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St Andrew’s CE Primary School
Developing Writing Year 2Year Group: Reception-Year 6
Genres
Teaching Points and Terminology
Language Banks and Grammar
Sentence Structure
Punctuation
Spelling
Speaking and Listening
This document is to be used in conjunction with the Writing Overview Document on the school’s Website.
YEAR 2Year 2 KPIsComposition To write with purpose *plan by talking about ideas and writing notes
*use some of the characteristics features of the type of writing used*write, review, improve
To use imaginative description *use well chosen adjectives*use nouns and pronouns for variety*use adverbs for extra detail*use similes effectively
To organise writing appropriately
*use the correct tense*organise writing in line with its purpose*use organisational devices such as headings and subheadings
To use paragraphs *group related informationTo use sentences appropriately *join sentences with conjunctions and connectives
*vary the way sentences beginTranscription To present neatly *begin to join some letters
*write capitals and digits of consistent size
*use pacing between words which reflect the size of the letters*join letters deciding which letters are best left un-joined
To spell correctly *use letter names to describe spellings of words*add prefixes and suffixes learning the rule for adding s and es as a plural marker for nouns, and the third person singular marker for verbs (I drink-he drinks)*use spelling rules*write simple sentences dictated by the teacher*spell by segmenting words into phonemes and represent them with the correct grapheme*spell common exception words correctly*spell contracted words correctly (can’t, don’t)*add suffixes to spell longer words (-ment, -ness, -ful, -less)*use the possessive apostrophe (singular) eg the girl’s book*distinguish between homophones and near homophones
To punctuate accurately *use familiar and new punctuation correctly including full stops, capital letters, exclamation marks, question marks, commas for lists, apostrophe for contracted forms and singular possession*use sentences with different forms: statement, question, exclamation, command*use extended noun phrases to describe and specify (eg the blue butterfly)*use subordinate (when , if, that, because)*use coordination (or, and, but)*use some features of standard written English*use the present and past tense correctly including the progressive
formAnalyse writing To analyse writing Use and understand grammatical terminology in discussing writing-
verb, tense (present and past), adjective, noun, suffix, apostrophe, comma
To present writing *read aloud writing with some intonation
Year 2 Fiction See Writing Overview Document on the school’s website for the overview for writing in Year 2 and LOs for handwritingIn weekly story telling, reading, writing session, take a familiar story (from storyteller booklet aged 4-7 by Pie Corbett, read write inc and the stories which Year 2 pupils should learn off by heart as identified in St Andrew’s story spine) and ‘hug the text.’ Focus on the stands identified below.
Poetry: Learn by heart classic poems and rhymes. See St Andrew’s reading spine. ‘Hug’ the text and where possible focus on the strands below.
Key Teaching Points for Fiction.1.Identify the genre-the type of story/poem2. Familiarise the pupils with the text. (Learn it off by heart)3. Deconstruct the text onto the story mountain-identify the beginning, middle
and end of the story and what happens in each section4. Identify the features of the text5. Pull out specific words, phrases and sentences pupils ought to use6. Identify the strands of the story that will be changed, otherwise ‘hug’ the text7. Model thinking of a new version of the story and mapping it8. Use the map to model writing your own version with the class9. Pupils write their own story maps10. Pupils tell their stories from the maps11. Pupils write their stories12. Select a specific element(s) to edit and model editing before children to the
same
Terminology to teach the children.Genre-particular kind of writing. See Pie Corbett’s ‘Story Types-Genetic Grid.’(found in the school’s Literacy Framework File)
Features of the text-See the following documents in the school’s Literacy Framework File Story mountain planning framework St Andrew’s Writing Criteria Basic skills checklist (in Lit Framework fileAlso see Pie Corbett’s book ‘Writing Models’ for the year group you are teaching
Introduction-the opening paragraph of a story (5Ws)Journey-the paragraph(s) leading to the climax which usually involve the main character taking a physical or emotional journeyThe build up-the paragraph(s) before the Climax. Usually short sentences used for dramatic tensionThe Climax/problem-paragraph(s) where the hero confronts the villainThe Resolution-the paragraph(s) where the problem is resolvedThe Ending-the last neat line
Stories are either A-B-A or A-B-C. A being a safe place at the start of the story. B is the unsafe setting at the climax and the story ends in a safe setting again either back at A or in a new setting C
Consolidate: finger space, letter, word, sentence, full stop, capital letter, question mark, exclamation mark, speech bubble, bullet point, adjective, verb, connective/conjunction, alliteration, simile-‘as’/’like’ Introduce: apostrophe (for contractions) commas in a list, Inverted commas/ speech marks for direct speech “ “ suffixes, verb, adverb, imperative verb, tense (past present future) noun, generlisers, comparatives, superlatives, comma,
Openers to connect whole text
Connectives to link parts of sentences
Language Sentence Construction Punctuation Spelling
Consolidate: When – time connectivesOnce upon a timeEarly one morning First Then Next But SoFinally,…..happily ever afterAfter After that As At that moment By next morning In the end One day Next morning NowSoon / As soon as Until When WhileBecause To his amazement / surprise If
Adverbs as openersSuddenly / Fortunately / Luckily / Unfortunately– ‘ly’ openers (see Sentence Construction)Introduce:However Although
Consolidate:andwhountilbutbecause thenthat while whenwhereorso that
Introduce:Iftoor
Consolidate:Prepositionsinsideoutsidetowardsacrossunder
Introduce:behindabovealongbeforebetweenafter
AlliterationSimiles using…like….Similes using … as …Adjectives to describe
Talk then write sentences checking it makes sense, encapsulating oints.
