Year 1

English Curriculum

Year 5

Year 5 Objectives: Spoken Language

Talk and listen confidently in a wide range of contexts, including some that are formal.

Engage the interest of the listener by varying their expression and vocabulary.

Adapt spoken language to the audience, purpose and context.

Explain the effect of using different language for different purposes

Develop ideas and opinions with relevant detail.

Express ideas and opinions, justifying a point of view.

Show understanding of the main points, significant details and implied meanings in a discussion.

Listen carefully in discussions, make contributions and ask questions that are responsive to others’ ideas and views.

Begin to use standard English in formal situations.

Begin to use hypothetical language to consider more than one possible outcome or solution .

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

Perform poems or plays from memory, making careful choices about how they convey ideas about characters

and situations by adapting expression and tone.

Understand and begin to select the appropriate register according to the context.

Year 5 Objectives: Reading

WORD READING

Apply phonic knowledge and skills to read unfamiliar words.

Apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.

Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.

Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words.

Year 5 Objectives: Reading

COMPREHENSION

Maintain positive attitudes to reading and understanding of what they read

Read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

Read books that are structured in different ways.

Read for a range of purposes.

Become familiar with a range of books, including myths, legends and traditional stories and books from other cultures and traditions.

Recommend books to peers, giving reasons for their choices.

identifying and discussing themes and conventions in and across a wide range of writing

Make comparisons between books.

Learn poems by heart. For example, narrative verse, haiku.

Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action.

Understand books read independently

Check that the book is meaningful and discuss what has been understood.

Use meaning-seeking strategies to explore the meaning of words in context.

Use meaning – seeking strategies to explore the meaning of idiomatic and figurative language.

Ask questions to improve understanding.

Draw inferences such as inferring characters' feelings, thoughts and motives from their actions.

Justify inferences with evidence from the text.

Make predictions from details stated and implied

information.

Summarise the main ideas drawn from a text.

Identify the effect of the context on a text. For example,

historical or other cultures.

Identify how language, structure and presentation contribute to the meaning of a text.

Year 5 Objectives: Reading

COMPREHENSION

Discuss and evaluate how authors use language, including figurative language, considering the impact

Identify and comment on writer’s use of language for effect. For example, precisely chosen adjectives, similes

and personification.

Identify grammatical features used by writer – rhetorical questions, varied sentence lengths, varied sentence starters, empty words – to impact on the reader.

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.

Express a personal point of view about a text, giving reasons.

Raise queries about texts.

Make connections between other similar texts, prior knowledge and experience.

Compare different versions of texts.

Listen to others’ ideas and opinions about a text.

Build on others’ ideas and opinions about a text in discussion.

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.

Present an oral overview or summary of a text.

Present the author’s viewpoint of a text.

Present a personal point of view based on what has been read.

Listen to other’s personal point of view.

Provide reasoned justifications for their views.

Explain a personal point of view.

Give reasons for a personal point of view.

Distinguish between statements of fact and opinion.

Retrieve, record and present information from non-fiction. Collate.

Retrieve and record information.

Collate information retrieved.

Year 5 Objectives: Writing

TRANSCRIPTION

Know how to:

Form verbs with prefixes. For example, dis, de, mis, over and re.

Convert nouns or adjectives into verbs by adding a suffix. For example, ate, ise, ify.

Understand the general rules for adding prefixes and suffixes above.

Spell some words with ‘silent’ letters, e.g. knight, psalm, Solemn.

Distinguish between homophones and other words which are often confused.

Spell identified commonly misspelt words from Year 5 and 6 word list.

Understand that the spelling of some words need 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.

Use a range of spelling strategies.

Handwriting

Write legibly fluently and with increasing speed

Choose 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.

Choose the writing implement that is best suited for

a task (e.g. quick notes, letters).

Year 5 Objectives: Writing

COMPOSITION

Plan writing.

Identify the audience for and purpose of the writing.

Select the appropriate form and register for the audience and purpose of the writing.

