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...