Make revisions to own writing-editing and correcting grammar, punctuation, speling and sentence construction
Evaluate own writing with teacher and peers
Re-read for sense
Understand sentences have different forms-statements, questions, exclamations
Use standard English when writing
Consolidate: -‘ly’ openers e.g. Luckily / Unfortunately Silently, Slowly, …. Introduce:More –‘ly’ openers e.g. Bravely, Carefully,(emotional description)
Consolidate:
Full stops
Capital letters
Question marks
Introduce:Commas in lists
Commas for pauses
Commas after openers (marking phrases or openers)
Inverted commas (also called Speech
Also see Writing Overview document on school’s website and or 2014 NC appendix 1
Term 1Consolidate:Segment words into phonemes to spell
Learn new ways of spelling phonemes for which there are more than one spelling and learn examples of each type
Add suffixes to words such as –ment, -ness, -ful, -less, -ly
Spell common exception words
Spell words in their contracted forms using an apostrophe
Spell words using an apostrophe for possession (singular)
The reading and spelling for phonemes‘or’ sound spelt a’ as in ball, tall
When - After a whileBefore Immediately EventuallyA few days laterWhere - eg Across the road….Over the hill….. Inside the castle…
Introduce:AdverbsPowerful verbs
GRAMMAR-See Non-Fiction
Speaking and Listening-See Appendix 28Also See Speaking and listening Overview document on sch website
Consolidate:Alan Peat sentences from Yr 1Simple and compound sentencesComplex sentences using connective who (eg There was once a woman who lived in a shoe)Questions ExclamationsCommands
Introduce:2 pairs-See Alan Peat Writing Exciting Sentences p19
De:De (Description: Detail) See Alan Peat Writing Exciting Sentences p21
If, if, if, then- See Alan Peat Writing Exciting Sentences p27
Many questions- See Alan Peat Writing Exciting Sentences p27
List sentences- See Alan Peat Writing Exciting Sentences p43
marks). Double for direct speech eg “Hi”
Exclamation marks
Apostrophe for possession (singular)
Correct pencil grip and letter orientation
Introduce:Apostrophe for contractions/ omissions
etc‘or’ sound spelt ‘ar’ after w eg war, worm, warmth‘u’ sound spelt ‘o’ as in mother, Monday-dge/ge/g See Appendix 1 of writing overview on website-igh/ ie/ y/ i-ei/ i/ eg night, tie, my-ai/ a-e/ ea/ e and ai sound spelt y at the end of words‘i’spelt ‘ey as in key, chimney, valleyeg train, made, great, gate, way-ee/ ea/ e/ eg sea, seed, be, meat, bean, seen-oa/o/o-e/ow/o eg toe, blow, road, roll-oo/ew/o/woeg blew, glue, too, do, two ‘s’s sound spelt with a c eg race etc‘n’ sound spelt ‘kn’ eg knot‘l’ sound spelt ‘le’ table‘l’ sound spelt ‘el’ eg camel‘l’ sound spelt ‘al’ eg metalWords ending ‘il’ eg pencil‘aw’ sound spelt ‘a’ eg all, walk,‘u’ sound spelt ‘o’ eg want‘ur’ sound spelt ar after w eg war‘zh’ spelt ‘s’ eg usual‘igh’ sound spelt with a ‘y’ at the end of a word‘o’ spelt ‘a’ as in watch, squash‘er’ sound spelt ‘or’ after w eg
word, work, world, worth
See Appendix 1 and appendix A. Also see group I of RWIIntroduce:Changing y to i and adding ‘-es’‘J’ sound –dgeWords with ‘silent letters’ eg ‘kn’ ‘gn’ ‘wr’‘l’ sound spelt ‘le’/’el’/’al’ at the end of words‘s’ sound spelt ‘c’ before e, i, y
Consolidate:suffixes –ing for the present tense, -ed for past eg play-playing, played. See Appendix 2. Also Phase 6 letters and soundsadding ‘es’ to nouns and verbs ending in yAdding –ed, -ing -est, -er and –ing to words ending in ‘y’with a consonant before itAdding –ed, -ing -est, -er and –ing to words ending in ‘y’with a consonant AFTER a single vowel letter