Note and develop initial ideas.

Use knowledge of the writer’s craft from their reading.

Use knowledge from research.

In writing narratives, consider how authors have developed characters and settings in what they have read, listened to or seen performed.

Draft and write

Use the appropriate grammar and vocabulary for the audience and purpose.

Understand how grammar and vocabulary choices can

change and enhance meaning.

Understand how grammar and vocabulary choices create impact on the reader.

In narratives, integrate description, action and dialogue to convey character and plot.

Précis short passages, conveying key information.

Use a range of devices to build cohesion within and across paragraphs.

Evaluate and edit

Assess the effectiveness of their own and others’ writing.

Suggest changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning.

Ensure the consistent and correct use of tense throughout a piece of writing.

Ensure correct subject and verb agreement when using singular and plural.

Distinguish between the language of speech and writing.

Distinguish between the formal and informal spoken and written language.

Proof-read for spelling and punctuation errors.

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

Year 5 Objectives: Writing

VOCABULARY, PUNCTUATION AND GRAMMAR

Develop understanding of grammatical features

Use cohesive devices (connecting adverbs and adverbials) to link ideas within paragraphs.

Use cohesive devices (connecting adverbs and adverbials)

to link ideas across paragraphs.

Use modal verbs or adverbs to indicate degrees of possibility.

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

Indicate grammatical features with punctuation

Use commas to clarify meaning or avoid ambiguity in writing.

Use brackets, dashes or commas to indicate parenthesis.

Use the terminology:

Relative clause, modal verb, relative pronoun,

parenthesis, bracket, dash, cohesion, ambiguity

Understand the terminology.

Use the terminology to talk about own writing.

Year 5

Word Structure Sentence Structure Text Structure Punctuation Terminology

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,

or whose 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) or tense

choices (For example,

He had seen her

before.)

Brackets, dashes or

commas to indicate

parenthesis

Use of commas to clarify

meaning or avoid

ambiguity

relative clause, modal

verb, relative pronoun,

parenthesis, bracket,

dash, cohesion,

ambiguity

Year 5 Objectives Grammar

Year 5 Consolidate Year 4 and…

Words/Vocabulary Sentence Structure Text Structure Punctuation

Develop use of modality

degrees of possibility using a

range of modal verbs :

might, should, will, must

adverbs :

perhaps, surely

Use empty words to add

suspense:

something, no one, some one

Introduce :

Metaphor:

Emmy was a mouse in class: she

never answered any questions.

Personification:

The palm trees wave goodbye.

Onomatopoeia

The water gurgled into a crack

in the rocks.

Develop the use of technical

language as appropriate.

Developing sentence starters:

Expanding adverbials

Early one misty morning…

Far beyond the forbidding

mountain peaks…

Expanding ed starters:

Paralysed by fear, Bruno gazed

at the soldiers.

Power of three:

Long, long ago, before your time

and mine…

Silently, cautiously , yet

determined…

Embedding ed and ing clause:

Dan, tired of waiting, dived into

the cool, inviting water.

The witch, cackling hideously,

snatched the golden bag.

Varying sentence length for

meaning and effect.

Experiment with order in

sentences for impact:

Sobbing piteously, she ran out

of the crowded room.

She ran out of the room, sobbing

piteously.

Use of rhetorical questions.

Narrative:

Use different ways of opening a

story.

Use flashbacks as appropriate.

Use changes in time, place and

events to link ideas across

paragraphs.

Use connecting adverbs and

other cohesive devices to link

ideas within paragraphs .

Non-narrative:

Clear structure:

Introductory opening which

engages the reader and makes

the purpose of the text explicit.

Middle section, giving

information – paragraphed

appropriately, with ideas linked

in and across paragraphs

Ending which appeals to the

reader.

Writer’s viewpoint clear and

maintained throughout.

Use of brackets.

Secure use of commas.

Use of colon following

character’s name in a play

script.

