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Yearly Literacy Objectives Year 5 and Year 6
Literacy Objectives Year 5-6
 
Word Reading
  • apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words that they meet.
 
         Reading Comprehension
  • 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
  • recommending books that they have read to their peers, giving reasons for their choices
  • identifying and discussing themes and conventions in and across a wide range of writing
  • making comparisons within and across books
  • learning a wider range of poetry by heart
  • preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
  • understand what they read by:
  • checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
  • asking questions to improve their understanding
  • drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • predicting what might happen from details stated and implied
  • summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
  • identifying 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 statements of fact and opinion
  • retrieve, record and present information from non-fiction
  • participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
  • explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
  • provide reasoned justifications for their views.
 
 
 
 
Literacy Objectives Year 5-6
 
Spell;
  • use further prefixes and suffixes and understand the guidelines for adding them
  • spell some words with ‘silent’ letters, e.g. knight, psalm, solemn
  • continue to distinguish between homophones and other words which are often confused
  • 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.
 
        Handwriting
  • write legibly, fluently and with increasing speed
 
Composition
  • 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 they have read, listened to or seen performed
  • 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
  • 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
  • proof-read for spelling and punctuation errors
  • perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.
  • 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 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
  • 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 main clauses
  • using a colon to introduce a list
  • punctuating bullet points consistently