| Year 5 |
| WRITING |
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| Relevance to task |
| write narrative, persuassive, report, procedural & informative texts |
| consistently use appropriate style & text-structure for each writing task |
| maintain focus & relevance to topic |
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| Awareness of audience & purpose |
| usually use language appropriate to the audience |
| usually use language appropriate to the text |
| use writing frameworks appropriate to the purpose |
| produce texts in both print & electronic forms |
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| Logical, sequential writing |
| experiment with planning of content in diff forms eg graphic organizer |
| increasingly, organise ideas & info using headings, sub-headings & paragraphs |
| use framework or plan to develop logical sequence of ideas or points |
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| Vocabulary |
| select & use vocab appropriate to the task |
| use descriptive lang when appropriate, to make writing more vivid |
| use dynamic language to engage reader throughout the text |
| use a range of sentence starters & conjunctions to enhance flow & sequence |
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| Spelling |
| show a multi-strategy approach to spelling: visual, phonic & meaning |
| spell 400 most frequently used words in writing |
| spell words that are personally familiar & relevant |
| spell words used in diff domains |
| make correct use of prefixes & suffixes |
| represent all sounds & use patterns (including 2 & 3 letter clusters) in plausible attempts to spell unknown words |
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| Grammar |
| maintain consistent use of a tense that is appropriate to text |
| show consistent use of noun-verb agreement |
| use adjectives & adverbs as appropriate |
| write simple, complex & compound sentences according to text type |
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| Punctuation |
| use ? & ! Marks |
| use quotation marks & appropriate punctuation to indicate speech |
| use quotation marks before & after titles & around words used in an unorthodox manner |
| use apostrphes for contractions & possession |
| use commas: |
| after connecting words eg however, I believe... |
| when joining 2 clauses |
| for lists |
| to separate the person from the rest of the sentence, eg No, you can't come |
| in here |
| begin to use commas to separate main & sunordinate clauses |
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| Editing |
| edit & rework writing for accuracy, clarity, relevance, sequencing & effectiveness |
| proofread for spelling, punctuation & grammar, using a variety of resources including ICT |
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