10 Steps to Success - Year 5 - Writing

By Year 5, children should be planning and writing independently, taking account of their audience. They should be checking and editing their writing to ensure that devices, such as sentence and paragraph openers, lend it cohesion; sentences convey meaning clearly; and vocabulary adds impact.  Spellings should be checked independently. Correctly punctuated dialogue should convey character and enhance action in story-writing. Sentences should be varied in structure, demonstrating an ability to include clauses appropriately within, at the start, and at the end of them. Children are taught to accurately use a wider range of punctuation, including brackets, dashes and commas for parenthesis. Lower and upper case letters should be correctly sized and joined.

Follow this link to year 5 spelling lists. By the end of the year we expect children to be able to spell these words when they use them in their own writing (not just in a test).

We’ve broken the year’s key learning into 10 skills. If children can master these in year 5, they will make a flying start to year 6. They won’t necessarily be mastered in order.

10 Skills

Skill 1:

Spell words taught in Term 1.    

Skill 2:

Plan writing independently, taking account of audience, purpose and models.  

Skill 3:

Use a wide range of devices to build cohesion within and across paragraphs.  

Skill 4:

Lower and upper case letters correctly sized and correctly joined in all writing.    

Skill 5: 

Correctly spell words taught in Term 2 as well those on the Key Stage 2 list of homophones and near-homophones.    

Skill 6:

Use dialogue to convey character and enhance actions, and demonstrate differences in the language of speech and other writing.  

Skill 7:

Accurately use a wide range of punctuation, to include brackets, dashes and commas for parenthesis.    

Skill 8:

Edit and improve vocabulary, grammar and punctuation, not only to ensure writing makes sense and includes evidence of Year 5 grammar teaching, but also to enhance effects and clarify meaning.  

Skill 9:

Spell words taught in Term 3 including words with silent letters.  

Skill 10:

Use a wide range of clause structures, sometimes varying their position with the sentence. Include evidence of the special ways of constructing sentences taught in Years 1 to 5 (advocated by Alan Peat).  Year 5 sentence types are called: getting worse/getting better; outside: inside sentences; the more, the more; 3 bad – (dash); -ing, -ed.