year 5 autumn literacy planning · pdf fileyear 5 autumn literacy planning overview ......

Year 5 Autumn Literacy Planning Overview

-Significant authors, openers, persuasive writing, adventure stories, research, Poetic devices

Reading Writing Word Reading Comprehension Transcription Composition

Week 1

RWR1

RC1,3,4,6,11,12,13 WT1 WC21,

Week 2

RC16,17,18,19 WC1,2,6

Week 3

RC15,16,18,19 WT7 WC2,3,24,28

Week 4

RC2,6,11,18 WC18

Week 5

RC5,13,15 WT7 WC3,11,13

Poetry RC1,7,8

WC4,10

- non-chronological reports, persuasive texts, story endings, dialogue, non-fiction sources, first person

accounts, performance poetry


Week 1

RC2,7,8,9,13,1,20 WT3 WC2,6,7,8,9,27

Week 2

RC13.17,20 WT2,5,9 WC1,2,7,8,9,19,21

Week 3

RC9 WT8,9 WC2,3,4,5,7,13

Week 4

RC1,9,10,12,17,19, 21

WC2,8,9,10,11,13,14

Week 5

RC1,13,16,19 WT4 WC4,26

Poetry RC1,3,5,7,15

WT5,6,1,4 WC1,2,9,10

Year 5 Spring Literacy Planning Overview

-formal and informal writing, explanation texts, character profiles, reports including newspaper format,

story writing, poetic devices


Week 1

RC1,3,5,9,1120 WT5,6 WC12

Week 2

RC14,17 WC2,7,8,20,22,27,28

Week 3

RC5,11,13,18,21 WC5,12,20,22,28

Week 4

RC1,11,12 WT4 WC1,4,21

Week 5

RC13 WC1,3,4,5,6,9,10,13

Poetry RC1,15

WC1,14

-myths, legends, narrative poetry


Week 1

RC3,5 WT2 WC5,17

Week 2

RC16,17,20 WC8,19,28

Week 3

RC14,15 WT1 WC4,5,7,9

Week 4

RC2,3,6,18 WT1 WC1,2,3,14

Week 5

RC1,18 WT3,4,5 WC2,4,7,14,23

Poetry RWR1 RC1,7,8,9

WT5 WC14

Year 5 Summer Literacy Planning Overview

(South America and Mayan Civilizations)

-research non fiction texts, traditional stories from other cultures, playscripts, news reports, journalistic writing, presentations, performance reviews to argue an opinion, haikus


Week 1

RC13,17,19 WC12,14

Week 2

RC3,5,6,8, WC5,7,20,22,28

Week 3

RWR1 RC3,5 WT4,5,6 WC10,22,24,28

Week 4

RC3,4,8,18,19,21 WC1

Week 5

RC17,20 WT8 WC1,2,9,10,20

Poetry RC1,7,8,15

WC1,9,14

-Research, stories based on Myths and their characters, persuasive writing including advertisements,

instructions, playscripts, newspaper reports, poetic language


Week 1

RW17 WT1 WC6,8,26,27

Week 2

RW1,3,19 WC1,6,25

Week 3

RW15,16,17 WC1,4,7,8,19

Week 4

RW1,14,5,18 WT4 WC5,14

Week 5

RW3,5,6,18 WT4,6,8 WC5,6,7,26

Poetry RW1,2,14,15,17,20

WT4,5,6 WC2,4

(Not Kensuke’s Kingdom as completed in Year 6)

-Significant authors, openers, persuasive writing, adventure stories, research projects and poetic devices

Reading Writing

Word Reading Comprehension Transcription Composition

Week 1 RWR1 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

1maintain 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 3maintain positive attitudes to reading

and understanding of what they read by 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 tradition 4 maintain positive

attitudes to reading and understanding of what they read by recommending books that they have read to their peers, giving reasons for their choices 6 making

comparisons within and across books 11 drawing

inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence 12 predicting what

might happen from details stated and implied 18 Read for themselves, building on their own and others’ ideas and challenging views courteously

High Frequency words Revision. Modal verbs Add prefixes to verbs 1 use further

prefixes and suffixes and understand the guidance for adding them

-Discuss a modern day author focussing on openers (Michael Morpurgo?) -Identify different openers and their impact -make predictions about a text -Revise difference between plural and possessive -s -Revise apostrophes for omission and possession, including plural possession E.G. the girl’s names / the girls’ names 21 indicate grammatical and other features by using

apostrophes to clarify meaning or avoid ambiguity in writing

Week 2 16 distinguish between statements of fact and opinion 17 retrieve, record and present information from non-

fiction 18 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 19 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

