Stage: 5
Module 6: Where We Are In Place and Time
Dates: November 4th to December 20th
Learning Objectives – an overview
Framework Code
Learning Objective
Ongoing (O)
Unit ref (1A,
2B etc)
Use of English
Use English accurately and clearly to respond, ask and
express when speaking and writing
(Cambridge
ESOL)5UE4
use a growing range of determiners including all, other on
a growing range of general and curricular topics
Ongoing from
module 1, 2 and 3
(Cambridge
ESOL)5UE1
use a growing range of noun phrases describing times and
location; on a growing range of general and curricular
topics
Ongoing from
module 1, 2 and 3
(Cambridge
ESOL)5UE5
use questions including questions with whose, how often,
how long; use a growing range of tag questions; on a
growing range of general and curricular topics
Ongoing from
module 1, 2 and 3
(Cambridge
ESOL)5UE3
use a growing range of participle adjectives and a growing
range of adjectives in the correct order in front of nouns on a
range general and curricular topics
Ongoing from
module 1, 2 and 3
(Cambridge
ESOL)5UE6
use a growing range of personal, demonstrative and
quantitative pronouns including someone, somebody,
everybody, no-one on a growing range of general and
curricular topics
Ongoing from
module 1, 2 and 3
(Cambridge
ESOL)5UE15
use common verbs followed by infinitive verb/verb + ing
patterns; use infinitive of purpose; on a growing range of
general and curricular topics
Ongoing from
module 1, 2 and 3
(Cambridge
ESOL)5UE12
use a growing range of adverbs, including adverbs of
degree too, not enough, quite, rather;
use pre-verbal, post-verbal and end-position adverbs;
on a growing range of general and curricular topics
Ongoing from
module 1, 2 and 3
(Cambridge ESOL)
5UE10
use present continuous forms with present and future
meaning and past continuous forms for background and
interrupted past actions on a growing range of general
Ongoing from
module 1, 2 and 3
and curricular topics
(Cambridge
ESOL)5UE14
use a growing range of prepositions of time, location and
direction; use by and with to denote agent and
instrument;
use prepositions preceding nouns and adjectives in
common prepositional phrases; on a growing range of
general and curricular topics
Ongoing from
module 1, 2 and 3
(Cambridge ESOL)
5UE16
use conjunctions if, when, where, so, and, or, but,
because, before, after to link parts of sentences in short
texts on a growing range of general and curricular topics
Ongoing from
module 3
(Cambridge PECF)
5PSV3
spell and make correct use of possessive pronouns, e.g.
their, theirs, my, mine.
Ongoing from
module 4
(Cambridge PECF)
5PSV11
revise grammatical homophones, e.g. they’re, their,
there.
Ongoing from
module 4
(Cambridge PECF)
5PSV16
collect synonyms and opposites and investigate shades of
meaning.
Ongoing from
module 4
(Cambridge PECF)
5PSV13
identify unfamiliar words, explore definitions and use new
words in context.
Ongoing from
module 4
(Cambridge PECF)
5PSV18
identify word roots and derivations to support spelling
and vocabulary, e.g. sign, signal, signature.
Ongoing from
module 4
(Cambridge PECF)
5PSV10
investigate ways of creating opposites, e.g. un-, im- and
comparatives, e.g. -er, -est.
Ongoing from
module 4
(Cambridge PECF)
5PSV15
use a thesaurus to extend vocabulary and choice of
words.
Ongoing from
module 4
(Cambridge PECF)
5PSV19
Module 4
investigate the origin and appropriate use of idiomatic
phrases.
