<p> Your booklet to check your progress in writing in Year 5</p><p>Name…………………………………..</p><p>By the end of the year we want you to be able to:</p><p> Produce well-structured and organised writing using a range of conventions in layout, [for example, headings, bullet points, underlining] </p><p> 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).</p><p> Can select the correct genre for audience and purpose, and use it accurately </p><p> Beginning to use paragraphs consistently and appropriately.</p><p> Developing effective texts that are mainly appropriate for the purpose, starting to show confident and established ‘voice’. Handwriting: My My teacher’s Assessment assessment</p><p>I can write legibly, fluently accurately in a flowing, joined style and with speed. </p><p>I am clear about what standard of handwriting is appropriate for a particular task, for example, quick notes or a final handwritten version.</p><p>Punctuation: My My teacher’s Assessment assessment</p><p>I am developing my use of commas to clarify meaning or avoid ambiguity in writing.</p><p>I can sometimes use hyphens to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover]</p><p>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</p><p>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),</p><p>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</p><p>I am developing my use of expanded noun phrases to convey Assessment teacher’s complicated information concisely (e.g. the boy that jumped assessment</p><p>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)</p><p>I am developing my sentences by expanding using –ed clauses as starters e.g.</p><p>Terrified by the dragon, George fell to his knees </p><p>I am developing my sentences by dropping –‘ed’ clauses e.g.</p><p>Poor Tim, exhausted by so much effort, ran home.</p><p>I am developing my sentences by starting to use more elaborate starters using adverbial phrases e.g.</p><p>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</p><p>I can move sentence chunks (how, when, where) around for different effects e.g.</p><p>The siren echoed loudly ….through the lonely streets ….at midnight</p><p>I can write a narrative with a clear structure, setting, characters and plot.</p><p>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</p><p> Developing a range of layouts suitable to text.</p><p> Structure: Introduction / Middle / Ending</p><p> Beginning to use rhetorical questions to draw reader in</p><p> Express own opinions clearly</p><p> Consistently maintain viewpoint</p><p> Summary clear at the end to appeal directly to the reader I can use paragraphs</p><p> Organising paragraphs around a theme </p><p> Organise each part of story </p><p> Logical organisation  Link information within paragraphs with a range of connectives</p><p> Use sub headings to introduce sections / paragraphs</p><p>I can summarise longer passages</p><p>I can evaluate and edit by assessing the effectiveness of my own and others’ writing. </p><p>Spelling My My Assessment teacher’s assessment</p><p>I can spell all the Barlow Hall high frequency words</p><p>I can spell words that end in cious and –tious Vicious, precious, conscious, delicious, malicious, suspicious, ambitious, cautious, fictitious, infectious, nutritious</p><p>I can an spell words that end in –cial and–tial official, special, artificial partial, confidential, essential</p><p>I can spell words that end in –ant, –ance, –ancy, –ent, –ence/–ency</p><p>Observant, observance, observation, expectant, expectation, hesitant, hesitancy, hesitation, tolerant, tolerance, toleration Substance, substantial</p><p>Innocent, innocence, decent, decency, frequent, frequency, confident, confidence, confidential, </p><p>Assistant, assistance, obedient, obedience, independent, independence I can spell words ending in –able and –ible Adorable/adorably, applicable/applicably, considerable/considerably, tolerable/tolerably,</p><p> changeable, noticeable, forcible, legible</p><p> dependable, comfortable, understandable, reasonable, enjoyable, reliable</p><p>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</p>