Composition
Free NZ teacher resources
Year 5 Writing Practice Statement trackers
A simple tracker for your class. Practice Statements down the left, ten student-name spaces across the top, and blank cells to use your way.
Choose a strand below. Write in the names, then add your own ticks, dates, codes or notes. For a class of 25, print three copies of the tracker.
Choose a tracker by strand
Each preview shows the first page of that PDF. Longer strands continue over several pages, with space for the same ten names on every page.
Prefer to work online? Choose Copy to Google Sheets to make your own editable copy in your Google account. The original is view-only. Add student names and notes to your own copy, and add more student columns if needed.
In Composition, Transcription Skills and Writing processes, each curriculum subcategory starts on a new page within its strand PDF. Longer subcategories continue under the same heading.
Practice Statements included
These trackers cover all 52 stored Year 5 Writing Practice Statements, organised into their curriculum strands and skill groups.
Composition
Audience, purpose, and language choice
- Planning and writing with an audience and purpose in mind so that their writing is in the most appropriate text type and style
- Justifying their use of language register and words to best communicate the intended meaning to the intended audience
- Considering how different audiences may be affected by the text they are creating
- Selecting and using words and phrases that clearly express actions, feelings, situations, or conditions
- Deliberately and carefully selecting and using literary devices, including simile, metaphor, and personification, to create vivid images and effects to engage the reader
- Explaining how the devices they have used help create meaning for the intended audience
Sentence structures, grammar, and punctuation
- Identifying dependent and independent clauses
- Combining sentences orally to create a range of structures and identifying the impact of the different structures
- Using a range of sentence structures and types to suit the purpose of the writing, avoiding repetition of certain structures
- Expanding sentences using adverbial phrases and appositives
- Using commas correctly with independent clauses, adverbs and adverbial phrases, and appositives, with some support
- Using speech marks, commas, and other associated punctuation correctly for direct speech, with some support
Writing to entertain
- Writing texts to entertain that reflect personal experiences and knowledge
- Writing texts to entertain that contain narrative elements: character, setting, problem/purpose, plan, action, resolution
- Writing texts to entertain that are organised into paragraphs
- Writing texts to entertain that include time connectives
- Writing texts to entertain that include sensory details to make their writing vivid and build the characters
- Writing texts to entertain that include dialogue
- Writing texts to entertain that provide a conclusion that follows naturally from the preceding events
- Writing texts to entertain that include poetic language, devices, and structures
Writing to inform
- Writing texts to inform that reflect personal experiences and knowledge
- Writing texts to inform that begin to introduce some simple visuals to support meaning (drawings, photos)
- Writing texts to inform that develop the topic with facts and related examples
- Writing texts to inform that include precise and domain-specific vocabulary
- Writing texts to inform that provide concluding sentences related to the information
Writing to persuade
- Writing texts to persuade that reflect personal experiences and knowledge
- Writing texts to persuade that introduce a topic and state an opinion on it, using the first person
- Writing texts to persuade that organise writing into two or more paragraphs, grouping related opinions and reasons
- Writing texts to persuade that support opinions with facts and details
- Writing texts to persuade that use linking words and phrases (e.g. 'in addition', 'for instance') to connect the opinion with the reasons
- Writing texts to persuade that provide concluding sentences related to the opinion
Transcription Skills
Handwriting
- Handwriting with ease and automaticity when writing longer texts
- Consistently maintaining a comfortable writing posture
Spelling
- Spelling words with: <eigh> representing /long a/; <ie> representing /long e/; <ough> representing /long o/; <ue> representing /long u/; <aw> and <au> representing /or/
- Spelling words with prefixes (semi–, sub–, mis–, multi–, pre–) and suffixes (–tion, –sion, –cian)
- Spelling contractions correctly
- Spelling words with apostrophes to show singular and plural possession, adding a possessive apostrophe after the 's' if a plural noun ends in 's' (e.g. 'the boys' sister')
- Using less-common homophones correctly, (e.g. correctly distinguishing between 'queue' and 'cue'; 'minor' and 'miner'; 'you' and 'ewe')
- Either keeping the 'y' or changing to an 'i' when adding a suffix
Writing processes
Drafting
- Transferring organised information from planning into draft paragraphs for each category or idea
- Writing multi-paragraph non-fiction texts which include an introduction, sub-topics, and a conclusion
- Writing multi-paragraph fiction texts that include an orientation, a series of events that build tension, and a resolution that brings the story to a close
- Writing poems that may include multiple stanzas that separate ideas, images, or emotions into distinct sections
Planning
- Using organisers suitable to the text structure to organise and plan writing
- Making notes, organising key information into categories
- Setting and working towards specific writing goals based on reflection on their own writing content and processes
Revising and editing
- Reading and checking continuously while writing
- Making revisions to the content of draft texts to improve clarity and focus for the intended audience and purpose (e.g. seeking audience and peer feedback and deleting or improving words, phrases, or sentences)
- Noticing errors in grammar and meaning and making corrections as they write, with support from the teacher
- Making edits to draft multi-paragraph texts using known punctuation and layout conventions
- Using a simple or online dictionary to find the spellings of unknown words
- Seeking and responding to audience and peer feedback
More class trackers
More Writing trackers: Year 1 Year 2 Year 3 Year 4 Year 6 Year 7 Year 8
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