Ongoing from
module 4
(Cambridge ESOL)
5UE8
use future will and shall to make offers, promises,
predictions, on a growing range of general and curricular
topic
Ongoing from
module 5
(Cambridge ESOL)
5UE9
use a growing range of present and past simple active and
some passive forms on a growing range of general and
curricular topics
Ongoing from
module 5
(Cambridge ESOL)
5UE11
use common impersonal structures with it, there on a
growing range of general and curricular topics
Ongoing from
module 5
(Cambridge ESOL)
5UE7
use simple perfect forms to express what has happened
[indefinite and unfinished past with for and since] on a growing
(Cambridge ESOL)
5UE17
range of general and curricular topics
NEW
use subordinate clauses following think, know, believe, hope,
say tell; use subordinate clauses following sure, certain; use a
growing range of defining relative clauses with which, who,
that, where; on a growing range of general
NEW
LISTENING
Use active listening strategies to enhance listening
comprehension
(Cambridge
ESOL)5EL1
listen attentively to others and demonstrate
understanding of longer sequences of supported
classroom instructions
Ongoing from
module 1, 2 and 3
(Young Hoon) 5YHSL1
listen and remember a sequence of instructions
Ongoing from
module 1, 2 and 3
(Cambridge ESOL)
5EL5
listen attentively to others and demonstrate understand
most specific information and detail of supported ,
extended talk on a range of general and curricular topics
Ongoing from
module 2 and
3
(Cambridge ESOL)
5EL4
listen attentively to others and demonstrate
understanding of, with limited support, the main points of
extended talk on a range of general and curricular topics
Ongoing from
module 3
(Cambridge ESOL)
5EL8
listen attentively to others and demonstrate understanding of
narratives, including some extended talk , on a range of general
and curricular topics
Ongoing from
module 5
(Cambridge ESOL)
5EL6
listen to others and deduce meaning from context in
supported extended talk on a range of general and
curricular topics
Ongoing from
module 5
(Cambridge ESOL)
5EL3
listen attentively to others and demonstrate
understanding of more complex supported questions on a
growing range of general and curricular topics
NEW
READING (Author Study)
Use the general skills and strategies of the reading
process to comprehend
(Cambridge PECF)5PSV1
investigate the spelling of word-final unstressed vowels,
e.g. the unstressed ‘er’ at the end of butter and
unstressed ‘ee’ at the end of city
Ongoing from
module 1, 2 and 3
(Cambridge ESOL)5
ER1
recognize, identify and sound, with little or no support, a
wide range of language at text level
Ongoing from
module 1, 2 and 3
(Cambridge PECF)5PSV2
recognize a range of less common letter strings in words
which may be pronounced differently.
Ongoing from
module 1, 2 and 3
(Cambridge PECF)
5PSV4
identify ‘silent’ vowels in polysyllabic words, e.g. library,
interest
Ongoing from
module 1, 2 and 3
(Cambridge PECF)
5PSV9
extend earlier work on prefixes and suffixes, recognizing
that
different spelling rules apply for suffixes which begin with
vowels and those that begin with consonants
Ongoing from
module 1, 2 and 3
(Cambridge PECF) 5PSV6
learn spelling rules for words ending in -e and -y, e.g.
take/taking, try/tries
Ongoing from
module 1, 2 and 3
(Cambridge PECF)5PSV7
know rules for doubling consonants and investigate
patterns in the use of single and double consonants, e.g. full/-ful
Ongoing from
module 1, 2 and 3
(Cambridge PECF)5PSV8
investigate spelling patterns for pluralisation, e.g. -s, -es, y/-ies,-f/-ves
Ongoing from
module 1, 2 and 3
(Cambridge PECF)
5GPR4
identify direct and reported speech.
Ongoing from
module 1, 2 and 3
(Cambridge PECF)
5GPR3
Use conventions of standard English, e.g. agreement of
verbs.
Ongoing from
module 1, 2 and 3
(Young Hoon) 5YHRF1
extend the range of common words recognized on sight.
Ongoing from
module 1, 2 and 3
(Clay, Marie)
5YHRC1
self-monitor reading behaviors to watch oneself as a
reader and take responsibility and solve the problem for
decoding or comprehension
Ongoing from
module 1, 2 and 3
5YHRC2
(Clay, Marie)
use meaning to support the reading process including
semantics: illustrations, vocabulary, concepts and
background knowledge; and pragmatics: understanding
the implicit rules of communication
Ongoing from
module 1, 2 and 3
5YHRC3
(Clay, Marie)
use structure of the text to support the reading process
including syntax: language or sentence structure
governed by grammar rules grammar: rules that prescribe
the composition of sentences , phrases and words.
