Year 5

Word reading

Pupils should be taught to:

  • apply their growing knowledge of root words, prefixes and suffixes (morphology and      etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet

Comprehension

Pupils should be taught to :

  • Maintain positive attitudes to reading and understanding of what they read by:
    • continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
    • reading books that are structured in different ways and reading for a range of purposes
    • increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
    • recommending books that they have read to their peers, giving reasons for their choices
    • identifying and discussing themes and conventions in and across a wide range of writing
    • making comparisons within and across books
    • learning a wider range of poetry by heart
    • preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
  • Understand what they read by:
    • checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
    • asking questions to improve their understanding
    • drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
    • predicting what might happen from details stated and implied
    • summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
    • identifying how language, structure and presentation contribute to meaning
  • Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
  • Distinguish between statements of fact and opinion
  • Retrieve, record and present information from non-fiction
  • Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
  • Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
  • Provide reasoned justifications for their views

Transcription

Spelling (see TJ Spelling Progression)

Pupils should be taught to:

  • use further prefixes and suffixes and understand the guidance for adding them
  • Spell some words with ‘silent’ letters, e.g. knight, psalm, solemn
  • 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

Handwriting

  • Write legibly, fluently and with increasing speed by:
    • choosing which shape of a letter to use when given choices and deciding, as part of their personal style, whether or not to join specific letters
    • choosing the writing implement that is best suited for a task

Composition

Pupils should be taught to:

 

  • 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
    • 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 they have read, listened to or seen performed
  • Draft and write by:
    • 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
    • using further organisational and presentational devices to    structure text and to guide the reader (e.g. headings, bullet points, underlining)
  • Evaluate and edit by:
    • 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
  • Proof-read for spelling and punctuation errors
  • Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear

Vocabulary, grammar and punctuation

Revision/consolidation of Y1/2 /3/4 Objectives

And:

  • Converting nouns or adjectives into verbs using suffixes (e.g. –ate; –ise; –ify)
  • Verb prefixes (e.g. dis–, de–, mis–, over– and re–)
  • Relative clauses beginning with who, which, where, why, whose, that, or an omitted relative pronoun
  • Indicating degrees of possibility using modal verbs (e.g. might, should, will, must) or adverbs (e.g. perhaps, surely)
  • Devices to build cohesion within a paragraph (e.g. then, after that, this, firstly)
  • Linking ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (e.g. secondly)
  • Brackets, dashes or commas to indicate parenthesis
  • Use of commas and hyphens to clarify meaning or avoid ambiguity
  • Recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms