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Spoken Language Speaking, Listening and Discussion Present a well structured, persuasive argument including reasons and evidence Analyse the use of persuasive language in different contexts Plan and manage a group task over time Drama Vary voice for dramatic effect e.g. by using volume, tone and pitch The English Planning Kit Objectives for Year 5 Term 1 In addition to previous learning, pupils should learn how to... Reading Writing Word Reading Planning, Composing and Evaluating Use an understanding of morphology and Develop ideas through reading and etymology to aid them in reading research unfamiliar words (link to spelling strand) Use a wide knowledge of text types, forms and styles to inform their writing Being a Reader Plan and write for a clear purpose and Read and discuss a range of fiction, audience poetry, plays, non-fiction, reference and Choose a text form text books Ensure that the content and style of Increase their familiarity with fiction writing accurately reflects the purpose genres including books from other Borrow writers’ techniques from book, cultures screen and stage Know a range of children’s authors and Structure and organise writing in well poets linked paragraphs Read for a range of purposes Build cohesion within a paragraph Learn poems by heart Link openings to closings Recommend a book and explain why Use a variety of sentence openers Use pertinent and technically specific Carefully select words to create effects vocabulary when talking about books Perform their own work using a range of Discuss a text confidently with others, strategies (intonation, volume, movement responding to their ideas and challenging etc.) to make the meaning clear their views courteously Evaluate the work of others and suggest improvements Reading Comprehension Evaluate their work effectively and make Check that the text makes sense to them improvements based on this and discuss their understanding Proof–read for spelling and punctuation Use imagination and empathy to explore errors a text beyond the page Ensure the consistent and correct use of Answer questions drawing on information tense through a longer piece of writing from several places in the text Change vocabulary and grammar to Predict what may happen using stated enhance effects and clarify meaning and implied details and a wider personal Improve their writing style by adding new understanding of the world techniques to their repertoire (see Summarise using an appropriate amount Appendix A – year 5) of detail as evidence Grammar, Punctuation and Use evidence to both support and Vocabulary challenge conclusions drawn within and from a text Use correct grammatical terminology Identify a point in the text where the when discussing their writing author has made a structural choice and Identify relative pronouns e.g. which, Copyright © 2014 Jonathan Bond Transcription Spelling Use a dictionary to check the meaning and spelling of words Investigate spelling patterns and conventions Use a thesaurus Use etymology to aid spelling Spell words with the suffix –ive Spell words with the suffix -ist Spell words ending in -cious Spell words ending in -tious Spell words ending in -cial and -tial Spell the words attached, average, bargain, bruise, dictionary, familiar, foreign, forty, identity, muscle, occupy, occur, queue, rhyme, rhythm, soldier, symbol, system, twelfth, variety Choose the correct spelling by using a visual strategy (‘Does it look right?’) Handwriting and Presentation Begin to adapt handwriting to specific purposes e.g. printing, use of italics Use features of layout, presentation and organisation effectively in written and onscreen media Only for use by the purchasing institution consider the reasoning behind it Discuss and evaluate how authors use language and the impact on the reader Recognise that different parts of the text may have different purposes Comment on the effect that the reader’s or writer’s context has on the meaning of texts e.g. historical context, location that, who (whom, whose), when, where Use relative pronouns appropriately Use devices (connectives) for cohesion within a paragraph Experiment with clause position in complex sentences Ensure correct subject verb agreement Being a Researcher Detect bias and distinguish fact from opinion Search texts (including screen-based texts) for information quickly and efficiently and make choices about the appropriateness of the information Understand copying, quoting and adapting source material Spoken Language Speaking, Listening and Discussion Use repetition, recapping and humour in storytelling and presentations to maintain the interest of the listener Analyse techniques designed to engage the listener Use a range of techniques (e.g. compromise, considering consequences, combining ideas) to reach an