Year 5 english lesson plans (national curriculum)

ENG-NC-EN-Y56-002.1

continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

Taught across Years 5 and 6

ENG-NC-EN-Y56-002.2

reading books that are structured in different ways and reading for a range of purposes

Taught across Years 5 and 6

ENG-NC-EN-Y56-002.3

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

Taught across Years 5 and 6

ENG-NC-EN-Y56-002.4

recommending books that they have read to their peers, giving reasons for their choices

Taught across Years 5 and 6

ENG-NC-EN-Y56-002.5

identifying and discussing themes and conventions in and across a wide range of writing

Taught across Years 5 and 6

ENG-NC-EN-Y56-002.6

making comparisons within and across books

Taught across Years 5 and 6

ENG-NC-EN-Y56-002.7

learning a wider range of poetry by heart

Taught across Years 5 and 6

ENG-NC-EN-Y56-002.8

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

Taught across Years 5 and 6

ENG-NC-EN-Y56-003.1

checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context

Taught across Years 5 and 6

ENG-NC-EN-Y56-003.2

asking questions to improve their understanding

Taught across Years 5 and 6

ENG-NC-EN-Y56-003.3

drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

Taught across Years 5 and 6

ENG-NC-EN-Y56-003.4

predicting what might happen from details stated and implied

Taught across Years 5 and 6

ENG-NC-EN-Y56-003.5

summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas

Taught across Years 5 and 6

ENG-NC-EN-Y56-003.6

identifying how language, structure and presentation contribute to meaning

Taught across Years 5 and 6

ENG-NC-EN-Y56-017.1

choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters

Taught across Years 5 and 6

ENG-NC-EN-Y56-017.2

choosing the writing implement that is best suited for a task

Taught across Years 5 and 6

ENG-NC-EN-Y56-018.1

identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own

Taught across Years 5 and 6

ENG-NC-EN-Y56-018.2

noting and developing initial ideas, drawing on reading and research where necessary

Taught across Years 5 and 6

ENG-NC-EN-Y56-018.3

in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed

Taught across Years 5 and 6

ENG-NC-EN-Y56-019.1

selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning

Taught across Years 5 and 6

ENG-NC-EN-Y56-019.2

in narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action

Taught across Years 5 and 6

ENG-NC-EN-Y56-019.3

précising longer passages

Taught across Years 5 and 6

ENG-NC-EN-Y56-019.4

using a wide range of devices to build cohesion within and across paragraphs

Taught across Years 5 and 6

ENG-NC-EN-Y56-019.5

using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining]

Taught across Years 5 and 6

ENG-NC-EN-Y56-020.1

assessing the effectiveness of their own and others’ writing

Taught across Years 5 and 6

ENG-NC-EN-Y56-020.2

proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning

Taught across Years 5 and 6

ENG-NC-EN-Y56-020.3

ensuring the consistent and correct use of tense throughout a piece of writing

Taught across Years 5 and 6

ENG-NC-EN-Y56-020.4

ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register

Taught across Years 5 and 6

ENG-NC-EN-Y56-023.1

recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms

Taught across Years 5 and 6

ENG-NC-EN-Y56-023.2

using passive verbs to affect the presentation of information in a sentence

Taught across Years 5 and 6

ENG-NC-EN-Y56-023.3

using the perfect form of verbs to mark relationships of time and cause

Taught across Years 5 and 6

ENG-NC-EN-Y56-023.4

using expanded noun phrases to convey complicated information concisely

Taught across Years 5 and 6

ENG-NC-EN-Y56-023.5

using modal verbs or adverbs to indicate degrees of possibility

Taught across Years 5 and 6

ENG-NC-EN-Y56-023.6

using relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronoun

Taught across Years 5 and 6

ENG-NC-EN-Y56-023.7

learning the grammar for years 5 and 6 in English appendix 2

Taught across Years 5 and 6

ENG-NC-EN-Y56-024.1

using commas to clarify meaning or avoid ambiguity in writing

Taught across Years 5 and 6

ENG-NC-EN-Y56-024.2

using hyphens to avoid ambiguity

Taught across Years 5 and 6

ENG-NC-EN-Y56-024.3

using brackets, dashes or commas to indicate parenthesis

Taught across Years 5 and 6

ENG-NC-EN-Y56-024.4

using semicolons, colons or dashes to mark boundaries between independent clauses

Taught across Years 5 and 6

ENG-NC-EN-Y56-024.5

using a colon to introduce a list

Taught across Years 5 and 6

ENG-NC-EN-Y56-024.6

punctuating bullet points consistently

Taught across Years 5 and 6