Moving Towards Excellence (MtE)

What are layered targets? Targets that run across the whole school Every class – (all children) must - (most children) should - (some children) could Each child has a target (may need to look past year level targets)

Can I talk about things that I need? Use words to describe things around me Should—for Nursery Use words that I have heard in books Should—for Reception Use 2 WOW words when I am talking Should—for Year 1 Use 1 WOW word in my work Should—for Year 2 Use 2 WOW words in my work Should—for Year 3 Use 3 WOW words in my work Should—for Year 4 Use 5 WOW words in my work (including an adverb as a sentence starter) Should—for Year 5 Use 8 WOW words in my work (including an adverb sentence starter and two adjectives to describe one noun). Use different openers to organise my paragraphs Should—for Year 5 Use 10 WOW words in my work (including an adverb sentence starter and two adjectives to describe one noun). Use different openers and a range of connectives Should—for Year 5 Whole School Targets:

Can I talk about things that I need? Use words to describe things around me Should—for Nursery Use words that I have heard in books Should—for Reception Use 2 WOW words when I am talking Should—for Year 1 Use 1 WOW word in my work Should—for Year 2 Use 2 WOW words in my work Should—for Year 3 Use 3 WOW words in my work Should—for Year 4 Use 5 WOW words in my work (including an adverb as a sentence starter) Should—for Year 5 Use 8 WOW words in my work (including an adverb sentence starter and two adjectives to describe one noun). Use different openers to organise my paragraphs Should—for Year 5 Use 10 WOW words in my work (including an adverb sentence starter and two adjectives to describe one noun). Use different openers and a range of connectives Should—for Year 5 e.g Targets for Year 3 Year 3 ‘should’ Year 3 ‘must’ Year 3 ‘could’

Can I talk about things that I need? Use words to describe things around me Should—for Nursery Use words that I have heard in books Should—for Reception Use 2 WOW words when I am talking Should—for Year 1 Use 1 WOW word in my work Should—for Year 2 Use 2 WOW words in my work Should—for Year 3 Use 3 WOW words in my work Should—for Year 4 Use 5 WOW words in my work (including an adverb as a sentence starter) Should—for Year 5 Use 8 WOW words in my work (including an adverb sentence starter and two adjectives to describe one noun). Use different openers to organise my paragraphs Should—for Year 5 Use 10 WOW words in my work (including an adverb sentence starter and two adjectives to describe one noun). Use different openers and a range of connectives Should—for Year 5 Apply across year groups: Year 3 ‘should’ Year 3 ‘must’ Year 3 ‘could’ Year 4 ‘should’ Year 2 ‘should’

Nur MUST— Can I talk about things that I need? SHOULD— Use words to describe things around me COULD— Use words that I have heard in books Rec MUST— Use words to describe things around me SHOULD— Use words that I have heard in books COULD— Use two WOW words when I am talking Year 1 MUST— Use words that I have heard in books SHOULD— Use two WOW words when I am talking COULD— Use one WOW word in my work Year 2 MUST— Use two WOW words when I am talking SHOULD— Use one WOW word in my work COULD— Use two WOW words in my work Year 3 MUST— Use one WOW word in my work SHOULD— Use two WOW words in my work COULD— Use three WOW words in my work Year 4 MUST— Use two WOW words in my work SHOULD— Use three WOW words in my work COULD— Use five WOW words (including) an adverb as a sentence starter Year 5 MUST— Use three WOW words in my work SHOULD— Use five WOW words (including an adverb as a sentence starter) COULD— Use six WOW words (including an adverb sentence starter and two adjectives to describe one noun) Year 6 MUST— Use six WOW words (including: an adverb sentence starter and two adjectives to describe one noun) SHOULD— Use eight WOW words (including an adverb sentence starter and two adjectives to describe one noun). Use different openers to organise my paragraphs COULD— Use ten WOW words (including an adverb sentence starter and two adjectives to describe one noun). Use different openers and a range of connectives

