Download Year 5 NE writing - St Peter and Paul`s RC Primary

Year 5 National
Standards
I can use the first three or
four letters of a word to
check spelling in a diction-
WRITING
ary.
The structure and organi-
TARGET GRIDS
I can use knowledge of
morphology and etymology
and understand that the
spelling of some words need
to be learnt specifically.
I can show degrees of
possibility using adverbs
e.g. perhaps/surely or
modal verbs e.g. might,
should, will, must.
before e’ rule and excep-
I can convert nouns or
adjectives into verbs using
suffixes eg. –ate, -ise, -ify.
I can use relative clauses
guity.
beginning with who, which,
where, when, whose and
I can use devices to build
cohesion (links) within a
after that, firstly, this.
the meaning is clearer.
I have written to
authors have developed
I can include dialogue ap-
characters and settings in
propriate to the charac-
I can use a range of
what I have read, listened
ter’s personality or advance
devices to build cohe-
to or seen performed.
the action.
sion within and across
I am beginning to use similar
In narrative, I am be-
writing as a model for my
ginning to describe set-
own composition.
tings, character and
Grammar
check for errors in
ate form for my writing.
a ‘sympathetic background’
Use the features of the
tions, e.g. a thunderstorm
to the characters’ situa-
I am beginning to select
writing demonstrates ap-
appropriate grammar and
Grammar
for and purpose for my
spelling, grammar
I can ensure the correct
subject and verb agreement throughout my
writing.
I can ensure correct
I can use some organisational and presentational
devices to structure text
use of tense throughout the writing in singular.
and to guide the reader,
purpose and context, my
I can identify the audience
E.g. Linking ideas within
and across paragraphs,
using adverbials of time
(e.g. later), place (e.g.
The setting can be used as
According to audience,
noun phrases to express
fixes.
I can select the appropri-
given genre for Year 5.
propriate use of expanded
further prefixes and suf-
Spelling
graphs to organise infor-
I can proof-read what
atmosphere.
ify meaning or avoid ambi-
paragraph, e.g. then,
I can use and understand
and movement so that
paragraphs
I can spell words with
psalm, solemn
through the use of para-
beginning to consider how
I can use commas to clar-
‘silent’ letters, e.g. knight,
to use intonation, volume
In writing narrative, I am
endings –cious and –tious
endings –ible and –able.
positions, and beginning
purpose and context,
theme.
I can spell words with the
I can spell words with the
I perform my own com-
informed by its audience,
mation and ideas around a
I can use a thesaurus.
I know and can use the ‘i
sation of my writing is
vocabulary to clarify and
enhance meaning.
e.g. headings, statements, underlining, columns, bullets or tables
Use the features of the
I can suggest some
changes to grammar and
vocabulary to enhance
effects and clarify
writing.
Composition
Composition
Composition
Composition
(Plan my ideas)
(Draft and Write)
(Draft and Write)
(Evaluate and edit)