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St Andrew’s CE Primary School
Developing Writing Year 5Year Group: Reception-Year 6
Genres
Teaching Points and Terminology
Language Banks and Grammar
Sentence Structure
Punctuation
Spelling
Speaking and Listening
This document is to be used in conjunction with the Writing Overview Document on the school’s Website.
Year 5 KPIsComposition To write with purpose *identify the audience for writing
*choose the appropriate form of writing using the main features identified in reading*note develop and research ideas*plan, draft, write, edit, improve
To use imaginative description *use the techniques that authors use to create characters, settings and plots*create vivid images by using alliteration, similes, metaphors and personification
To organise writing appropriately
*use effective grammar and punctuation and propose changes to improve clarity
To use paragraphs *write paragraphs which give the reader a sense of clarityTo use sentences appropriately *write sentences that include:
-model verbs-brackets-parenthesis-colons and semi colons
Transcription To present neatly *write fluently and legibly
To spell correctly *distinguish between homophones and other words which are often confused*use knowledge of morphology and etymology in spelling and understand that some words need to be learned specifically
To punctuate accurately *develop understanding of writing concepts by:-using modal verbs or adverbs to indicate degrees of possibility*indicate grammatical or other features by:-using commas to clarify meaning or avoid ambiguity in writing-using semi colons, colons or dashes to mark boundaries between independent clauses-using a colon to introduce a list
Analyse writing To analyse writing *use and understand grammatical terminology when discussing writing and reading-relative clauses, modal verbs, relative pronouns, parenthesis, bracket, dash, determiner, cohesion, ambiguity
To present writing *perform compositions, using appropriate intonation and volume
Year 5 FictionSee Writing Overview Document on the school’s website for the overview for writing in Year 5 and LOs for handwritingChose 6 from the following 8 fiction genres: Wishing, Warning, Beating the monster, Journey stories-quest/adventure, Losing, Suspense, Fantasy, Change eg Cinderella. See story types, generic grids from Pie Corbett. Play scripts
Poetry: Poems that convey feelings, moods and reflections, poems using metaphors and similes, narrative poems, performance poems. See Writing models Year 5 by Pie Corbett
Key Teaching Points for Fiction.1. Identify the genre-the type of story/poem2. Familiarise the pupils with the text. (Learn it off by heart)3. Deconstruct the text onto the story mountain-identify the beginning, middle and
end of the story and what happens in each section4. Identify the features of the text5. Pull out specific words, phrases and sentences pupils ought to use6. Identify the strands of the story that will be changed, otherwise ‘hug’ the text7. Model thinking of a new version of the story and mapping it8. Use the map to model writing your own version with the class9. Pupils write their own story maps10. Pupils tell their stories from the maps11. Pupils write their stories12. Select a specific element(s) to edit and model editing before children to the same
Terminology to teach the children.Genre-particular kind of writing. See Pie Corbett’s ‘Story Types-Genetic Grid.’(found in the school’s Literacy Framework File)
Features of the text-See the following documents in the school’s Literacy Framework File Story mountain planning framework St Andrew’s Writing Criteria Basic skills checklist (in Lit Framework fileAlso see Pie Corbett’s book ‘Writing Models’ for the year group you are teaching
Introduction-the opening paragraph of a story (5Ws)Journey-the paragraph(s) leading to the climax which usually involve the main character taking a physical or emotional journeyThe build up-the paragraph(s) before the Climax. Usually short sentences used for dramatic tensionThe Climax/problem-paragraph(s) where the hero confronts the villainThe Resolution-the paragraph(s) where the problem is resolvedThe Ending-the last neat line
Stories are either A-B-A or A-B-C. A being a safe place at the start of the story. B is the unsafe setting at the climax and the story ends in a safe setting again either back at A or in a new setting CConsolidate: letter, word, sentence, phrases (no verb) main clause, subordinate clause, question mark, exclamation mark, inverted commas, direct speech (“ “) reported speech/quotes (‘ ‘) bullet points, apostrophe for contractions/omissions and plural and singular possession, commas to separate clauses, colon to introduce a list, singular, plural, suffix, prefix, family word family, root word, consonant, vowel, adjective, noun, verb, adverb, imperative verb, tense (past present future) connective/conjunction, preposition, determiner/article, generalise, pronoun, possessive pronoun. Introduce: brackets, dashes, collective noun, model verb, metaphor, personification, onomatopoeia, rhetorical questions, COHESION, Commas to avoid ambiguity, PARENTHESIS
Openers to connect whole text
Connectives to link parts of sentences
Language Sentence Construction Punctuation Spelling
Consolidate:When – time connectivesOnce upon a timeEarly one morning First Then Next But SoFinally,…..happily ever afterAfter After that As At that moment
Consolidate:andwhountilbutbecause then
Consolidate: PrepositionsInside outsidetowards across under behind above along
Pupils must be taught to plan their writing, structure it, use appropriate vocab, correct grammar, use writing models.
Pupils must develop their own ideas, use plaot, characterisation etc when writing narratives, draft and redraft, edit own writing and that of others, understand how choices effect the ‘mood’ of the writing, choose appropriate
Consolidate:Full stopsCapital lettersQuestion marksCommas for lists
Term 1Consolidate: spelling of unstressed vowels in polysyllabic words eg company, poisonous. See Appendix 19 and appendix B
Consolidate: –igh from Yr4
By morning In the end One day Next morning NowSoon / As soon as Until When While After a whileA few days later Before Immediately EventuallyLater When While Whenever Without warning Meanwhile Because To his amazement / surprise If However Although Unlike Most of all
How –adverbsSuddenly / Fortunately / Luckily / Unfortunately –‘ly’ opener(See Sentence Construction)Where – e.g. Across the road….Over the hill….. Inside the castle…
Consolidate: 5 part storyIntroduction-(5ws) embedded clauseBuild up-develop suspense.Problem/Dilemma-may be
that while whenwhereorso thatIftoorafteralsoas wellalthoughhoweverespeciallyunlessexceptapart from
Introduce:whereasnevertheless
before between after next to by the side of In front of during through throughout at underneath since towards beneath beyond, etc
AlliterationSimiles using like/asMetaphorsAdjectives /Adverbs / powerful verbs / proper nounsComparative and superlative adjectives
Introduce:PersonificationEmpty words
vocab, grammar, use a range of devices to build cohesion, organise and present the text-heading, sub-headings, bullet points.
Use punctuation to enhance the effect of text, propose changes to punctuations, spelling, grammar, sentence structure and understand this effect on the text
Ensure consistent and correct use of tense throughout the text. Ensure subject verb agreement, standard EnglishDistinguish between the spoken and written wordPerform their own compositions using appropriate intonation, volume, movement etc so that meaning is clear.
Consolidate: Alan Peat sentences Yrs1-4Introduce:Personification of weather- see Alan Peat Writing Exciting Sentences p47
P.C. sentences- see Alan Peat Writing Exciting Sentences p49
The more, the more sentences- see Alan Peat Writing Exciting Sentences p51
Irony- see Alan Peat Writing Exciting Sentences p57
Commas after openers (marking clauses or phrases) Use of commas to mark phrases or clauses (embedded clauses etc)Commas for pausesInverted commas (also called Speech marks). Double for direct speech eg “Hi” and single for quotations eg the minister said SATs were ‘very useful.’Exclamation marksApostrophes for
term 2. Spell words with common letter strings and different pronunciations eg –ough: tough, Plough, through, -ear fear, pear; -oo good, pool;-ie lie, field; -our colour, pour. See Appendix 20. Also phase 6 letters and sounds
Consolidate: words ending in ‘shush’ sound spelt ‘-cious’ or ‘-tious’ eg vicious, nutritious. See Appendix DWords ending in ‘shul’ sound spelt ‘-cial’ eg specialIntroduce: words ending in ‘-ant’, -ance’, ‘-ancy’, ‘-ence’, ‘-ency’ see appendix D
Words ending ‘-ible’ and ‘–able’ See appendix D
Verb prefixes dis-, de-, mis-, over-, re- See Appendix D
Term 2Consolidate: spelling rules for adding-ing from Yr2 and Yr3 work. Explore the spelling patterns of consonants and
more than one problem needing to be resolvedResolution-clear links to the dilemmaEnding-last neat line, reflect back on changes, events, characters, look to the futureIntroduce:Consequently DespiteInstead of Compared toElaboration of starters using preposition e.g. Beyond the dark gloom of the cave, Zach saw the wizard move.
e.g. someone, somewhere was out to get him
GRAMMAR-See Non-Fiction
Speaking and Listening-See Appendix 31
Also See Speaking and listening Overview document on sch website
Stage directions in speech (speech + verb + action) e.g. “Stop!” he shouted, picking up the stick and running after the thief.
contractions and possessionBracketsDashesEllipsesColons
Introduce:Semi –Colons (optional)
formulate rules eg full becomes ful when used as a suffix eg beautiful; words ending-y change to –i before adding –ful eg beautiful; c is soft when followed by i eg can, carrot, couple, cut=hard sound, city, cinema=soft. See Appendix 21 and appendices A-C. Also phase 6 letters and sounds
Explore less common prefixes and suffixes eg –ian: magician, im-;immature, il-:illegal See Appendix 22 and appendix C ‘Yr4 words to learn’
Introduce: suffixes beginning with vowels to words ending in ‘-fer’Suffixes which convert nouns or adjectives into verbs eg –ate, -ise, -ify
The use of a hyphen to link words eg co-ordinate See appendix D
Term 3Revise prefixes from Yr2-5 (un-,
dis-, mis-, anti-, non- de-Introduce ir- eg regular-irregular, responsible-irresponsible; in- active-inactive, im- mature-immature; il-legal-illegal. See Appendix 22 and appendices A-C.
Consolidate: Investigate and learn spelling rules for adding suffixes to words ending in –e, words ending in –y and words containing ie eg live, living, lively, lifeless, happy happiness, happier. See Appendix 23
Words with ‘ee’ sound spelt ‘ei’ words containing the letter string ‘ough’Words with silent letters. See appendix B and D
Homophones and words that are often confused. See Appendix D
Year 5 Non-FictionGenres: non-chronological reports (journalistic style) recounts, persuasion, explanation
Key Teaching Points for Non-Fiction.1.Identify your genre2.Chose your form3.Chose the style4.Identify the audience and purpose5.Select the content and organisation-chose the appropriate planning framework6.Know the language features to use
Terminology to teach the children.
Genre-particular kind of writing
Form-the format of the writing eg postcard, letter, poster, Leaflets, biography, autobiography, dialogue.
Style-the tone of the writing, it is either formal or informalOpeners to connect whole text
Connectives to link parts of sentences
Language Sentence Construction Punctuation SpellingSee Writing Overview document appendix 1 on sch website and/or NC 2014 appendix 1
5Ws-who, what, why, where, when
See Sue Palmer’s non-fiction genre summaries
Consolidate 3 part structureIntro (5ws)Middle-paragraphs linking to themEnd-last neat line, a summary to appeal directly to the reader
Consequently See fiction
See Sue Palmer’s non-fiction genre summaries (Connections).
GRAMMARUnderstand formal and informal language and its vocabulary and structure (including subjunctive forms eg let it be)Develop the use of the passive voice (passive verbs) to affect the presentation of informations in a sentenceUse the perfect form of
Consolidate:Ala Peat sentences Yrs1-4
Paragraphing for organisationHeadings and subheadings
Devices to build cohesion between paragraphing-then, after that, firstly, this
IUse commas and hyphens to avoid ambiguityUse brackets and dashes and commas to indicate parenthesisUse semi-colons, colons and dashes to mark the boundaries between
Consolidate:Full stopsCapital lettersQuestion marksCommas for listsCommas after openers(marking phrases or clauses)Use of commas to mark phrases or clauses (embedded clauses etc)Commas for pausesInverted commas (also called Speech marks). Double for direct speech eg “Hi” and
Throughout the year
Extend knowledge of spelling strategies and apply to high frequency words (see appendix 25)and cross-curricular words. Teacher to create own list of topic specific vocabulary
Use further
Paragraphing (TIP TOP)
Consolidate:Structure of text-intro-5ws, darw in reader, male purpose clear middle-paragraphs, rhetorical questions, draw in reader, links across paragraphs, clearly expressed opinions, consistent view pointEnd-last neat line, summary, direct appeal to the reader
Introduce: rhetorical questions, express own opinions, consistency in
the verb to mark relationships of time and causeUse extended nouns to convey complex infoUse model verbsUse clauses bwginning who, which, where, when, whoseUse grammatical terminology to discuss writing.Use standard English not local idioms (see Yr 4 grammar)
Consistency of tense and subjectSecure the basic conventions of standard English (avoid non-standard dialect in words when writing and speakingExcellence &Enjoyment Year 5 unit 10 adverbial phrases, unit 11 modal verbs. Investigate clauses through identifying the main clause
independant clausesUse a colon to introduce a listUse bullet points
single for quotations eg the minister said SATs were ‘very useful.’Exclamation marksApostrophes for contractions and possessionBracketsDashesEllipsesColons
Introduce:Semi –Colons (optional)
prefixes and suffixesSpell words with silent lettersDistinguish between homophones nd words which are often confusedUnderstand that some words need to be learnt specifically see Writing overview document appendix 1 on sch website and/or NC 2014 appendix 1Use the first 3 letters of a word to check its spelling in a dictionary
maintaining view point,
Independent planning
2x week (minimum) deliver an activity to consolidate pupils’ ability to identify nouns, verbs (Make sure pupils understand that verbs can be made up of up to 4 separate words eg ‘In 2013 I will have been attending St Andrew’s for 5 years), connectives, prepositions, articles, adjectives and adverbs, statements/simple sentences, compound sentences and introduce complex sentences, main and subordinate clauses and consolidate questions, phrases and commands (linked to instructions) and know the role of these word classes. Link to time connectives, adverbs etc listed on this document. Consolidate correct tense agreement. Consolidate: Yr 4 grammarSecure use of simple,
compound sentencesComplex sentences where the subordinate clause is in the middle (embedded.Complex sentences where the subordinate clause is at the beginning-ed starters eg ‘encouraged by the bright weather, Jane set out for a long walk.’Elaboration of starters using adverbial phrases eg ‘Beyond the dark gloom of the cave, Zach was a wizard.’ or ‘Throughout the night, the wind howled like an injured animal.’Rhetorical questions.
Introduce: Sentence reshaping-lengthening or shortening sentences for impact, meaning and effect.Action in speech eg “stop!” he shouted, picking uo the stick and running after the thief.
Model verbs-might, should,
will, must and adverbs perhaps, surely. See Grammar for writing.
Adverbials of time-lateAdverbials of place-nearbyAdverbials of number-secondly
Bibliography (useful texts to use for Fiction and Non-Fiction)FICTIONStoryteller aged 4-7 by Pie CorbettStoryteller 7-9 by Pie CorbettStoryteller 9-11 by Pie CorbettWriting Models Years 3-6 Pie CorbettSt Andrew’s Story and Rhyme spine (listing all the stories and rhymes which pupils must learn by heart in each Year group)St Andrew’s Class Novel list-suggested class novels for KS1 and KS2 year groups.
NON-FICTIONOxford Connections by Sue PalmerWriting models Years 3-6 by Pie Corbett
STARTERS AND ACTIVITIES TO DEVELOP LANGUAGE AND VOCABULARY.Jumpstart Story making. Games and Activities for ages 7-12. Pie Corbett
Jumpstart Literacy, Games and activities for ages 7-14. Pie Corbett
CHECK OUT ESPRESSO!Appendix D Year 5 and 6.
All to be taught in Year 5 and consolidates in Year 6
Endings which sound like /shus/
spelt –cious or –tious
Not many common words end like this.
If the root word ends in –ce, the /sh/ sound is 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 /shul/
–cial is common after a vowel and –tial after a consonant, but there
are some exceptions.
Exceptions: initial, financial, commercial, provincial (though the
spelling of the last three could be said to come from finance,
official, special, artificial, partial, confidential, essential
commerce and province.
Words ending in –ant, –ance/–
ancy, –ent, –ence/–ency
Use –ant and –ance/–ancy if there is a related word with a clear /a/
or /ai/ sound in the right position –
–ation endings are often a clue.
Use –ent and –ence/–ency after soft c (/s/ sound), soft g (/j/ sound)
and qu, or if there is a related word with a clear /e/ sound in the right
position.
There are many words, however, where the above guidelines don’t
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
Words ending in –able and –ible
The –able ending is far more common than the –ible ending.
As with –ant and –ance/–ancy, the –able ending is used if there is a
related word ending in –
adorable (adoration), applicable (application), considerable
(consideration), tolerable (toleration)
changeable, noticeable, forcible, legible
dependable, comfortable, understandable, reasonable, enjoyable,
reliable
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 –able
ending.
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 six 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
possible, horrible, terrible, visible, incredible, sensible
sometimes occurs when a complete word can be heard (e.g. sensible).
Adding suffixes beginning with
vowels 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 to link words Hyphens can
be used to join a prefix to a root word, especially if the
prefix ends in a vowel and the root word also begins with one.
e.g. co-ordinate, re-iterate, pre-eminent, co-own
Words with the /ee/ sound spelt ei
after c
The ‘i before e except after c’ rule applies to words where the sound
spelt by ei is a clear /ee/.
Exceptions: protein, caffeine, seize.
deceive, conceive, receive, perceive, ceiling (+ deceit, conceit,
receipt)
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
rough, tough, enough
cough
though, although, dough
through
thorough, borough
plough
Words with ‘silent’ letters (i.e.
letters which 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, the k was sounded as /k/ and
the gh used to represent the sound that ‘ch’ now represents in the
Scottish word loch.
doubt, island, lamb, solemn, thistle, knight
Homophones and other words
that are often confused
In these pairs of words, nouns end –ce and verbs end –se. Advice
and advise provide a useful clue as the word advise (verb) is
pronounced with a /z/ sound – which could not be spelt c.
advice/advise
device/devise
licence/license
practice/practise
prophecy/prophesy
aisle: a gangway between seats (in a church, train, plane)
eligible: suitable to be chosen or elected
illegible: not legible (i.e. unreadable)
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. ‘The weather 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)
eliminate: get rid of/exclude
illuminate: light up
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
principal: adjective – most important (e.g. principal ballerina);
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.’)
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
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?’)
course of a meal
disinterested: not having a personal stake in the matter (a World Cup
referee must be disinterested – i.e. must not be from one of the
countries playing in the match)
uninterested: not interested, bored (a referee should be interested,
not uninterested, in football)
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
Converting nouns or adjectives into verbs using –ate, -ise, -ify
assassinate associate attenuate automate
captivate castigate celebrate circumnavigate collate
communicate compensate complicat
e concentrate confiscate
conflagrate congratulate congregat contaminate contemplat
e e cooperate create cremate cultivate deactivate
dedicate deflate delegate deliberate demonstrate
discriminate disintegrate donate educate elaborate elevate eliminate elongate emmancipate emigrate
advertis
e
compromis
e
exercise revise
advise despise improvise supervise
apprise devise incise surmise
chastise disguise prise (meaning
‘open’)
surprise
compris
e
excise promise televise
Verb prefixes dis-, de-, mis-, over, re-
Disability, disables, disadvantage, discord
Deactivate, degenerate, depreciate
Misuse, misspelt, misguided
overreact, overhaul, overkill,
react, reposition, redeploy
Word List for Years 5 and 6 [162]
Check which of the following pupils in Yr 5 can spell. Consolidate in Yr 6.
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
Appendix 19 Year 5 Term 1
Unstressed vowels
abandoned original familiar carpet animal description
boundary business stationary category poisonous dictionary
difference different deafening definite definitely easily
library marvellous miserable memorable factory hospital
family primary frightening general generous generally
vegetable doctor geography skeleton jewellery benefit
fattening January dandelion medicine television similar
Appendix 19 Year 5 Term 1 continued...Unstressed consonants
Wednesday February
environment government
handbag handkerchief
cupboard raspberry
champagne castle
sign doubt
Appendix 20 Year 5 Term 1
Same letter string different pronunciation
-ight -ear -oo -ough -ie -our
Right Pear Book Bough Lie Colour
Fright Bear Boot Cough Pie Neighbour
Light Rear Cook Enough Field Pour
Night Beard Good Plough Niece Your
Eight Search Food Though Grieve Hour
Weight Fear Hook Bought Thieves Flour
Height Wear Mood Drought tried favour
Freight Year Pool Sought
tight Tear Took thought
Dear Rook
earn root
Appendix 20 Year 5 Term 1 continued...Different spelling string but same pronunciation
-cian -sion -tion -ssion
Optician Extension Fiction Session
Magician Confusion Fraction Profession
Politician Explosion Direction Discussion
electrician Collision Attention Mission
transfusion Proportion possession
Nation
education
Collect words containing –dg eg edge, bridge, dodge, judge, badger
Appendix 21 Year 5 Term 2
Ci- Ce- Cy- Ca- Co-
Cinema Ceiling Cynic Calendar Coat
Decimal Cereal Bicycle Camera Cobweb
Incident December Cyclist Cardigan Cough
Cycle Celebrate Cylinder Recap Column
Circus Celebrity Mercy Cancel Disco
Decide Recent Fancy Canada collection
Accident Centre cypress
Circular Except
circuit Ceremony
Receive
celery
Appendix 22 Year 5 Term 2
In- Im- Ir- Il-
Inactive Immature Irregular Illegal
Indecent Immobile Irrational Illiterate
Incapable Impossible Irresponsible Illegible
Incredible Impatient irresistible illogical
Inaccurate Impolite
inoperative imbalance
Appendix 23 Year 5 Term 3
-e -y
live living lively happy happiness happier
Appendix 25 continued...