agreement in a group Drama Invent dialogue, gesture and movement to suit a character The English Planning Kit Objectives for Year 5 Term 2 In addition to previous learning, pupils should learn how to... Reading Writing Word Reading Planning, Composing and Evaluating Use an understanding of morphology Develop own ideas through reading and and etymology to aid them in reading research unfamiliar words (link to spelling strand) Use a wide knowledge of text types, forms and styles to inform their writing Being a Reader Plan and write for a clear purpose and Read and discuss a range of fiction, audience poetry, plays, non-fiction, reference and Choose a text form text books Ensure that the content and style of Increase their familiarity with fiction writing accurately reflects the purpose genres including modern fiction Borrow writers’ techniques from book, Know a range of children’s authors and screen and stage poets Maintain a viewpoint throughout a text Read for a range of purposes Engage the reader throughout Prepare poems and playscripts to read Ensure cohesion within and between all aloud and perform, showing paragraphs in a text understanding through speed, volume, Use stanzas to organise ideas around a action, intonation, tone and word theme in poetry emphasis so that the meaning is clear to Use varied vocabulary to sustain and Copyright © 2014 Jonathan Bond Transcription Spelling Use a dictionary to check the meaning and spelling of words Investigate spelling patterns and conventions Use a thesaurus Use etymology to aid spelling Spell words ending in -ant, -ance and ancy Spell words ending in -ent, -ence and ency Spell diminutives using mini-, micro-,-ette and -ling Spell words with the prefix biSpell words with the prefix transSpell the words according, ancient, apparent, category, conscience, conscious, controversy, convenience, environment, equip( -ped and -ment) Only for use by the purchasing institution an audience Use pertinent and technically specific vocabulary when talking about books Discuss a text confidently with others, responding to their ideas and challenging their views courteously Reading Comprehension Check that the text makes sense to them and discuss their understanding Use imagination and empathy to explore a text beyond the page Answer questions drawing on information from several places in the text Predict what may happen using stated and implied details and a wider personal understanding of the world Summarise using an appropriate amount of detail as evidence Use evidence to both support and challenge conclusions drawn within and from a text Identify a point in the text where the author has made a structural choice and consider the reasoning behind it Explain why an author has used figurative language and the effect this has Comment on a writer’s purpose and viewpoint e.g. noting bias Comment on the effect that the reader’s or writer’s context has on the meaning of texts e.g. historical context, location Being a Researcher Detect bias and distinguish fact from opinion Search texts (including screen-based texts) for information quickly and efficiently and make choices about the appropriateness of the information Understand copying, quoting and The English Planning Kit develop ideas Perform their own work using a range of strategies (intonation, volume, movement etc.) to make the meaning clear Evaluate the work of others and suggest improvements Evaluate their work effectively and make improvements based on this Proof–read for spelling and punctuation errors Ensure the consistent and correct use of tense through a longer piece of writing Change vocabulary and grammar to enhance effects and clarify meaning Improve their writing style by adding new techniques to their repertoire (see Appendix A – year 5) Select and use stylistic devices to enhance writing excellent, existence, hindrance, leisure, nuisance, parliament, relevant, restaurant, sufficient, vegetable Choose the correct spelling by using a visual strategy (‘Does it look right?’) Handwriting and Presentation Increase the speed of handwriting without losing legibility Combine written text and illustration to enhance the words and their meaning Grammar, Punctuation and Vocabulary Use correct grammatical terminology when discussing their writing Identify relative clauses e.g. beginning with who, which, where, when, whose, that Use relative clauses to expand sentences Use adverbs and adverbials as connectives to show time (e.g. after five minutes), place (e.g. nearby) and number (e.g. secondly) across a text Use commas to clarify meaning or avoid ambiguity Orchestrate a range of sentence structures Ensure correct subject verb agreement Copyright © 2014 Jonathan Bond Only for use by the purchasing institution adapting source material Spoken Language Speaking, Listening and Discussion Use language fluidly to