mountpellonacademy.orgmountpellonacademy.org/file/mountpellon/6-166... · Web viewMount Pellon Primary Academy. Information for . Year 5. All children and adults are expected to

Mount Pellon Primary Academy School

How to help your child succeed inYear 5

Mount Pellon Primary AcademyInformation for Year 5

All children and adults are expected to behave in a responsible manner, both to themselves and others, showing consideration, courtesy and respect at all times.

In this booklet, we have included information about what your child will be learning and how to help with spellings and

handwriting. We have also included a topic grid so that you can talk or do some research at the library or on the internet about

what we are doing in school with your child. Useful websites

www.bbc.co.uk/schoolswww.phonicsplay.co.ukwww.oxfordowl.co.ukwww.roythezebra.comwww.mathsisfun.comwww.ictgames.com

www.topmarks.co.ukwww.engineeringinteract.org

www.bbc.co.uk/bitesizehttp://resources.woodlands-junior.kent.sch.uk/

www.oxfordowl.co.uk/for-homewww.crickweb.co.uk

www.compare4kids.co.uk/maths.php

AssessmentsMount Pellon Primary AcademyInformation for Year 5


http://www.compare4kids.co.uk/maths.php

http://www.crickweb.co.uk/

http://www.oxfordowl.co.uk/for-home

http://resources.woodlands-junior.kent.sch.uk/

http://www.bbc.co.uk/bitesize

http://www.engineeringinteract.org/

http://www.topmarks.co.uk/

http://www.ictgames.com/

http://www.mathsisfun.com/

http://www.roythezebra.com/

http://www.oxfordowl.co.uk/

http://www.phonicsplay.co.uk/

http://www.bbc.co.uk/schools

Throughout this year your child’s progress will be tracked and assessed by their teacher. At the end of the year your child’s level of development will be shared with you on their report.

4W+ 4S 4S+ 5B 5B+ 5W 5W+ 5S 5S+

READING TARGETSA Year 5 Reader can:Develop positive attitude to reading and understanding of what they have read by: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 sounds.

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



Year 5

Expected forEnd of Year 4

Expected forEnd of Year 5

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, evaluation 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.Mastery

Express opinions about a text, using evidence from the text, giving reasons and explanation. Point Evidence Explanation (PEE).

Adapt own opinion in the light of further reading or other’s ideas. Identify formal and informal language. Know the features of different narrative text types, for example, adventure,

fantasy, myths. Compare texts by the same writer. Compare texts by different writers on the same topic. Summarise key information from different texts. Empathise with different characters points of view. Infer meaning using evidence from the text and wider reading and personal

experience. Explain how a writer’s use of language and grammatical features have been used

to create effects and impact on the reader. Explain how punctuation marks the grammatical boundaries of sentences and

gives meaning. Know how the way a text is organised supports the purpose of the writing. Use scanning and text marking to find and identify key information.



ReadingReading is extremely important.

Your child will bring home a reading book every week. It is crucial that your child reads every day. Please write any comments in the reading diary, here are some example comments –

Used the pictures to help them. Could talk about what they read. Read these sounds easily… Could break the word down. Used their sounds to help them. Could read the text but struggled to answer questions about the text. Learnt a new word. Struggled with these words… Struggled with these sounds…

We will also be reading classical texts during the year. Please take a look at the classical reader link for more information.

After your child has read, try asking them some questions to check they have understood what they have read.

See the below image with the corresponding questions.



2a give / explain the meaning of words in context


Find a word (or phrase) that means (given synonym).

What is the meaning of the word X in this sentence?

Which word shows you that … What does this

word/phrase/sentence tell you about this character/setting/mood/ etc.?

Which word closely matches the meaning of (given synonym for word in text)?




Find a word (or phrase) that means (given synonym).

What is the meaning of the word X in this sentence?

Which word shows you that … What does this

word/phrase/sentence tell you about this character/setting/mood/ etc.?

Which word closely matches the meaning of (given synonym for word in text)?

2b retrieve and record information / identify key details from fiction and non-

fiction

2b retrieve and record information / identify key details

from fiction and non-fiction

Where does the story take place?

When did the story take place? Who is telling the story? Who are the characters in the

story/text/book? Where does she/he/it live? What did s/he/it look like? Where did they go? Why did he/she/they do this? (if

reason given in text) Are these (given) statements true

or false? Write down three things that you

are told about X. What are the reasons for …?



