Year 5 Autumn Literacy Planning Overview

Year 5 Autumn Literacy Planning Overview 1 -Significant authors, openers, persuasive writing, adventure stories, research, Poetic devices Reading Writing Word Reading Comprehension Transcription Composition RWR1 RC1,3,4,6,11,12,13 WT1 WC21, 2 RC16,17,18,19 WC1,2,6 RC15,16,18,19 WT7 WC2,3,24,28 3 RC2,6,11,18 WC18 4 RC5,13,15 WT7 WC3,11,13 5 Poetry RC1,7,8 WC4,10 - non-chronological reports, persuasive texts, story endings, dialogue, non-fiction sources, first person accounts, performance poetry 1 Reading Writing Word Reading Comprehension Transcription Composition RC2,7,8,9,13,1,20 WT3 WC2,6,7,8,9,27 2 RC13.17,20 WT2,5,9 WC1,2,7,8,9,19,21 RC9 WT8,9 WC2,3,4,5,7,13 3 RC1,9,10,12,17,19, WC2,8,9,10,11,13,14 4 21 RC1,13,16,19 WT4 WC4,26 5 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 1 Reading Writing Word Reading Comprehension Transcription Composition RC1,3,5,9,1120 WT5,6 WC12 2 RC14,17 WC2,7,8,20,22,27,28 RC5,11,13,18,21 WC5,12,20,22,28 3 RC1,11,12 WT4 WC1,4,21 4 RC13 WC1,3,4,5,6,9,10,13 5 Poetry RC1,15 WC1,14 1 Reading -myths, legends, narrative poetry Writing Word Reading Comprehension Transcription Composition RC3,5 WT2 WC5,17 2 RC16,17,20 WC8,19,28 RC14,15 WT1 WC4,5,7,9 3 RC2,3,6,18 WT1 WC1,2,3,14 4 RC1,18 WT3,4,5 WC2,4,7,14,23 5 Poetry RWR1 RC1,7,8,9 WT5 WC14

Year 5 Summer Literacy Planning Overview -Research, stories based on Myths and their characters, persuasive writing including advertisements, instructions, playscripts, newspaper reports, poetic language 1 Reading Writing Word Reading Comprehension Transcription Composition RW17 WT1 WC6,8,26,27 2 RW1,3,19 WC1,6,25 RW15,16,17 WC1,4,7,8,19 3 RW1,14,5,18 WT4 WC5,14 4 RW3,5,6,18 WT4,6,8 WC5,6,7,26 5 Poetry RW1,2,14,15,17,20 WT4,5,6 WC2,4 (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 1 Reading Writing Word Reading Comprehension Transcription Composition RC13,17,19 WC12,14 2 RC3,5,6,8, WC5,7,20,22,28 RWR1 RC3,5 WT4,5,6 WC10,22,24,28 3 RC3,4,8,18,19,21 WC1 4 RC17,20 WT8 WC1,2,9,10,20 5 Poetry RC1,7,8,15 WC1,9,14

(Not Kensuke s Kingdom as completed in Year 6) 1 2 -Significant authors, openers, persuasive writing, adventure stories, research projects and poetic devices Reading Writing Word Reading Comprehension Transcription Composition RWR1 apply 1maintain positive attitudes to reading and High Frequency their growing understanding of what they read by continuing to words Revision. knowledge of read and discuss an increasingly wide range of root words, fiction, poetry, plays, non-fiction and reference books or textbooks 3maintain positive attitudes to reading prefixes and and understanding of what they read by increasing suffixes Modal verbs their familiarity with a wide range of books, including (morphology myths, legends and traditional stories, modern fiction, and fiction from our literary heritage, and books from Add prefixes to etymology), other cultures and tradition 4 maintain positive verbs as listed in attitudes to reading and understanding of what they English read by recommending books that they have read to Appendix 1, their peers, giving reasons for their choices 6 making both to read comparisons within and across books 11 drawing 1 use further aloud and to inferences such as inferring characters feelings, understand thoughts and motives from their actions, and prefixes and the meaning justifying inferences with evidence 12 predicting what suffixes and of new words might happen from details stated and implied 18 understand the that they Read for themselves, building on their own and guidance for others ideas and challenging views courteously adding them meet 16 distinguish between statements of fact and opinion 17 retrieve, record and present information from nonfiction 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 -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 -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

3 4 5 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 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 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 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. -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 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

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) 1 - non-chronological reports, persuasive texts, story endings, dialogue, non-fiction sources, first person accounts and performance poetry Reading Writing Word Reading Comprehension Transcription Composition 2 maintain positive attitudes to reading and understanding of what they read by reading books Homophones 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 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.

