- Masters the basic motor skills needed to write
- Learns the basic principles of the spelling system
- Child writes in the same way as they speak
- Uses short declarative sentences which include mainly 'any' and conjunctions
- Incomplete sentences as they don't know how to finish the sentence off
- Child becomes aware of the difference between speaking and writing
- Recognises the different styles available e.g. letter
- Makes lots of mistakes
- Uses writing guides and frameworks to structure work
- Writes to reflect thoughts and feelings
- Child develops a personal style
- Child understands that you can change your style according to audience and purpose
- Random marks on page
- writing and scribbling are accompanied by speaking
- Writing and drawings
- produce wavy lines
- cursive writing
- Letters are separate things
Stage 4: Conventional letters
- Usually involves writing the name as the first word
- child usually puts letters on page but is able to read it as words
Stage 5: invented spelling stage
- Child spells in the way they understand the word should be spelt - own way
- Attach spelling with sounds
- Able to spell most words
Year 4: http://www.lancaster.ac.uk/fass/projects/lever/PROJECTS/41/xf41/XF4105.HTM
- Phonetic/invented spelling 'magpiy' (magpie)
- Unclear writing
- Missed whole words
- Note form
- More pictures than words
- Repetition of 'this is'
- Simple sentences
- Lots of adjectives
- Commas
- Still some spelling mistakes
- Separate Paragraphs
- Wider variety of words
- More complex lexis e.g. 'throughout' 'autumn'
- Some misapplication of capital letters
- Possibly copied from source 'Bluebells carpet many beechwoods'
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