Year 5 Model Texts For Teaching
KS2 English

Use further prefixes and suffixes and understand guidance for adding them

Continue to distinguish between homophones and other words which are often confused

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically

Use dictionaries to check the spelling and meaning of words

Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary

Use a thesaurus

Plan their writing by noting and developing initial ideas, drawing on reading and research where necessary

Plan writing by 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

In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action

Draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning

Draft and write by using a wide range of devices to build cohesion within and across paragraphs

Draft and write by using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]

Draft and write by précising longer passages

Edit and evaluate by ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register

Edit and evaluate by ensuring the consistent and correct use of tense throughout a piece of writing

Evaluate and edit by assessing the effectiveness of their own and others’ writing

Evaluate and edit by proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning

Proof-read for spelling and punctuation errors

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

Using the perfect form of verbs to mark relationships of time and cause

Using modal verbs or adverbs to indicate degrees of possibility

Using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun

Using commas to clarify meaning or avoid ambiguity in writing

Using brackets, dashes or commas to indicate parenthesis

Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify]

Verb prefixes [for example, dis–, de–, mis–, over– and re–]

Linking ideas across paragraphs using adverbials of time [for example, later], place [for example, nearby] and number [for example, secondly] or tense choices [for example, he had seen her before]