Adding –ing, -er, est, -y, -ed to words ending in ‘e’
Suffixes –ment, -ness, -full-less, -ly
Contractions
Possessive apostrophe (singular)
common exception words
contractions eg didn’t
introduce:possessive apostrophe (singular nouns) Megan’s Ravi’s etcIntroduce:Contractions-can’t don’t etcHomophomes and near homophomes Term 2Consolidate:Split compound words into their component parts and use this to support spelling eg milkman, pancake, playground, playtime, hair brush, hairdryer, wheelchair, sunshine, churchyard, football See Appendix 3. Also phase 6 letters and sounds
Learn how to add common inflections (suffixes) to words (eg plurals –s and ies –ly, -ful: book-books, loud-loudly, harm-harmful. –ing bleed, bleeding –ed walk, walked. See Appendix 4. Also phase 6 letters and sounds
Term 3
Consolidate:common prefixes to root words to understand how their meaning changes eg happy-unhappy, fair-unfair, appear-disappear. See Appendix 5
Learn to spell multisyllabic words including compound words slip into their component parts, prefixes and/or suffixes eg unhappily. See Appendix 6 Learn to apply various strategies to aid spelling. Break words into syllables (eg Sep-tem-ber) use knowledge of Base words (woman, smile+ing=smiling) Analogy (could, would, should) Mnemonics (could=O U Lucky Duck; people=People Eat Orange Peel Like Elephants. See phase 6 letters and sounds.
Introduce: words ending in –tion
Common exception words
Consolidations see Appendix AIntroduce see Appendix B
Year 2 Non-FictionGenres: Instructions, non-chronological reports, recounts
Key Teaching Points for Non-Fiction.1. Identify your genre2. Chose your form3. Chose the style4. Identify the audience and purpose5. Select the content and organisation-chose the appropriate planning
framework6. Know the language features to use
Terminology to teach the children.
Genre-particular kind of writing
Form-the format of the writing eg postcard, letter, poster, Leaflets, biography, autobiography, dialogue.
Style-the tone of the writing, it is either formal or informalOpeners to connect whole text
Connectives to link parts of sentences
Language Sentence Construction Punctuation Spelling
NON-FICTION
5ws-who, what, why, where, when
First Then Next But SoFinally, After After that As because while
– ‘ly’ openers (see Sentence Construction)
Introduce:However Although
Consolidate:
NON-FICTIONSee Fiction
Consolidate:PrepositionsInside outside towards across under
Introduce:behindabovealongbeforebetweenafter
IntroduceTopic specific vocabulary. Teacher to decide.
GRAMMAREnsure pupils understand terminology-noun, noun phrase, statement, question,
Consolidate: -‘ly’ openers e.g. Luckily / Unfortunately Silently, Slowly, …. Introduce:More –‘ly’ openers e.g. Bravely, Carefully,(emotional description)
Consolidate:Simple and compound sentencesComplex sentences using connectivesQuestions ExclamationsLong and short sentencesIntroduce:
ConsolidateFull stops
Capital letters
Question marks
Introduce:Commas in lists
Commas for pauses
Commas after openers (marking phrases or
See Fiction Also See Appendix 1 of Writing overview document on school’s website and or NC 2014 for English appendix 1.
Introduction-5wsMiddle sections-sentences around the 5ws, headings, subheadings, lists, diagrams, bullet points, facts, true, false. Consistence use of the correct tense
exclamation, command, compound, suffix, adjective, adverb, verb, tense (past present) apostrophe, comma, suffix, form, word family, punctuation, grammar.
