Year 5

Term titles

• South and Central America
• Of With Her Head
• Into the Darkness
• Scream Machine
• Ancient Egypt
• Time Traveller

English texts

• ‘Journey to the River Sea’ - Eva Ibbotson
• ‘My Friend Walter’ - Michael Morpurgo
• ‘Treason’ - Berlie Doherty
• ‘Cosmic Disco’ - Grace Nichols
• ‘Short’ - Kevin Crossley-Holland
• ‘Clockwork’ - Philip Pullman
• ‘The Time Travelling Cat’ - Julie Jarman
• ‘London Eye Mystery’ - Siobhan Dowd

Writing year objectives

• Use commas to clarify meaning or avoid ambiguity in writing
• Use brackets, dashes or commas to indicate parenthesis
• Use semicolons to add clauses into sentences
• Use expanded noun phrases to convey complicated information concisely
• Use devices to build cohesion, including adverbials of time, place and number
• Use modal verbs or adverbs to indicate degrees of possibility eg could, should
• Write sentences with different forms: statement, question, exclamation, command
• Use embedded subordinate clauses beginning with who, which, where, when, whose
• Independently noting and developing initial ideas, drawing on reading and research where necessary to build writing
• Use a wide range of devices to build cohesion within and across paragraphs – golden thread
• Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear
• When writing narratives, consider how authors have developed characters and settings in what pupils have read, listened to or seen performed
• When writing narrative writing, describe settings, characters and atmosphere and integrate dialogue to convey character and advance the action
• Able to identify the audience for and purpose of the writing, selecting the appropriate form for their own
• Choose which shape of a letter to use when given choices and deciding whether or not to join specific letters
• Use further prefixes and suffixes and understand the guidance for adding them
• Use dictionaries to check the spelling and meaning of words
• Continue to distinguish between homophones and other words which are often confused
• Spell some words with ‘silent’ letters

Reading year objectives

• Can apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words they meet
• Can read further exception words, noting the unusual links between spelling and sound, and where these occur in the word
• Can read books that are structured in different ways and read for a range of purposes
• Can listen to and discuss a wide range of fiction, poetry, plays
• Can listen to and discuss nonfiction and reference books or textbooks
• Can identify themes and conventions in a wide range of books
• Has increased their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
• Can prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
• Can check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
• Can ask questions to improve their understanding of a text
• Can identify the main ideas drawn from more than one paragraph and summarising these
  Is able to use dictionaries to check the meaning of words that they have read
• Can make inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence from the text
• Can predict what might happen from details stated and implied
• Can discuss words and phrases that the author has chosen that capture the reader’s interest and imagination
• Can identify how language, structure, and presentation contribute to meaning of the text
• Can retrieve and record information from nonfiction
• Able to participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say
• Can identify how language, structure, and presentation contribute to meaning