Year 5 WRITING ASSESMENT CRITERIA The targets in Column A are the MET requirements for the programme of study C
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1 Year 5 WRITING ASSESMENT CRITERIA The targets in Column A are the MET requirements for the programme of study C HANDWRITING I can write using a fluent, cursive script. COMPOSITION I can organise non-narrative material into sections using appropriate headings. I can use paragraphs to help me organise the content of my writing around a theme (the main idea is usually supported or elaborated by the sentences that follow). I understand the purpose of note-taking. I can discuss, plan and record my ideas. I can learn from the structure, vocabulary and grammar of similar writing to help me plan. B I can write legible and fluently, including appropriate choice of letter shape, and decide whether or not to join letters - however this is not always maintained when writing at efficient speed. I can use organisational devices to emphasise the key points in my writing underlining, use of capital letters etc.. I can link my ideas with paragraphs (e.g. then, after, later) I can plan using the structure, vocabulary and grammar of similar A I can write legibly, fluently and with increasing speed. I can write legibly and fluently and this is maintained when writing at efficient speed. I can use further organisational and presentational devices to structure text and guide the reader - e.g. headings, bullet points, underlining. I can use well chosen devices and technical vocabulary to make my writing concise and informative to guide the reader. I can link ideas across paragraphs using adverbials of time later, place nearby, and number secondly. I can use a wide range of organisational devices to build cohesion within and across paragraphs. I can note and develop initial ideas, drawing on reading and my own research I can research a topic and make concise, detailed and relevant notes. I can recognise and use the different parts of a narrative to support my planning e.g. beginning, build-up, problem, resolution, conclusion. I can plan/box up my ideas independently building in the different parts of the narrative to create different effects within a story e.g. climax/cliff hanger etc.
2 I can create detailed settings, characters and plot in my narrative I can verbally summarise the main points of a passage in a given number of words/sentences. I can use all basic punctuation mostly accurately. I can identify the correct use of subject/verb agreement in SPAG example questions and in my own I can proof-read my own writing for spelling and punctuation errors. I can assess the effectiveness of my own and others I can use a dictionary using the first 2 or 3 letters of a word to check its spelling. I can draft and write in narratives, describing characters, settings and atmosphere. I can summarise the main points of a passage in a given number of words/sentences. I can use a range of punctuation accurately, including commas after fronted adverbials, possessive apostrophes for plural nouns, and other punctuation rules to indicate direct speech. I can write using correct subject and verb agreement and correct use of tense within a sentence. I can proof-read my own writing for spelling and punctuation errors. I can assess the effectiveness of my own and others I can suggest changes to vocabulary, grammar and punctuation for effect and to clarify meaning. I can use a dictionary using the first 3 or 4 letters of a word to check its spelling. I can use a range of techniques to advance the action (move the plot forward) in a narrative e.g. fronted adverbials, speech, expanded noun phrases. I can create rich detailed settings, atmosphere and characters and plot successfully and consistently, across a range of genres. I can précis (summarise) longer passages. I can use punctuation to enhance and clarify meaning (! ) I can use simile and metaphor in my writing to enhance effect and clarify meaning. I can use grammar, devices and structure beyond my year group as magpied from my wider reading but not yet taught. I can write using correct subject and verb agreement and correct use of tense within a paragraph. I can ensure the correct use of tense throughout a piece of I can proof-read my own writing for spelling and punctuation errors. I can use a dictionary independently using the first 3 or 4 letters of a word to check its spelling. I can assess the effectiveness of my own and others I can use a theasaurus to improve my vocabulary choices I can suggest and edit changes to vocabulary, grammar and punctuation for effect and to clarify meaning backed by reasons for my suggestions, including around structure and organisation.
3 I can read my work aloud to a group using appropriate intonation and controlling the tone and volume so that the meaning is clear. VOCABULARY, GRAMMAR AND PUNCTUATION I know what a determiner, pronoun, possessive pronoun and adverbial is. I can identify them in my writing (see Year 5 appendix) I know what a relative pronoun is and a modal verb. I can use them in my I can use inverted commas with other punctuation to indicate direct speech e.g. The boy shouted, Where have you been? I use apostrophes correctly for contracted forms, or to show singular possession. I can use adverbs to modify how much or how often After the trip, I was totally exhausted. We go to the cinema occasionally. I can use commas after fronted adverbials e.g. Later that day, I heard the bad news. I can read my work aloud to a group using appropriate intonation and controlling the tone and volume so that the meaning is clear. I know what a modal verb, relative pronoun, relative clause is. I can use the perfect form of verbs to mark relationships in time and cause. I know what a bracket is and can explain why we use them in our I can use a new line for a new speaker when writing dialogue. I can use apostrophes to indicate singular and plural possession e.g. The girl s name, the girls names I can indicate degrees of possibility using adverbs perhaps, surely. I can use commas to clarify meaning and avoid ambiguity. I can read my work aloud to a group using appropriate intonation controlling the tone and volume so that the meaning is clear. I can use range of punctuation consistently (: ;) to mark boundaries between main clauses. I can use punctuation accurately, including commas after fronted adverbials, possessive apostrophes for plural nouns, and other punctuation rules to indicate direct speech. I can demonstrate fluent and appropriate use of punctuation, including some attempts to create effect. I can use brackets consistently to indicate parenthesis. I can use hyphens to avoid ambiguity (e.g. heavy metal detector / heavy metal) I can punctuate dialogue consistently and accurately. I can place the possessive apostrophe accurately in words with regular and irregular plurals. I can indicate degrees of possibility using modal verbs might, should, will, must. I can use commas to indicate parenthesis. I can use commas accurately in complex sentences.
4 I can identify the main clause within a sentence. I can expand noun phrases, modifying adjectives, nouns and prepositional phrases e.g. The teacher The strict maths teacher with curly hair. I can begin to use adverbials of time, place and number to build cohesion. I can use an appropriate range of ambitious and varied vocabulary. Spelling I can use dictionaries to check the spelling and meaning of words. I use a range of subordinate conjunctions that introduce a subordinate clause - whilst, until, despite, although, on the other hand. I can confidently convert nouns or adjectives into verbs. I can use verb prefixes. I can use adverbials of time, place and number to build cohesion. I can use an appropriate range of ambitious and varied vocabulary. I can use a dictionary independently to check and edit my spellings. I can use relative clauses beginning with who, where, which, whose, when and that. I can use expanded noun phrases to convey complicated information concisely. I can use verb prefixes. I can confidently use adverbials of time, place and number to build cohesion and for effect in my I can explain the differences between formal and informal I can use vocabulary and structures typical of informal language. I can carefully choose vocabulary and phrases (including relative clauses) to clarify meaning, enhance effect, add/slow pace and conjure mood. I can synonyms and antonyms in my writing for effect. I can use dictionaries to check the spelling and meaning of words. I can spell further homophones. I can distinguish between homophones and other words that are often confused. I can distinguish between homophones and other words that are often confused. I can use further prefixes and suffixes and understand the rules for using them. I can use further prefixes and suffixes and understand the rules for using them. I can use further prefixes and suffixes and understand the rules for using them. My spelling is usually accurate demonstrating a deep understanding of a wide range of spelling rules and word families. I can spell the words from years 3 and 4 word list. I can spell the words from years 3, 4 and 5 word list. I can spell the words from the year 5 spelling list I can spell the words from the year 5/6 spelling list I can generally self-correct my spelling errors during proof reading.
5
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