2b retrieve and record information / identify key details

from fiction and non-fiction

Where does the story take place?

When did the story take place? Who is telling the story? Who are the characters in the

story/text/book? Where does she/he/it live? What did s/he/it look like? Where did they go? Why did he/she/they do this? (if

reason given in text) Are these (given) statements true

or false? Write down three things that you

are told about X. What are the reasons for …?

2c summarise main ideas from more than one paragraph



and justify inferences with evidence from the 2d make inferences from the text /

explain and justify inferences with evidence from the text

How do you think (character) felt and how do you know?

Why did (character) feel happy/sad/worried/excited/relieved etc.?

How do you know that (character) felt happy/sad/worried/relieved etc.?

Give 2 things that tell you that (character) felt happy/worried/sad/relieved etc.

When you say that X, what is it in the text that makes you think that?

What evidence in the text is there that X?

According to the text, how did (event) effect (outcome/character).

What does this description suggest about (X)?

Why did (character) find (event) easy/difficult/frightening etc.?

How can you tell that (character) was feeling (emotion)?

How do these (given) words make the reader feel about (character)?

Explain how (character) felt about (other character/key event).

How can you tell that (character) is...?



2e predict what might happen from details stated and implied2e predict what might happen from

details stated and implied Looking at the cover, what sort of

story do you think this will be? What makes you think that?

Do you think it will be funny/adventurous/spooky/old fashioned/story?

How do you think the story will end? Will it be a happy or a sad ending?

Looking at the cover, who do you think the main characters will be?

Do you think that (character) will behave any differently in future? What makes you think that?

Based on what you have read what does the text suggest about what might happen to (X) next?

(Looking at a picture in the book)Tell me what you think is happening here? How do you think we get to this point in

the story? What do you think this person is

thinking/feeling and so what do you think they will do next?

Where do you think this place is, and how do you think they got there?

Now that we know a bit about the main characters, tell me what you think could happen to them.

Now that we know a bit about the story, do you think it is going to be a happy or a sad ending?



2f identify / explain how information / narrative content are related and contributes to meaning as

a whole2f identify / explain how information /

narrative content is related and contributes to meaning as a whole Which words show how

(character/setting/mood) changes? Match these (given) quotations/headings

with (given) paragraphs from the story. Explain why a character did something. What are the clues that a character is

liked/disliked/envied/feared/loved/hated etc…?

Why is 'x' (character/setting/event) important in the story?

What is the story (theme) underneath the story? Does this story have a moral or a message?

Why do you think the author chose to use a… question/bullet/subheading/table etc. to present the information?

How does the title/layout encourage you to read ?

How does the layout/diagram/table help the reader to find information?

Which part of the text tells you that…? Why has the writer written/organised the

text in this way? In what ways do the illustrations support

the instructions? Who do you think this information is for?

2g identify / explain how meaning is enhanced through choice of words and

phrases



2g identify / explain how meaning is enhanced through choice of words

and phrases

What does the word 'x' tell you about (character/setting/event)'?

What does the word ‘X’ suggest about (setting/character/event)?

Find two or three ways that the writer tells you 'x'.

What does this… word/phrase/sentence… tell you about… character/setting/mood etc?

Highlight a key phrase or line. By writing a line in this way what effect has the author created?

In the story, 'x' is mentioned a lot. Why?

The writer uses words like … to describe …. What does this tell you about a character or setting?

What other words/phrases could the author have used?

The writer uses (words/phrases) to describe (setting/character/event). How does this make you feel?

How has the writer made you and/or the character feel happy /sad/angry/ frustrated/lonely/bitter etc?

Has the writer been successful in their purpose or use of language?

What do you think the writer meant by… 'x'?

Which words do you think are most

important? Why?



2h make comparisons within the text

2h make comparisons within the text

How is (character/setting) similar to (other character/setting)?

How is (character/setting) different to (other character/setting)?

Compare and contrast these 2 characters/settings/events/stories.

How does (character) change through the story?

Describe different characters' reactions to the same event in a story.

Do you know any other stories like this/with this theme/message?

Which is better and why? Is this story as good as (similar

story/version)? What are your reasons for this?

A Year 5 Writer can:TranscriptionSpelling:

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 PunctuationSentence 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.

