Year 5 Programme of Study for English Reading Reading Word Reading Comprehension Pupils should be taught Pupils should be taught to: to: maintain positive attitudes to reading and understanding of what they read by:  apply their growing  continuing to read and discuss an increasingly wide knowledge of root  range of fiction, poetry, plays, non-fiction and reference books or textbooks words, prefixes and  reading books that are structured in different ways and reading for a range of purposes suffixes (morphology  increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our and etymology), as literary heritage, and books from other cultures and traditions listed in Appendix 1,  recommending books that they have read to their peers, giving reasons for their choices both to read aloud and  identifying and discussing themes and conventions in and across a wide range of writing to understand the  making comparisons within and across books meaning of new words  learning a wider range of poetry by heart that they meet.  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 understand what they read by:  checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context  asking questions to improve their understanding  drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence  predicting what might happen from details stated and implied  summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas  identifying how language, structure and presentation contribute to meaning  discuss and evaluate how authors use language, including figurative language, considering the impact on the reader  distinguish between statements of fact and opinion  retrieve, record and present information from non-fiction  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  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  provide reasoned justifications for their views.

Writing Writing Transcription (inc Handwriting) Composition Spelling (see Appendix 1) Pupils should be taught to: Pupils should be taught to: plan their writing by:  use further prefixes and suffixes and understand the  identifying the audience for and purpose of the writing, selecting the appropriate form and using other guidelines for adding them similar writing as models for their own  spell some words with ‘silent’ letters, e.g. knight, psalm,  noting and developing initial ideas, drawing on reading and research where necessary solemn  in writing narratives, considering how authors have developed characters and settings in what they have  continue to distinguish between homophones and other read, listened to or seen performed words which are often confused draft and write by:  use knowledge of morphology and etymology in spelling  selecting appropriate grammar and vocabulary, understanding how such choices can change and and understand that the spelling of some words needs enhance meaning to be learnt specifically, as listed in Appendix 1  in narratives, describing settings, characters and atmosphere and integrating dialogue to convey  use dictionaries to check the spelling and meaning of character and advance the action words  précising longer passages  use the first three or four letters of a word to check  using a wide range of devices to build cohesion within and across paragraphs spelling, meaning or both of these in a dictionary  using further organisational and presentational devices to structure text and to guide the reader (e.g.  use a thesaurus. headings, bullet points, underlining) Handwriting and presentation evaluate and edit by: Pupils should be taught to:  assessing the effectiveness of their own and others’ writing  write legibly, fluently and with increasing speed by:  proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning  choosing which shape of a letter to use when given  ensuring the consistent and correct use of tense throughout a piece of writing choices and deciding, as part of their personal style,  ensuring correct subject and verb agreement when using singular and plural, distinguishing between the whether or not to join specific letters language of speech and writing and choosing the appropriate register  choosing the writing implement that is best suited for a  proof-read for spelling and punctuation errors task (e.g. quick notes, letters).  perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear. Vocabulary, Grammar and Punctuation Pupils should be taught to: develop their understanding of the concepts set out in Appendix 2 by:  recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms  using passive verbs to affect the presentation of information in a sentence  using expanded noun phrases to convey complicated information concisely  using modal verbs or adverbs to indicate degrees of possibility  using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun  learning the grammar in column 1 of year 1 in Appendix 2  indicate grammatical and other features by:  using commas to clarify meaning or avoid ambiguity in writing  using hyphens to avoid ambiguity  using brackets, dashes or commas to indicate parenthesis  using semi-colons, colons or dashes to mark boundaries between main clauses  using a colon to introduce a list  punctuating bullet points consistently  use and understand the grammatical terminology in Appendix 2 accurately and appropriately in discussing their writing and reading. Spelling work for Year 5 Revise work done in previous years. Statutory Rules and guidance (non-statutory) Example words (non-statutory) Requirements Endings which sound Not many common words end like this. vicious, precious, conscious, delicious, malicious, suspicious like /ʃəs/ spelt –cious or – If the root word ends in –ce, the /?/ sound is usually spelt as c – e.g. vice ambitious, cautious, fictitious, infectious, nutritious tious – vicious, grace – gracious, space – spacious, malice – malicious. Exception: anxious. Endings which sound –cial is common after a vowel letter and –tial after a consonant letter, but official, special, artificial, partial, confidential, essential like /ʃəl/ there are some exceptions. Exceptions: initial, financial, commercial, provincial (the spelling of the last three is clearly related to finance, commerce and province). Words ending in –ant, – Use –ant and –ance/–ancy if there is a related word with a /æ/ or /e?/ observant, observance, (observation), expectant ance/–ancy, –ent, –ence/– sound in the right position; –ation endings are often a clue. (expectation), hesitant, hesitancy (hesitation), tolerant, ency Use –ent and –ence/–ency after soft c (/s/ sound), soft g (/dʒ/ sound) and tolerance (toleration), substance (substantial) qu, or if there is a related word with a clear /?