-take part in discussions about an issue -make notes about non-fiction sources (E.G. Turtles for Wreck of the Zanzibar) -Take part in a debate -Identify techniques used in persuasive writing 1 Plan by identifying the audience for and purpose of the

writing, selecting the appropriate form and using other similar

writing as models for their own 2 Plan by noting and

developing initial ideas, drawing on reading and research where necessary 6 draft and write by précising longer

passages

Week 3 15 discuss and evaluate how authors use language,

including figurative language, considering the impact on the reader 16 distinguish between statements of

fact and opinion 18 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 19 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

7 Develop a wider range of vocabulary (including adverbs) use a thesaurus

Raise questions from a text to be researched -separate facts and opinions -identify powerful language and discuss what impact it gives -describe settings, characters and atmosphere -write an adventure story -identify parenthesis and punctuate it with dashes 2 Plan by noting and developing initial ideas, drawing on reading

and research where necessary 3 in writing narratives, considering

how authors have developed characters and settings in what

pupils have read, listened to or seen performed 24 indicate

grammatical and other features by using semi-colons, colons or

dashes to mark boundaries between independent clauses 28 Terminology for Year 5: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity.

Week 4 2 maintain positive attitudes to reading and

understanding of what they read by reading books that are structured in different ways and reading for a range of purposes 6 making comparisons within and

across books 11 drawing inferences such as inferring

characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence 18 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

-make predictions based on evidence -compare the settings of two stories -compare the structure of two stories -express and justify a preference for a story -Identify noun phrases -Use sentences with adverb openers and adverbs for description 18 using modal verbs or adverbs to indicate degrees of possibility

Week 5 5 13 15 discuss and evaluate how authors use

language, including figurative language, considering the impact on the reader

7 Develop a wider range of vocabulary (including adverbs) use a thesaurus

Identify language that expresses feelings or atmosphere -identify and compare themes of stories -Raise questions for research - allowing for an understanding of how authors develop their texts E.G. geographical / historical research - identify features of a diary - write a story in a diary form 3 in writing narratives, considering how authors have developed

characters and settings in what pupils have read, listened to or seen performed 11 evaluate and edit by ensuring the consistent

and correct use of tense throughout a piece of writing 13 edit by

proof-read for spelling and punctuation errors

Week 6 RC 1 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 textbooks7 learning a wider range of poetry by

heart 8 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

Scholastic: Until I saw the Sea -identify how a poet creates rhythm Identify devices used in a poem to create effect E.G. repetition -identify alliteration -write a poem that conveys an image, feel or sound 4 draft and write by selecting appropriate grammar and

vocabulary, understanding how such choices can change and

enhance meaning 10 evaluate and edit by proposing changes to

vocabulary, grammar and punctuation to enhance effects and clarify meaning

(Lone Wolf)

- non-chronological reports, persuasive texts, story endings, dialogue, non-fiction sources, first person accounts and performance poetry

Reading Writing



understanding of what they read by reading books that are structured in different ways and reading for a range of purposes 7 learning a wider range of poetry

by heart 8 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 9 checking that the book makes

sense to them, discussing their understanding and exploring the meaning of words in context 13

summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas 16 distinguish between statements of

fact and opinion 20 ask questions to improve their

understanding of what they have read

Homophones 3 continue to

distinguish between homophones and other words which are often confused

-distinguish between facts and opinions -make notes on the main points of a non-fiction text and compare two reports on the same topic -ask questions to promote understanding of a text and make notes -use organisational devices such as bullet points in presenting information -punctuate bullet points correctly 2 Plan by noting and developing initial ideas, drawing on

reading and research where necessary 6 draft and write by

précising longer passages 7 draft and write by using a wide

range of devices to build cohesion within and across paragraphs 8 draft and write by using further organisational

and presentational devices to structure text and to guide the

reader [for example, headings, bullet points, underlining] 9

evaluate and edit by assessing the effectiveness of their own and others’ writing 27 indicate grammatical and other features by use and

understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading. Terminology for Year 5: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity.

Week 2 13 summarising the main ideas drawn

from more than one paragraph, identifying key details that support the main ideas 17 retrieve, record and

present information from non-fiction 20 ask questions to improve their understanding of what they have read

Spell words with silent letters 2 spell some

words with ‘silent’ letters [for example, knight, psalm, solemn5 use

dictionaries to check the spelling and meaning of

words 9

choosing the writing implement that is best suited for a task.

