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Stage 6

Stage 6      
Phonics and Spelling Handwriting Composition Grammar
 6.1.a.1 Spell some words with ‘silent’ letters: e.g. knight, psalm, solemn 6.1.d.1 Write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters  6.2.a.1 Plan their 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  6.3.a.1 Use a thesaurus
 6.1.a.2 Continue to distinguish between homophones and other words which are often confused  6.1.d.2 Write legibly, fluently and with increasing speed by: choosing the writing implement that is best suited for a task  6.2.a.2 Plan their writing by: in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed  6.3.a.2 Develop their understanding of the concepts set out in English Appendix 2 by: using expanded noun phrases to convey complicated information concisely
 6.1.a.3 Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1      6.3.a.3 Develop their understanding of the concepts set out in English Appendix 2 by: using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
     6.2.b.3 Draft and write by: in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action  6.3.a.4 Develop their understanding of the concepts set out in English Appendix 2 by: using modal verbs or adverbs to indicate degrees of possibility
6.1.b.1 Use further prefixes and suffixes and understand the guidelines for adding them   6.2.b.4 Draft and write by: selecting appropriate grammar and vocabulary , understanding how such choices can change and enhance meaning  
 6.1.b.2 Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary    6.2.b.5 Draft and write by: précising longer passages  6.3.b.1 Develop their understanding of the concepts set out in English Appendix 2 by: using the perfect form of verbs to mark relationships of time and cause
     6.2.b.6 Draft and write by: using further organisational and presentational devices to structure text and to guide the reader (e.g. headings, bullet points, underlining) 6.3.b.2 Using passive verbs to affect the presentation of information in a sentence
    6.2.b.1 Plan their writing by: noting and developing initial ideas, drawing on reading and research where necessary 6.3.b.3 Converting nouns or adjectives into verbs using suffixes: e.g. -ate, -ise, -ify
    6.2.b.2 Draft and write by: using a wide range of devices to build cohesion within and across paragraphs  6.3.b.4 Verb prefixes: e.g. dis-, de-, mis-, over-, re-
       6.3.b.5 Devices to build cohesion, including adverbials of time, place and number
  6.2.c.1 Evaluate and edit by: assessing the effectiveness of their own and others’ writing 6.2.c.5 Evaluate and edit 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  
   6.2.c.2 Evaluate and edit by: proposing changes to grammar, vocabulary and punctuation to enhance effects and clarify meaning 6.2.c.6 Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear 6.3.c.1 Use of the semi-colon, colon and dash to mark the boundary between independent clauses, Use of the colon to introduce a list and use of semi-colons within lists,Punctuation of bullet points to list information, How hyphens can be used to avoid ambiguity
   6.2.c.3 Evaluate and edit by: ensuring the consistent and correct use of tense throughout a piece of writing  6.2.c.4 Proof-read for spelling and punctuation errors  

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