/ sound in the right position. innocent, innocence, decent, decency, frequent, frequency, There are many words, however, where the above guidelines don’t help. confident, confidence (confidential) These words just have to be learnt. assistant, assistance, obedient, obedience, independent, independence Words ending in –able and The –able/–ably endings are far more common than the –ible/–ibly adorable/adorably (adoration), applicable/applicably –ible endings. (application), considerable/considerably (consideration), Words ending in –ably and As with –ant and –ance/–ancy, the –able ending is used if there is a tolerable/tolerably (toleration) –ibly related word ending in –ation. changeable, noticeable, forcible, legible If the –able ending is added to a word ending in –ce or –ge, the e after the dependable, comfortable, understandable, reasonable, c or g must be kept as those letters would otherwise have their ‘hard’ enjoyable, reliable sounds (as in cap and gap) before the a of the –able ending. possible/possibly, horrible/horribly, terrible/terribly, The –able ending is usually but not always used if a complete root word visible/visibly, incredible/incredibly, sensible/sensibly can be heard before it, even if there is no related word ending in –ation. The first five examples opposite are obvious; in reliable, the complete word rely is heard, but the y changes to i in accordance with the rule. The –ible ending is common if a complete root word can’t be heard before it but it also sometimes occurs when a complete word can be heard (e.g. sensible). Adding suffixes beginning The r is doubled if the –fer is still stressed when the ending is added. referring, referred, referral, preferring, preferred, transferring, with vowel letters to words The r is not doubled if the –fer is no longer stressed. transferred ending in –fer reference, referee, preference, transference Use of the hyphen Hyphens can be used to join a prefix to a root word, especially if the prefix co-ordinate, re-enter, co-operate, co-own ends in a vowel letter and the root word also begins with one. Words with the /i:/ sound The ‘i before e except after c’ rule applies to words where the sound spelt deceive, conceive, receive, perceive, ceiling spelt ei after c by ei is /i:/. Exceptions: protein, caffeine, seize (and either and neither if pronounced with an initial /i:/ sound). Words containing the letter- ough is one of the trickiest spellings in English – it can be used to spell a ought, bought, thought, nought, brought, fought string ough number of different sounds. rough, tough, enough cough though, although, dough through thorough, borough plough Words with ‘silent’ letters Some letters which are no longer sounded used to be sounded hundreds doubt, island, lamb, solemn, thistle, knight (i.e. letters whose presence of years ago: e.g. in knight, there was a /k/ sound before the /n/, and the cannot be predicted from gh used to represent the sound that ‘ch’ now represents in the Scottish the pronunciation of the word loch. word) Homophones and other In these pairs of words, nouns end –ce and verbs end –se. Advice and advice/advise words that are often advise provide a useful clue as the word advise (verb) is pronounced with device/devise confused a /z/ sound – which could not be spelt c. licence/license aisle: a gangway between seats (in a church, train, plane) practice/practise isle: an island prophecy/prophesy aloud: out loud farther: further allowed: permitted father: a male parent affect: usually a verb (e.g. The weather may affect our plans) guessed: past tense of the verb guess effect: usually a noun (e.g. It may have an effect on our plans). If a verb, it guest: visitor means ‘bring about’ (e.g. He will effect changes in the running of the heard: past tense of the verb hear business.). herd: a group of animals altar: a table-like piece of furniture in a church led: past tense of the verb lead alter: to change lead: present tense of that verb, or else the metal which is ascent: the act of ascending (going up) very heavy (as heavy as lead) assent: to agree/agreement (verb and noun) morning: before noon bridal: to do with a bride at a wedding mourning: grieving for someone who has died bridle: reins etc. for controlling a horse past: noun or adjective referring to a previous time (e.g. In cereal: made from grain (e.g. breakfast cereal) the past) or preposition or adverb showing place (e.g. he serial: adjective from the noun series – a succession of things one after the walked past me) other passed: past tense of the verb ‘pass’ (e.g. I passed him in compliment: to make nice remarks about someone (verb) or the remark the road) that is made (noun) precede: go in front of or before complement: related to the word complete – to make something complete proceed: go on or more complete (e.g. her scarf complemented her outfit) principal: adjective – most important (e.g. principal ballerina) descent: the act of descending (going down) noun – important person (e.g. principal of a college) dissent: to disagree/disagreement (verb and noun) principle: basic truth or belief desert: as a noun – a barren place (stress on first syllable); as a verb – to profit: money that is made in selling things abandon (stress on second syllable) prophet: someone who foretells the future dessert: (stress on second syllable) a sweet course after the main course stationary: not moving of a meal stationery: paper, envelopes etc. draft: noun – a first attempt at writing something; verb – to make the first steal: take something that does not belong to you attempt; also, to draw in someone (e.g. to draft in extra help) steel: metal draught: a current of air wary: cautious weary: tired who’s: contraction of who is or who has whose: belonging to someone (e.g. Whose jacket is that?)

Grammar and Punctuation for Year 5 Word Sentence Text Punctuation Terminology for Pupils The difference between Use of the passive to affect the Linking ideas across Use of the semi-colon, colon subject, object vocabulary typical of informal presentation of information in a paragraphs using a wider range and dash to mark the boundary active, passive speech and vocabulary sentence (e.g. I broke the of cohesive devices: repetition between independent clauses synonym, antonym appropriate for formal speech window in the greenhouse of a word or phrase, (e.g. It’s raining; I’m fed up) ellipsis, hyphen, colon, semi- and writing (e.g. find out – versus The window in the grammatical connections (e.g. Use of the colon to introduce a colon, bullet points discover; ask for – request; go greenhouse was broken [by the use of adverbials such as list in – enter) me]). on the other hand, in contrast, Punctuation of bullet points to How words are related by The difference between or as a consequence), and list information meaning as synonyms and structures typical of informal ellipsis How hyphens can be used to antonyms (e.g. big, large, little). speech and structures Layout devices, such as avoid ambiguity (e.g. man appropriate for formal speech headings, sub-headings, eating shark versus man-eating and writing (such as the use of columns, bullets, or tables, to shark, or recover versus re- question tags, e.g. He’s your structure text cover) friend, isn’t he?, or the use of subjunctive forms such as If I were or Were they to come in some very formal writing and speech)