malmesbury c of e primary school

NAME

CLASS

WRITINGyears 4,5,6

LEARNING LADDERS

CONTENTS

Ladder Title Page

Super Spelling TargetOrganised TargetsPurposeful TargetsWord Wonder TargetsGrammar Giant TargetsHandwriting Hero Targets

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I can spell all of the Year 3 and 4 word list.

I can spell words with silent letters.

I can use the suffixes -ly, -ation, -ous.

I can spell all of the Year 5 and 6 word list.

I can use the prefixes il-, ir-, re-, sub-, inter-, anti-, auto-.

I know and use the ‘i before e’ rule following a c.

I can spell words with the endings -ance and -ence.

I can use the possessive apostrophe correctly in all situations.

I can spell words with the endings -cious and -tious.

I can spell words with the endings -ible and -able.

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Super Spelling Target

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I can spell words with the endings -cial and -tial.

I can spell subject specific words correctly.

I am secure with most complex words and all homophones.

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Super Spelling Target

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In narrative, I can use paragraphs for a change in action, setting and time.

My paragraph structure is controlled to shape a story, e.g. a 5 paragraph structure involving a build-up,

conflict and resolution.

I can use connectives, within a paragraph, to link the sentences, e.g. Secondly, in addition, furthermore.

I can make links between paragraphs in non-fiction writing - ‘As mentioned previously’.

My paragraphs have appropriate openings.

In non-fiction writing, my paragraphs will have an introductory sentence, followed by approximately 3 points. Each of these points may involve 2 or more sentences, the

use of examples and connectives to guide the reader.

In non-fiction, I can write a clear introduction, followed by logical points, drawing to a defined conclusion.

I can add detail to stories, e.g. shifts in time and place, by introducing new sections to guide the reader.

In narrative, I can use references to the start of the story to signal a change at the end of the story.

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Organised Targets

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My writing suggests insights into character development through describing how characters look, react, talk or behave e.g. ‘His wrinkled face broke into

a smile’ rather than ‘he was old’.

In my writing, characterisation is evident through direct and reported speech.

I can include some significant interaction between characters through action, description, and characters responses. Character development helps to move the

story forward.

I can address the reader e.g. ‘you may be wondering why I...’

I can use some of the features of a given genre to ensure that the style of writing is evident e.g. a

recount text is time ordered (chronological) events.

I can write in a given style successfully using techniques of the author.

My writing is well placed e.g. on the line, against the margin, etc.

I can consider the needs of the reader and provide background information in my writing.

In my writing, the setting is used to create mood.

I can use the setting and weather as a ‘sympathetic background’ to the character’s situation - e.g.

thunderstorm for the dangerous parts with the sun coming out when all is well.

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Purposeful Targets

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My writing is well constructed and shows all the features of the chosen genre.

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Purposeful Targets

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I can choose current and new vocabulary that both engage and support the reader.

I can make assertive use of the characteristic language and the chosen text type, e.g. in persuasive

writing use incredible, phenomenal and amazing.

My vocabulary choices are more thoughtful, using a thesaurus to extend range of words used.

I can choose words for deliberate effect, e.g. stationary rather than stopped.

I recognise how changing the word choice can change the meaning of the writing. e.g. The motorbike sped

across the plains. OR The motorbike limped across the plains.

I can include details to add interest, persuade, e.g. Obviously, this is the most effective idea, and to

instruct e.g. Put down, mix the paint.

I can use vocabulary that is varied, imaginative and appropriate, including use of technical and specific

words.

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Word Wonder Targets

Page 7

I can use commas after fronted adverbials, e.g. Creeping slowly, Jane descended the dark stairwell.

I can proof read for spelling and punctuation errors.

I can ensure the consistent and correct use of tense throughout a piece of writing.

I can use brackets, dashes or commas to indicate parenthesis (extra information), e.g. Neil Armstrong - the first man on the moon - gave a talk to the year

6 pupils.

I can write in Standard English forms for verb inflections, e.g. we were instead of we was.

I can use relative clauses beginning with: who, which, where, when, whose and that.

I can recognise vocabulary and structures that are appropriate for formal speech and writing.

I can use and punctuate direct speech.

I can use a colon to introduce a list.

I can use passive verbs to affect the presentation of information in a sentence, e.g. ‘We were tentatively

approaching the summit...’

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Grammar Giants Targets

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I can use semi-colons, colons or dashes to mark boundaries between independent clauses.

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WRITING LADDER

Grammar Giants Targets

Page 9

I can use the diagonal and horizontal strokes that are needed to join letters and I understand which letters

are best left not joined.

I can choose the appropriate writing tools for a task.

I can use consistently good lettering/handwriting appropriate to the task.

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WRITING LADDER

Handwriting Hero Targets

NOTES

LEARNING LADDERS

NOTES

LEARNING LADDERS

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