Mastery Use paragraphs to structure the plot in narrative writing, showing changes in

time, place and events. Use changes in time and place to guide the reader through the text. Use paragraphs to organise information logically and shape a non-fiction text

effectively. Sustain and develop ideas within a paragraph, introducing it with a topic



sentence. Close text with reference to its opening. Re-order sentences to create impact on the reader. Use expanded noun phrases to add well thought out detail to writing. Use punctuation to clarify meaning of sentences- commas to mark phrases and

clauses. Use dialogue effectively and punctuate it accurately.

SpellingsEach Friday your child will bring home a list of spellings for them to learn and a spelling test will be held on the following Friday. Please practise these words at home. In school we encourage the children to –

LOOK at the word,Mount Pellon Primary AcademyInformation for Year 5


SAY the word,COVER the word,WRITE the word,CHECK the word.

Please see the homework link for the current spellings your child is work on each week.

HandwritingWhen your child is writing make sure that they are sitting comfortably and that their book is at an angle which will help their writing flow. Below is the formation that we teach in school.

MATHEMATICS TARGETS FOR YEAR 5A Year 5 Mathematician can:Number, Place Value, Approximation and Estimation/Rounding

I can count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000.

I can read, write, order and compare numbers to at least 1,000,000. I can determine the value of each digit in numbers up to 1,000,000. I can read Roman numerals to 1000 (M) and recognise years written in Roman

numerals. I can round any number up to 1,000,000 to the nearest 10, 100, 1000, 10000

and 100000. I can interpret negative numbers in context, count forwards and backwards

with positive and negative whole numbers, including through zero. I can solve number problems and practical problems with the above.



Calculations I can add and subtract numbers mentally with increasingly large numbers. I can add and subtract whole numbers with more than 4 digits, including using

formal written methods. I can use rounding to check answers to calculations and determine, in the

context of a problem, levels of accuracy. I can solve addition and subtraction multi-step problems in contexts, deciding

which operations and methods to use and why. I can identify multiples and factors, including finding all factor pairs or a

number and common factor pairs or two numbers. I use the vocabulary of prime numbers, prime factors and compose (non-

prime) numbers. I can establish whether a number up to 100 is prime and recall prime numbers

up to 19. I recognise and use square numbers and cube numbers, and the notation for

squared and cubed. I can multiply and divide numbers mentally drawing on known facts. I can multiply and divide whole numbers and those involving decimals by 10,

100 and 1000. I can multiply numbers up to 4 digits by a 1-digit or 2-digit number using a

formal written method, including long multiplication for 2-digit numbers. I can divide numbers up to 4 digits by a 1-digit number using the formal

written method of short division and interpret remainders appropriately for the context.

I can solve problems involving multiplication and division including using knowledge of factors and multiples, squares and cubes.

I can solve problems involving addition, subtraction multiplication and division and a combination of these, including understanding the meaning of the equals sign.

I can solve problems involving multiplication and division including scaling by simple fractions and problems involving simple rates.

Fractions, Decimals and Percentages I can recognise mixed numbers and improper fractions and convert from ne

form to the other. I can write mathematical statements >1 as a mixed number. I can identify, name and write equivalent fractions of a given fraction,

represented visually including tenths and hundredths. I can compare and order fractions whose denominators are multiples of the

same number. I can add and subtract fractions with the same denominator and denominators

that are multiples of the same number. I can multiply proper fractions and mixed numbers by whole numbers,

supported by materials and diagrams. I can read and write decimal numbers as fractions. I recognise and can use thousandths and relate them to tenths, hundredths

and decimal equivalents. I can round decimals with 2 decimal places to the nearest whole number and 1

decimal place.



I can read, write, order and compare numbers with up to 3 decimal places. I can solve problems involving numbers up to 3 decimal places. I recognise the percent symbol and understand that percent relates to

‘number parts per hundred’. I can write percentages as a fraction with denominator hundred, and as a

decimal. I can solve problems which require knowing percentage and decimal

equivalents of ½, ¼, 1/5, 2/5, 4/5 and those fractions with a denominator or a multiple of 10 or 25.

