Grammar is a major aspect of the school curriculum. Children need to be able to show understanding of different grammatical terms and be able to use them in their writing. In Year 5 children need to be able to understand and use:
- Capital letters
Super sentences are used in each year group and have been designed to encourage and help the children use a range of skills within their writing.
Below is a list of the super sentences in Year 5:
Word of the Day
Each day a word is picked to be The Word of the Day. This could be related to the topic or book that the class are learning about or could be an interesting word that the teacher feels would be useful or fun.The word is then display in the classroom for the rest of the year for the children to use. Teachers encourage the children to use these words as it helps to extend their vocabulary and they are rewarded when they do.
There are several different ways we teach spellings here at Sneyd Green. In Year 5, we conitnue to work on different spelling rules. In addition to this, we also have keywords that the children need to learn to spell. Each child is given a keyword spelling sheet with all the words for Year 3, Year 4, Year 5 and Year 6. The children are tested on these throughout the year and they are crossed off the list when they can spell them confidently. To see the keywords for Year 3, Year 4, Year 5 and Year 6 please click here.
|Understand the meaning of new words and to read these aloud.|
|Read a variety of texts (newspapers, comics, books, factual books) and be able to recommend them to another person.|
|Discuss similarities and differences between different texts (newspapers, comics, books, factual books.|
|To read, learn and practise performing poems. Discuss the meaning of different poems.|
|Check that they have understood what they are reading and that it makes sense.|
|Ask questions about what they are reading to improve their understanding.|
Understand how characters feel and what they think from their actions. Find evidence to support this.
E.g, Too many questions! And I dont have all of the answers, although I can’t stop wondering.
What does this sentence tell us about the main character in the story?
Children should be able to infer that:
The main character is very interest in whatever has happened. He wants to get to the bottom of it and will not rest until he does. Authors use lots of questions to show how characters feel confused.
|Predict what might happen based on what they have just read.|
|Identify how the language used, and the way the text is presented helps the reader to understand the meaning of the text.|
|Understand and identify the difference between fact and opinion.|
|Find information in a non -fiction text and show this information clearly.|
|Take part in discussions about what they have read and explain their opinions, giving reasons.|
To use the correct tense for verbs.
E.g. Their boots (sunk/sank) in the mud. Their boots had (sunk/ sank) in the mud.
To add one adjective in front of each noun in a sentence. These are known as expanded noun phrases.
E.g. The snarling dragon shot from the huge cave and flapped its mighty wings in the cold air.
To choose the correct modal verb (must, should, could, would, will) to indicate the possibility of an event in the sentence.
E.g. He swims really well. He (can/ should/ must) practise a lot.
To add additional information to a noun in a sentence, in between commas, using one of these words: who, which, where, where, when, whose and that. These are known as relative clauses.
E.g. The injured police, who was bleeding badly, staggered to the van.
Correctly use commas to show short pauses in sentences, to clarify meaning.
While I was eating, the cat scratched the door.
To add extra information to a noun in the sentence using commas, brackets and dashes. This is known as parenthesis. E.g.
Commas: The pyramids, of Ancient Egypt, are enormous.
Brackets: The pyramids (of Ancient Egypt) are enormous.
Dashes : The pyramids – of Ancient Egypt – are enormous.
Understanding the meaning of different prefixes and suffixes.
E.g. The prefix ‘anti’ means against. Anti-bacteria means against bacteria.
Undersand the correct spelling of a word in the sentence.
(Homophones are words with the same sounds but different spellings and meanings)
E.g. I had (cereal/ serial) for my breakfast.