A YEAR 5 SPEAKER

• I can engage the listener by varying my expression and vocabulary.
• I adapt my spoken language depending on the audience, the purpose or the context.
• I can develop my ideas and opinions, providing relevant detail.
• I can express my point of view.
• I show that I understand the main points, including implied meanings in a discussion.
• I listen carefully in discussions. I make contributions and ask questions that are responsive to others’ ideas and views.
• I use Standard English in formal situations.
• I am beginning to use hypothetical language to consider more than one possible outcome or solution.
• I can perform my own compositions, using appropriate intonation and volume so that meaning is clear.
• I can perform poems and plays from memory, making careful choices about how I convey ideas. I adapt my expression and tone.
• I begin to select the appropriate register according to the context.

A YEAR 5 READER

WORD READING

• I can apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.
• I can read further exception words, noting the unusual correspondences between spelling and sound.
• I attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words.
• I can re-read and read ahead to check for meaning.

COMPREHENSION

• I am familiar with and can talk about a wide range of books and text types, including myths, legends and traditional stories and books from other cultures and traditions. I can discuss the features of each.
• I can read non-fiction texts and identify the purpose, structure and grammatical features, evaluating how effective they are.
• I can identify significant ideas, events and characters; and discuss their significance.
• I can recite poems by heart, e.g. narrative verse, haiku.
• I can prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action.

A YEAR 5 WRITER

TRANSCRIPTION

SPELLING

• I can form verbs with prefixes.
• I can convert nouns or adjectives into verbs by adding a suffix.
• I understand the rules for adding prefixes and suffixes.
• I can spell words with silent letters.
• I can distinguish between homophones and other words which are often confused.
• I can spell the commonly mis-spelt words from the Y5/6 word list.
• I can use the first 3 or 4 letters of a word to check spelling, meaning or both in a dictionary.
• I can use a thesaurus.
• I can use a range of spelling strategies.

HANDWRITING

• I can choose the style of handwriting to use when given a choice.
• I can choose the handwriting that is best suited for a specific task.

COMPOSITION

• I can discuss the audience and purpose of the writing.
• I can start sentences in different ways.
• I can use the correct features and sentence structure matched to the text type we are working on.
• I can develop characters through action and dialogue.
• I can establish a viewpoint as the writer through commenting on characters and events.
• I can use grammar and vocabulary to create an impact on the reader.
• I can use stylistic devices to create effects in writing.
• I can add well-chosen detail to interest the reader.
• I can summarise a paragraph.
• I can organise my writing into paragraphs to show different information or events.

GRAMMAR AND PUNCTUATION

SENTENCE STRUCTURE

• I can use relative clauses.
• I can use adverbs or modal verbs to indicate a degree of possibility.

TEXT STRUCTURE

• I can build cohesion between paragraphs.
• I can use adverbials to link paragraphs.

PUNCTUATION

• I can use brackets, dashes and commas to indicate parenthesis.
• I can use commas to clarify meaning or avoid ambiguity.