Download Year 5 Parents Curriculum Presentation

Year 5
Curriculum Afternoon
Monday 9th February
2015
 Spellings
- In the new curriculum there is a heavy focus on
spellings
- Weekly spellings are taken from band 5 – some
from band 4.
- Spelling patterns for band 5
- Ough
- Homophones
- Words ending in – ant, -ent, -ancy, -ance, -ency,
ence.
- Words ending in –ible, -able.
- Words ending in –cious, tious.
- Spell word endings which sound like ‘shil’ spelt –
cial or –tial
- spell some words with ‘silent’ letters [for
example, knight, psalm, solemn]
 Grammar
- Again there is a heavy focus on grammar. I
now teach grammar as part of the Literacy
lesson.
Nouns, pronouns, adjectives, adverbs,
determiners, prepositions, modal verbs,
clauses – main, subordinate/ relative,
Sentence types, adverbials, connectives,
apostrophes, commas, parentheses, hyphens,
singular and plural.
 Nouns
 There are 4 different types of nouns:
- Common (dog, table, book)
- Proper (Julie, China, England)
- Collective (flock of birds, colony)
- Abstract (excitement, anger)
- Pronouns (avoids repetition)
- - I, you, she, it, who, they, he, them
 Adjectives
 - Give information about the noun
 Beautiful, dangerous, colourful
 You can have degrees of comparison
 Comparative (happier)
 Superlative (happiest)
 Adverbs
 -Give information about the verb
 Quickly, nervously
 Determiners
 -These come before nouns or noun phrases
A, an, the, this, that, these, those
Prepositions
- Link nouns or pronouns in a sentence. They
usually indicate when or where something
happens
- About, above, across, after, under, behind,
upon, over, between.
 Modal Verbs
 These are used to show how likely we
believe things are to happen. We choose
the verb depending on how sure we are.
 Examples include can, could, may,
might, shall, should, will, would, won't
will not, could not
 Clauses
 There are two different types of clauses, a
main clause that can stand alone and can be
written as a simple sentence
 Eg. The man walked down the road
 A relative or subordinate clause that cannot
stand alone and adds extra information.
 Eg. Who, which, that,
 The man, who sang happily to himself,
walked down the road
 Sentence Types
 Simple sentence – The cat purred
 Compound – The cat purred and the
dog chased after his bone
Complex – Although Charlie
laughed, Emma stared to cry
 Adverbials
 - This is a word or phrase that gives more
information about the verb
 They relate to time, place and manner
 After we had eaten dinner, (time)
 At the ice rink, (place)
 Carefully, (manner)
 Apostrophes
 Possessive
- The girl’s shoes
 Omission
- Won’t, can’t, I’m
- Parenthesis
- This is a word or phrase that is added as an
explanation to provide more information. They are
usually punctuated by brackets, commas and
dashes.
- E.g. She was lying (what a surprise) and no-one
seemed to realise.
 Singular and plural
Singular nouns represent one item
Plural nouns represent more than one!
There are so many rules and many
irregular plurals that the children need to
learn
 What can you do?
 The new curriculum is very challenging and a
lot of the focus has changed to grammar and
spelling.
 Please test your child regularly, including
words that they had covered previously.
 When they are reading/writing ask them
what certain words are and can they explain
it to you.
 Read with your child regularly
 Help them to learn their times tables by
heart!