speculate, hypothesise, imagine and explore ideas Identify and analyse the use of different question types e.g. open, closed , leading, probing, hypothetical, rhetorical, challenging and reflective Use a range of question types in discussion and conversation Drama Perform a published script experimenting with voice, gesture and staging The English Planning Kit Objectives for Year 5 Term 3 In addition to previous learning, pupils should learn how to... Reading Writing Word Reading Planning, Composing and Evaluating Use an understanding of morphology Develop ideas through reading and and etymology to aid them in reading research unfamiliar words (link to spelling strand) Use a wide knowledge of text types, forms and styles to inform their writing Being a Reader Plan and write for a clear purpose and Read and discuss a range of fiction, audience poetry, plays, non-fiction, reference and Choose a text form text books Ensure that the content and style of Increase their familiarity with fiction writing accurately reflects the purpose genres including traditional stories Borrow and adapt writers’ techniques Know a range of children’s authors and from book, screen and stage poets Select which parts of writing need to be Read for a range of purposes developed in detail Learn more complex poems by heart Balance narrative writing between action, Recommend an author and explain why description and dialogue Use pertinent and technically specific Develop paragraphs creatively using vocabulary when talking about books techniques such as contrast, additional Discuss a text confidently with others, detail and explanation responding to their ideas and challenging Use stanzas to organise ideas around a their views courteously theme in poetry Use vivid description Reading Comprehension Perform their own work using a range of Check that the text makes sense to them strategies (intonation, volume, and discuss their understanding movement etc.) to make the meaning Use imagination and empathy to explore clear a text beyond the page Evaluate the work of others and suggest Answer questions drawing on improvements information from several places in the Evaluate their work effectively and make text improvements based on this Predict what may happen using stated Proof–read for spelling and punctuation and implied details and a wider personal errors understanding of the world Ensure the consistent and correct use of Summarise using an appropriate amount tense through a longer piece of writing of detail as evidence Change vocabulary and grammar to Use evidence to both support and enhance effects and clarify meaning challenge conclusions drawn within and Improve their writing style by adding new from a text techniques to their repertoire (see Explain some choices an author has Appendix A – year 5) Copyright © 2014 Jonathan Bond Transcription Spelling Use a dictionary to check the meaning and spelling of words Investigate spelling patterns and conventions Use a thesaurus Use etymology to aid spelling Spell words with the prefix imSpell words with the prefix proSpell words ending in -able and -ible Spell words ending in -ably and -ibly Spell the words achieve, available, awkward, determined, develop, explanation, government, individual, interfere, interrupt, language, lightning, necessary, sincere(ly), stomach, suggest, temperature, thorough, vehicle, yacht Choose the correct spelling by using a visual strategy (‘Does it look right?’) Handwriting and Presentation Combine written text, illustration, moving image and sound appropriately to enhance the words and their meaning Only for use by the purchasing institution made in structuring and organising their text Identify how the choice of language contributes to meaning Identify, describe and compare writers’ themes across a range of texts Comment on the effect that the reader’s or writer’s context has on the meaning of texts e.g. historical context, location Being a Researcher Detect bias and distinguish fact from opinion Search texts (including screen-based texts) for information quickly and efficiently and make choices about the appropriateness of the information Understand copying, quoting and adapting source material The English Planning Kit Select and use stylistic devices to enhance writing Grammar, Punctuation and Vocabulary Use correct grammatical terminology when discussing their writing Identify a modal verb is e.g. might, should, could, would, can, may, must, shall, will Identify a modal adverb is e.g. perhaps, surely, obviously Use modal verbs and adverbs Use the suffixes –ate, -ise, and –ify to convert nouns or adjectives into verbs Understand what parenthesis is Recognise and identify brackets and dashes Use brackets, dashes or commas for parenthesis Ensure correct subject verb agreement Copyright © 2014 Jonathan Bond Only for use by the purchasing institution