Year 5 Monitoring map — Literacy
Grammar knowledge
v.
vi.
Word knowledge
vii.
Compose, contribute and respond in different settings by
considering how spoken language features and non-verbal
cues affect meaning
Use interaction and communication skills to contribute to
and extend discussions by:
 clarifying ideas
 offering explanations for a point of view
 introducing topics using agreed protocols
Use words and word groups in increasingly complex
sentences, including correct verb tense
Use new learning area vocabulary to provide specific
meaning
ii.
View and read written, visual and multimodal learning area
texts that:
 use chapters, text boxes, home pages and subpages,
topic sentences and paragraphs organised according to
chronology to assist navigation and enhance readability
 connect relationships between ideas and concepts
within and between texts
iii.
Use text-processing strategies when viewing and reading,
including:
 skimming and scanning texts
 comparing content from sources
 analysing similarities and differences
iv.
v.
vi.
Writing and Creating (WC 5)
i.
Independently view and read and demonstrate
understanding of learning area texts by:
 synthesising information to link ideas across texts
 interpreting, analysing and justifying ideas from literal
and inferred ideas and information
Identify and describe words and word groups that
represent ideas and relationships, including main and
subordinate clauses within sentences
Text knowledge
Text knowledge
Comprehension
Communicate to:
 summarise and analyse information relevant to key
ideas or concepts
 refine ideas and information
 identify evaluative language (positive or negative
language that judges the worth of something) and bias
(prejudice in favour of or against)
T1 T2 T3 T4
View, read, navigate and select texts for specific personal,
social and learning purposes
Grammar knowledge
iv.
Plan, research, rehearse and deliver spoken presentations
specific to learning areas by:
 taking notes, identifying key ideas and information
 applying the stages and characteristics of spoken text
structures
 selecting multimodal resources to influence audience
reaction
i.
Grammar knowledge
Comprehension
iii.
Viewing and Reading (VR 5)
Word knowledge
ii.
T1 T2 T3 T4
Identify purposes for listening and speaking, select and
modify text structures and language features appropriate for
the content and context
Visual knowledge
Text knowledge
i.
ii.
iii.
iv.
Write paragraphs that maintain the pace or sense of texts,
and organise texts using structures including:
 problem and solution
 cause and effect
 compare and contrast
v.
Build meaning within paragraphs by using:
 sentences to sequence information and join main ideas
and supporting details
 pronouns to maintain cohesion within sentences and
paragraphs
vi.
Use words and word groups including:
 extended noun groups, phrases and adjectives to
extend ideas and information
 adverbs or phrases to add detail to actions and
thoughts
 verbs to show certainty, probability or obligation
vii.
Write using sentence structures that include:
 main and subordinate clauses (a group of words that
cannot stand alone in a sentence)
 conjunctions to link clauses
Independently read with fluency words of significance,
specialised learning area vocabulary and terminology
ix.
x.
vii.
Predict and confirm the meaning of unfamiliar words and
decode them using and combining cues within different
texts containing new language features, content and ideas
and complex sentences, vocabulary and visual features
viii. Compare and analyse how visual features:
 enhance and clarify meaning, including sequences of
images in print texts
 are organised in hyperlinked digital texts, explaining the
effect on viewers’ interpretations
Identify the purpose, content, context, text structure and
writer–reader relationships when writing and creating
learning area texts
Write and create learning area texts, demonstrating
increasing control and using modelled structures to
organise information
Plan, draft and publish texts using strategies including:
 understanding how writers innovate on text structures
 organising main ideas and supporting details using key
questions or graphic organisers
 using features such as text boxes, topic sentences,
home pages and subpages to aid navigation and
usability
 editing for meaning and structure using agreed criteria
viii. Communicate intended meaning using punctuation,
including:
 commas to join clauses
 accurate use of commas, question marks, capitalisation
and exclamation marks within quotation marks
Word knowledge
Listening and Speaking (LS 5)
In Year 5, students:
In Year 5, students:
Visual
knowledge
In Year 5, students:
Proofread and edit writing, using knowledge of editing
techniques
Select learning area vocabulary that:
 clarifies meaning
 has different meanings in different contexts
xi.
Confirm spellings, word meanings or word choice using
knowledge about:
 spelling patterns and the spelling system
 etymology (knowledge of word histories and origins)
 technical words, including nominalisations, developed
from prior learning, reading or research about the
content
 digital and print thesauruses
xii.
Use visual features to enhance and clarify meaning and
express and extend ideas and information, e.g. flow charts,
cross-sections
T1 T2 T3 T4