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Leighton Primary School

Year 6 - Writing and Grammar expectations

Transcription – Spelling, Handwriting and Presentation

Pupils should be able to:

  • use further prefixes and suffixes and understand the guidance for adding them
  • spell some words with ‘silent’ letters (ex. knight, psalm, solemn)
  • continue to distinguish between homophones (new & knew) and other words which are often  confused
  • use knowledge of morphology & etymology in spelling; understand that the spelling of some words needs to be learnt specifically (see spelling section below)
  • use dictionaries to check the spelling and meaning of words
  • use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
  • use a thesaurus.

Pupils should be able to write legibly, fluently and with increasing speed by:

  • choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
  • choosing the writing implement that is best suited for a task.

 

Composition

Pupils should be able to plan their writing by:

  • identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
  • noting and developing initial ideas, drawing on reading and research where necessary
  • in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed

Pupils should be able to draft and write by:

  • selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
  • in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
  • précising longer passages
  • using a wide range of devices to build cohesion within and across paragraphs
  • using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]

Pupils should be able to evaluate and edit by:

  • assessing the effectiveness of their own and others’ writing
  • proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
  • ensuring the consistent and correct use of tense throughout a piece of writing
  • ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register

                                         

Vocabulary, Grammar & Punctuation

Pupils should be able to develop their understanding of the concepts set out in section Vocabulary, Grammar and Punctuation (see below) by:

  • recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
  • using passive verbs to affect the presentation of information in a sentence
  • using the perfect form of verbs to mark relationships of time and cause
  • using expanded noun phrases to convey complicated information concisely
  • using modal verbs or adverbs to indicate degrees of possibility
  • using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun

Pupils should be able to indicate grammatical and other features by:

  • using commas to clarify meaning or avoid ambiguity in writing
  • using hyphens to avoid ambiguity
  • using brackets, dashes or commas to indicate parenthesis
  • using semi-colons, colons or dashes to mark boundaries between independent clauses
  • using a colon to introduce a list
  • punctuating bullet points consistently