Whitley And Eggborough Community Primary School

English Year 5

Years 5 and 6 programme of study

 

Reading – word reading

 

Statutory requirements

Pupils should be taught to:

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

 

Reading – comprehension

 

Statutory requirements

Pupils should be taught to:

  • 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

 

Writing – transcription

 

Statutory requirements

Pupils should be taught to:
  • 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
  • use dictionaries to check the spelling and meaning of words
  • use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary
  • use a thesaurus.

 

Writing – handwriting and presentation

 

Statutory requirements

Pupils should be taught to:

  • 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
  • choosing the writing implement that is best suited for a task.

 

Writing – composition

 

Statutory requirements

Pupils should be taught to:

  • 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
  • noting and developing initial ideas, drawing on reading and research where necessary
  • in 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
  • in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
  • précising longer passages
  • using a wide range of devices to build cohesion within and across paragraphs
  • 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
  • proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
  • ensuring the consistent and correct use of tense throughout a piece of writing
  • ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
  • proof-read for spelling and punctuation errors

 

Writing – vocabulary, grammar and punctuation

 

Statutory requirements

Pupils should be taught to:

  • develop their understanding of the concepts set out by:
  • recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
  • using passive verbs to affect the presentation of information in a sentence
  • using the perfect form of verbs to mark relationships of time and cause
  • using expanded noun phrases to convey complicated information concisely
  • using modal verbs or adverbs to indicate degrees of possibility
  • using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun
  • learning the grammar for years 5 and 6 in English Appendix 2
  • indicate grammatical and other features by:
  • using commas to clarify meaning or avoid ambiguity in writing
  • using hyphens to avoid ambiguity
  • using brackets, dashes or commas to indicate parenthesis
  • using semi-colons, colons or dashes to mark boundaries between independent clauses
  • using a colon to introduce a list
  • punctuating bullet points consistently
  • use and understand the grammatical terminology accurately and appropriately in discussing their writing and reading.

 

 

 

Revise work done in previous years

 

New work for years 5 and 6

 

Statutory requirements

 

Rules and guidance (non‑statutory)

Example words (non‑statutory)

Endings which sound like /ʃəs/ spelt –cious or –tious

 

Not many common words end like this.

If the root word ends in –ce, the /ʃ/ sound is usually spelt as c – e.g. vice – vicious, grace – gracious, space – spacious, malice – malicious.

Exception: anxious.

vicious, precious, conscious, delicious, malicious, suspicious

ambitious, cautious, fictitious, infectious, nutritious

Endings which sound like /ʃəl/

 

–cial is common after a vowel letter and –tial after a consonant letter, but there are some exceptions.

Exceptions: initial, financial, commercial, provincial (the spelling of the last three is clearly related to finance, commerceand province).

official, special, artificial, partial, confidential, essential

Words ending in –ant,
–ance/–ancy,
–ent,
–ence/–ency

 

Use –ant and –ance/–ancy if there is a related word with a /æ/ or /eɪ/ sound in the right position; –ation endings are often a clue.


 

Use –ent and –ence/–ency after soft c(/s/ sound), soft g (/dʒ/ sound) and qu, or if there is a related word with a clear /ɛ/ sound in the right position.

There are many words, however, where the above guidance does not help. These words just have to be learnt.

observant, observance, (observation), expectant (expectation), hesitant, hesitancy (hesitation), tolerant, tolerance (toleration), substance (substantial)

innocent, innocence, decent, decency, frequent, frequency, confident, confidence (confidential)

assistant, assistance, obedient, obedience, independent, independence

 

Statutory requirements

 

Rules and guidance (non‑statutory)

Example words (non‑statutory)

Words ending in –able and
–ible

Words ending in –ably and
–ibly

 

The –able/–ably endings are far more common than the –ible/–ibly endings.

As with –ant and –ance/–ancy, the –ableending is used if there is a related word ending in –ation.


 

If the –able ending is added to a word ending in –ce or –ge, the e after the c or g must be kept as those letters would otherwise have their ‘hard’ sounds (as in cap and gap) before the a of the –ableending.

The –able ending is usually but not always used if a complete root word can be heard before it, even if there is no related word ending in –ation. The first five examples opposite are obvious; in reliable, the complete word rely is heard, but the y changes to i in accordance with the rule.

The –ible ending is common if a complete root word can’t be heard before it but it also sometimes occurs when a complete word can be heard (e.g. sensible).

adorable/adorably (adoration),

applicable/applicably (application), considerable/considerably (consideration), tolerable/tolerably (toleration)

changeable, noticeable, forcible, legible



 

dependable, comfortable, understandable, reasonable, enjoyable, reliable



 

possible/possibly, horrible/horribly, terrible/terribly, visible/visibly, incredible/incredibly, sensible/sensibly

Adding suffixes beginning with vowel letters to words ending in –fer

 

The r is doubled if the –fer is still stressed when the ending is added.
 

The r is not doubled if the –fer is no longer stressed.

referring, referred, referral, preferring, preferred, transferring, transferred

reference, referee, preference, transference

Use of the hyphen

 

Hyphens can be used to join a prefix to a root word, especially if the prefix ends in a vowel letter and the root word also begins with one.

co-ordinate, re-enter,
co-operate, co-own

 

Statutory requirements

 

Rules and guidance (non‑statutory)

Example words (non‑statutory)

Words with the /i:/ sound spelt ei after c

 

The ‘i before e except after c’ rule applies to words where the sound spelt by ei is /i:/.

