CNR

1. CHORLEY NEW ROAD PRIMARY SCHOOL
YEAR 5 WRITING PURPOSES LONG TERM PLAN 2018-2019
Most writing types can be categorised as ‘persuasion’, ‘information/explanation’ or ‘entertainment’. With this in mind, every half term a text type from each
genre must be taught. The text types taught will be decided upon based on the selected text/ media being used. Teachers need to keep abreast of the
breadth of text types they are covering to ensure a board and balanced curriculum.
There are some texts chosen for your year group as hooks for your literacy, there is a separate sheet listing the genres that are compulsory for your year groups, however
you can do more than on your list, the boxes in yellow need updating through the year to add what you covered in each term, there are already some in to help you, linked to
the texts for your year.
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
Author/Novel
Focus
Thorn Hill
PamSymth
The Secret Garden
FrancesHodgson Burnett
A Christmas Carol
CharlesDickens
JK Rowling Harry Potter and the Philosopher’s Stone if time
- Harry Potter and the Chamber of secrets
Visual text/ picture book – ‘The Lost Thing’ Shaun Tann
Journey to River Sea The Great Kapok Tree
(linked
(Eva Ibotson ) to rainforests (Lynne
Cherry)
Could be summer term
Possible other
texts to be
used
Hugo Cabret
-
Text types
Covered
ALAN PEAT
SENTENCES
Year 4 Revision
Year 5 Teach
Revise-Drop in sentence
Revise-Complex
Revise …ing, …ed
Sentences
Revise-ly sentence
Revise ad, same, ad
Teach-De:De sentence
(description detail)
Revise-Complex
Revise …ing, …ed
Sentences
Revise-ly sentence
Revise ad, same, ad
Teach-Ing_____ed
sentence
Revise-double ly sentence
Revise-All the w’s
Revise-3-bad, dash, question
Teach-Noun, whish, who,
where
Revise-verb, person sentence
Revise-emotion wordcoma
Revise-If, if, if, then
sentences
Teach-last word first (yoked)
Revise-Connective opener
Revise-ing opener
Revise-P.C. sentences
pairedconjuntions
Teach-O, I (outside inside)
Revise-Choice Question
sentence
Revise-short sentence
Revise-some;others
Teach-FAN sentence

2. SPELLINGS
Statutory
Requirement
spell all
accurately by
the end of the
year
Year 5
accommodate
communicate
environment
individual
prejudice
stomach
accompany
community
equip
equipped
equipment
interfere
privilege
sufficient
according
competition
interrupt
profession
suggest
achieve
conscience
especially
language
programme
symbol
aggressive
conscious
exaggerate
leisure
pronunciation
system
amateur
controversy
excellent
lightning
queue
temperature
ancient
convenience
existence
marvellous
recognise
thorough
apparent
correspond
explanation
mischievous
recommend
twelfth
appreciate
criticise
familiar
muscle
SPELLING
Rest of year
group spellings
Stage 5 Suffix ‘cious’, ‘tious’ Word List 5:1
A If the root word ends ‘ce’ the ‘e’ is droppedand ‘ious’ is added to form the adjective.
B The ‘shus’ soundis most commonly spelt as‘cious’ at the end of an adjective.
C The ‘shus’ soundcan also be made using ‘tious’ at the end of a word. There are few of these.
spacious gracious vicious malicious officious
atrocious precious delicious conscious suspicious
infectious contentious pretentious ambitious nutritious
Stage 5 Suffix ‘cial’, ‘tial’ Word List 5:2
A The ‘shul’ sound spelt ‘cial’ is commonlyusedafter a vowel.
B The ‘shul’ sound spelt ‘tial’ is commonly usedafter a consonant.
C Be careful. There are some exceptionsto the rules.
facial special official social crucial
partial essential martial potential substantial
initial palatial financial commercial provincial
Stage 5 Suffix ‘ant’ Word List 5:3
A If the suffix followsa hard‘c’ or ‘g’ it is ‘ant’.
B Words derived from verbs ending ‘y’ use the suffix ‘ant’ (apply - applicant).
C If there is a relatedword with a ‘long a’ in the same place use ‘ant’ (‘ation’ endingsare a clue).
vacant elegant significant arrogant lubricant
applicant defiant compliant occupant reliant
observant expectant hesitant tolerant dominant
Stage 5 Suffix ‘ent’ Word List 5:4
A If the suffix followsa soft ‘c’ or ‘g’ or a ‘qu’ it is ‘ent’.
B Words with the syllables‘cid, fid, sid, vid’ before the ending the suffix is‘ent’.
C If the wordends with the suffix ‘ment’ it is alwaysspelt ‘ent’.
agent recent intelligent innocent frequent
accident incident confident resident evident
payment agreement shipment employment argument

