Model Texts For Teaching
KS2 English

segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly

learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few homophones

learn to spell common exception words

learn to spell more words with contracted forms

learning the possessive apostrophe (singular)

distinguishing between homophones and near homophones

add suffixes to spell longer words, including -ment, -ness, -ful, -less, -ly

write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

apply spelling rules and guidance as listed in English Appendix 1

writing narratives about personal experiences and those of others (real and fictional)

writing about real events

writing poetry

writing for different purposes

planning or saying out loud what they are going to write about

writing down ideas and / or key words, including new vocabulary

encapsulating what they want to say, sentence by sentence

evaluating their writing with the teacher and other pupils

re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form

proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]

read aloud what they have written with appropriate intonation to make the meaning clear.

learning how to use both familiar and new punctuation correctly (see English Appendix 2)

Learn how to use: sentences with different forms: statement, question, exclamation, command

Learn how to use: expanded noun phrases to describe and specify [for example, the blue butterfly]

Learn how to use: the present and past tenses correctly and consistently including the progressive form

Learn how to use: subordination (using when, if, that, or because) and co-ordination (using or, and, or but)

some features of written Standard English

use and understand the grammatical terminology in English Appendix 2 in discussing their writing.

Word: Formation of noun using suffixes such as -ness, -er and by compounding [for example, whiteboard, superman]

Word: Formation of adjectives using suffixes such as -ful, -less

Word: Use of the suffixes -er, -est in adjectives and the use of -ly in Standard English to turn adjectives into adverbs

Punctuation: Use of capital letters, full stops, question marks and exclamation marks to demarcate sentences

Punctuation: commas to separate items in a list

spell words containing each of the 40+ phonemes already taught

spell common exception words

spell the days of the week

name the letters of the alphabet (naming the letters in order and using letter names)

add prefixes and suffixes: -s or -es

add prefixes and suffixes: un-

add prefixes and suffixes: -ing, -ed, -er, -est where no change is needed to the root word

apply simple spelling rules and guidance as listed in English Appendix 1

write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far

saying out loud what they are going to write about

composing a sentence orally before writing it

sequencing sentences to form short narratives

re-reading what they have written to check that it makes sense

discuss what they have written with the teacher or other pupils

read aloud their writing clearly enough to be heard by their peers and the teacher.

leaving spaces between words

joining words and joining clauses using and

beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark

using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’

How words can combine to make sentences

Use further prefixes and suffixes and understand guidance for adding them

Spell some words with silent letters

Continue to distinguish between homophones and other words which are often confused

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically

Use dictionaries to check the spelling and meaning of words

Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary

Use a thesaurus

Plan writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own

Plan their writing by noting and developing initial ideas, drawing on reading and research where necessary

In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed

Draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning

In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action

Draft and write by précising longer passages

Draft and write by using a wide range of devices to build cohesion within and across paragraphs

Draft and write by using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]

Evaluate and edit by assessing the effectiveness of their own and others’ writing

Evaluate and edit by proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning

Edit and evaluate by ensuring the consistent and correct use of tense throughout a piece of writing

Edit and evaluate by ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register

Proof-read for spelling and punctuation errors

Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

Recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms

Using passive verbs to affect the presentation of information in a sentence

Using the perfect form of verbs to mark relationships of time and cause

Using expanded noun phrases to convey complicated information concisely

Using modal verbs or adverbs to indicate degrees of possibility

Using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun

Using commas to clarify meaning or avoid ambiguity in writing

Using hyphens to avoid ambiguity

Using brackets, dashes or commas to indicate parenthesis

Using semi-colons, colons or dashes to mark boundaries between independent clauses

Using a colon to introduce a list

Punctuating bullets consistently

The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing

How words are related by meaning as synonyms and antonyms

The difference between structures typical of informal speech and structures appropriate for formal speech and writing

The use of subjunctive forms such as If I were or Were they to come in some very formal writing and speech

Use further prefixes and suffixes and understand how to add them

Spell further homophones

Place the possessive apostrophe accurately in words with regular plurals and in words with irregular plurals

Use the first two or three letters in a word to check its spelling in a dictionary

Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far

Spell words that are often misspelt

Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar

Plan their writing by discussing and recording ideas

Draft and write by composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures

Draft and write by organising paragraphs around a theme

In narratives, creating settings, characters and plot

In non-narrative material, using simple organisational devices [for example, headings and sub-headings]

Evaluate and edit by assessing the effectiveness of their own and others’ writing and suggesting improvements

Evaluate and edit by proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

Proof-read for spelling and punctuation errors

Read aloud their own writing, to a group or the whole class, using approapriate intonation and controlling the tone and volume so that the meaning is clear

Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

Using the present perfect form of verbs in contrast to the past tense

Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition

Using conjunctions, adverbs and prepositions to express time and cause

Using fronted adverbials

Using commas after fronted adverbials

Indicating possession by using the possessive apostrophe with plural nouns

Using and punctuating direct speech

Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done

Sentence: Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair)

Use further prefixes and suffixes and understand how to add them

Spell words that are often misspelt

Use the first two or three letters of a word to check its spelling in a dictionary

Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar

Plan their writing by discussing and recording ideas

Draft and write by composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures

Draft and write by organising paragraphs around a theme

In narratives, creating settings, characters and plot

In non-narrative material, using simple organisational devices [for example, headings and sub-headings]

Evaluate and edit by assessing the effectiveness of their own and others’ writing and suggesting improvements

Evaluate and edit by proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

Proof-read for spelling and punctuation errors

Read aloud their own writing, to a group or the whole class, using approapriate intonation and controlling the tone and volume so that the meaning is clear

Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

Using the present perfect form of verbs in contrast to the past tense

Using conjunctions, adverbs and prepositions to express time and cause

Using and punctuating direct speech

Formation of nouns using a range of prefixes [for example super–, anti–, auto–]

Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box]

Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble]

Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because]

Expressing time, place and cause using prepositions [for example, before, after, during, in, because of]

Expressing time, place and cause using adverbs [for example, then, next, soon, therefore]

Use further prefixes and suffixes and understand guidance for adding them

Continue to distinguish between homophones and other words which are often confused

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically

Use dictionaries to check the spelling and meaning of words

Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary

Use a thesaurus

Plan their writing by noting and developing initial ideas, drawing on reading and research where necessary

Plan writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own

In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed

In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action

Draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning

Draft and write by using a wide range of devices to build cohesion within and across paragraphs

Draft and write by using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]

Draft and write by précising longer passages

Edit and evaluate by ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register

Edit and evaluate by ensuring the consistent and correct use of tense throughout a piece of writing

Evaluate and edit by assessing the effectiveness of their own and others’ writing

Evaluate and edit by proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning

Proof-read for spelling and punctuation errors

Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

Using the perfect form of verbs to mark relationships of time and cause

Using modal verbs or adverbs to indicate degrees of possibility

Using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun

Using commas to clarify meaning or avoid ambiguity in writing

Using brackets, dashes or commas to indicate parenthesis

Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify]

Verb prefixes [for example, dis–, de–, mis–, over– and re–]

Linking ideas across paragraphs using adverbials of time [for example, later], place [for example, nearby] and number [for example, secondly] or tense choices [for example, he had seen her before]