Download Writing Booklet Year 6 - Barlow Hall Primary School

Your booklet to check your progress in
writing in Year 6
Name…………………………………..
By the end of the year we want you to be able to:
 Use all grammar accurately
 Produce effective, well-structured and organised writing using a
range of conventions in layout
 Can 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 use a full range of punctuation, almost always accurately.
 write legibly, fluently accurately in a flowing, joined style and with
speed.
Handwriting:
My
My teacher’s
Assessment
assessment
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.
I can vary font for effect or emphasis when appropriate using
print, italics or capitalization.
Punctuation:
I can use commas to clarify meaning or avoid ambiguity in
writing accurately.
I can 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 can use 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 can use 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
Assessment
I can use the accurate use of tense (past, present, future),
I can use the correct subject and verb agreement when using
singular and plural.
I can use conjunctions and connectives
I can use prepositions, determiners and generalisers
I can use pronouns – relative and possessive, beginning with
who, which, where, when, whose, that.
I can use clauses, Subordinate and relative clauses.
I can use adverbials and fronted adverbials.
I can distinguishing between the language of speech and writing
and I can use writing appropriately.
I can use passive verbs to affect the presentation of
information in a sentence.
I can use expanded noun phrases to convey complicated
information concisely (e.g. the boy that jumped over the fence
is over there, or the fact that it was raining meant the end of
sports day)
I can recognise vocabulary and structures that are appropriate
for formal speech and writing, including subjunctive forms
(simple form) (e.g. conversational, colloquial, dialectic, standard
English).
I can use the perfect form of verbs to mark relationships of
time and cause, indicated a complete action, e.g. ‘ I have
finished my homework already.’
Past perfect: ‘He had watched TV for an hour before dinner.
I can use expanded noun phrases to convey complicated
information concisely (e.g. the boy that jumped over the fence
is over there, or the fact that it was raining meant the end of
sports day)
I can use relative clauses beginning with who, which, where,
when, whose, that, or an omitted relative pronoun
I can indicate degrees of possibility using adverbs [for
example, perhaps, surely] or modal verbs [for example, might,
should, will, must]
My teacher’s
assessment
Word Choices
My
Assessment
My
teacher’s
assessment
My
Assessment
My
teacher’s
assessment
I can build in literary feature to create effects:
I can use alliteration effectively
I can use onomatopoeia effectively
I can use similes appropriately to add interest
I can use metaphors for effect
I can use 2 or more of stylistic features to create effect
within the text e.g. rhetorical questions, repetition,
figurative language, passive voice, metaphor, simile,
alliteration, onomatopoeia, elaboration, nominalisation,
impersonal voice or universal appeal.
Composition
I can vary sentence length and word order confidently to
sustain interest.
I can vary sentences by expanding using –ed clauses as
starters e.g.
Terrified by the dragon, George fell to his knees
I can vary sentences by dropping –‘ed’ clauses e.g.
Poor Tim, exhausted by so much effort, ran home.
I can vary sentences by elaborating 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.
Include suspense, cliff hangers, flashbacks/forwards, time
slips
I can use independent planning across all genres of nonfiction

Secure use of range of layouts suitable to text.

Structure:
Introduction / Middle / Ending

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 summarising longer passages
I can use rhetorical questions for persuasion
I can select appropriate grammar and vocabulary,
understanding how such choices can change and enhance
meaning.
I can evaluate and edit by assessing the effectiveness of my
own and others’ writing
Spelling
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
My
Assessment
My
teacher’s
assessment
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