3. Stage 5 Suffix ‘ance’ Word List 5:5
A If the suffix follows a hard‘c’ or ‘g’ it is ‘ance’. There are not many of these words.
B Words derived from verbs ending ‘y’ use the suffix ‘ance’. (Note the ‘y’ changesto ‘i’)
C If there is a relatedword with a ‘long a’ in the same place use ‘ance’ (‘ation’ endingsare often a clue).
elegance significance insignificance arrogance extravagance
alliance appliance defiance compliance reliance
observance expectance hesitance tolerance dominance
Stage 5 Suffix ‘ance’ Word List 5:6
A If the wordis formedfrom a verb ending in ‘y’ the suffix will be ‘ance’ (apply – appliance).
B If the wordis formedfrom a verb ending in ‘ure’ the suffix will be ‘ance’ (assure – assurance).
C If the wordis formedfrom a verb ending in ‘ear’ the suffix will be ‘ance’ (appear – appearance).
appliance reliance compliance defiance variance
assurance endurance insurance
appearance clearance forbearance
Stage 5 Suffix ‘ence’ Word List 5:7
A If the suffix followsa soft ‘c’, a soft ‘g’ or ‘qu’ it is ‘ence’.
B Words with the syllables‘cid, fid, sid, vid’ before the ending the suffix is‘ence’.
C If the wordis formedfrom a verb ending in a stressed ‘er’ or ‘ere’ the suffix will be ‘ence’.
intelligence innocence emergence translucence consequence
incidence coincidence confidence residence evidence
reference preference conference adherence interference
Stage 5 Suffix ‘able’ Word List 5:8
A If the root word ends in ‘e’ it is often droppedbefore adding the suffix ‘able’ (adore/adorable).
B If the root word ends in ‘ce’ or ‘ge’ the ‘e’ must be kept to prevent the ‘c’ or ‘g’ sounding hard (change – changeable).
C If the root ends in ‘y’ sounding long ‘e’ (ee) or long ‘i’ (eye) it often changesto ‘i’ before ‘able’ is added.
adorable believable dividable movable arguable
changeable enforceable chargeable noticeable manageable
variable reliable deniable identifiable justifiable
Stage 5 Suffix ‘able’, ‘ible’ Word List 5:9
A If the root word ends in ‘e’ it is often droppedbefore adding the suffix ‘able’ (adore/adorable).
B The suffix ‘able’ often leavesa recognisable root when dropped(comfortable/comfort).
C ‘ible’ is muchless common than ‘able’. Dropping the suffix often only leavesa stem (visible/vis).
valuable desirable advisable deplorable curable
attainable agreeable fixable comfortable adjustable
fallible sensible visible possible gullible
Stage 5 Suffix ‘ably’, ‘ibly’ Word List 5:10
A If the root word ends in ‘e’ it is often droppedbefore adding the suffix ‘ably’ (adore/adorably).
B The suffix ‘ably’ often leavesa recognisable root when dropped(comfortably/comfort).
C ‘ibly’ is muchless common than ‘ably’. Dropping the suffix often only leavesa stem (visibly/vis).
believably admirably adorably arguably presumably
bearably agreeably avoidably affordably adjustably
terribly sensibly incredibly visibly possibly