2 3 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 9 checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context 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. 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. 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 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

4 5 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 nonfiction19 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 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 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 --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 -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

6 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 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

1 -formal and informal writing, explanation texts, character profiles, reports including newspaper format, story writing and poetic devices Reading Writing Word Reading Comprehension Transcription Composition 1 maintain positive attitudes to reading and 5 use Scholastic Theme: Railway Children (Reports -inc. style of newspaper understanding of what they read by dictionaries to and Explanations) continuing to read and discuss an check the -To engage with a story by asking pertinent questions increasingly wide range of fiction, poetry, spelling and -distinguish between formal and informal language plays, non-fiction and reference books or meaning of -recognise double negatives, dialect words and expressions textbooks 3 maintain positive attitudes to word 6 use the reading and understanding of what they first three or and abbreviations as a result of accent or dialect read by increasing their familiarity with a four letters of a -To use paragraphs with increasing accuracy wide range of books, including myths, word to check legends and traditional stories, modern spelling, fiction, fiction from our literary heritage, and meaning or 12 evaluate and edit by ensuring correct subject and verb books from other cultures and traditions both of these agreement when using singular and plural, distinguishing 5 identifying and discussing themes and In a dictionary between the language of speech and writing and choosing the conventions in and across a wide range of appropriate register 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 understanding of what they have read

2 3 14 identifying how language, structure and presentation contribute to meaning 17 retrieve, record and present information from non-fiction 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 --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. -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.

4 5 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 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 13 summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas 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, selecting the appropriate form and using other similar writing as 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 - 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 grammar and vocabulary, understanding how such choices can 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, selecting the appropriate form and using other similar writing as 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) 1 2 -myths, legends and narrative poetry Reading Writing Word Reading Comprehension Transcription Composition 3 maintain positive attitudes to reading and 1 Read words understanding of what they read by ending with increasing their familiarity with a wide range of books, including myths, legends and /shus/ traditional stories, modern fiction, fiction -Silent letters 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 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 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 -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 clause, parenthesis, bracket, dash, cohesion, ambiguity.

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 prefixes and suffixes and understand the guidance for adding them -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 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 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 prefixes and suffixes and understand the guidance for adding them -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, 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 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 appropriate intonation, volume, and movement so that meaning is clear

5 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 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 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 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 Use dictionaries to check meaning 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 clause, parenthesis, bracket, dash, cohesion, ambiguity. 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 Word Reading Comprehension Transcription Composition 1 17 retrieve, record and present information from non-fiction 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. 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 -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, selecting the appropriate form and using other similar writing as 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

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, selecting the appropriate form and using other similar writing as models for their own 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] 19 using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun 4 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 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 appropriate intonation, volume, and movement so that meaning is clear

5 Poetry 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 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 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 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 -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 -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 Word Reading Comprehension Transcription Composition 1 13 summarising the main ideas drawn from more Revise Y5/6 Scholastic Theme: Other Cultures and Traditions than one paragraph, identifying key details that Key Words -raise questions to help answer questions support the main ideas 17 retrieve, record and present information from non-fiction 19 explain pg54 NC -use notes to plan writing and discuss their understanding of what they -research a topic and make notes of key points have read, including through formal -prepare an oral presentation and write the script for it presentations and debates, maintaining a focus -share findings through an oral presentation on the topic and using notes where necessary -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 2 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 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 intonation, volume, and movement so that meaning is clear -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.

3 4 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 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 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 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. -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

5 Poetry 17 retrieve, record and present information from non-fiction 20 ask questions to improve their understanding of what they have read 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 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 -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 Pupils should be taught to: : 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: