the letters
are the same.
Some of my letters are joined
up.
I have not put capital letters in
the wrong part of the word.

Common School Words List - for NC Level 3 Writers:
Aa
Bb
Cc

again

always about another away about afterward anything
activity
above
angle answer animal
anywhere
backward been / being
beforehand because
bye / buy / by
believe blue brought bought

could / couldn’t caused comparison compare
down

Dd

enough

Ee
Ff

don’t

firstly

didn’t design different diference
discuss decide
direction

excited

explain example
experiment
everywhere everything

father first fourthly
friend fiction

Gg

gone

Hh

have / had / has

Ii

into

instead

fifthly findings
factual female

gave / given
head

I’m

home

make

made

might

diagram

point

perhaps

everyone

Qq

house

however

little

much

Pp

interesting

nowhere

hardly
introduction

quite
right

nothing

outward

number

once

massive

own

orange

morning

male

people

quiet

ready

quickly

purple

piece

possible

question

results research

red

should / shouldn’t somebody sometimes somewhere secondly
sea / see section similiar summary slowly
they’re

T
t
Uu

Ww

laughed
many

night

probably

their / there thirdly too / to / two thought therefore
tiny totally took / taken together
useful

under

underneath

vegetable

Vv

mother

next

century

Ss

knowledge

more

ourselves otherwise

great

Kk

lively

often

green

it / it’s investigate

lastly

Oo

Rr

just jump

Ll

narrative

forward fruit
frequently

Jj

Mm

conclusion

Nn

understand

various

white would / wouldn’t what
where which wanted when
were / where whether while who wrong write written

Xx Y
y
Zz

year

your / you’re

yesterday

yellow

Key Areas:
-ful
-less
-able,
- ment

Suffixe
s

Comparitive:

- est
- er
doubling
consonants
with final
letters p, l
y to i

mis-

Prefixe
s
im-

dis-

re-

over-

pre-

under-

il-

de-

antiroot / stem words

Plural
s
s, h, ch, x or ss → s or -es
f, f, fe → -s, -ves
y → es, ies
o → -s, -es

Sources: McNally High Frequency Words List, World English 500 Most Commonly Used Words

s or soft c

ow or ou

soft cy, ce, ci

ei or ie

soft g

-ence or -ance

-ch and -tch

-ge or -dge

-ch or -sh

-ate or -ite

-ch or -k

-able or -ible

Tricky Bits &
Exceptions
-tion, -ssion
-cian, -sion
-ough, -ought,
-aught
-el, -le and -al

-ical, -icle, -acle

-ous, -ious, -eous
silent letters
homophones