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English Child friendly Grid Level 4

AF5 Purpose and

- I deliberately switch
tenses within my writing.



Task Type/s:

AF6 Grammar and Punctuation

- I use full stops, capitals for sentences and

proper nouns, exclamation marks, question

- I use colons and/or semi-colons, with minor errors.

- I use adverb clauses (to
show the time, place or way in
which something happened). - I use complicated adverb clauses, sometimes with
the comma in the wrong place.
E.g. Suddenly, someone
laughed loudly).

- I use connectives like 'if',

'although', 'when', 'while',
'since', 'because'.



- I use passive and active

verb forms. E.g.
Passive: She was taught by
a strange man.
Active: A strange man
taught her.

Literacy group name:

- I use full stops, capitals for sentences and

proper nouns, exclamation marks, question
- I use apostrophes for possession (e.g. Julies)
and contractions (e.g. cant) all through my
- I use brackets accurately to add extra information.

EAL step

AF3 Sentence Structure

AF4 Text Structure

- I make notes during reading

activities, internet research,
presentations, live performances,
videos etc.
I then re-organise these notes and
use them in writing tasks.
- I can work with another person
to write a success criteria before I
start writing - then use it to edit
and improve my work.

- I use a variety of
connectives to make the
writing flow.
- With the teachers help I
can try to refer back to
another point in my piece of
writing i.e. during the
concluding paragraph.

- I make notes during reading

activities, presentations, live
performances, video etc.
- I can work independently through a
success criteria given to me, to mark
my own work.

- I use a variety of
connectives to make the
writing flow. I mainly use
also and because.

- I use speech marks accurately throughout to quote

from another text or something someone said.

- I use full stops, capitals for sentences,

I can answer questions
exclamation marks, question marks and
with prepositions and
commas accurately.
connectives like:
- Where? above, below,
- I use apostrophes for possession (e.g. Julies) and
towards, over,
contractions (e.g. cant), with only a few mistakes.
- Why? because, in order
- Sometimes I use brackets but not correctly.
to, therefore, since, in case.
- When? when, while, until,
- I use speech marks to quote from another text or
after, before, during.
something someone said, with only a few mistakes.

- My story is chronological with an

opening, build up, problem, resolution
and ending.
- My non-fiction writing has sections
that are logical and based around
sub- topics.
- With the teachers help I can read
through work and discuss areas for
improvement / extension.

- My paragraphs start with

clear openers / topic
sentences, but I use the
same structure for each.
- I sometimes repeat
connectives such as also
and because.
- I sometimes repeat pronouns
like he / she etc.

AF1 Audience and



- I have used speech to show

differences in the characters
(e.g. through accents or word
- I have tried to use dramatic
monologue (i.e. a character
talking about their thoughts
and feelings in detail).


- I have used metaphors.

- My settings and characters
are presented with more vivid
- In factual writing I have used
Interesting quotes, facts and
statistics (e.g. percentage of
people who like homework) to
create impact.

AF2 Audience and


AF7 Vocabulary

AF8 Spelling

Handwriting and presentation

- Writing to text types 6

- I have written as if I am
an imaginary character
talking to the audience.
(i.e. father to son,
soldier / husband to
wife, Father Christmas
to child etc).

- I independently used
a thesaurus to choose
synonyms and/or

I can check and correct

most of my spelling
errors. (e.g. all uses of
plurals, adverbs etc.

- I use spider diagrams, flow charts and

bullet points when taking notes.

I usually spell long

words with prefixes and
suffixes (e.g. disappoint-ed and unnecessar-ily) correctly.

- I take notes quickly and my

handwriting can still be read by
another person.

Sometimes I spell
words with prefixes
and suffixes correctly.

- My handwriting is easy to read and joined

up. The letters are all the same size.

- Writing to text types 4 &

- The teacher reminded
- I know that I can
me to use a thesaurus
change what and how
to choose synonyms
I write based on who
and/or antonyms to
my audience is (e.g.
improve the style of my
for different ages,
genders, expert vs.
non- expert, job etc.

- When I type something on the

computer, I print it out to check it and
then edit it on the computer.

- I use templates in Microsoft Publisher

and PowerPoint.

I have tried to do this

in my writing.
- I have used Point, Example,
Explain for planning and
shown it in my writing.


My stories have many

examples of:
- adjectives
- adverbs
- similes
- alliteration
- personification
- rhyme

- I can write a story,

poem, recount and
instruction text and
include all of the features
of the text types.
- I understand the
difference between
standard and colloquial
(spoken) English.

- I used a thesaurus to
experiment with new,
more adventurous
vocabulary. These new
words are in my piece
of writing.
- I am trying to use
synonyms and

I have spelled key topic

words incorrectly but
another person can read
it and know what it

- My handwriting stays neat throughout

my writing.
- I choose fonts quickly when typing
something on the computer.
- I include images from the internet
to support my writing.

Text Type
1. Narrative

2. Poetry

3, Recount

4, Instruction

5, Report

6. Persuasive

To amuse/entertain the
readers and to tell a
To express thoughts,
feelings and
observations in plain
To retell an event or
series of events that
happened in the past.
To tell readers how to
do or make
To present information
about something, as it
To persuade the readers
that something should or
should not be the case
or be done.

To explain the processes

/ parts involved in the
7. Explanation creation or working of
real life phenomena.

8. Discursive

9. Review

To present information
and opinions about
issues from more than
one side of a viewpoint
(for/pros and
To critique or evaluate a
recorded or live
performance, art work
or event for a public

Generic Structure
Orientation Build-Up
Acrostic, Haiku & Tanka, Limerick,
Orientation Event/s Reorientation

Goal/Aim Materials/Equipments

Introduction Description Summary

Introduction to Situation and/or Basic

Concluding Recommendation

Introduction PEE Chains Summary

Issue Arguments For and


Orientation and Basic

Interpretative Recount

Typical Features
past tense, action verbs,
chronologically arranged,
creation of stylistic tone,
first or third person
syllable patterns.
rhyming patterns, verse
form, repetition
chronologically arranged,
neutral tone, first or third
simple present tense,
imperatives, third
sequentially / logically
arranged, simple
present tense, third
simple present tense,
first person

simple present tense,

technical terms, action
verbs, passive voice, first
or third person
simple present tense,
third person,
subordinate clauses,
third person
focus on specific
subordinate clauses,
metaphor, third person
primarily first person
for summary

Word & Device Focus

stylistic adverbial openers, time and
place connectives, adjectives,
verbs, alliteration, simile. metaphor
adjectives, alliteration,
simile. Metaphor,
past tense, action verbs, adjectives
functional adverbial openers,
technical terms, time and
place connectives, instruction
functional adverbial openers,
technical terms, time and
place connectives, adverbs






action verbs, thinking verbs,

stylistic and functional adverbial
openers, functional and impact
adjectives, technical terms,
explanatory connectives


functional adverbial openers,

connectives of time and causeeffect, explanatory connectives


functional adverbial openers,

thinking verbs, explanatory
functional and stylistic adverbial
openers, thinking verbs,
functional and impact adjectives,
technical terms, explanatory