Your Booklet to Check Your Progress in Writing in Year 5

Your booklet to check your progress in writing in Year 5

Name…………………………………..

By the end of the year we want you to be able to:

 Produce well-structured and organised writing using a range of conventions in layout, [for example, headings, bullet points, underlining]

 Beginning to use a range of narrative techniques with confidence, interweaving elements when appropriate, (e.g. action, dialogue, quotation, formal or informal style, aside, observation, suspense).

 Can select the correct genre for audience and purpose, and use it accurately

 Beginning to use paragraphs consistently and appropriately.

 Developing effective texts that are mainly appropriate for the purpose, starting to show confident and established ‘voice’. Handwriting: My My teacher’s Assessment assessment

I can write legibly, fluently accurately in a flowing, joined style and with speed.

I am clear about what standard of handwriting is appropriate for a particular task, for example, quick notes or a final handwritten version.

Punctuation: My My teacher’s Assessment assessment

I am developing my use of commas to clarify meaning or avoid ambiguity in writing.

I can sometimes use hyphens to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover]

I can use brackets, dashes or commas to indicate where a word or phrase has been added to explain. I am developing my use of semi-colons, colons or dashes to mark boundaries between independent clauses to indicate a longer pause than a comma.[for example, It’s raining; I’m fed up] I can use a colon to introduce a list and use of semi-colons within lists. I can use bullet points consistently to list information

I am mainly accurate in using stage directions in speech (speech + verb + action) e.g. “Stop!” he shouted, picking up the stick and running after the thief. I can proof-read to check for errors in punctuation Grammar My My teacher’s Word Choices AssessmentMy Myassessment teacher’s Assessment assessment I can use the accurate use of tense (past, present, future),

I can usebuild the in literarycorrect featuresubject toand create verb agreement effects: when using singular and plural. I can use alliteration effectively. I can use conjunctions and connectives I can use onomatopoeia effectively. I can use prepositions, determiners and generalisers I can use similes appropriately to add interest I can use pronouns – relative and possessive, beginning with who, I can which, use metaphors where, when, for whose, effect. that. I can use clauses, Subordinate and relative clauses. I can begin to use 2 or more stylistic features within the Itext: can use adverbials and fronted adverbials. e.g. rhetorical questions, repetition, I canfigurative distinguishing language, between passive the voice, language metaphor, of speech simile, and writing alliteration, and I can onomatopoeia, use writing elaboration,appropriately. nominalisation, impersonal voice or universal appeal. ,I am developing the use of passive verbs to affect the Compositionpresentation of information in a sentence. My My

I am developing my use of expanded noun phrases to convey Assessment teacher’s complicated information concisely (e.g. the boy that jumped assessment

Iover am thedeveloping fence is my over sentence there, lengthor the andfact word that orderit was to raining sustain interest.meant the end of sports day)

I am developing my sentences by expanding using –ed clauses as starters e.g.

Terrified by the dragon, George fell to his knees

I am developing my sentences by dropping –‘ed’ clauses e.g.

Poor Tim, exhausted by so much effort, ran home.

I am developing my sentences by starting to use more elaborate starters using adverbial phrases e.g.

Beyond the dark gloom of the cave, Zach saw the wizard move. I can vary sentences by reshaping techniques by lengthening or shortening sentence for meaning and /or effect

I can move sentence chunks (how, when, where) around for different effects e.g.

The siren echoed loudly ….through the lonely streets ….at midnight

I can write a narrative with a clear structure, setting, characters and plot.

1. Introduction: should include action / description -character or setting / dialogue 2. Build-up: develop suspense techniques 3. Problem / Dilemma: may be more than one problem to be resolved 4. Resolution: clear links with dilemma 5. Ending: character could reflect on events, any changes or lessons, look forward to the future ask a question. Clear distinction between resolution and ending. I can use independent planning across all genres of non-fiction

 Developing a range of layouts suitable to text.

 Structure: Introduction / Middle / Ending

 Beginning to use rhetorical questions to draw reader in

 Express own opinions clearly

 Consistently maintain viewpoint

 Summary clear at the end to appeal directly to the reader I can use paragraphs

 Organising paragraphs around a theme

 Organise each part of story

 Logical organisation  Link information within paragraphs with a range of connectives

 Use sub headings to introduce sections / paragraphs

I can summarise longer passages

I can evaluate and edit by assessing the effectiveness of my own and others’ writing.

Spelling My My Assessment teacher’s assessment

I can spell all the Barlow Hall high frequency words

I can spell words that end in cious and –tious Vicious, precious, conscious, delicious, malicious, suspicious, ambitious, cautious, fictitious, infectious, nutritious

I can an spell words that end in –cial and–tial official, special, artificial partial, confidential, essential

I can spell words that end in –ant, –ance, –ancy, –ent, –ence/–ency

Observant, observance, observation, expectant, expectation, hesitant, hesitancy, hesitation, tolerant, tolerance, toleration Substance, substantial

Innocent, innocence, decent, decency, frequent, frequency, confident, confidence, confidential,

Assistant, assistance, obedient, obedience, independent, independence I can spell words ending in –able and –ible Adorable/adorably, applicable/applicably, considerable/considerably, tolerable/tolerably,

changeable, noticeable, forcible, legible

dependable, comfortable, understandable, reasonable, enjoyable, reliable

Words ending in –ably and –ibly possible/possibly, horrible/horribly, terrible/terribly visible/visibly, incredible/incredibly, sensible/sensibly I can spell words by adding suffixes beginning with vowel letters to words ending in –fer referring, referred, referral preferring, preferred transferring, transferred reference, referee, preference, transference I can spell words using the hyphen co-ordinate, re-enter, co-operate, co-own I can spell words with the ‘i’ sound spelt ei after c deceive, conceive, receive, perceive, ceiling I can spell words containing the letter-string ough ought, bought, thought, nought, brought, fought, rough, tough, enough, cough though, although, dough, through thorough, borough, plough, bough I can spell words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word) doubt, island, lamb, solemn, thistle, knight I can spell homophones and other words that are often confused advice/advise, device/devise, licence/license practice/practise, prophecy/prophesy, assent/ascent farther/further/father, guessed/guest heard/herd lead/led, morning/mourning, passed/past, alter/altar precede/proceed, aisle/isle, aloud/allowed, affect/effect bridal/bridle, cereal/serial, compliment/complement