Use when, if, but, that, because to write subordinate clauses
Use or and butUnderstand the formation of nouns using suffixes-ness, er and by compounding (whiteboard, superman)
Understand the formation of adjectives using suffixes-full, -less
Grammatical agreement ie matching verbs to nouns/pronouns correctly eg I am, the children are etc. Use the past tense consistently for narration. Link to Excellence and Enjoyment Year 2 unit 2 present and past tense verbs. Unit 3 determiners (also called articles).
2x week (minimum) deliver an activity to consolidate pupils’ ability to identify nouns, verbs, connectives, prepositions, adjectives and adverbs and know the role of these word classes. Make links to the time connectives, adverbs etc listed on this
More complex sentences using a range of connectivesExclamations
clauses)
Inverted commas (also called Speech marks). Double for direct speech eg “Hi”
Exclamation marks Correct pencil grips and letter orientation
Apostrophe for contractions/ omissions
document. Consolidate statements/simple sentences, compound sentences, questions and commands (linked to instructions). Ensure correct subject-verb agreement particularly ‘I did’ or ‘I have done’ (not I done) and ‘I was’ and ‘We were’(not I were or we was)Use of ‘I’ and ‘Me’, and when to use ‘many’ and ‘much’Use progressive forms of the verb in the present and past tense eg-she is drumming; the boy was shoutingExpand noun phrases-eg-the blue butterfly; the plain flour; the man in the moonConsolidate Alliteration: eg Wicket witchSimiles using ‘like’ and ‘as’ Simple sentences /main clauseCompound sentences (and/or/but/so)Adverbs for descriptions eg snow fell gentlyAdverbs for information eg lift the pot carefully
Introduce 2 adjectives to describe a noun eg The scary, old womanGeneralisers for information eg MOST dogs... SOME cats...Formation of nouns using suffixes eg ‘–ness’ and –‘er’
Formation of adjectives using suffixes eg ‘-ful’ and ‘-less’Suffixes thatcan be added to verbs eg’—ing’, ‘-ed’ , ‘-er ‘ eg help-helping, helped, helperUnderstand how to create a Comparative by adding suffix-‘er’ eg bigger, taller etcUnderstand how to create a superlative by adding suffix ‘-est’eg biggest, tallest etcUse the suffix-ly to turn adjectives into adverbs
Complex sentences (subordinate clause as an embedded clause eg ‘Sam, who was lost, sat down and cried.’ Or ‘The fire of London, which stated in pudding lane, spread quickly.’Extended noun phrases eg ‘lots of people’ or ‘plenty of food’
Standard EnglishI was, we were, I ate, I did, it bled, difference between the verb to leaned and to teach
Bibliography (useful texts to use for Fiction and Non-Fiction)
FICTIONStoryteller aged 4-7 by Pie CorbettStoryteller 7-9 by Pie CorbettStoryteller 9-11 by Pie CorbettWriting Models Years 3-6 Pie CorbettSt Andrew’s Story and Rhyme spine (listing all the stories and rhymes which pupils must learn by heart in each Year group)St Andrew’s Class Novel list-suggested class novels for KS1 and KS2 year groups.
NON-FICTIONOxford Connections by Sue PalmerWriting models Years 3-6 by Pie Corbett
STARTERS AND ACTIVITIES TO DEVELOP LANGUAGE AND VOCABULARY.Jumpstart Story making. Games and Activities for ages 7-12. Pie CorbettJumpstart Literacy, Games and activities for ages 7-14. Pie Corbett
CHECK OUT ESPRESSO!
Appendix B Year 2
‘j’ sound spelt ‘ge and dge at the end of words and sometimes g in words before e i and y
‘j’ is never used at the end of an English word instead –dge is used after a, e, i, o and u (short vowel sounds
-ge is used at the end after other vowel sounds and consonants. J is often spelt g before e, i
Badge, ledge, bridge, dodge, fudge
Age, huge, orange, charge, bulge, village
and y. J is always spelt j before a, o, u.
