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Writing simple sentences that can be read by others.

Consistently using finger spaces.

Uses a full stop at the end of a sentence.

Can spell words by identifying the sounds heard and representing these using known graphemes.

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Mostly writing independently now, and using capital letters/ full stops / finger spaces (most of the time) / phonics knowledge (including set 2 sounds) consistently. Pink level reading on RWI. Letters are correctly formed and sitting on the line.

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Can recall and use features of a sentence

Sounding out words with increasing accuracy

Showing increasing independence

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OT plus

Forming letters correctly

CVC words written independently

Speaking confidently in the correct tenses

Independently writing her name

On the line

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-hearing sounds in words

-writing cvc words

-forming letters correctly

-beginning to write a sentence

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Correct letter formation, is able to recall the sounds learnt so far and orally blend to read CVC words. Can segment to independently write CVC words with a sound mat.

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Poor attendance, awkward pencil grip, fine motor intervention, lacks imagination/ideas for writing. Knows all phonics sounds and can apply them. Writing sentences independently but inconsistent with finger spaces. Next steps - regular writing interventions to be consistent with capital letters, finger spaces and full stops.

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Initial sounds independently. Name writing independent. Letter formation correct. Can say and write the initial sounds.

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Independent writing following the talk for writing process. Extended writing, story language, application of digraphs all evident.

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Writing independent sentences. Using some conjunctions in her ideas. Sentence structure- finger spaces, capital letters, full stops. Using set 2 sounds in her writing. Red words used and spelt correctly. Multiple sentences written each time.

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We discussed the use of new vocabulary, application of digraphs and independence of the learner.

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Independent writing. Using conjunctions to link ideas. Can structure a sentence and hold it on her own. Next step to practise red/ tricky words correctly. Good sentence structure - capital letters, finger spaces, full stops.

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Independent writing. Using Phonics set 2 sounds in words. Writing multiple sentences. Writing red words correctly. Able to retell the story accurately. Sentence structure- used capital letters, finger spaces, full stops.

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Independently writing sentences, punctuated. Applying taught digraphs. Generates, rehearses and holds a sentence to write. Letter formation accurate. Spells most words correctly and can self correct when prompted.