Identify key points in a documentary and make notes on them -plan and write a non-chronological report -plan and write a persuasive text in an engaging way -use both simple and upper level connectives to show time and reason 1 Plan by identifying the audience for and purpose of the writing,

selecting the appropriate form and using other similar writing as

models for their own 2 Plan by noting and developing initial ideas,

drawing on reading and research where necessary 4 draft and write by

selecting appropriate grammar and vocabulary, understanding how

such choices can change and enhance meaning 7 draft and write by

using a wide range of devices to build cohesion within and across paragraphs 8 draft and write by using further organisational and

presentational devices to structure text and to guide the reader [for

example, headings, bullet points, underlining] 9 evaluate and edit by

assessing the effectiveness of their own and others’ writing 19 using

relative clauses beginning with who, which, where, when, whose, that

or with an implied (i.e. omitted) relative pronoun 21 indicate

grammatical and other features by using commas to clarify meaning or avoid ambiguity in writing

Week 3 9 checking that the book makes sense to

them, discussing their understanding and exploring the meaning of words in context

8 choosing

which shape of a letter to use when given choices and deciding whether or not to join specific

letters 9 choosing the writing implement that is best suited for a task.

Use story openings as a model for their own -use a story as a model for their own -plan the ending of a longer story -Use language to create effects -punctuate dialogue correctly -Integrate dialogue into a story 2Plan by noting and developing initial ideas, drawing on reading and research

where necessary 3 in writing narratives, considering how authors have

developed characters and settings in what pupils have read, listened to or seen performed 4 draft and write by selecting appropriate grammar and

vocabulary, understanding how such choices can change and enhance meaning 5 draft and write in narratives, describing settings, characters and

atmosphere and integrating dialogue to convey character and advance the action 7 draft and write by using a wide range of devices to build cohesion

within and across paragraphs 13 edit by proof-read for spelling and

punctuation errors

Week 4 RC1 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 9 checking that the book makes sense

to them, discussing their understanding and exploring the meaning of words in context 10 asking questions

to improve their understanding 12 predicting what

might happen from details stated and implied 17 retrieve, record and present information from non-fiction19 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 21 provide reasoned justifications for their views

--develop relative clauses (beginning with who, which, where, why, whose) and modal verbs (might, should, will, must) -express an opinion supported by evidence -raise questions to deepen their understanding and use non-fiction sources to find answers -act out a scene they have read about, using dialogue -Write in the first person, in the past tense, with verbs and subjects agreeing and the tenses consistent 2 Plan by noting and developing initial ideas, drawing on

reading and research where necessary 8 draft and write by

using further organisational and presentational devices to structure text and to guide the reader [for example,

headings, bullet points, underlining] 9 evaluate and edit by

assessing the effectiveness of their own and others’ writing 10 evaluate and edit by proposing changes to vocabulary,

grammar and punctuation to enhance effects and clarify meaning 11 evaluate and edit by ensuring the consistent

and correct use of tense throughout a piece of writing 13 edit

by proof-read for spelling and punctuation errors 14 perform

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


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 textbooks13 summarising the main ideas drawn

from more than one paragraph, identifying key details that support the main ideas 16 distinguish between

statements of fact and opinion 19 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

Spell words ending in ‘–ant’ and ‘-ent’ 4 use knowledge

of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically,

English

Appendix 1

-collect information from on-fiction to support and present an opinion -present opinions through role play -use persuasive language -take part in a class debate -use brackets accurately 4 draft and write by selecting appropriate grammar and

vocabulary, understanding how such choices can change

and enhance meaning 26 indicate grammatical and other

features by punctuating bullet points consistently


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 3 maintain positive attitudes to reading

and understanding of what they read by 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 5 identifying and

discussing themes and conventions in and across a wide range of writing 7 learning a wider range of

poetry by heart 15 discuss and evaluate how authors

use language, including figurative language, considering the impact on the reader

