Phonic & Whole word spelling

• use further prefixes and suffixes and understand the guidance for adding them
• use dictionaries to check the spelling and meaning of words
• use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary

Other word building spelling

Transcription

• 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

Handwriting

• identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
• in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed

Contexts for Writing

• noting and developing initial ideas, drawing on reading and research where necessary

Planning Writing

• 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

Drafting Writing

• 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
• proofread for spelling and punctuation errors

Editing Writing

• perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.

Performing Writing

• use a thesaurus
• using expanded noun phrases to convey complicated information concisely
• using modal verbs or adverbs to indicate degrees of possibility

Vocabulary

• using the perfect form of verbs to mark relationships of time and cause
• using relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronoun
• converting nouns or adjectives into verbs
• verb prefixes
• devices to build cohesion, including adverbials of time, place and number

Grammar
(edited to reflect content in Appendix 2)

• using commas to clarify meaning or avoid ambiguity in writing
• using brackets, dashes or commas to indicate parenthesis

Punctuation
(edited to reflect content in Appendix 2)

modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity

Grammatical Terminology

• use further prefixes and suffixes and understand the guidance for adding them
• use dictionaries to check the spelling and meaning of words
• use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary

Decoding

*apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet

Range of Reading

*continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
*reading books that are structured in different ways and reading for a range of purposes
*making comparisons within and across books

Familiarity with texts

*increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
*identifying and discussing themes and conventions in and across a wide range of writing

Poetry & Performance

*learning a wider range of poetry by heart
preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience

Word meanings

Understanding

* checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
*asking questions to improve their understanding
*summarising the main ideas drawn from more than one paragraph, identifying key details to support the main ideas

Inference

*drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

Prediction

*predicting what might happen from details stated and implied

Authorial Intent

*identifying how language, structure and presentation contribute to meaning
*discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

Non-fiction

*distinguish between statements of fact and opinion
*retrieve, record and present information from non-fiction

Discussing reading

*recommending books that they have read to their peers, giving reasons for their choices
*participate in discussions about books, building on their own and others’ ideas and challenging views courteously
*explain and discuss their understanding of what they have read, including through formal presentations and debates, *provide reasoned justifications for their views