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 Over the year we will be working towards the following National Curriculum objectives



I add some prefixes and suffixes.

I can spell some words that include silent letters.

I know some words sound the same but are spelled differently.

I use the words and word parts that I know to help me spell new words but I also know some words need to be learnt individually.

I am beginning to use a dictionary to check how words are spelled and what words mean.

I use the first three letters of a word to quickly find it in a dictionary.

I am beginning to use a thesaurus to improve my vocabulary use, finding a wider set of different words in my text.

I make sure others can read my handwriting.

I often choose the writing tool that is best suited for a task.



I am beginning to plan the structure of my writing by thinking about the audience for my text and the purpose of the writing.

I plan my writing by making notes and then develop my initial ideas.

I plan my writing by using ideas from how other authors have developed their characters and settings.

I draft and write by selecting grammar and vocabulary to enhance my work.

I review my work to add description to develop settings and characters.

I can precis a passage to create a sentence with the same meaning.

I am beginning to use details across my texts to help link paragraphs together into a full text.

I use headings and bullet points to structure my writing.

I beginning to evaluate and edit my work to think about whether it can be improved based on what I have read.

I edit my texts to improve their content.

I use the correct tense throughout a piece of writing.

I am beginning to use singular and plural words accurately and I know my writing should not be the language of speech.

I can read through my work to correct some spelling and punctuation mistakes.

I read aloud my own work so the meaning is clear to the listeners.


Vocabulary, Grammar, Punctuation

I use modal verbs (such as can/could, may/might, must, will/would, and shall/should) to explain how something might be possible.

I use brackets, dashes or commas to create an explanation section in a sentence.

I can talk about my work using the learning from my Year 5 grammar list.

I begin sentence clauses with who, which, where, when, whose, that or with.

I can convert nouns or adjectives into verbs using suffixes [for example, -ate; -ise; -ify].

I understand a range of verb prefixes (such as dis-, de-, mis-, over- and re-).

I can make the structure in my paragraph more interesting by using word structures such as then, after that, this, firstly.

I know there are a range of ways of linking across paragraphs - using time [for example, later], place [for example, nearby] and number [for example, secondly] or tense choices [for example, he had seen her before].

I use commas to structure my sentences and clarify the meaning of a text.