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
Reading - Comprehension
maintain positive attitudes to reading and an 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
maintain positive attitudes to reading and an understanding of what they read by reading books that are structured in different ways and reading for a range of purposes
maintain positive attitudes to reading and an 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
maintain positive attitudes to reading and an understanding of what they read by recommending books that they have read to their peers, giving reasons for their choices
maintain positive attitudes to reading and an understanding of what they read by identifying and discussing themes and conventions in and across a wide range of writing
maintain positive attitudes to reading and an understanding of what they read bymaking comparisons within and across books
maintain positive attitudes to reading and an understanding of what they read by learning a wider range of poetry by heart
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
understand what they read by asking questions to improve their understanding
understand what they read by drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
understand what they read by predicting what might happen from details stated and implied
understand what they read by summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main idea
understand what they read by 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 - Transcription
Spelling
use further prefixes and suffixes and understand the guidance for adding them
spell some words with ‘silent’ letters [for example, knight, psalm, solemn]
continue to distinguish between homophones and other words which are often confused
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
Spell words with endings which sound like /ʃəs/ spelt –cious or –tious
Spell words with endings which sound like /ʃəl/
Spell words ending in –ant, –ance/–ancy, –ent, –ence/–ency
Spell words ending in –able and –ible, words ending in –ably and –ibly
Add suffixes beginning with vowel letters to words ending in –fer
Learn to use the hyphen
Spell words with the /i:/ sound spelt ei after c
Spell words containing the letter-string ough
Spell words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word)
Spell homophones and other words that are often confused
Spell words from the word list – years 5 and 6
use dictionaries to check the spelling and meaning of words
use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary
use a thesaurus
Handwriting and Presentation
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
write legibly, fluently and with increasing speed by choosing the writing implement that is best suited for a task
Writing - Composition
plan their writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
plan their writing by noting and developing initial ideas, drawing on reading and research where necessary
plan their writing byin writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
draft and write by in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
draft and write by précising longer passages
draft and write by using a wide range of devices to build cohesion within and across paragraphs
draft and write by using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]
evaluate and edit by assessing the effectiveness of their own and others’ writing
evaluate and edit by proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
evaluate and edit by ensuring the consistent and correct use of tense throughout a piece of writing
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
proofread for spelling and punctuation errors
perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear
Writing - Vocabulary, Grammar and Punctuation
Develop their understanding of the concepts set out in English appendix 2 by:
Devices to build cohesion within a paragraph [for example, then, after that, this, firstly]
Link ideas across paragraphs using adverbials of time [for example, later], place [for example, nearby] and number [for example, secondly] or tense choices [for example, he had seen her before]
Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence], and ellipsis
Layout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text]
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