4. Stage 5 Vowel suffix with words ending ‘fer’ Word List 5:11
A In wordsending ’fer’, double the ‘r’ before adding a vowel suffix if the ‘fer’ is still stressed.
B In wordsending ’fer’, double the ‘r’ before adding a vowel suffix if the ‘fer’ is still stressed.
C The ‘r’ is not doubledif the ‘fer’ is no longer stressed when the suffix isadded.
refer refers referred referring referral
transfer transfers transferred transferring transferral
reference referee preference transference suffering
Stage 5 Vowel sounds ‘ie’, ‘ei’ Word List 5:12
A ‘ie’ can make the long ‘i’ sound(eye).
B ‘ie’ can make the long ‘e’ sound(ee). This is muchmore common.
C ‘ei’ can also make the long ‘e’ sound(ee). ‘i’ before ‘e’ except after ‘c’ if it rhymeswith ‘bee’.
pie lie diet died tried
field thief relief believe achieve
ceiling deceive receive perceive deceit
Stage 5 Letter string ‘ough’ Word List 5:13
A ‘ough’ can make the final sound ‘uff’ or ‘off’.
B ‘ough’ can also make the final sound ‘ow’ or ‘owe’ (long ‘o’ sound).
C ‘ough’ can also make the sound ‘or’ when followedby ‘t’.
rough tough enough cough trough
bough plough dough though although
nought bought thought fought brought
Stage 5 Silent letters ‘b’, ‘c’ Word List 5:14
A Silent ‘b’ often follows ‘m’ andcomesbefore ‘t’ in a few words(debt, doubt, subtle).
B Silent ‘c’ often follows ‘s’ (andoften goes before ‘e’ or ‘i’).
C Silent ‘c’ often follows ‘s’.
lamb limb climb bomb thumb
scent science scene scenic scissors
ascend descend crescent obscene muscle
Stage 5 Silent letters ‘g’, ‘k’ Word List 5:15
A Silent ‘g’ is often followedby ‘n’and the ‘n’ is often followedby a vowel.
B Silent ‘g’ is often followedby ‘n’and often in the letter string ‘ign’.
C Silent ‘k’ is alwaysfollowedby ‘n’andthe ‘n’ is alwaysfollowedby a vowel.
gnarled gnaw gnash gnome gnat
sign design resign reign foreign
knave knee knife know knuckle
Stage 5 Silent letters ‘h’, ‘k’ Word List 5:16
A Silent ‘h’ often follows ‘c’ (hard ‘c’ sounding ‘k’).
B Silent ‘h’ often follows ‘c’ (hard ‘c’ sounding ‘k’).
C Silent ‘k’ is alwaysfollowedby ‘n’andthe ‘n’ is alwaysfollowedby a vowel.
character chemist Christmas chord chorus
ache echo orchid school orchestra

5. knack kneel knight knock knew
Stage 5 Silent letters ‘t’, ‘n’ Word List 5:17
A Silent ‘t’ is often in the letter string ‘stle’.
B Silent ‘t’ is often in the letter string ‘ten’. There are not many of these words.
C Silent ‘n’ alwaysfollows ‘m’. There are not many of these words.
castle nestle thistle jostle rustle
fasten listen christen glisten moisten
condemn hymn solemn column autumn
Stage 5 Silent letters ‘u’, ‘w’ Word List 5:18
A Silent ‘u’ often follows ‘g’is alwaysfollowedby a vowel (‘e’ or ‘i’).
B Silent ‘u’ is alwaysfollowedby a vowel (‘e’ or ‘i’).
C Silent ‘w’ is often followedby ‘r’ andthe ‘r’ is alwaysfollowedby a vowel.
guess guest guide guilt guitar
build built biscuit circuit disguise
wrap wreck wrist wrong wrinkle
Stage 5 Homophones ‘ce’, ‘se’ (cy, sy) Word List 5:19
A ‘ce’, ‘cy’ endings are used for nouns.
B ‘se’, ‘sy’ endingsare used for verbs.
C Soft ‘c’ sounds like an ‘s’ andgoes before an ‘e’ ,‘i’ or ‘y’.
advice device practice licence prophecy
advise devise practise license prophesy
ascent assent cereal serial
Stage 5 Homophones ‘ow’, ‘ou’ Word List 5:20
A ‘ow’ can make a long sound‘o’ sound(slow) or a short ‘o’ sound(now).
B ‘ou’ can make a soundlike ‘ow’ (e.g. flour-flower). There are many of these words.
C ‘ou’ can make a soundlike short ‘o’.
fowl flower dowse how’s allowed
foul flour douse house aloud
poring pouring morning mourning
PUNCTUATION
AND GRAMMAR
Text Structure Sentence Construction Word Structure / Language Punctuation Terminology
Introduce:
Secure independent use of
planning tools
Story mountain /grids/flow
diagrams
(Refer to Story Types grids)
Plan opening using:
Description /action/dialogue
Paragraphs:
Introduce:
Relative clauses beginning with
who, which, that, where, when,
whose or an omitted relative
pronoun.
Secure use of simple /
embellished simple sentences
Secure use of compound
sentences
Introduce:
Metaphor
Personification
Onomatopoeia
Empty words
e.g. someone, somewhere was
out to get him
Introduce:
Rhetorical question
Dashes
Brackets/dashes/commas
for parenthesis
Colons
Consolidate:
Punctuation
 Letter/ Word
 Sentence
 Statement
question
exclamation
Command
 Full stops/ Capitals
 Question mark

