Writing Stage 6
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Assessment Criteria: Writing
Stage 6
| Name: | Class: | Year: | |
| Start score: | Target Score: | End Score: | |
| Transcription: Spelling | |||
| 1. Use further prefixes and suffixes and understand the guidelines for adding them (Sp 6:1, 7-9, 11-20; GH 6:1,3) | |||
| 2. Distinguish between homophones and other words which are often confused (Sp 6:2; GH 6:2) | |||
| 3. Use knowledge of morphology and etymology in spelling and understand that some spellings need to be learnt specifically (Sp 6:7-10; GH 6:3,4) | |||
| 4. Use dictionaries to check the spelling and meaning of words (GH 6:2-5) | |||
| 5. Use a thesaurus (GH:6) | |||
| Transcription: Handwriting | |||
| 6. Write legibly, fluently and with increasing speed by: choosing the writing implement that is best suited for a task | |||
| Writing: Composition | |||
| 7. Plan writing by: identifying the audience & purpose of the writing, selecting the appropriate form & using other similar writing as models for their own (text type prompts UKS2) | |||
| 8. Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary (text type prompts, planning scaffolds UKS2) | |||
| 9. Plan their writing by: in narratives considering how authors have developed characters and settings in what they have read, listened to or seen performed | |||
| 10. Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. | |||
| 11. Draft and write by: in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action | |||
| 12. Draft and write by: précising longer passages (GH 6:8,9) | |||
| 13. Draft and write by: using a wide range of devices to build cohesion within and across paragraphs (text type prompts, pupil prompts UKS2; GH 6:10,11) | |||
| 14. Evaluate and edit by: assessing the effectiveness of their own and others’ writing (‘up-stage’ prompts UKS2) | |||
| 15. Evaluate and edit by: proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning (‘up-stage’ prompts UKS2) | |||
| 16. Evaluate & edit by: ensuring correct subject-verb agreement when using singular & plural, distinguish between the language of speech & writing (‘up-stage’ prompts UKS2; GH 6:15,16) | |||
| 17. Perform their own compositions using appropriate intonation, volume and movement so that meaning is clear | |||
| Writing: Vocabulary, Grammar and Punctuation | |||
| 18. Recognise vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms (GH 6:14) | |||
| 19. Use passive verbs to affect the presentation of information in a sentence (GH 6:15,16) | |||
| 20. Use hyphens to avoid ambiguity (Sp 6:1-3; GH 6:17,18) | |||
| 21. Use semi-colons (GH 6:19), colons or dashes (GH 6:20) to mark boundaries between independent clauses and a colon to introduce a list (GH 6:21) | |||
| 22. Punctuating bullet points consistently | |||
| 23. Use ellipses (GH 6:23) | |||
| 24. Learn the grammar and grammatical terminology for Stage 6: formal and informal speech and writing, synonyms and antonyms (GH St6, 6:14,24,25) | |||
| 1-6: St 2emerging | 7-12St 2developing | 13-18St 2securing | 19-24St 3 ready |
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