Ongoing from
module 1, 2 and 3
5YHRC4
(Clay, Marie)
use visual cues: phonetic awareness of common
letter/sound relationships, beginning and ending
consonants, vowel sounds, blends, word patterns such as
syllables, basic prefixes, suffixes, root words, compound
words, spelling patterns, contractions, to decode
unknown words.
Ongoing from
module 1, 2 and 3
5YHRC5
(Clay, Marie)
search and reread to look for information to fix up the
tricky part
Ongoing from
module 1, 2 and 3
5YHRC6
(Clay, Marie)
crosscheck and reread one kind of information with
another such as words with picture or prior knowledge
Ongoing from
module 1, 2 and 3
5YHRC7
(Clay, Marie)
self corrects by monitoring, searching and crosschecking
to fix up the tricky part
Ongoing from
module 1, 2 and 3
(Young Hoon)
5 YHRfnf
ask critical questions before , during and after reading to
support comprehension
Ongoing from
module 3
(Young Hoon)
5 YHRfnf
visualize the text using background knowledge to make
pictures and or a movie of what is read including position,
distance, time, size, color, sounds, smells,
Ongoing from
module 3
(Young Hoon)
5 YHRfnf
activate background knowledge, Text to text, self and the
world, to support comprehension
Ongoing from
module 3
(Young Hoon)
5 YHRfnf
infer, merging background knowledge with clues in the
text to come up with an idea that is not explicitly stated
by the author (Harvey ch. 9, 2007)
Ongoing from
module 3
(Young Hoon)
5 YHRfnf
compare and contrast to explain how things are the same
or different
Ongoing from
module 3
(Cambridge ESOL)
5ER7
state the attitude or opinion of the writer in short texts on Ongoing 4
a limited range of general and curricular topics
(Cambridge ESOL)
5 ER4
restate the main points of a range of short, simple texts
on general and curricular topics by using contextual clues
Ongoing from
module 5
(Cambridge ESOL)
5 ER5
restate, with little or no support, specific information and
detail in short, simple texts on a range of general and
curricular topics
Ongoing from
module 5
(Cambridge PECF)
5Rf3
compare the structure of different stories
Ongoing from
module 5
(Cambridge PECF)
5Rf8
consider how a writer expresses their own point of view,
e.g. how characters are presented
Ongoing from
module 5
(Cambridge PECF)
5Rf4
comment on a writer’s use of language and explain
reasons for
writer’s choices.
Ongoing from
module 5
(Cambridge PECF)
5Rf7
identify the point of view from which a story is told
Ongoing from
module 5
(Cambridge PECF)
5Rf2
provide accurate textual reference from more than one
point in a story to support answers to questions.
Ongoing from
module 5
(Cambridge PECF)
5Rf5
begin to interpret imagery and techniques, e.g. metaphor,
personification, simile, adding to understanding beyond
the literal
Ongoing from
module 5
(Young Hoon)
5Rn1
identify the elements of the story, e.g. characters, setting,
plot, problem, solution and conclusion.
Ongoing from
module 5
(Young Hoon)
5Rn2
identify the text features of a narrative: title, author,
illustrator, illustrations, single and two page spread
Ongoing from
module 5
(Cambridge
PECF)5Rf10
compare and evaluate the print and film versions of a
novel or play.
Ongoing from
module 5
(Young Hoon)
5Rfas 1
make connections, with a no support between the
author’s life and work, to understand their process i.e.
from where do they get their ideas?
