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Chorlton C of E Primary School

“An Adventure for the Mind, and a Home for the Heart”

“UN Rights of a Child Article 2: A child has rights, whatever their ethnicity, gender, religion, language or abilities. Whatever they think or say, whatever their family background.”

Nursery and Reception Nativity, St Clement's Church, Wednesday Dec 5th, 9.15am

Year 5

A YEAR 5 SPEAKER

  • I can engage the listener by varying my expression and vocabulary.
  • I adapt my spoken language depending on the audience, the purpose or the context.
  • I can develop my ideas and opinions, providing relevant detail.
  • I can express my point of view.
  • I show that I understand the main points, including implied meanings in a discussion.
  • I listen carefully in discussions. I make contributions and ask questions that are responsive to others’ ideas and views.
  • I use Standard English in formal situations.
  • I am beginning to use hypothetical language to consider more than one possible outcome or solution.
  • I can perform my own compositions, using appropriate intonation and volume so that meaning is clear.
  • I can perform poems and plays from memory, making careful choices about how I convey ideas. I adapt my expression and tone.
  • I begin to select the appropriate register according to the context.

 

A YEAR 5 READER

WORD READING

  • I can apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.
  • I can read further exception words, noting the unusual correspondences between spelling and sound.
  • I attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words.
  • I can re-read and read ahead to check for meaning.

COMPREHENSION

  • I am familiar with and can talk about a wide range of books and text types, including myths, legends and traditional stories and books from other cultures and traditions. I can discuss the features of each.
  • I can read non-fiction texts and identify the purpose, structure and grammatical features, evaluating how effective they are.
  • I can identify significant ideas, events and characters; and discuss their significance.
  • I can recite poems by heart, e.g. narrative verse, haiku.
  • I can prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action.

 

A YEAR 5 WRITER

TRANSCRIPTION

SPELLING

  • I can form verbs with prefixes.
  • I can convert nouns or adjectives into verbs by adding a suffix.
  • I understand the rules for adding prefixes and suffixes.
  • I can spell words with silent letters.
  • I can distinguish between homophones and other words which are often confused.
  • I can spell the commonly mis-spelt words from the Y5/6 word list.
  • I can use the first 3 or 4 letters of a word to check spelling, meaning or both in a dictionary.
  • I can use a thesaurus.
  • I can use a range of spelling strategies.

HANDWRITING

  • I can choose the style of handwriting to use when given a choice.
  • I can choose the handwriting that is best suited for a specific task.

 

COMPOSITION

  • I can discuss the audience and purpose of the writing.
  • I can start sentences in different ways.
  • I can use the correct features and sentence structure matched to the text type we are working on.
  • I can develop characters through action and dialogue.
  • I can establish a viewpoint as the writer through commenting on characters and events.
  • I can use grammar and vocabulary to create an impact on the reader.
  • I can use stylistic devices to create effects in writing.
  • I can add well-chosen detail to interest the reader.
  • I can summarise a paragraph.
  • I can organise my writing into paragraphs to show different information or events.

 

GRAMMAR AND PUNCTUATION

SENTENCE STRUCTURE

  • I can use relative clauses.
  • I can use adverbs or modal verbs to indicate a degree of possibility.

TEXT STRUCTURE

  • I can build cohesion between paragraphs.
  • I can use adverbials to link paragraphs.

PUNCTUATION

  • I can use brackets, dashes and commas to indicate parenthesis.
  • I can use commas to clarify meaning or avoid ambiguity.

 

Chorlton C of E Primary School

“An Adventure for the Mind, and a Home for the Heart”

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