En6/1 Spoken Language
Reading
En6/2.1 Word Reading
En6/2.2 Comprehension
En6/2.2a maintain positive attitudes to reading and an understanding of what they read by:
En6/2.2c discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
En6/2.2d distinguish between statements of fact and opinion
En6/2.2e retrieve, record and present information from non-fiction
En6/2.2f participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
En6/2.2g explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
En6/2.2h provide reasoned justifications for their views.
- continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
- reading books that are structured in different ways and reading for a range of purposes
- increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
- recommending books that they have read to their peers, giving reasons for their choices
- identifying and discussing themes and conventions in and across a wide range of writing
- making comparisons within and across books
- learning a wider range of poetry by heart
- preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
- checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
- asking questions to improve their understanding
- drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence
- predicting what might happen from details stated and implied
- summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas
- identifying how language, structure and presentation contribute to meaning
En6/2.2c discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
En6/2.2d distinguish between statements of fact and opinion
En6/2.2e retrieve, record and present information from non-fiction
En6/2.2f participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
En6/2.2g explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
En6/2.2h provide reasoned justifications for their views.
Writing
En6/3.1 Spelling
En6/3.1a use further prefixes and suffixes and understand the guidance for adding them
En6/3.1b spell some words with ‘silent’ letters
En6/3.1c continue to distinguish between homophones and other words which are often confused
En6/3.1d use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in Appendix 1
En6/3.1e use dictionaries to check the spelling and meaning of words
En6/3.1f use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary
En6/3.1g use a thesaurus
En6/3.1b spell some words with ‘silent’ letters
En6/3.1c continue to distinguish between homophones and other words which are often confused
En6/3.1d use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in Appendix 1
En6/3.1e use dictionaries to check the spelling and meaning of words
En6/3.1f use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary
En6/3.1g use a thesaurus
En6/3.2 Handwriting and Presentation
Pupils should be taught to write legibly , fluently and with increasing speed by:
En6/3.2a choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
En6/3.2b choosing the writing implement that is best suited for a task
En6/3.2a choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters
En6/3.2b choosing the writing implement that is best suited for a task
En6/3.3 Composition
En6/3.3a Plan their writing by:
En6/3.3e perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.
- identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
- noting and developing initial ideas, drawing on reading and research where necessary
- in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed
- selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
- in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
- précising longer passages
- using a wide range of devices to build cohesion within and across paragraphs
- using further organisational and presentational devices to structure text and to guide the reader
- assessing the effectiveness of their own and others’ writing
- proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
- ensuring the consistent and correct use of tense throughout a piece of writing
- ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register
En6/3.3e perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear.
En6/3.4 Vocabulary, grammar & punctuation
En6/3.4a develop their understanding of the concepts set out in Appendix 2 by:
- recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
- using passive verbs to affect the presentation of information in a sentence
- using the perfect form of verbs to mark relationships of time and cause
- using expanded noun phrases to convey complicated information concisely
- using modal verbs or adverbs to indicate degrees of possibility
- using relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronoun
- learning the grammar for years 5 and 6 in Appendix 2
- using commas to clarify meaning or avoid ambiguity in writing
- using hyphens to avoid ambiguity
- using brackets, dashes or commas to indicate parenthesis
- using semicolons, colons or dashes to mark boundaries between independent clauses
- using a colon to introduce a list
- punctuating bullet points consistently
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