Use a dictionary Spell –ssion words 1 use further prefixes and suffixes and understand the guidance for adding them 4 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 5

use dictionaries to check the spelling and meaning of word

The Inuit Learn a poem by heart and recite it -answer questions about the sentiments expressed in a poem -Use a poem as a model 1 Plan by identifying the audience for and purpose of the

writing, selecting the appropriate form and using other

similar writing as models for their own 2 Plan by noting and

developing initial ideas, drawing on reading and research

where necessary 9 evaluate and edit by assessing the

effectiveness of their own and others’ writing 10 evaluate

and edit by proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning

-formal and informal writing, explanation texts, character profiles, reports including newspaper format, story writing and poetic devices

Reading Writing



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 3 maintain positive attitudes to

reading and understanding of what they read by 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

5 identifying and discussing themes and

conventions in and across a wide range of writing 9 checking that the book makes

sense to them, discussing their understanding and exploring the meaning of

words in context 11 drawing inferences

such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence 20 ask questions to improve their


5 use

dictionaries to check the spelling and meaning of word 6 use the

first three or four letters of a word to check spelling, meaning or both of these In a dictionary

Scholastic Theme: Railway Children (Reports -inc. style of newspaper and Explanations)

-To engage with a story by asking pertinent questions -distinguish between formal and informal language -recognise double negatives, dialect words and expressions and abbreviations as a result of accent or dialect -To use paragraphs with increasing accuracy 12 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

Week 2 14 identifying how language, structure and

presentation contribute to meaning 17 retrieve,

record and present information from non-fiction

--Ask pertinent questions to help them find information -skim and scan a text to locate information -Write a report using headings and subheadings, organising into paragraphs -write an explanation -locate relative clauses in texts, write relative clauses and punctuate them correctly -Use commas to change or clarify the meaning of a sentence 2 Plan by noting and developing initial ideas, drawing on reading and

research where necessary 7 draft and write by using a wide range of

devices to build cohesion within and across paragraphs 8 draft and write

by using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points,

underlining] 20 learning the grammar for years 5 and 6 in English

Appendix 2 22 indicate grammatical and other features by using

hyphens to avoid ambiguity 27 indicate grammatical and other features

by use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading. Terminology for Year 5: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity.

Week 3 RC5 identifying and discussing themes and

conventions in and across a wide range of writing 11 drawing inferences such as inferring

characters’ feelings, thoughts and motives from their actions, and justifying inferences

with evidence 13 summarising the main ideas

drawn from more than one paragraph, identifying key details that support the main

ideas 18 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

courteously21 provide reasoned justifications

for their views

-debate themes related to a story -identify a theme in a story and write a report about it. -plan a character profile -identify subject/verb agreement -recognise how authors help readers to ‘hear’ how characters speak. 5 draft and write in narratives, describing settings, characters and

atmosphere and integrating dialogue to convey character and advance the action 12 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 20 learning the grammar for years 5 and 6 in English Appendix 2 22

indicate grammatical and other features by using hyphens to avoid ambiguity 28Terminology for Year 5: modal verb, relative pronoun, relative

clause, parenthesis, bracket, dash, cohesion, ambiguity.


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 11 drawing inferences such as

inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence 12 predicting what

might happen from details stated and implied

Spell /ee/ with ‘ei’ after c 4 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

-Can turn nouns and adjectives into verbs -identify features of a newspaper -write a report text in style of a newspaper 1 Plan by identifying the audience for and purpose of the writing,


models for their own 4 draft and write by selecting appropriate

grammar and vocabulary, understanding how such choices can

change and enhance meaning 21 indicate grammatical and other

features by using commas to clarify meaning or avoid ambiguity in writing

Week 5 13 summarising the main ideas drawn from

more than one paragraph, identifying key details that support the main ideas

- identify the key events in the plot of a story -can write a précis -can identify details of a setting -can write a draft for a new version of a story, retaining the same theme -can use a dash accurately -can identify and begin to use relative clauses 1 Plan by identifying the audience for and purpose of the writing,

selecting the appropriate form and using other similar writing as models for their own 3 4 draft and write by selecting appropriate


change and enhance meaning 5 integrating dialogue to convey

character and advance the action 6 draft and write by précising

longer passages 9 evaluate and edit by assessing the

effectiveness of their own and others’ writing 10 evaluate and

edit by proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning 13 edit by

proof-read for spelling and punctuation errors28Terminology for

Year 5: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity.

Poetry 1 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 15 discuss and evaluate how

authors use language, including figurative language, considering the impact on the reader

Scholastic: Night Mail

-can identify and describe rhythm and pace of a poem and tell its story -read a poem rhythmically -write a poem with a distinct rhythm 1 Plan by identifying the audience for and purpose of the writing,


models for their own 14 perform their own compositions, using

appropriate intonation, volume, and movement so that meaning is clear

(ENB2 Clips) (Not King Arthur as Completed in Y4)

-myths, legends and narrative poetry

Reading Writing


Week 1 3 maintain positive attitudes to reading and understanding of what they read by 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 5 identifying

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

1 Read words ending with /shus/ -Silent letters 2 spell some

words with ‘silent’ letters [for example, knight, psalm, solemn]

Scholastic: Myths and Legends King Arthur

-To differentiate between myths/legends and other stories -Plan a myth / legend opening -Use language to create impact and engage the reader -describe a story character, justifying this with evidence from the text. -use adjectives and opposites effectively. -Revise cohesion between paragraphs 5, draft and write in narratives, describing settings, characters and

atmosphere and integrating dialogue to convey character and advance the action 17 using expanded noun phrases to convey

complicated information concisely

Week 2 16 distinguish between statements of fact

and opinion 17 retrieve, record and present

information from non-fiction 20 ask

questions to improve their understanding of what they have read

-use features such as icons and headings to find information -recognise facts and opinions -ask questions to be researched -identify modal verbs in a text and explore how they are used identify adverbs verbs in a text and explore how they are used -Use websites to complete research (King Arthur and associated characters, places and events) -make meaningful notes -Use paragraphs which express opinions. 8 draft and write by using further organisational and presentational

devices to structure text and to guide the reader [for example, headings,

bullet points, underlining] 19 using relative clauses beginning with who,

which, where, when, whose, that or with an implied (i.e. omitted) relative

pronoun 28 Terminology for Year 5: modal verb, relative pronoun, relative


Week 3 14 identifying how language, structure and

presentation contribute to meaning 15 discuss

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

Spell – suffixes ible and able 1 use further


-Identify figurative language -use powerful verbs and adjectives to create atmosphere - identify words and phrases an author uses to move between different time settings. -Use a colon and semi colon accurately (Year 6) 4 draft and write by selecting appropriate grammar and

vocabulary, understanding how such choices can change and enhance meaning 5 draft and write in narratives, describing

settings, characters and atmosphere and integrating dialogue to

convey character and advance the action 7 draft and write by

using a wide range of devices to build cohesion within and

across paragraphs 9 evaluate and edit by assessing the

effectiveness of their own and others’ writing


understanding of what they read by reading books that are structured in different ways and reading for a range of purposes 3 maintain positive attitudes to reading and understanding of what they read by 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 6 making

comparisons within and across books 18 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

adjectives ending –ant –ent and nouns ending –ance –ancy –ence or –ency 1 use furtherr


-formulate opinions about stories they have read -write an adaptation of a legend 1 Plan by identifying the audience for and purpose of the writing,


models for their own 2 Plan by noting and developing initial

ideas, drawing on reading and research where necessary 3 in writing narratives, considering how authors have developed

characters and settings in what pupils have read, listened to or

seen performed 14 perform their own compositions, using



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 18 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

Homophones 3, continue to

distinguish between homophones and other words which are often confused 4, 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 5 use

dictionaries to check the spelling and meaning of words

-Compare different versions of the same story -explain how hyphens change the meaning of words -plan and write a story modelled on another read -read aloud with expression. 2 Plan by noting and developing initial ideas, drawing on reading

and research where necessary 4 draft and write by selecting

appropriate grammar and vocabulary, understanding how such

choices can change and enhance meaning 7 draft and write by

using a wide range of devices to build cohesion within and

across paragraphs 14 perform their own compositions, using

appropriate intonation, volume, and movement so that meaning is clear 23 indicate grammatical and other features by using

brackets, dashes or commas to indicate parenthesis 28Terminology for Year 5: modal verb, relative pronoun, relative


Poetry RWR1 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

1 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 7 learning a

wider range of poetry by heart 8 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 9 checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context

Use dictionaries to check meaning 5 use

dictionaries to check the spelling and meaning of words

Scholastic: Lady of Shallot (Alternative could be The Highwayman)

-can describe features of a narrative poem -can identify a simile and make up some of their own -Can write a verse for a narrative poem -can identify and use alliteration 14perform their own compositions, using appropriate intonation,

volume, and movement so that meaning is clear

(South America and Mayan Civilizations) (Not Greek Myths as covered in Year 3/4)

-Research, stories based on Myths and their characters, persuasive writing including advertisements, instructions, playscripts, newspaper reports and poetic language

Reading Writing


Week 1 17 retrieve, record and present information from non-fiction

convert a noun or adjective to a verb by adding the correct suffix 1 use

further prefixes and suffixes and understand the guidance for adding them

Scholastic Theme: Myths (link to South America and Mayan Civilization Topic) NOTE: Take care not to use Greek Myths that have been covered in Year 4

http://www.worldoftales.com/South_American_folktales.html The Night the Moon fell?

-make notes on information from non-fiction texts -use a colon to introduce a list and punctuate bullet points correctly. -summarise research findings and present them in an engaging way e.g. through a character factfile 6 draft and write by précising longer passages 8 draft and write by

using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points,

underlining] 26 indicate grammatical and other features by

punctuating bullet points consistently 27indicate grammatical and

other features by use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading. Terminology for Year 5: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity

Week 2 1 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 3 maintain positive attitudes to

reading and understanding of what they read by 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 19 explain and discuss their understanding of what they have read, including through formal presentations and debates.

-summarise a story and discuss characters in depth -write persuasive letters Plan writing -write instructions -Use a colon to introduce a list 1 Plan by identifying the audience for and purpose of the writing,


models for their own 6 draft and write by précising longer passages

25 indicate grammatical and other features by using a colon to introduce a list

http://www.worldoftales.com/South_American_folktales.html

Week 3 15 discuss and evaluate how authors use

language, including figurative language, considering the impact on the reader 16 distinguish between statements of fact and opinion 17 retrieve, record and present

information from non-fiction

-recognise how writers use language for effect on a reader: adverbs, alliteration, rhyme -write a draft Use adverbs -use language for an effect on the reader 1 Plan by identifying the audience for and purpose of the writing,


models for their own 4 draft and write by selecting appropriate


change and enhance meaning 7 draft and write by using a wide

range of devices to build cohesion within and across paragraphs 8

draft and write by using further organisational and presentational devices to structure text and to guide the reader [for example,

headings, bullet points, underlining] 19 using relative clauses

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


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 14 identifying how language,

structure and presentation contribute to meaning 15 discuss and evaluate how authors use

language, including figurative language, considering the impact on the reader 18 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

Spell words ending /shus/ 4 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

-Identify themes in a story and support with evidence -improvise on a story -write a playscript -explain metaphors 5 draft and write in narratives, describing settings, characters and

atmosphere and integrating dialogue to convey character and advance the action 14 perform their own compositions, using


Week 5 RC 3 maintain positive attitudes to reading and

understanding of what they read by 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 5

identifying and discussing themes and conventions in and across a wide range of writing 6 making comparisons within and across

books 18 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

identify root words prefixes and suffixes 4 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 use the first three or four letters of a word to check spelling, meaning or both of these In a dictionary 8 choosing

which shape of a letter to use when given choices and deciding whether or not to join

specific letters

-use evidence from a story to support opinions -write newspaper reports -write a story modelled on others they have read 5 draft and write in narratives, describing settings,

characters and atmosphere and integrating dialogue to

convey character and advance the action 6 draft and

write by précising longer passages 7 draft and write by

using a wide range of devices to build cohesion within

and across paragraphs 26 indicate grammatical and other

features by punctuating bullet points consistently

Poetry 1 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 2 maintain positive attitudes

to reading and understanding of what they read by reading books that are structured in different ways and reading for a range of purposes 5 identifying and discussing themes and conventions in and across a wide range of writing14 identifying how language, structure and

presentation contribute to meaning 15 discuss and evaluate how authors use language, including figurative language, considering the impact on the reader 17 retrieve, record and

present information from non-fiction 20 ask

questions to improve their understanding of what they have read

Dictionary work 4 understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 15 use

dictionaries to check the spelling and meaning of words 6 use the first

three or four letters of a word to check spelling, meaning or both of these In a dictionary

-identify rhythm and other patterns in a poem -identify powerful language and describe its effect on a reader -use language to create effects 2 Plan by noting and developing initial ideas, drawing on

reading and research where necessary 4 draft and write

by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning

(link to South America and Mayan Civilization Topic)

research non fiction texts, traditional stories from other cultures, playscripts, news reports, journalistic writing, presentations, performance reviews to argue an opinion,

haikus

Reading Writing


Week 1 13 summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas 17 retrieve, record and

present information from non-fiction 19 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