Measurement I can solve problems involving converting between units of time. I can convert between different intis of metric measure. I understand and use approximate equivalences between metric units and

common imperial units, such as inches, pounds and pints. I can measure and calculate the perimeter of composite rectilinear shapes in

cm an m. I can calculate and compare the area od rectangles (incl squares), and

including using standard units (cm ² and cm³) to estimate the area of irregular shapes.

I can estimate volume and capacity. I can use all four operations to solve problems involving money using decimal

notation, including scaling.Geometry – Properties of Shapes

I can use the properties of rectangles to deduce related facts and find missing lengths and angles.

I can distinguish between regular and irregular polygons based on reasoning about equal sides and angles.

I can identify 3D shapes, including cubes and other cuboids, from 2D representations.

I know angles are measured in degrees. I can estimate and compare acute, obtuse and reflex angles. I can identify angles at a point and one whole turn. I can identify angles at a point on a straight line and ½ a turn. I can identify other multiples of 90°. I can draw given angles and measure them in degrees.

Geometry – Position and Direction I can identify, describe and represent the position of a shape following a

reflection on translation, using the appropriate language and know that the shape has not changed.

Statistics I can complete, read and interpret information in tables, including timetables. I can solve comparison, sum and difference problems using information

presented in a line graph.



Mastery Have a concept of numbers well beyond 1,000,000 and their relative association to

distances to planets, historical data and geographical aspects. Divide whole numbers (up to 4 digits) by 2-digit numbers, using preferred method. Use rounding as a strategy for quickly assessing what approximate answers ought

to be before calculating. Link working across zero for positive and negative numbers to work time between

BC and AD in history. Recognise the symbol for square root and work out square roots for numbers up to

100. Calculate number problems algebraically for example 2x –3=5 Use knowledge of measurement to create plans of areas around school, such as

classroom, field, outside play area etc.… Relate imperial measures still used regularly in our society to their metric

equivalents, for example, miles to KM and lbs to KG Use a range of time tables to work out journey times on a fictional journey around

the word for example, how long would it take to reach the rainforests in the Amazon?

Collect own data on personal project and present information in formats of their choosing, charts, graphs and tables.

Topics

Below is a grid of Topics that we will be covering over the year. Please talk to your child about these areas. Each term a curriculum newsletter will be sent home with more details and suggestions on how to help your child.





Mount Pellon Primary Academy Long Term Topic Planning

Year 5

Term/HTTopic name

AutumnMoving People

Spring 1 –Fairgrounds

Spring 2 - Drugs Awareness

SummerGo with the Flow

Subject focusHistory D.T Science Geography

ScienceAutumn 1 - Earth and

SpaceAutumn 2 - Forces Materials Animals, including humans (Sum 1)

Living things and their habitats (Sum 2)Literacy Genre

Autumn 1 – Poetry & Explanation

Autumn 2 - Portal Story Persuasion Wishing Story Summer 1 - Journey Story

Summer 2 - Diary

RE UnitWhat do Muslims believe about a good life?

ChristmasWhy are some places/journeys special?

EasterWhat matters most

PSHEEAutumn 1 -

RelationshipsAutumn 2 - Citizenship Spring 1 - Safety Spring 2 - Health Summer 1 -

EconomicSummer 2 -

Identity

ICT UnitAutumn 1 - We are

artists(Create mosaics/celtic

art)

Autumn 2 - We are bloggers

(Life as a roman/celt)

Spring 1 - We are traders/game designers(Design scratch game)

Spring 2 - We are advertisers

(Drugs awareness – TV ad)

Summer 1 - We are photographers

(taking and editing photos of rivers)

Summer 2 - We are statisticians

(rainfall data)



PE UnitAutumn 1 - Hockey Autumn 2 - Dance Spring 1 - Games -

InvasionSpring 2 - Gymnastics Summer 1 -

AthleticsSummer 2 - Cricket

Trips/Visitors

DEWA Roman Experience Visitor in school – Lego Workshop (Electro City)

Visitor in school – Drugs Awareness – West Yorkshire Police

Sea life centre

Click here to find a link to our skill based curriculum.

X:\Curriculum\Planning Formats\2016-2017\LTP Y5.docx

We hope you find this information useful and if you have any further questions now or later in the year please do not hesitate to speak with us.

Thank You



Documents

mountpellonacademy.orgmountpellonacademy.org/file/mountpellon/6-166... · Web viewMount Pellon Primary Academy. Information for . Year 5. All children and adults are expected to