Download Half Term Y5 Title Author Duration of teaching sequence Extended

Half
Term
Y5
Autumn 1
Title
Author
Whole school
text
Duration
Extended writing
of teaching /genres
sequence
SPAG to be taught within the teaching sequence
1 week
The Black Dog
Carol Ann
Duffy
3 weeks
Recount
Narrative
The Iron man
Ted Hughes
3 weeks
Narrative
Newspapers
Poetry
Expressing time, place and cause using conjunctions [for example, when, before,
after, while, so, because], adverbs [for example,
then, next, soon, therefore], or prepositions [for example, before, after, during, in,
because of]
Inverted commas to punctuate direct speech
Noun phrases expanded by the addition of modifying adjectives, nouns and
preposition phrases (e.g. the teacher expanded to: the
strict maths teacher with curly hair)
The grammatical difference between plural and possessive –s
Noun phrases expanded by the addition of modifying adjectives, nouns and
preposition phrases (e.g. the teacher expanded to: the
strict maths teacher with curly hair)
Fronted adverbials [for example, Later that day, I heard the bad news.]
Appropriate choice of pronoun or noun within and across sentences to aid cohesion
and avoid repetition
Use of inverted commas and other punctuation to indicate direct speech
Apostrophes to mark plural possession
Use of commas after fronted adverbial
Relative clauses beginning with who, which, where, when, whose, that, or an
omitted relative pronoun
Devices to build cohesion within a paragraph [for example, then, after that, this,
firstly]
Linking ideas across paragraphs using a wider range of cohesive devices: repetition
of a word or phrase, grammatical connections
[for example, the use of adverbials such as on the other hand, in contrast, or as a
consequence], and ellipsis
Autumn 2
The
Unforgotten
coat
Grimm Tales
Spring 1
Frank
Cotterill
Boyce
Philip
Pullman
3 Weeks
Narrative
Explanation Text
Recounts
Non Chronological
reports
Versions of Myths
3 weeks
Whole school
Text
1 Week
Origami Yoda
Tom
3 weeks
Angleberger
Recounts
Instruction
Persuasive
Discussion
Use further prefixes and suffixes and understand the guidance for adding them
Relative clauses beginning with who, which, where, when, whose, that, or an
omitted relative pronoun
Indicating degrees of possibility using adverbs [for example, perhaps, surely] or
modal verbs [for example, might, should, will, must]
Use of commas to clarify meaning or avoid ambiguity
How words are related by meaning as synonyms and antonyms [for example, big,
large, little].
Use of the passive to affect the presentation of information in a sentence [for
example, I broke the window in the greenhouse versus
The window in the greenhouse was broken (by me)]
Indicating degrees of possibility using adverbs [for example, perhaps, surely] or
modal verbs [for example, might, should, will, must]
The difference between vocabulary typical of informal speech and vocabulary
appropriate for formal speech and writing [for example,
find out – discover; ask for – request; go in – enter]
Linking ideas across paragraphs using a wider range of cohesive devices: repetition
of a word or phrase, grammatical connections
[for example, the use of adverbials such as on the other hand, in contrast, or as a
consequence], and ellipsis
Relative clauses beginning with who, which, where, when, whose, that, or an
omitted relative pronoun
Devices to build cohesion within a paragraph [for example, then, after that, this,
firstly]
The difference between vocabulary typical of informal speech and vocabulary
appropriate for formal speech and writing [for example,
find out – discover; ask for – request; go in – enter]
Linking ideas across paragraphs using a wider range of cohesive devices: repetition
of a word or phrase, grammatical connections
[for example, the use of adverbials such as on the other hand, in contrast, or as a
consequence], and ellipsis
Use of the semi-colon, colon and dash to mark the boundary between independent
clauses [for example, It’s raining; I’m fed up]
How hyphens can be used to avoid ambiguity [for example, man eating shark
versus man-eating shark, or recover versus re-cover]
The London Eye
Myseries
Spring 2
Siobhan
Dowd
The Adventures
of Odyseus
The Templeton
Twins
4 weeks
3 weeks
Ellis Weiner
Summer 1 Whole school
3 Weeks
Narrative
Newspapers
Diary Entry
Narrative
Letters
Playscript
Narrative
Explanation
Devices to build cohesion within a paragraph [for example, then, after that, this,
firstly]
Linking ideas across paragraphs using adverbials of time [for example, later], place
[for example, nearby] and number [for example,
secondly] or tense choices [for example, he had seen her before]
The difference between vocabulary typical of informal speech and vocabulary
appropriate for formal speech and writing [for example,
find out – discover; ask for – request; go in – enter]
Linking ideas across paragraphs using a wider range of cohesive devices: repetition
of a word or phrase, grammatical connections
[for example, the use of adverbials such as on the other hand, in contrast, or as a
consequence], and ellipsis
Converting nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –
ify]
How words are related by meaning as synonyms and antonyms [for example, big,
large, little].
Linking ideas across paragraphs using a wider range of cohesive devices: repetition
of a word or phrase, grammatical connections
[for example, the use of adverbials such as on the other hand, in contrast, or as a
consequence], and ellipsis
Verb prefixes [for example, dis–, de–, mis–, over– and re–]
Indicating degrees of possibility using adverbs [for example, perhaps, surely] or
modal verbs [for example, might, should, will, must]
Linking ideas across paragraphs using adverbials of time [for example, later], place
[for example, nearby] and number [for example,
secondly] or tense choices [for example, he had seen her before]
Use of the colon to introduce a list and use of semi-colons within lists
1 week
Text
Three Little Pigs
Martin
Jenkins
3 weeks
Instructional Text
Persuasive argument
Devices to build cohesion within a paragraph [for example, then, after that, this,
firstly]
Brackets, dashes or commas to indicate parenthesis
Use of the passive to affect the presentation of information in a sentence [for
example, I broke the window in the greenhouse versus
The window in the greenhouse was broken (by me)]
Layout devices [for example, headings, sub-headings, columns, bullets, or tables, to
structure text]
Summer 2
The Princess
Blankets
Levi Pinfold
3 weeks
Speech,
Diary entry,
Letter
Write own fairy tale
Can we Save the
Tiger?
Vicky White
3 weeks
Explanation
Balanced Argument
Non Chronological Reports
3 weeks
Narrative
Description
Diary Writing
Poetry
The Lady of
Shallotte
Use further prefixes and suffixes and understand the guidance for adding them
Relative clauses beginning with who, which, where, when, whose, that, or an
omitted relative pronoun
Indicating degrees of possibility using adverbs [for example, perhaps, surely] or
modal verbs [for example, might, should, will, must]
The difference between vocabulary typical of informal speech and vocabulary
appropriate for formal speech and writing [for example,
find out – discover; ask for – request; go in – enter]
How words are related by meaning as synonyms and antonyms [for example, big,
large, little].
Verb prefixes [for example, dis–, de–, mis–, over– and re–]
Indicating degrees of possibility using adverbs [for example, perhaps, surely] or
modal verbs [for example, might, should, will, must]
How words are related by meaning as synonyms and antonyms [for example, big,
large, little].
Relative clauses beginning with who, which, where, when, whose, that, or an
omitted relative pronoun
Brackets, dashes or commas to indicate parenthesis
Linking ideas across paragraphs using a wider range of cohesive devices: repetition
of a word or phrase, grammatical connections
[for example, the use of adverbials such as on the other hand, in contrast, or as a
consequence], and ellipsis