Year 4 and 5 High Frequency Words (Year 6-Revise the list below.)asked began being Can’t Didn’t coin parkDon’t found gone shown brought brown noisychange does goes heard told flowerpot townused might think coming I’m care roundjump leave open started think hair darethought watch knew know stopped door sharetries turned walked woken write her caughtasked almost before during every turn werefirst morning number often still oil purpleuntil always any better half cowmuch ever only second today owlsometimes suddenly upon while year scareyoung above below different high wearother place around such under clawacross between following inside near snoreoutside right where without along nurseboth through together around also boilbaby balloon great sure birthday boilingchildren garden happy sometimes those soundwork words clothes brother head fairheard swimming earth lady own therewhy whole eyes father friends floorimportant light money mother paper storesister small white sound window furseen green been deep keep firstsleep neat seat beat meat darkmade shade blade spade rain toilettrain brain again name night downlight right sight fright kite mouth
bite white write boat goat bearnose rose close show know sportglow flow moon soon room moreboot goose blue drew flew birdtune pull good look took turkeybook stood wood car barfar hard scarf farmyard card
Speaking and Listening
Pupils should be given opportunities to learn the following words, phrases and sentences by heart. It is not an exhaustive list, these are suggestions.
These structures can be taught throughout the curriculum in lessons such as English, Read Write Inc, guided and shared reading, science, maths, Geography, History etc.
The following can be found in a separate document on the KLP called ‘Progression in Language development.’ See the ‘speaking and listening’ file on the KLP. Here the information in organised by language not year group.
The ‘Speaking and Listening file’ on the KLP also contains documents outlining activities and strategies which can be used to teach speaking and listening.
See Speaking and Listening section of the Literacy PolicyAppendix 31 Year 5 LanguageLanguage of Argument/DiscussionIn my opinion...should be banned/ allowed because...I have two main reasons for
Language of Comparison/ClassificationIn some ways...and... are alike. For instance they both...Another feature that have in
Language of DeductionThe fact is...In effect...Given that... then ...I deduce ...
Language of DescriptionIt looks/tastes/ feels/ sounds/ smells like...It appears to be... because...It seems to be ... as ...
believing this. Firstly/First of all, as I’m sure you’ll agree... My second important reason for wanting to ban/allow... is that...Perhaps some people would argue that... However I would point out that...It is clear that a ban on...would be a great step forward/a retrograde step.It is clear that to allow...would be a great step forward/ a retrograde step.
common is that...Furthermore they are both...However they also differ in some ways. For example... while...Another difference is...
I have worked out...In conclusion...I conclude...
I think it looks like... due to...It reminds me of...
Language of EvaluationMy view is that... because ...This is supported by the fact that ...In my opinion ... furthermore...however...Possible improvements may include...
Language of ExplanationBecause of...(X) happenedFor example...In conclusion...To begin with...As a result ...The reason(s) for ...
Language of Explanation in a Mathematical ContextI think the question means... so the answer would be ...I know that... therefore I would try ...If the... add up to ... then the total number must be ...Knowing this means we can work out what’s missing....as a result...therefore ...The reason... is that...
Language of Hypothesis (a suggestion which tries to explain something based on evidence)It is true that...We can prove that...In conclusion...I would like to prove/disprove ...Perhaps the reason is ...
Language of OpinionTherefore/ In my opinion/I believe..He/She considers...It is my opinion that... however other may/might believe...
Language of PredictionI predict that...I believe/think...may/might/or...If... then ...(X) had happened, therefore I think...
Language of Retelling-events and storyIn the beginning...Subsequently...Meanwhile...Other Words and phrases from stories learnt by heart
Language of sequencingMeanwhile...Following this/that...In the beginning...
With hindsight...Reflecting upon...In the event that...Lastly...To conclude/In conclusion...To sum up...