Phase 3 (Year 5 and 6)

Children will be taught to:

Speaking and Listening

• Listen and respond appropriately to adults and their peers
• Ask relevant questions to extend their understanding and knowledge
• Use a wider range of vocabulary when speaking
• Confidently articulate  answers, arguments  and express their opinions
• Give well-structured descriptions, explanations and narratives for different purposes including feelings
• Be active listeners and respond to others’ contributions and collaborate staying on topic
• Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
• Speak clearly and fluently with a command of Standard English
• Participate in discussions, presentations, performances, improvisations, role play and debate.
• Engage other listener/s and interpret their responses
• Consider and evaluate different viewpoints, taking account of previous contributions
• Use different tones of voice depending on the audience

Reading

Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet.

Comprehension

• 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
• reading books that are structured in different ways and reading for a range of purposes
• 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
• recommending books that they have read to their peers, giving reasons for their choices
• identifying and discussing themes and conventions in and across a wide range of writing
• making comparisons within and across books
• 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
• 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.

Handwriting

• Use  a legible, fluent  style with increasing speed
• Use the appropriate standard and style for particular tasks, eg note taking or final draft
• Joined handwriting resulting in sustained periods of writing  ( side of quality A4)

Spelling

• Spell and use rules in Year 5 spelling appendix
• Spell words from the Year 5 word list correctly and use them consistently in their writing. 
• Use dictionaries to check spelling and meaning of words
• Use a thesaurus
• Spell and use rules in Year 6 spelling appendix
• Spell words from the Year 6 word list correctly and use them consistently in their writing. 
• Apply their knowledge of morphology and etymology to spell correctly

Composition

• Plan / draft/ evaluate and edit writing
• Show some awareness of audience and purpose through selection of relevant content and an attempt to interest the reader.
• Features of writing generally appropriate to the selected task, e.g. use of dialogue in a story; use of first person for a letter; use of imperative in instructions.
• Viewpoint (opinion, attitude, position) is expressed, but may not be maintained.
• Some detail / description of events or ideas expanded through vocabulary (simple adverbs, adjectives) or explanation. Some vocabulary selected for effect or appropriateness to task.
• To write with a sustained speed and enthusiasm
• Develop a writer’s voice and show viewpoint where relevant
• Write for a clear purpose and be able to adapt style to a range of forms
• Consistently structure writing in paragraphs or sections using linking connectives between and within sections to support overall composition
• Use vocabulary, grammar and punctuation to enhance effects and clarify meaning
• Varied use of sentence openers, avoiding repetition

Vocabulary, Grammar and Punctuation

• Use of commas to separate clauses.
• Punctuate bullet points consistently
• Use expanded noun phrases to convey meaning concisely
• Use modal verbs and adverbs
• Some use of sentence variation e.g. dialogue, action, description (particularly in narrative)
• To include new vocabulary, gained from reading and teacher talk, in a variety of contexts.
• Convert nouns and adjectives into verbs using suffixes as well as verb prefixes
• Use relative clauses beginning with who, what, where, which, when, whose or that
• Use adverbs to express degrees of possibility (perhaps – surely)
• Link paragraphs using adverbials and passing of time
• Use brackets, dashes and comma to indicate parenthesis
• Apply formal and informal language appropriately
• Understand how words are related for example synonyms and antonyms
• Use the passive voice for effect and appropriately
• Correct use of ellipsis, apostrophes, hyphens, brackets, semi colons, colons and dashes
• Choosing varied and accurate vocabulary for effect and emphasis

Terminology
Modal verb, relative pronoun, relative clause, parenthesis, cohesion, ambiguity, bracket and dash, subject, object, active, passive, synonym, antonym, ellipsis, hyphen colon, semi-colon and bullet point

Spelling