Year 5 Objectives Grammar – Additional Challenge

Relative clauses beginning with, who, which, where, when, whose, that or an omitted relative pronoun. Examples: The boy who was kind, helped the girl with her homework. Non embedded clause – I like computers which are fast. Parenthesis – could use commas, brackets or dashes. Examples: The boy (who was kind) helped the girl. Using non-finite verbs to start sentences. The subject is implied – why is he trembling/exhausted. Examples: Trembling from top to toe, the boy crept down the stairs. Exhausted from his long day at work, the man collapsed. Indicating degrees of possibility using adverbs or modal verbs. (perhaps, surely, certainly, probably, possibly. Modal verbs, might, should, will, must) Examples: Surely you must agree that teachers need three days off a week. It would probably be best if you did your homework on the night you receive it. You should do your homework tonight. Should I do my homework tonight? ** modal verbs can be used as a question – could you do your homework? Alan Peat Sentences (Upto) 3 _ed sentences. (adjectives) Examples: Frightened, terrified, exhausted, they ran from the creature.

St Leonard ’s Sentence Progression

Year 5

Year 5 Objectives Spelling

Revision of work from Years 3 and 4.

Statutory Requirements Example Words

Words with ‘silent’ letters (i.e. letters whose presence

cannot be predicted from the pronunciation of the

word)

doubt, island, lamb,

solemn, thistle, knight

Words containing the letter-string ough

ought, bought, thought, nought, brought, fought

rough, tough, enough

cough

though, although, dough

through, thorough, borough

plough, bough

Words with the /i:/ sound spelt ei after c

deceive, conceive, receive, perceive, ceiling

Words ending in –able and –ible

Words ending in –ably and –ibly

adorable/adorably (adoration),

applicable/applicably (application),

considerable/considerably (consideration),

tolerable/tolerably (toleration)

changeable, noticeable,

forcible, legible

dependable, comfortable, understandable,

reasonable, enjoyable, reliable

possible/possibly, horrible/horribly, terrible/terribly,

visible/visibly, incredible/incredibly, sensible/sensibly

Use of the hyphen

co-ordinate, re-enter, co-operate, co-own

Homophones isle/aisle, aloud/allowed, affect/effect, herd/heard,

past/passed, altar/alter, ascent/assent, bridle/bridal,

led/lead, steal/steel, cereal/serial, father/farther,

guessed/guest, morning/mourning, who’s/whose

Year 5/6 Word List-Words across the Curriculum

English Maths Science Geography Music History

correspond

dictionary

language

persuade

sincerely

signature

average

forty

symbol

twelfth

conscious

environment

equipment

muscle

physical

shoulder

stomach

system

temperature

environment

existence

foreign

lightning

neighbour

rhyme

rhythm

ancient

foreign

government

parliament

privilege

sacrifice

soldier

system

Roles Unstressed

vowels

Spoken

Language

Learning Related Rare GPCs

amateur

committee

profession

secretary

soldier

cemetery

desperate

definite

individual

restaurant

temperature

vegetable

communicate

criticise

exaggerate

explanation

interrupt

pronunciation

relevant

suggest

achieve

excellent

thorough

individual

bruise

guarantee

immediately

queue

vehicle

yacht

Year 5/6 Word List-No Curriculum Links

accommodate

accompany

according

aggressive

apparent

appreciate

attached

available

awkward

bargain

bruise

category

community

competition

conscience

controversy

convenience

curiosity

definite

determined

develop

disastrous

embarrass

especially

familiar

frequently

harass

hindrance

interfere

leisure

marvellous

mischievous

necessary

nuisance

occupy

occur

opportunity

prejudice

programme

recognise

recommend

sufficient

variety

Planning with Quality

Texts

Year 5 Menus

Focus on English

Assessment Year 5

Assessment: Meeting Year 5 Expectations

© Focus Education UK Ltd. 2014 19

Writing - Transcription

• Form verbs with prefixes. For example, dis, de, mis, over and re.

