Text structure and organisation / Uses a repertoire of causal and logical connectives as well as those that signal time, to link paragraphs and ideas.
Secures grammatical agreement and coherence to avoid ambiguities and contradiction eg the woman chased the cat. She was terrified.
Applies features of non-fiction types in other curriculum areas.
Elaborates the basic structure of text types in order to make writing more effective in relation to audience and purpose.
Draws writing both narrative and non –fiction forms to a defined conclusion ie conclusion arises from previous paragraphs eg As we have seen, it is important for healthy food to be included in our school dinners.
Uses paragraphs to structure plot by shifting paragraghs for change of time, scene, action, mood or person. / Uses a range of different types of connectives to write coherently.
Selects from a range of connectives appropriate to a variety of text types.
Use pronouns and tenses accurately to establish text cohesion and to avoid ambiguity.
In non-fiction, includes relevant introduction and clear presentation of information or points which lead to a well drawn conclusion ie conclusion justified by evidence from preceding paragraph.
Uses paragraphs appropriately to structure a variety of texts. / Relates events logically so that writing is coherent and provides good coverage of the main topic.
Uses a range of different types of connectives to write coherently with regard to audience and purpose.
Secure use of paragraphs to add pace and clarity to a range of texts.
Composition and effect / Suggest insights into character development through describing how characters look, react, talk or behave, rather than by telling the reader.
Use setting to create and reflect changes in mood.
Interest the reader through eg including the narrator’s viewpoint, the use of humour, gaining suspense through delay, or by use of specific detail.
Adapt writing to be concise and clear, and use an impersonal style.
Uses well-chosen phrases and vocabulary to engage the reader.
Uses appropriate grammatical features for different text types. / Choices of vocabulary and style show an awareness of the reader.
In narrative, create characters with some significant interaction between them, through direct or reported speech, building characterisation through action, description and characters’ responses.
Writes with appropriate pace.
Keep writing lively, to interest, inform or persuade the reader through, for example, the ways in which characters or events are developed and commented upon or by providing persuasive reasons with examples. / Uses well-chosen phrases such as adverbials, adventurous and precise vocabulary and other techniques such as sentence variation or figurative language, to contribute to the effectiveness of writing.
Writers individual viewpoints and style are established and maintained.
Sentence structure / Write complex sentences, selecting and using a wide range of subordinators (although, however, perhaps).
Adapt or rearrange sentences in relation to text type, using subordinating clauses, to add information (e.g. Henry VIII, who had six wives, lived at Hampton Court) or clarify relationships in time and place (e.g. The tower, which was on top of the hill, looked ghostly at midnight).
Writes using direct and reported speech. / Select and use sentences to develop meaning appropriate to text type, audience and purpose.
Select appropriate word order in simple and complex sentences to create interest and to increase precision, clarity and economy (At midnight, the tower on top of the hill looked ghostly). (Year 5 Target)
Effectively uses direct and reported speech in own writing. / Independently write sentences in an appropriate and effective style, in relation to text type, audience and purpose.
Uses conditional sentences to express possibility (e.g. If the weather had been better, we could have gone to the beach. If we continue to pollute the atmosphere we may get global warning.)
Uses the passive voice (The pen was put on the table).
Spelling / Uses apostrophe accurately for words ending in ‘s’ – (e.g. Dad’s shoes, the Dads’ game was ruined, Dad’s in the bath, The Dads were all going to the match.)
Spell the words for Y5 in NLS Appendix list 2
Spell words containing more complex prefixes and suffixes (circum-, ir-, -tion, -cian)
Have strategies for spelling unstressed vowels in polysyllabic words (e.g. stationary, company / Uses independent spelling strategies
- Building up spellings by syllabic parts, using known prefixes, suffixes and common letter strings.
- Applying knowledge of spelling rules and exceptions
- Building words from other known words and from awareness of the meaning or derivation of words.
- Using dictionaries and IT spell checks
- Using visual skills e.g. recognising common letter strings and checking critical features
Punctuation / Use punctuation to create effect. (There she was. On the floor. DEAD.)
Punctuates speech accurately with new line for each speaker.
Secure use of apostrophe for omission and possession.
Makes some use of commas to separate phrases and clauses / Uses commas with accuracy and understanding.
Secure and accurate use of full stops, capital letters, question marks, commas, ellipses, exclamation marks, apostrophes and speech marks across a range of text types. / Secure use of comma to demarcate grammatical boundaries i.e. separate elements of sentences (e.g. short phrases, clauses or items in lists).
Begin to use punctuation marks such as semi-colon, colons, brackets and dashes.