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...