• Convert nouns or adjectives into verbs by adding a suffix. For example, ate, ise, ify.

• Understand the general rules for adding prefixes and suffixes above.

• Spell some words with ‘silent’ letters, e.g. knight, psalm, • Solemn.

• Distinguish between homophones and other words which are often confused.

• Spell identified commonly misspelt words from Year 5 and 6 word list.

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

• Use a thesaurus.

• Use a range of spelling strategies.

• Choose 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.

• Choose the writing implement that is best suited for a task (e.g. quick notes, letters).

Assessing Spoken Language

Meeting Year 5 Objectives

Year 5 Expectations: Spoken Language

• Engage the interest of the listener by varying their expression and vocabulary

• Adapt spoken language to the audience, purpose and context

• Explain the effect of using different language for different purposes

• Develop ideas and opinions with relevant detail

• Express ideas and opinions, justifying a point of view

• Show understanding of the main points, significant details and implied meanings in a

discussion

• Listen carefully in discussions, make contributions and ask questions that are responsive to

others’ ideas and views

• Begin to use standard English in formal situations

• Begin to use hypothetical language to consider more than one possible outcome or

solution

• Perform their own compositions, using appropriate intonation and volume so that meaning

is clear

• Perform poems or plays from memory, making careful choices about how they convey

ideas about characters and situations by adapting expression and tone

• Understand and begin to select the appropriate register according to the context

Assessing Reading Meeting Year 5 Objectives

Year 5 Expectations: Word Reading

• Apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words

• Read further exception words, noting the unusual

correspondences between spelling and sound, and where these occur in the word

• Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words

• Re-read and read ahead to check for meaning

Year 5 Expectations: Comprehension

• Become familiar with and talk about a wide range of books, including myths, legends and traditional stories and books from other cultures and traditions and know their features

• Read non-fiction texts and identify purpose and structures and grammatical features and evaluate how effective they are

• Identify significant ideas , events and characters and discuss their significance

• Learn poems by heart. For example, narrative verse, haiku

• Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action

Assessing Reading

Meeting Year 5 Objectives

Year 5 Expectations: Comprehension

• Use meaning-seeking strategies to explore the meaning

of words in context

• Use meaning – seeking strategies to explore the

meaning of idiomatic and figurative language

• Identify and comment on writer’s use of language for effect. For example, precisely chosen adjectives, similes and personification

• Identify grammatical features used by writer – rhetorical questions, varied sentence lengths, varied sentence starters, empty words – to impact on the reader

• Draw inferences such as inferring characters' feelings, thoughts and motives from their actions

• Justify inferences with evidence from the text

• Make predictions from what has been read

• Summarise the main ideas drawn from a text

• Identify the effect of the context on a text. For example,

historical or other cultures

• Identify how language, structure and presentation

contribute to the meaning of a text

• Express a personal point of view about a text, giving reasons

• Make connections between other similar texts, prior knowledge and experience

• Compare different versions of texts and talk about their differences and similarities

• Listen to and build on others’ ideas and opinions about a text

• Present an oral overview or summary of a text

• Present the author’s viewpoint of a text

• Present a personal point of view based on what has been read

• Listen to others’ personal point of view

• Explain a personal point of view and give reasons

• Know the difference between fact and opinion

• Use knowledge of structure of text type to find key information

• Use text marking to identify key information in a text

• Make notes from text marking

Assessing Writing

Meeting Year 5 Objectives

Year 5 Expectations: Transcription

• Form verbs with prefixes. For example, dis, de, mis, over and re

• Convert nouns or adjectives into verbs by adding a suffix. For example, ate, ise, ify

• Understand the general rules for adding prefixes and

suffixes above

• Spell some words with ‘silent’ letters, e.g. knight, psalm, • Solemn

• Distinguish between homophones and other words which are often confused

• Spell identified commonly misspelt words from Year 5 and 6 word list

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

• Use a thesaurus

• Use a range of spelling strategies

• Choose 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

• Choose the writing implement that is best suited for a task (e.g. quick notes, letters)