Gem, giant, ginger, giraffe, energy
‘s’ sound spelt with a ‘c’ before e, i and y Race, prince, cell, city, fancy
‘n’ sound spelt ‘kn’
(and less often gn at the start of a word)
These ‘silent’ letters were once pronounced hundreds of years ago
Knot, know, knee, knife,
Gnat, gnaw
‘r’ spelt ‘wr’ at the beginning of a word These ‘silent’ letters were once pronounced hundreds of years ago
Write, written, wrote, wrong, wrap, wreck
‘l’ sound spelt ‘le’ ‘le’ is the most common spelling of this sound at the end of a word
Table. Apple, handle, bottle, tickle, middle
‘l’ sound spelt ‘el’ Much less common. Often used after m, n, r, s, v, w
Camel, tunnel, squirrel, tinsel, travel, towel
‘l’ sound spelt ‘al’ Many adjectives end –al but not many nouns Metal, pedal, capital, hospital, anima, tropical
Words ending in –‘il’ Now many of these words Pencil, fossil, nostril
‘igh’ spelt ‘y’ at the end of the word Most common way of spelling the ‘igh’ sound at the end of a words
Cry, fry, try, reply, July
Adding ‘-es’ to nouns and verbs ending in ‘-y’ Y is changes to I before –es is added Cries, flies, relies, copies, babies, carries
Adding –ed, -ing, -er and –est to root words ending in y
Y is changed to i but not when adding –ing. Exceptions are skiing and taxiing
Copied, copier buy copying
Cried but crying
Relied but replying
Adding endings –ing, -ed, -er, -est and –y to words ending in ‘-e’
The ‘e’ at the end of a root word is dropped before adding –ing, -ed, -er, -est, -y
Hiking, hiked, hiker,
Nicer, nicest
Shiny, shinier, shiniest
Adding –ing, -ed, -er, est-, -y to words of one syllable ending in a single consonant after a single vowel
The last consonant is double to keep the vowel sound ‘short’
Exception-the letter x is never doubled eg mixing, mixed, boer, sixes
Patting, pattered, humming, hummed, tapping, tapped, fatter, fattest, runner, runny
The ‘aw’ spund spelt ‘a’ before ‘l’ or ‘ll’ All, ball, walk, talk, always
‘u’ spelt ‘o’ Other, mother, brother, nothing, Monday, wonder
‘ee’ sound spelt ‘ey’ The plural of these words is formed by adding
–s eg donkeys. monkeys
Key, donkey, monkey, chimney, honey
‘o’ sound spelt ‘a’ after w Most common spelling of ‘o’ after w or qu Want, wash, watch, quantity, squash
‘ur’ sound spelt ‘or’ after w Few examples of these words Word, work, worm, world
‘aw’ sound spelt ‘ar after w Few examples of these words War, warm, towards
‘zh’ spelt ‘s’ Television, treasure, usual
Suffixes –ment, -ness, -ful, -less If a suffix starts with a consonant, it is added straight on to mot root words without any changes.
Enjoyment, sadness, joyful, playful, hopeless, plainness,
Exceptions- argument, root words ending in y
contractions The apostrophe shows where a letter or letters would have been if the words were written in full en can’t=cannot
It’s means it is or it has
It’s is NEVER used to demarcate possession its food
Can’t haven’t hasn’t couldn’t who’s it’s
Possessive apostrophe for singular nouns) Megan’s, the girl’s (singular)
Words ending in -tion Station, fiction, motion, national, section
Homophones and near homophones It’s important children understand the different meanings of these words which sound the same or similar
There/their/they’re
Here/hear
Quite/quiet
Sea/see
Bear/bare
One/won
To/too/two
Be/bee
Blue/blew
Cheap/cheep
Night/knight
Common exceptions words Door, floor, poor, find, kind, behind, wild, most, every, laugh. Aunt, autumn. Great, break, steak, push, pull, pretty, beautiful;, hour, shoes, buy, sure, eye, climb, thumb, listen, could, should, would,
Appendix 1. Year 2 Term 1.
