A Grade Child Language Writing Essay Tips

Refer to KS1 Literacy Targets

Creating and shaping texts

• independently choose what to write about, plan and follow it through

• use key features of narrative in their own writing

• convey information and ideas in simple non-narrative forms

• find and use new and interesting words and phrases, including ‘story language’

• create short, simple texts on paper and on screen which combine words with images (and sounds)

Text structure and organisation

• write chronological and non-chronological texts using simple structures

• group written sentences together in chunks of meaning or subject

Sentence structure

• compose and write simple sentences independently to communicate meaning

• use capital letters and full stops when punctuating simple sentences

Word structure and spelling

• segment sounds in order segment sounds in order to spell longer words including words with common digraphs and adjacent consonants

• write correct spelling for common vowel phonemes

• use knowledge of related words and familiar suffixes in spelling new words

Presentation

• write most letters, correctly formed and orientated

• write with spaces between words accurately

• Fit responses to the specific demands of the question, explain any relevant contextual factors

• Identify the impact of the different audiences and the external influences of teaching and reading material

• Control the analysis by covering all relevant features of this area in a paragraph while making clear links to how Thomas’ audience would respond

• Discuss influence and purpose of teacher/parents

• Be careful in selecting data

• Adapt theories from other parts of course

• Discuss expected educational goals of a child that age

• Discuss how children are taught to spell

• Acknowledge where child could spell successfully and patterns of use in his spelling

• Use IPA spelling when quoting from data

• Use inference language

• CONTEXT IS SO IMPORTANT

• Specify what type of word it is e.g. adjective

• Use relevant theorists

• To make analysis better discuss similar features seen between the different texts (if produced by the same child)

• Discuss language features that link to function and audience

• Environment

• Suggest why the child has done what they did

In intro make it short but group the texts, make it clear and mention context and responds to the question