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
Reading Writing Word Reading Comprehension Transcription Composition
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
Reading Writing Word Reading Comprehension Transcription Composition
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
Reading Writing Word Reading Comprehension Transcription Composition
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
Reading Writing Word Reading Comprehension Transcription Composition
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
Reading Writing Word Reading Comprehension Transcription Composition
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
Word Reading Comprehension Transcription Composition
Week 1 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 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
Week 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 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
Week 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
-formal and informal writing, explanation texts, character profiles, reports including newspaper format, story writing and poetic devices
Reading Writing
Word Reading Comprehension Transcription Composition
Week 1 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 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
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.
Week 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 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,
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
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
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)
-myths, legends and narrative poetry
Reading Writing
Word Reading Comprehension Transcription Composition
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
clause, parenthesis, bracket, dash, cohesion, ambiguity.
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
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
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 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
Week 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 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
clause, parenthesis, bracket, dash, cohesion, ambiguity.
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
Word Reading Comprehension Transcription Composition
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,
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
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,
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
Week 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
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
Word Reading Comprehension Transcription Composition
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
Week 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
-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.
Week 4 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
-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
understanding of what they have read
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
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:
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)
Pupils should be taught to:
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
Pupils should be taught to:
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
Pupils should be taught to:
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
Pupils should be taught to:
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