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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
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
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