What do you need to do? Display targets in your room -refer to them -share ownership with children Fill in the tracking sheet twice -beginning and end of ‘term’ Include evidence of targets in planning

Initial Assessment Date: ______ TargetFinal Assessment Date:_______ Can I talk about things that I need? Use words to describe things around me Should—for Nursery Use words that I have heard in books Should—for Reception Use 2 WOW words when I am talking Should—for Year 1 Use 1 WOW word in my work Should—for Year 2 Use 2 WOW words in my work Should—for Year 3 Use 3 WOW words in my work Should—for Year 4 Use 5 WOW words in my work (including an adverb as a sentence starter) Should—for Year 5 Use 8 WOW words in my work (including an adverb sentence starter and two adjectives to describe one noun). Use different openers to organise my paragraphs Should—for Year 5 Use 10 WOW words in my work (including an adverb sentence starter and two adjectives to describe one noun). Use different openers and a range of connectives Should—for Year 5

Class: Year 4 Year Groups(s): Term:Spring Week Beg.: Autumn Week 1- SENTENCE LEVEL WORK Guided Group Tasks (reading or writing): Independent Group Tasks As writing in this class seemed generally week, I decided to put in a week of sentence level work – identifying basic sentence structure and words before beginning the syllabus. IN BLUE – WHOLE WOW WORDS – SCHOOL TARGET Whole class – phonics, spelling, vocabulary and grammar DO FIRST Whole class – shared reading and writing DO SECOND Plenary MonExamples of sentences using capital letters and fullstops LO: To identify when to use capital letters and full stops Children wrote their goals for the year – focusing on correct use of capitals and fullstops Share goals LA: Sentence starters given TuesWhat is a verb? What is a noun? Brainstorm – children to provide examples of nouns and verbs. Shared writing to turn these pairs into sentences. LO: To identify verbs and nouns in sentencesInput of sentences. Was there a verb and a noun in every sentence? HA: Provide children with noun- verb pairs. They use these to make sentences MA: Provide children with past tense vebs and common noun pairs to make sentences LA: Chn correct sentences for capital letters and fullstops WedWhat is a connective Where do we find them Why do we use them? Link with clauses Shared writing of sentences: Completing sentences with ‘and’ Joining sentences with connectives LO: To use connectives in sentencesResources: *LA worksheet – adding ‘and’ *MA worksheet – add connectives about grandpa *HA worksheet –match clause to connective Input of sentences. Were connectives used correctly? (and not too many!!) HA: Differentiated worksheetMA: Differentiated worksheet LA: Complete sentences – with ‘and’ provided as the connective ThurWhat is an adjective What does it describe? Why do we use adjectives – identify some good examples *collect adjectives to be used by MA *adjectives BEFORE nouns Shared writing of independent work *(LA)Use colour to describe nouns *MA/HA write descriptive sentences about nouns using adjectives LO: To use adjectives in sentencesResources: Adjective Character List (HA) Adjective list (board – prepared as class) Colour list (LA) Input of sentences. Which adjectives were effective? Why? HA: use character adjectives to write sentences about people MA Use adjectives collected in class to write descriptive sentences LA: Use colours to write sentences about common nouns FriWhat is an adverb? Why do we need to describe verbs? Use children to model behaviour. (e.g. running fast and slowly) Point out that adjectives are usually found AFTER verbs Shared input of verbs Make another list and brainstorm adverbs (ending in ly) LO: To use adverbs in sentencesResources: Verb lists (LA) Actions (LLA) Worksheet –pictures, and verbs sentence template Picture promps (MA + HA) Adverb list – collected in class Input sentences could we add to our adverb list? Did more able manage to use adjectives too? HA Use picture promps. Write sentences. Can more able use adverbs and adjectives? (Underline in different colours) MA Use picture promps and adverbs collected in class