Spelling
accommodate
environment
parliament
accompany
equip (–ped, –ment)
persuade
according
especially
physical
achieve
excellent
programme
aggressive
explanation
pronunciation
bargain
familiar
relevant
bruise
forty
restaurant
category
frequently
shoulder
cemetery
immediate(ly)
signature
committee
individual
sincere(ly)
communicate
language
soldier
community
lightning
stomach
competition
muscle
symbol
criticise (critic + ise)
necessary
system
determined
neighbour
temperature
develop
occupy
twelfth
dictionary
occur
variety
disastrous
opportunity
vegetable
Literacy Curriculum
Leaflet
Year 5
Year 1
Reading
By the end of Year 5 children should be able to:
 Apply knowledge of root words,prefixes and suffixes to read aloud and understand
the meaning of new words
 Read and discuss a wide range of fiction (including myths, legends and traditional
stories, modern fiction, fiction from our literary heritage, and books from other
cultures and traditions), poetry, plays, non-fiction and reference books
 Recommend books to peers, giving reasons for their choices
 Identify and discuss themes in a wide range of writing (e.g. loss, heroism,
gratefulness, victimisation)
 Identify and discuss conventions in a wide range of writing (e.g. first and third person)
 Make comparisons within and across books (e.g. characters, viewpoints on events,
moods, settings, themes)
 Check that the text makes sense, discussing their understanding, exploring the
meaning of words in context and asking questions to improve understanding
 Draw inferences and justify them with evidence (e.g. inferring characters’ feelings,
thoughts and motives from their actions)
 Predict what might happen from details stated and implied
 Summarise the main ideas from more than one paragraph, identifying key details to
support this
 Identify 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 fact and opinion
 Retrieve, record and present information from non-fiction
 Prepare poems and plays to read aloud and to perform, using intonation, tone and
volume so that the meaning is clear to an audience
Help at home by:
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Listening to your child read every night or supervising them if they want to read to
themselves
Talking to your child about what they have read— ask them about the plot, characters, key
facts, predictions, themes and authors word choices
Encourage them change their book regularly
Taking your child to Bretton library so they can borrow books. Try reading non-fiction books,
plays, comics, magazines, reference books and poetry together too
Encouraging children to try out new authors to develop favourite authors or series of books
and read lots of them e.g. Michael Morpurgo, David Walliams, Anthony Horowitz, David
Almond, Phillip Pullman, J.K. Rowling
Reading for real reasons e.g. recipes, instructions for playing games, newspapers, websites,
emails, TV guide
Writing
By the end of Year 5 children should be able to:
 Create and develop plans for writing, noting and developing initial ideas, drawing on
reading and research
 Use the styles of familiar authors to develop character and setting
 Use dialogue to convey character and advance the action in narrative
 Précis longer passages
 Use devices to build cohesion within a paragraph (e.g. then, after, this, that, firstly)
 Link ideas across paragraphs using adverbials of time, place, number or tense choice
 Use organisational and presentational features to guide the reader (e.g. headings, bullet
points, underlining)
 Proof read work for consistent and correct use of tenses, subject and verb agreement
when using singular and plural, spelling and punctuation errors
 Use passive verbs to change how information sounds
 Use the perfect form of verbs to show time and cause
 Use expanded noun phrases to make complicated information easier to understand
 Use modal verbs (might, should, will, must) or adverbs (perhaps, surely) to show
possibilities
 Use relative pronouns for relative clauses (starting who, which, where, when, whose,
that)
 Avoid ambiguity by using commas to separate clauses and phrases in sentences and
hyphens (e.g. man-eating shark not man eating shark)
 Use brackets, commas or dashes for parenthesis
 Use semi-colons, colons and dashes correctly to separate clauses
 Use a colon to introduce a list and use bullet points consistently
 Spell words with silent letters
 Use knowledge of word structure in spelling
 Use the first three or four letters of a word to check spelling, meaning or both of these in
a dictionary
 Use a thesaurus
 To write legibly, fluently and with speed
Help at home by:
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Reading and telling lots of stories in English or in your home language
Encouraging children to write for a range of purposes e.g. notes and messages, emails,
letters, diaries, menus, stories, instructions
Practising spelling
Encouraging neat, legible handwriting whenever children are writing