writingChecklist6


 * Year 6 ||
 * **// Writing //** ||
 * ** Relevance to task ** ||
 * write narratives, procedures, reports & persuassive & informative texts ||
 * produce writing that is focussed & relevant to the topic ||
 * ** Awareness of audience & purpose ** ||
 * use language appropriate to the audience ||
 * use language appropriate to the text ||
 * use writing frameworks appropriate to the purpose ||
 * produce texts in both print & electronic forms ||
 * ** Logical, sequential writing ** ||
 * use appropriate organisers to plan content, eg. Graphic organisers, illustrations ||
 * select & use organisational structures such as headings, subheadings, paragraphs, dot points & captions ||
 * use a framework or plan to write appropriately sequenced texts ||
 * write paragraphs in which one main idea is supported by more than one sentence ||
 * ** Vocabulary ** ||
 * show a beginning knowledge of the use of simile & metaphor ||
 * use descriptive language when appropriate, to make writing more vivid ||
 * use a range of vocab to make writing more precise ||
 * ** Spelling ** ||
 * use a multi-strategy approach to spelling:visual, phonic & meaning ||
 * spell correctly terms used in different Domains ||
 * apply knowledge of prefixes & suffixes ||
 * identify subject & predicate in sentences, eg. The huge bird (subject) flew over the fence (predicate) ||
 * ** Grammar ** ||
 * use a variety of sentence structures ||
 * maintain consistent use of a tense that is appropriate to the text ||
 * identify & demonstrate effective use of different parts of speech: ||
 * nouns ||
 * adjectives ||
 * adverbs ||
 * comparative adverbs, eg. Good, better, best ||
 * prepositions eg, behind, before ||
 * conjuctions eg. Because,but,therefore,so ||
 * pronouns eg. She,it,he,they,I ||
 * ** Punctuation ** ||
 * use quotation marks & other marks in direct speech, including separate lines for each speaker ||
 * use apostrophes correctly for contractions & possession ||
 * use commas after connecting words at the beginning of sentences ||
 * begin to make appropriate use of colons, semi-colons, hyphens & dashes ||
 * ** Editing ** ||
 * confidently & consistently edit writing for improvements in clarity, accuracy, fluency, ||
 * effectiveness & appropriateness of style & formatImprove content by rarranging words, sentences & paragraphs; ||
 * Improve content by rarranging words, sentences & paragraphs; deleting unnecessary info; ||
 * adding phrases etc ||
 * proofread for spelling, punctuation & grammar, using a variety of editing resources including ICT ||
 * begin to make appropriate use of colons, semi-colons, hyphens & dashes ||
 * ** Editing ** ||
 * confidently & consistently edit writing for improvements in clarity, accuracy, fluency, ||
 * effectiveness & appropriateness of style & formatImprove content by rarranging words, sentences & paragraphs; ||
 * Improve content by rarranging words, sentences & paragraphs; deleting unnecessary info; ||
 * adding phrases etc ||
 * proofread for spelling, punctuation & grammar, using a variety of editing resources including ICT ||
 * proofread for spelling, punctuation & grammar, using a variety of editing resources including ICT ||