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Download Writing Booklet Year 6 - Barlow Hall Primary School
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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