Revise Y5/6 Key Words pg54 NC

Scholastic Theme: Other Cultures and Traditions

-raise questions to help answer questions -use notes to plan writing -research a topic and make notes of key points -prepare an oral presentation and write the script for it -share findings through an oral presentation -Revise prepositions 12 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 14 perform their own compositions, using appropriate

intonation, volume, and movement so that meaning is clear


understanding of what they read by 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 5 identifying and discussing themes and conventions in and across a wide range of writing 6 making comparisons within and across

books 8 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

-Discuss the meaning of a traditional story from another culture -explain the message of a story -improvise on a story, using movement, words and intonation -write sentences with relative clauses correctly punctuated with commas 5 draft and write in narratives, describing settings, characters and

atmosphere and integrating dialogue to convey character and

advance the action 7 draft and write by using a wide range of

devices to build cohesion within and across paragraphs 20 learning

the grammar for years 5 and 6 in English Appendix 2 22 indicate

grammatical and other features by using hyphens to avoid ambiguity 28 Terminology for Year 5: modal verb, relative pronoun,

relative clause, parenthesis, bracket, dash, cohesion, ambiguity.

Week 3 RWR 1 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

3 maintain positive attitudes to reading and

understanding of what they read by 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 5 identifying and

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

Read and spell ‘-ough’ words 4 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 5 use dictionaries to check the spelling and meaning of words 6 use

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

Discuss the cultural background of a story -use commas to clarify meaning -use brackets to separate a parenthesis 10 evaluate and edit by proposing changes to

vocabulary, grammar and punctuation to enhance

effects and clarify meaning 22 indicate grammatical

and other features by using hyphens to avoid

ambiguity 24 indicate grammatical and other features

by using semi-colons, colons or dashes to mark boundaries between independent clauses 28Terminology for Year 5: modal verb, relative pronoun,

relative clause, parenthesis, bracket, dash, cohesion, ambiguity.


understanding of what they read by 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 4 maintain

positive attitudes to reading and understanding of what they read by recommending books that they have read to their peers, giving reasons for their choices 8 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 18 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 19 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 21

provide reasoned justifications for their views

-discuss how characters should act and speak, justifying their opinions -participate in a dramatized reading playscript Argue an opinion, justifying ideas -participate in a class debate about a character 1 Plan by identifying the audience for and purpose of

the writing, selecting the appropriate form and using other similar writing as models for their own

Week 5 17 retrieve, record and present information from

non-fiction 20 ask questions to improve their


8 choosing which

shape of a letter to use when given choices and deciding whether or not to join specific letters

-identify how a news report is matched to the needs of its readers -identify the main clause of a sentence (EARLIER?) - Write in a journalistic style -proof read work for grammatical errors 1 Plan by identifying the audience for and purpose of

the writing, selecting the appropriate form and using other similar writing as models for their own 2 Plan by

noting and developing initial ideas, drawing on reading

and research where necessary 9 evaluate and edit by

assessing the effectiveness of their own and others’

writing 10 evaluate and edit by proposing changes to

vocabulary, grammar and punctuation to enhance

effects and clarify meaning20 learning the grammar for

years 5 and 6 in English Appendix 2 Poetry 1 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 textbooks7 learning a wider range of

poetry by heart 8 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 15 discuss and

evaluate how authors use language, including figurative language, considering the impact on the reader

-describe the structure of a haiku -learn a short poem by heart and recite it -write a haiku using the right rhythm and choosing the most appropriate language -evaluate their own poetry. 1 Plan by identifying the audience for and purpose of

the writing, selecting the appropriate form and using

other similar writing as models for their own 9 evaluate

and edit by assessing the effectiveness of their own and others’ writing 14 perform their own compositions,

using appropriate intonation, volume, and movement so that meaning is clear

National Curriculum Areas to be Covered in Year 5

Reading – 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. RWR1 in Scholastic Y5

Reading – comprehension


:

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 RC1 in Scholastic Y5

maintain positive attitudes to reading and understanding of what they read by reading books that are structured in different ways and

reading for a range of purposes RC2 in Scholastic Y5

maintain positive attitudes to reading and understanding of what they read by 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 RC3 in Scholastic Y5

maintain positive attitudes to reading and understanding of what they read by recommending books that they have read to their peers,

giving reasons for their choices RC4 in Scholastic Y5

identifying and discussing themes and conventions in and across a wide range of writing RC5 in Scholastic Y5

making comparisons within and across books RC6 in Scholastic Y5

learning a wider range of poetry by heart RC7 in Scholastic Y5

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 RC8 in Scholastic Y5

understand what they read by:

checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context RC9 in

Scholastic Y5

asking questions to improve their understanding RC10 in Scholastic Y5

drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with

evidence RC11 in Scholastic Y5

predicting what might happen from details stated and implied RC12 in Scholastic Y5

summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas RC13 in

Scholastic Y5

identifying how language, structure and presentation contribute to meaning RC14 in Scholastic Y5

discuss and evaluate how authors use language, including figurative language, considering the impact on the reader RC15 in Scholastic

