Y5 – Wishing tale
National curriculum content
- 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.
- 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.
- 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.
- To read and internalise the model text.
- To create a text map of the model text.
- To use reading comprehension strategies to understand the text.
- To understand the organisation of a wishing tale.
- To understand key vocabulary and definitions.
- To recognise key text features.
- To use new grammatical features in a short burst write.
- To contribute to a shared write.
- To innovate the model text with my ideas.
- To write independently using the skills taught.
- To use commas to clarify meaning.
- To use a wider range of cohesive devices.
What we want children to know and the skills necessary to achieve this:
- To write for a range of purposes and audiences.
- To describe characters, settings and atmosphere.
- To check for cohesion within and between paragraphs.
- To use punctuated dialogue
- To use descriptive features: personification and similes
- To show not tell characters’ feelings
- To mark independent clauses using semi-colons
- To proofread and check for errors and edit/assess the effectiveness of their own writing.
Grammar and Punctuation Vocabulary
Dialogue, show not tell, independent clause, semi-colon
Shabby, humble, scowled, tentatively, uttered, glancing, furtively, lashing, gnawing, compensation, cheque, drenched, redeemed, turmoil, spiralled