6. Vary connectiveswithin paragraphs
to buildcohesion into a paragraph
Use change of place, time and
action to link ideasacross
paragraphs.
Use 5 part story structure
Writing couldstart at any of the 5
points.
This may include flashbacks
Introduction –shouldinclude action
/ description -character or setting
/ dialogue
Build-up –develop suspense
techniques
Problem / Dilemma –may be more
than one problem to be resolved
Resolution –clear linkswith
dilemma
Ending –character couldreflect on
events, any changesor lessons,
look forwardto the future ask a
question.
Non-Fiction
(Refer to Connectives and
Sentence Signposts document for
Introduction and Endings)
Introduce:
Independent planning acrossall
genresand application
Secure use of range of layouts
suitable to text.
Structure:
Introduction / Middle / Ending
Secure use of paragraphs:
Use a variety of waysto open
texts anddraw reader in and make
the purpose clear
Link ideaswithin andacross
paragraphsusing a full range of
Develop complex sentences:
(Subordination)
Main and subordinate clauses
with full range of conjunctions:
(See Connectives and Sentence
Signposts doc.)
Expanded –ed clauses as
starters e.g.
Encouragedby the bright
weather, Jane set out for a long
walk.
Terrified by the dragon, George
fell to his knees.
Elaboration of starters using
adverbial phrases e.g.
Beyondthe dark gloom of the
cave, Zachsaw the wizardmove.
Throughout the night, the wind
howledlike an injured creature.
Drop in –‘ed’ clause e.g.
Poor Tim, exhaustedby so much
effort, ran home.
The lesser known Bristol dragon,
recognisedby purple spots, is
rarely seen.
Sentence reshaping techniques
e.g. lengthening or shortening
sentence for meaning and/or
effect
Moving sentence chunks (how,
when, where) around for
different effects e.g.
The siren echoed loudly
….throughthe lonely streets ….at
midnight
Use of rhetorical questions
Stage directions in speech
(speech+ verb+ action) e.g.
“Stop!” he shouted, picking up
Developeduse of technical
language
Converting nouns or
adjectives into verbs using
suffixes (e.g. –ate; –ise; –ify)
Verb prefixes (e.g. dis–, de–
, mis–, over– and re–)
Use of commas to clarify
meaning or avoid
ambiguity
 Exclamation mark
 ‘Speech marks’
 Direct speech
 Inverted commas
 Bullet points
 Apostrophe contractions/
possession
 Commas for sentence of 3 –
 description, action
 Colon – instructions
 Parenthesis / bracket / dash
Singular/ plural
Suffix/ Prefix
Word family
Consonant/Vowel
Adjective / noun / noun phrase
Verb / Adverb
Bossy verbs - imperative
Tense (past, present, future)
Conjunction / Connective
Preposition
Determiner/ generaliser
Pronoun – relative/ possessive
Clause
Subordinate/ relative clause
Adverbial
Fronted adverbial
Alliteration
Simile – ‘as’/ ‘like’
Synonyms
Introduce:
 Relative clause/ pronoun
 Modal verb
 Parenthesis
 Bracket- dash
 Determiner
 Cohesion
 Ambiguity
 Metaphor
 Personification
 Onomatopoeia
 Rhetorical question

7. connectivesandsignpostsUse
rhetorical questionsto draw
reader in
Expressown opinionsclearly
Consistently maintain viewpoint
Summary clear at the end to
appeal directly to the reader
the stick andrunning after the
thief.
Indicating degrees of
possibility using modal verbs
(e.g. might, should, will, must)
or adverbs (perhaps, surely)

8. Writing Purposes
PERSUADE Formal letters Advertisements
Leaflets/ flyer/
pamphlet
Speeches
Balanced
arguments
Radio advert Book blurb Discussion Debate
INFORM/
EXPLAIN
Explanations Instructions News Reports Non-Chronological Reports
Encyclopaedia entry List of rules Interview Leaflet
Technical manual Recipe Review / sports review Information (eg history link)
Science investigation Directions / route planner Recount (report)
Technical instructions Article/ Magazine article
Eyewitness report
ENTERTAIN
Narrative Recount Poetry Descriptive Writing Play Script
Traditional Tale Letter
Free Verse (inc. Conversation,
Monologue, List Poems)
Fantasy Adventure Postcard
Visual Poems (Calligrams, Shape,
Concrete)
Story with patterned language Personal diary entry Structured Poems(cinquain, quatrain,
couplets, rap, limerick, kennings,
haiku, tanka, renga, ballads, question
and answer poems)
Stories with familiar settings Retell event
Myths Biography
Legends Autobiography
Fables
Stories from other cultures
Adventure
Mystery
Issue / dilemma
 Wantedposter
 Diary entry of character
 Eyewitnessaccountascharacter
Imaginary world / Sci-fi
Flashback/
Flashforwards