(Young Hoon)
5Rfas 2
identify with no support, the techniques the author uses.
i.e details, structures, use of illustrations and text features
see Appendix
Techniques framework
Lucy Calkins
(Young Hoon)
5Rfas 3
critically analysis with support the relationship between
the text and the illustrations
see appendix
New
New
New
Techniques framework
Lucy Calkins
(Young Hoon)
5Rfas 4
identify the theme or message, in the story
see Appendix
Theme Chart
Lucy Calkins
(Young Hoon)
5Rfas 5
identify similarities and differences in characters, setting
plot, problems and resolution across books read
New
New
SPEAKING
Use oral language to respond, ask and express
(Cambridge
ask questions to find out general information on a range
Ongoing from
ESOL)5ES2
of general and curricular topics
module 1, 2 and 3
(Cambridge
ESOL)5ES4
respond, with limited flexibility, at both sentence and
discourse level to unexpected comments on a range of
general and curricular topics
Ongoing from
module 1, 2 and 3
5YHS1
answer questions and explain further when asked
Ongoing from
module 2 and
3
5YHS2
communicate meaning clearly at sentence and discourse
level during pair, group and whole class exchanges (to
describe a procedure)
Ongoing from
module 2 and
3
(Young Hoon)5YHSL1
organise talk at sentence level using connectors on an
increasing range of general and curricular topics
Ongoing from
module 1, 2 and 3
(Cambridge
ESOL)5ES7
keep interaction going in longer exchanges on a range of
general and curricular topics
Ongoing from
module 1, 2 and 3
Cambridge PECF5SL1
shape and organise ideas clearly when speaking to aid
listener.
Ongoing from
module 1, 2 and 3
(Young Hoon)
5YHSL
adapt tone of voice, use of vocabulary and non-verbal
features for different audiences
Ongoing from
module 4
(Young Hoon)
5YHSL
speak clearly and confidently in a range of contexts,
including longer speaking turns
Ongoing from
module 4
(Cambridge ESOL)
5ES8
relate some extended stories and events on a limited
range of general and curricular topics
Ongoing from
module 5
Cambridge PECF
5SL10
convey ideas about characters in drama through
deliberate choice of speech, gesture and movement.
Ongoing from
module 5
Young Hoon
(YLE Syllabus Flyers
1,12,19, and 20)
5YHSL
respond to basic questions on a range of general and
curricular topics
NEW
(YLE Syllabus Flyers-5
20)
Young Hoon
5YHSL
describe basic present and past actions on a limited range
of general and curricular topics
NEW
Cambridge PECF
5SL3
talk confidently in extended turns and listen purposefully
in a range of contexts.
NEW
WRITING (Author Study)
Use the general skills and strategies of the writing
process
(Cambridge
ESOL)5EW6
use, with little or no support, appropriate layout at text
level for a limited range of written genres on familiar
general and curricular topics
Ongoing from
module 1, 2 and 3
(Cambridge
ESOL)5EW1
plan, write, edit and proofread work at text level, with
support, on an increasing range of general and curricular
topics
Ongoing from
module 1, 2 and 3
Young Hoon
5YHWf
use fiction texts as a model for writing fiction
(Cambridge ESOL)
5EW2
write, with support, about factual and imaginary past
events,activities and experiences in a paragraph on a
limited range of general and curricular topics
(Cambridge
ESOL)5EW5
link, with little or no support, sentences into a coherent
paragraph using a variety of basic connectors on a
growing range of general and curricular topics
Young Hoon 5YHWf
(Cambridge PECF)
5Wf6
Ongoing from
module 5
use paragraphs more consistently to organize and
sequence ideas.
begin to attempt to establish links between paragraphs
using adverbials
Ongoing from
module 1, 2 and 3
Ongoing from
module 5
Ongoing from
module 5
Ongoing from
module 3
Blue book English Grammar pp. 365-386
Young Hoon
5YHWNF1
elaborate on basic information with detail with limited
support
Ongoing from
module 3
(Cambridge PECF)
5PSV9
extend earlier work on prefixes and suffixes, recognizing
that different spelling rules apply for suffixes which begin
with vowels and those that begin with consonants
Ongoing from
module 1, 2 and 3
(Young Hoon) 5YHPSV
secure the spelling of high frequency words and common
irregular words.