ai Made Sale Late
Train Sail Day
Rain Paper Break
baby Make pale
ee See weak Bead
Sea Seed Seat
Meat Meet Read
chief Bee field
igh Cry night Time
Sigh Shine Polite
Slide Nice Nine
try Lie pie
oa Toe alone Grow
Soap Slow Home
Low Show Note
phone window those
oo Use tune Blue
New Cube Glue
blew Huge to
Appendix 2 Year 2 Term 1
Typical words Words ending in e Words with short vowels and ending in a single consonant
help helping helped hope hoping hoped hop hopping hopped
ask asking asked care caring cared chat chatting chatted
enjoy enjoying enjoyed share sharing shared clap clapping clapped
pull pulling pulled like liking liked plan planning planned
look looking looked smile smiling smiled rub rubbing rubbed
jump jumping jumped phone phoning phoned stop stopping stopped
float floating floated use using used hug hugging hugged
groan groaning groaned bake baking baked slip slipping slipped
Appendix 3 Year 2 Term 2
High-frequency compound words Compound words
everyone playground hairbrush
Everybody Goalkeeper Fairground
Everything Paintbrush Downstairs
Nowhere Upstairs Football
Nobody Playground Seesaw
Anyone Birthday Waterfall
Somewhere Cornflakes Farmhouse
Anywhere thumbnail Weekend
Anybody Halftime Dustbin
someone greenhouse Earthworm
bluebell
Appendix 4 Year 2 Term 2
Add -s Change y to i and add -es
boy boys party parties
girl girls army armies
table tables baby babies
pen pens lady ladies
-ful -y -less -ing -ed
Wishful Funny Careless Walking Walked
Hopeful Misty Homeless Shouting Shouted
Sorrowful Nutty Endless Playing Played
Painful Sunny Speechless Answering Answered
Beautiful Chilly fearless Wanting wanted
Hateful Lucky hoping hoped
Forgetful Crispy
Careful Fussy
Restful Bony
useful stony
Appendix 5 Year 2 Term 3
Un- Dis-
happy unhappy like dislike
lucky unlucky please displease
seen unseen own disown
usual unusual agree disagree
do undo appear disappear
tie untie obey disobey
zip unzip honest dishonest
dress undress trust distrust
well unwell allow disallow
Fold unfold order disorder
Appendix 6 Year 2 Term 3
unaware Unhappily
unforgiving merciful
thankful unselfish
plentiful unpopular
powerful discomfort
fearful spending
another skipping
something grandmother
whatever grandfather
pretending tomorrow
wonderful together
Appendix 25 continued...
Year 1 and 2 High Frequency Wordshas had an bed butfrom got school him Hisif jump notof want one little theredo off could put thanthat them then us whenlow new about another because
by Can’t down half homejust live after back beencalled first have house lastmade again ball brother cameDon’t good her how laughmake many much next oldout seen so their timetree who were may mustnight once over should somethese too water would whatmore name now our peoplesister take took very waywhere your Monday Tuesday WednesdayThursday Friday Saturday Sunday dayweek January February March AprilMay June July August SeptemberOctober November December month yearone two three four fivesix seven eight nine Ten eleventwelve thirteen fourteen fifteen sixteenseventeen eighteen nineteen twenty redorange green blue black whitebrown pink purple grey
Speaking and Listening
Pupils should be given opportunities to learn the following words, phrases and sentences by heart. It is not an exhaustive list, these are suggestions.
These structures can be taught throughout the curriculum in lessons such as English, Read Write Inc, guided and shared reading, science, maths, Geography, History etc.
The following can be found in a separate document on the KLP called ‘Progression in Language development.’ See the ‘speaking and listening’ file on the KLP. Here the information in organised by language not year group.
The ‘Speaking and Listening file’ on the KLP also contains documents outlining activities and strategies which can be used to teach speaking and listening.
See Speaking and Listening section of the Literacy PolicyAppendix 28 Year 2 LanguageLanguage of Argument/DiscussionYes/no because...I agree/disagree because...I think...because...and also because...However...Also...
Language of Comparison/ClassificationThey are the same/different because...They are similar because...They are alike because they are both...This feels/looks/smells...as this one/to this one because...
Language of DeductionLanguage which says how a character feels and why-language associated with emotion-terrified, anxious etcI think that...because...This happened...because...I know this because...
Language of DescriptionIt/this is...and...This has...and...The...is...and...They are...and...because...This is a....(3 adjectives in the right order-usually colour, shape and size eg big, round, red beech ball)
Language of EvaluationI think my...is..because...Next time I would/could...I found...difficult/easy because...I like/dislike...I like the part where...What I found most difficult/easiest was...It was interesting because...
Language of ExplanationI...because...When I...because...After I...The...because...We/they...because...How...why...where...when...
Language of Explanation in a Mathematical ContextI started at 5...because...and......and...are both...I (jumped on/up) in...because......and...are different in that ...This makes...so I...So then I...because...I know...because...
Language of Hypothesis (a suggestion which tries to explain something based on evidence)I think...because...I know this so I think...I know....so.....This happened because...
Language of OpinionI think...because...
Language of Prediction.....same/similar/different...
Language of Retelling-events and story
Language of sequencingFirst...next...after
I prefer...because...My partner thinks...I agree/disagree because...
I think...because...I predict that...because...I think they will be like because they are both...
My partner said...First...next...then...finally...At last...Suddenly...Other Words and phrases from stories learnt by heart
that...finally...lastly...last of all...
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