Statements Writing Year 5
Transcripts
Handwriting
 spell word endings which sound like ‘shush’ spelt –cious or –tious e.g. vicious, delicious
Write legibly, fluently and with
 spell word endings which sound like ‘shil’ spelt –cial or -tial e.g. official, partial
increasing speed by:
 spell words ending in –ant, -ance/-ancy, -ent, -ence/ency, e.g. transparent/transparency
 choosing which shape of a letter to use
 spell words ending in –able, -ible also –ably and –ibly
when given choices and deciding
 spell words containing the letter string ‘ough’
whether or not to join specific letters
 spell some words with silent letters e.g. knight
 choosing the writing implement that is
 use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as
best suited for a task.
listed in English Appendix 1
 use the first three or four letters of a word to check spelling, meaning or both of these
in a dictionary
 use a thesaurus.
Writing Composition
Writing – Voc, gram, punc
Plan their writing by:
Develop their understanding of the
 identifying the audience for and purpose of the writing, selecting the appropriate
concepts set out in English Appendix 2
form and using other similar writing as models for their own
by:
 noting and developing initial ideas, drawing on reading and research where
 convert nouns or adjectives into verbs
necessary
using suffixes e.g. –ate, -ise and –ify
 in writing narratives, considering how authors have developed characters and
 understand verb prefixes e.g. dis-, de-,
settings in what pupils have read, listened to or seen performed
mis-, over- and reDraft and write by:
 use relevant clauses beginning with
 select appropriate grammar and vocabulary, including that within English Appendix 2
who, which, where, when, whose, that, or
 selecting appropriate grammar and vocabulary, understanding how such
an omitted relative pronoun
choices can change and enhance meaning
 indicate degrees of possibility using
 in narratives, describing settings, characters and atmosphere and integrating
adverbs e.g. perhaps, surely or modal
dialogue to convey character and advance the action
verbs e.g. might, should, will, must
 pré cising longer passages
 use devices to build cohesion in
 using a wide range of devices to build cohesion within and across paragraphs e.g. then, after that
paragraphs e.g. then after, that, this
 draft and write by linking ideas across paragraphs using adverbials of time e.g. later, place e.g. nearby and number e.g. secondly and tense choices
 link
he ideas across paragraphs using
had seen her before
adverbials of time e.g. later, place e.g.
 using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining
nearby, number e.g. secondly or tense
Evaluate and edit by:
choices e.g. he had seen her before.
 assessing the effectiveness of their own and others’ writing effects
 using brackets, dashes or commas to
 proposing changes to vocabulary, grammar and punctuation to enhance
indicate parenthesis
and clarify meaning
 using commas to clarify meaning or
 ensuring the consistent and correct use of tense throughout a piece of writing
avoid ambiguity in writing
 ensuring correct subject and verb agreement when using singular and plural,
 using understand the following
distinguishing between the language of speech and writing and choosing the appropriate register
terminology: Modal verb, relative
 proof-read for spelling errors linked to spelling statements for year 5
pronoun. Relative clause. Parenthesis,
 proof-read punctuation errors including use of brackets, dashes or commas to indicate parenthesis; use of commas to clarify meaning or avoid bracket, dash. Cohesion, ambiguity
ambiguity
 perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.
Appendix 2 details Year 5
Vocabulary, grammar and punctuation
Word
Converting nouns or
adjectives into verbs
using suffixes [for
example, –ate; –ise; –ify]
Verb prefixes [for
example, dis–, de–, mis–,
over– and re–]
Sentence
Relative clauses
beginning with who,
which, where, when,
whose, that, or an
omitted relative
pronoun
Indicating degrees of
possibility using
adverbs [for example,
perhaps, surely] or
modal verbs [for
example, might, should,
will, must]
Text
Devices to build
cohesion within a
paragraph [for example,
then, after that, this,
firstly]
Linking ideas across
paragraphs using
adverbials of time [for
example, later], place
[for example, nearby]
and number [for
example, secondly] or
tense choices [for
example, he had seen
her before]
Punctuation
Brackets, dashes or
commas to indicate
parenthesis Use of
commas to clarify
meaning or avoid
ambiguity
Terminology
modal verb, relative
pronoun relative
clause
parenthesis,
bracket, dash cohesion,
ambiguity