Year 5 Expectations: Composition

• Know the audience for and purpose of the writing

• Use the features and structures of text types taught so far

• Use grammatical features and vocabulary appropriate for the text types taught so far

• Start sentences in different ways

• Use sentence starters to highlight the main idea

• Develop characters through action and dialogue

• Establish viewpoint as the writer through commenting on characters or events

• Show how grammar and vocabulary choices create impact on the reader

• Choose vocabulary to engage and impact on the reader

• Use stylistic devices to create effects in writing. For example – simile, metaphor, personification

• Add well-chosen detail to interest the reader

• Summarise a paragraph or event

• Organise writing into paragraphs to show different information or events

Assessing Writing

Meeting Year 5 Objectives

• Assess the effectiveness of their own and others’ writing

• Suggest changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning

• Ensure the consistent and correct use of tense throughout a piece of writing

• Ensure correct subject and verb agreement when using singular and plural

• Distinguish between the language of speech and writing

• Distinguish between the formal and informal spoken and written language

• Proof-read for spelling and punctuation errors

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

Year 5 Expectations: Composition

• Use cohesive devices (connecting adverbs and adverbials) to link ideas within paragraphs

• Use cohesive devices (connecting adverbs and adverbials) to link ideas across paragraphs

• Use modal verbs or adverbs to indicate degrees of possibility

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

• Use commas to clarify meaning or avoid ambiguity in writing

• Use brackets, dashes or commas to indicate parenthesis

Assessing Spoken Language

Exceeding Year 5 Objectives

Year 5 Exceeding Expectations: Spoken Language

• Organise and shape a talk, making connections between ideas and drawing

on different points of view

• Use standard English appropriately

• Use persuasive language and techniques to influence the listener

• Show understanding of how and why language choices vary in their own

and others’ talk in different contexts

• Sustain listening to different sources, retaining or noting key information

• Speak in extended turns to express ideas and opinions, with some relevant

detail

• Vary vocabulary, grammar, and non-verbal features to suit audience,

purpose, and context

• Sustain listening to different sources, retaining or noting key information

• Listen to others in discussion and link own ideas clearly to others’ views

Assessing Reading

Exceeding Year 5 Objectives

Year 5 Exceeding Expectations: Comprehension

• Express opinions about a text, using evidence from the text, giving reasons and explanations. Point, evidence, explanation. (PEE)

• Adapt own opinion in the light of further reading or others’ ideas

• Identify formal and informal language

• Know the features of different narrative text types. For example – adventure, fantasy, myths

• Compare texts by the same writer

• Compare texts by different writers on the same topic

• Summarise key information from different texts

• Empathise with different character’s points of view

• Infer meaning using evidence from the text and wider reading and personal experience.

• Explain how a writer’s use of language and grammatical features have been used to create effects and impact on the reader

• Explain how punctuation marks the grammatical boundaries of sentences and gives meaning

• Know how the way a text is organised supports the purpose of the writing

• Use scanning and text marking to find and identify key information

Assessing Writing

Exceeding Year 5 Objectives

Year 5 Exceeding Expectations: Composition

• Use paragraphs to structure the plot in narrative writing, showing changes in time,

place and events

• Use changes in time and place to guide the reader through the text

• Use paragraphs to organise information logically and shape a non-fiction text

effectively

• Sustain and develop ideas within a paragraph, introducing it with a topic sentence

• Close text with reference to its opening

• Vary sentence length for meaning and effect

• Expand sentence starters. For example – Early one misty morning…, Paralysed by

fear…

• Embed ed and ing clauses. For example – Dan, tired of waiting, dived into the cool,

inviting water.

• Re-order sentences to create impact on the reader

• Use expanded noun phrases to add well thought out detail to writing

• Use punctuation to clarify meaning of sentences – commas to mark phrases and

clauses

• Use dialogue effectively and punctuate it accurately

• Make thoughtful changes when editing to create intended effects