Exceptions: protein, caffeine, seize (and either and neither if pronounced with an initial /i:/ sound).

deceive, conceive, receive, perceive, ceiling

Words containing the letter-string ough

 

ough is one of the trickiest spellings in English – it can be used to spell a number of different sounds.

ought, bought, thought, nought, brought, fought

rough, tough, enough

cough

though, although, dough

through

thorough, borough

plough, bough

Words with ‘silent’ letters (i.e. letters whose presence cannot be predicted from the pronunciation of the word)

 

Some letters which are no longer sounded used to be sounded hundreds of years ago: e.g. in knight, there was a /k/ sound before the /n/, and the gh used to represent the sound that ‘ch’ now represents in the Scottish word loch.

doubt, island, lamb, solemn, thistle, knight

 

Statutory requirements

 

Rules and guidance (non‑statutory)

Example words (non‑statutory)

Homophones and other words that are often confused

 

In the pairs of words opposite, nouns end –ce and verbs end –se. Advice andadvise provide a useful clue as the word advise (verb) is pronounced with a /z/ sound – which could not be spelt c.

 

More examples:

aisle: a gangway between seats (in a church, train, plane).
isle: an island.

aloud: out loud.
allowed: permitted.

affect: usually a verb (e.g. The weather may affect our plans).
effect: usually a noun (e.g. It may have an effect on our plans). If a verb, it means ‘bring about’ (e.g. He will effect changes in the running of the business).

altar: a table-like piece of furniture in a church.
alter: to change.

ascent: the act of ascending (going up).
assent: to agree/agreement (verb and noun).

bridal: to do with a bride at a wedding.
bridle: reins etc. for controlling a horse.

cereal: made from grain (e.g. breakfast cereal).
serial: adjective from the noun series – a succession of things one after the other.

compliment: to make nice remarks about someone (verb) or the remark that is made (noun).
complement: related to the word complete – to make something complete or more complete (e.g. her scarf complemented her outfit).

advice/advise

device/devise

licence/license

practice/practise

prophecy/prophesy

 

farther: further
father: a male parent

guessed: past tense of the verb guess
guest: visitor

heard: past tense of the verb hear
herd: a group of animals

led: past tense of the verb lead
lead: present tense of that verb, or else the metal which is very heavy (as heavy as lead)

morning: before noon
mourning: grieving for someone who has died

past: noun or adjective referring to a previous time (e.g. In the past) or preposition or adverb showing place (e.g. he walked past me)
passed: past tense of the verb ‘pass’ (e.g. I passed him in the road)

precede: go in front of or before
proceed: go on

 

Statutory requirements

 

Rules and guidance (non‑statutory)

Example words (non‑statutory)

Homophones and other words that are often confused (continued)

 

descent: the act of descending (going down).
dissent: to disagree/disagreement (verb and noun).

desert: as a noun – a barren place (stress on first syllable); as a verb – to abandon (stress on second syllable)
dessert: (stress on second syllable) a sweet course after the main course of a meal.

draft: noun – a first attempt at writing something; verb – to make the first attempt; also, to draw in someone (e.g. to draft in extra help)
draught: a current of air.

principal: adjective – most important (e.g. principal ballerina) noun – important person (e.g. principal of a college)
principle: basic truth or belief

profit: money that is made in selling things
prophet: someone who foretells the future

stationary: not moving
stationery: paper, envelopes etc.

steal: take something that does not belong to you
steel: metal

wary: cautious
weary: tired

who’s: contraction of who is or who has
whose: belonging to someone (e.g. Whose jacket is that?)

 

 

 

accommodate

accompany

according

achieve

aggressive

amateur

ancient

apparent

appreciate

attached

available

average

awkward

bargain

bruise

category

cemetery

committee

communicate

community

competition

conscience*

conscious*

controversy

convenience

correspond

criticise (critic + ise)

curiosity

definite

desperate

determined

develop

dictionary

disastrous

embarrass

environment

equip (–ped, –ment)

especially

exaggerate

excellent

existence

explanation

familiar

foreign

forty

frequently

government

guarantee

harass

hindrance

identity

immediate(ly)

individual

interfere

interrupt

language

leisure

lightning

marvellous

mischievous

muscle

necessary

neighbour

nuisance

occupy

occur

opportunity

parliament

persuade

physical

prejudice

privilege

profession

programme

pronunciation

queue

recognise

recommend

relevant

restaurant

rhyme

rhythm

sacrifice

secretary

shoulder

signature

sincere(ly)

soldier

stomach

sufficient

suggest

symbol

system

temperature

thorough

twelfth

variety

vegetable

vehicle

yacht

 

 

 

Year 5: Detail of content to be introduced (statutory requirement)

Word

Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify]

Verb prefixes [for example, dis–, de–, mis–,over– and re–]

Sentence

Relative clauses beginning with who, which,where, when, whose, that, or an omitted relative pronoun

Indicating degrees of possibility using adverbs[for example, perhaps, surely] or modal verbs[for example, might, should, will, must]

Text

Devices to build cohesion within a paragraph [for example, then, after that, this, firstly]

Linking 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]

Punctuation

Brackets, dashes or commas to indicate parenthesis

Use of commas to clarify meaning or avoid ambiguity

Terminology for pupils

modal verb, relative pronoun

relative clause

parenthesis, bracket, dash

cohesion, ambiguity