Ongoing from
module 1, 2 and 3
(Cambridge
use effective strategies for learning new spellings and
Ongoing from
module 1, 2 and 3
PECF)5PSV5
misspelt words
(Cambridge ESOL)
5EW8
punctuate written work at text level on an increasing
range of general and curricular topics with some accuracy
when writing independently
Ongoing from
module 3
(Cambridge PECF)
5GPW4
use an increasing range of subordinating connectives
sentences.
although, before, until, while, because, and if
Because we were bored, we decided to go to the movies
Ongoing from
module 4
(Cambridge PECF)
5Wf4
choose words and phrases carefully to convey feeling and
atmosphere
Ongoing from
Module 5
(Cambridge PECF)
5Wf8
use imagery and figurative language to evoke imaginative
response
Ongoing from
Module 5
(Cambridge PECF)
5GPW3
begin to set out dialogue appropriately, using a range of
punctuation
Ongoing from
Module 5
Cambridge PECF)
5GPW6
use pronouns, making clear to what or to whom they
refer
Ongoing from
Module 5
Young Hoon
5YHwf
explore alternative openings and endings for stories
Ongoing from
Module 5
Young Hoon
5YHwf
use varying tenses within texts, e.g. in dialogue.
Ongoing from
Module 5
5YHW
use the elements and appropriate text features of narrative
writing to create the final product
Ongoing from
Module 5
(Young Hoon)
5YHWas1
emulate an author’s style and process to create an
original text
(Young Hoon)
5YHWas2
use the techniques, i.e. details, structures,
illustrations and text features the author uses to create a
story
(Cambridge
ESOL)5EW4
use joined-up handwriting in a wide range of written work
across the curriculum with speed and fluency
MATH
Use and reflect upon the concepts of problem solving
Using techniques and skills in solving mathematical problems
5Pt1
understand everyday systems of
measurement in length, weight,
capacity, temperature and time and
NEW
NEW
Ongoing from
module 1, 2 and 3
use these to perform simple
calculations.
5Pt2
solve single and multi-step word
problems (all four operations);
represent them, e.g. with diagrams
or a number line.
5Pt3
check with a different order when
adding several numbers or by using
the inverse when adding or
subtracting a pair of numbers.
5Pt4
use multiplication to check the result
of a division, e.g. multiply 3.7 × 8 to
check 29.6 ÷ 8.
5Pt5
recognise the relationships between
different 2D and 3D shapes, e.g. a
face of a cube is a square.
5Pt6
estimate and approximate when
calculating, e.g. using rounding, and
check working.
5Pt7
consider whether an answer is
reasonable in the context of a
problem
Using understanding and strategies in solving problems
5Ps1
understand everyday systems of
measurement in length, weight,
capacity, temperature and time and
use these to perform simple
calculations.
5Ps2
choose an appropriate strategy for a
calculation and explain how they
worked out the answer.
5Ps3
explore and solve number problems
and puzzles, e.g. logic problems.
5Ps4
deduce new information from
existing information to solve
problems
5Ps5
use ordered lists and tables to help
to solve problems systematically.
5PS6
describe and continue number
sequences, e.g. –30, –27, �, �, –
18...; identify the relationships
between numbers.
5PS7
identify simple relationships between
shapes, e.g. these triangles are all
isosceles because ...
5Ps8
investigate a simple general
statement by finding examples which
do or do not satisfy it, e.g. the sum of
three consecutive whole numbers is
always a multiple of three.
5Ps9
explain methods and justify
reasoning orally and in writing; make
hypotheses and test them out.
SCIENCE 3
Sharing the Planet/Where we are in Place and Time
Construct knowledge and understanding of the main ideas and concepts of science and apply these to interpret, integrate and
extend their knowledge as it applies to Biology, Chemistry and Physics
Physics The Earth and Beyond
5Pe1
describe and explain, through
modeling, how the sun does not
move; its apparent
movement is caused by the Earth
spinning on its axis
5Pe2
describe and explain how the Earth
spins on its axis once in every 24
hours
5Pe3
describe and explain how the Earth
takes a year to orbit the sun,
spinning as it goes
5Pe4
research the lives and discoveries of
scientists who explored the
solar system and stars