Mill Hill Primary School English Curriculum Overview Years 5 and 6

Transcription

1 Mill Hill Primary School Curriculum Overview Years 5 6 Spoken Language Word Reading Comprehension Writing- Transcription Hwriting Writing - Composition Writing, Grammar & Punctuation Pupils should be taught to: listen respond appropriat ely to adults their peers ask relevant questions to extend their underst ing knowledge relevant strategies to build their vocabulary articulate justify answers, arguments Pupils should be taught to: apply their growing knowle dge of root words, prefixes suffixes (morph ology etymolo gy), as listed in Append ix 1, both to read aloud to underst the meanin maintain positive attitudes to reading understing of what they read by: continuing to read discuss an increasingly wide range of fiction, poetry, plays, nonfiction reference books or textbooks reading books that are structured in different ways reading for a range of purposes increasing their familiarity with a wide range of books, including myths, legends traditional stories, modern fiction, fiction from our literary heritage, books from other cultures Spelling (see Appendix 1) Pupils should be taught to: further prefixes suffixes underst the guidance for adding them spell some words with silent letters [for example, knight, psalm, solemn] continue to distinguish between homophones other words which are often write legibly, fluently with increasing speed by: choosing which shape of a letter to use when given choices deciding whether or not to join specific letters choosing the writing implement that is best suited for a task. plan their writing by: identifying the audience for purpose of the writing, selecting the appropriate form using other similar writing as models for their own noting developing initial ideas, drawing on reading research where necessary in writing narratives, considering how authors have developed characters settings in what pupils have read, listened to or develop their understing of the concepts set out in Appendix 2 by: recognising vocabulary structures that are appropriate for formal speech writing, including subjunctive forms using passive verbs to affect the presentation of information in a sentence using the perfect form of verbs to mark relationships of time cause using exped noun phrases to convey complicated

2 opinions give wellstructured description s, explanatio ns narratives for different purposes, including for expressing feelings maintain attention participate actively in collaborati ve conversati ons, staying on topic initiating responding to g of new words that they meet. traditions recommending books that they have read to their peers, giving reasons for their choices identifying discussing themes conventions in across a wide range of writing making comparisons within across books learning a wider range of poetry by heart preparing poems plays to read aloud to perform, showing understing through intonation, tone volume so that the meaning is clear to an audience underst what they read by: checking that the book makes sense to them, discussing their confused knowledge of morphology etymology in spelling underst that the spelling of some words needs to be learnt specifically, as listed in Appendix 1 dictionaries to check the spelling meaning of words the first three or four letters of a word to check spelling, meaning or both of these seen performed draft write by: selecting appropriate grammar vocabulary, understing how such choices can change enhance meaning in narratives, describing settings, characters atmosphere integrating dialogue to convey character advance the action précising longer passages using a wide range of devices to build cohesion within across paragraphs using further organisational presentational information concisely using modal verbs or adverbs to indicate degrees of possibility using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun learning the grammar for years 5 6 in Appendix 2 indicate grammatical other features by: using commas to clarify meaning or avoid ambiguity in writing using hyphens to avoid ambiguity using brackets, dashes or commas to indicate parenthesis using semi-colons,

3 comments spoken language to develop underst ing through speculatin g, hypothesisi ng, imagining exploring ideas speak audibly fluently with an increasing comm of Stard participate in discussion s, presentatio ns, understing exploring the meaning of words in context asking questions to improve their understing drawing inferences such as inferring characters feelings, thoughts motives from their actions, justifying inferences with evidence predicting what might happen from details stated implied summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas identifying how language, structure presentation contribute to meaning discuss evaluate how authors use language, in a dictionary a thesaurus. devices to structure text to guide the reader [for example, headings, bullet points, underlining] evaluate edit by: assessing the effectiveness of their own others writing proposing changes to vocabulary, grammar punctuation to enhance effects clarify meaning ensuring the consistent correct use of tense throughout a piece of writing ensuring correct subject verb agreement when using singular plural, distinguishing between the colons or dashes to mark boundaries between independent clauses using a colon to introduce a list punctuating bullet points consistently use underst the grammatical terminology in Appendix 2 accurately appropriately in discussing their writing reading.

4 performan ces, role play, improvisati ons debates gain, maintain monitor the interest of the listener(s) consider evaluate different viewpoints, attending to building on the contributio ns of others select use appropriat e registers for effective including figurative language, considering the impact on the reader distinguish between statements of fact opinion retrieve, record present information from non-fiction participate in discussions about books that are read to them those they can read for themselves, building on their own others ideas challenging views courteously explain discuss their understing of what they have read, including through formal presentations debates, maintaining a focus on the topic using notes where necessary provide reasoned justifications for their views. language of speech writing choosing the appropriate register proof-read for spelling punctuation errors, perform their own compositions, using appropriate intonation, volume, movement so that meaning is clear.

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