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Y5 Assessment statements - What I need to achieve Exceeding statements - What I need to aspire to

Writing composition

Know the audience for and purpose of the writing
Use the features and structures of text types taught so far
Use grammatical features and vocabulary appropriate for the text types taught so far
Start sentences in different ways
Use sentence starters to highlight the main idea
Develop characters through action and dialogue
Establish viewpoint as the writer through commenting on characters or events
Show how grammar and vocabulary choices create impact on the reader
Choose vocabulary to engage and impact on the reader
Use stylistic devices to create effect in writing, for example, simile, metaphor, personification
Add well-chosen detail to interest the reader
Summarise a paragraph or event
Organise writing into paragraphs to show different information or events
Use cohesive devices (connecting adverbs and adverbials) to link ideas within paragraphs
Use modal verbs or adverbs to indicate degrees of possibility
Use relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
Use commas to clarify meaning or avoid ambiguity in writing
Use brackets, dashes or commas to indicate parenthesis
Assess the effectiveness of their own and others' writing
Suggest changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
Ensure the consistent and correct use of tense throughout a piece of writing
Ensure correct subject and verb agreement when using singular and plural
Distinguish between the language of speech and writing
Distinguish between the formal and informal spoken and written language
Proof-read for spelling and punctuation errors
Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear

Writing transcription

Form verbs with prefixes, for example, dis, de, mis, over and re
Convert nouns or adjectives into verbs by adding a suffix, for example, ate, ise, ify
Understand the general rules for adding prefixes and suffixes above
Spell some words with 'silent' letters, e.g. knight, psalm, solemn
Distinguish between homophones and other words which are often confused
Spell identified commonly mispelt words from Year 5 and 6 wordlist
Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
Use a thesaurus
Use a range of spelling strategies
Choose which shape of a letter to use when given choices and deciding, as part of their personal style, whether or not to join specific letters
Choose the writing implement that is best suited for a task (e.g. quick notes, letters)
Use paragraphs to structure the plot in narrative writing, showing changes in time, place and events
Use changes in time and place to guide the reader through the text
Use paragraphs to organise information logically and shape a non-fiction text effectively
Sustain and develop ideas within a paragraph, introducing it with a topic sentence
Close text with reference to its opening
Re-order sentences to create impact on the reader
Use expanded noun phrases to add well thought out detail to writing
Use punctuation to clarify meaning of sentences - commas to mark phrases and clauses
Use dialogue effectively and punctuate it accurately
The scale E E+ E++ M M+ M++ X X+ X++
  25% 40% 55% 70% 85% 100% 25% 50% 100%
No. of statements 9 15 18 23 31 37 3 5 9