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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

 

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

 

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

                                Writing

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
  • 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
  • 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