Y5

distinguish between statements of fact and opinion RC16 in Scholastic Y5

retrieve, record and present information from non-fiction RC17 in Scholastic Y5

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 RC18 in Scholastic Y5

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 RC19 in Scholastic Y5

ask questions to improve their understanding of what they have read RC20 in Scholastic Y5

provide reasoned justifications for their views. RC21 in Scholastic Y5

Writing – transcription

Spelling (see English Appendix 1)


use further prefixes and suffixes and understand the guidance for adding them WT1 in Scholastic Y5

spell some words with ‘silent’ letters [for example, knight, psalm, solemn] WT2 in Scholastic Y5

continue to distinguish between homophones and other words which are often confused WT3 in Scholastic Y5

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 WT4 in Scholastic Y5

use dictionaries to check the spelling and meaning of words WT5 in Scholastic Y5

use the first three or four letters of a word to check spelling, meaning or both of these In a dictionary WT6 in Scholastic Y5

use a thesaurus. WT7 in Scholastic Y5

Handwriting and presentation


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 WT8 in Scholastic Y5

choosing the writing implement that is best suited for a task. WT9 in Scholastic Y5

Writing – composition


Plan by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models

for their own WC1 in Scholastic Y5

Plan by noting and developing initial ideas, drawing on reading and research where necessary WC2 in Scholastic Y5

in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen

performed WC3 in Scholastic Y5

draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance

meaning WC4 in Scholastic Y5

draft and write in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and

advance the action WC5 in Scholastic Y5

draft and write by précising longer passages WC6 in Scholastic Y5

draft and write by using a wide range of devices to build cohesion within and across paragraphs WC7 in Scholastic Y5

draft and write by using further organisational and presentational devices to structure text and to guide the reader [for example,

headings, bullet points, underlining] WC8 in Scholastic Y5

evaluate and edit by assessing the effectiveness of their own and others’ writing WC9 in Scholastic Y5

evaluate and edit by proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning WC10 in

Scholastic Y5

evaluate and edit by ensuring the consistent and correct use of tense throughout a piece of writing WC11 in Scholastic Y5

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 WC12 in Scholastic Y5

edit by proof-read for spelling and punctuation errors English – key stages 1 and 2 WC13 in Scholastic Y5

perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear WC14 in Scholastic Y5

Writing – vocabulary, grammar and punctuation


develop their understanding of the concepts set out in English Appendix 2 by:

recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms Year 6

using passive verbs to affect the presentation of information in a sentence Year 6

using the perfect form of verbs to mark relationships of time and cause Year 6

using expanded noun phrases to convey complicated information concisely WC17 in Scholastic Y5

using modal verbs or adverbs to indicate degrees of possibility WC18 in Scholastic Y5

using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun WC19 in

Scholastic Y5

learning the grammar for years 5 and 6 in English Appendix 2 by learning the grammar in column 1 of year 5 and 6 in Appendix 2 WC20 in

Scholastic Y5

indicate grammatical and other features by using commas to clarify meaning or avoid ambiguity in writing WC21 in Scholastic Y5

indicate grammatical and other features by using hyphens to avoid ambiguity WC22 in Scholastic Y5

indicate grammatical and other features by using brackets, dashes or commas to indicate parenthesis WC23 in Scholastic Y5

indicate grammatical and other features by using semi-colons, colons or dashes to mark boundaries between independent clauses

WC24 -Year 6

indicate grammatical and other features by using a colon to introduce a list WC25 in Scholastic Y5

indicate grammatical and other features by punctuating bullet points consistently WC26 in Scholastic Y5

indicate grammatical and other features by use and understand the grammatical terminology in English Appendix 2 accurately and

appropriately in discussing their writing and reading. Terminology for Year 5: modal verb, relative pronoun, relative clause, parenthesis,

bracket, dash, cohesion, ambiguity. WC27 in Scholastic Y5

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