Writing:

To encourage children back into writing, we will be writing shorter pieces this term, based around several shorter books and videos.  We will start with consolidating Year 5 objectives and moving towards our Year 6 objectives.

Our composition focus will be:

Year 5:

• I can recognise vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.
• I can use passive verbs to affect the presentation of information in a sentence.
• I can use the perfect form of verbs to mark relationships of time and cause.
• I can use expanded noun phrases to convey complicated information concisely.
• I can use modal verbs or adverbs to indicate degrees of possibility.
• I can use relative clauses beginning with who, which, where, when, whose, that or with an implied (ie omitted) relative pronoun.

Year 6:

• I can use a wide range of clause structures, sometimes varying their position within the sentences.
• I can use commas to mark phrases and clauses. (Commas for clarity.)
• I use a range of sentence starters to create specific effects.
• I can use adverbs, preposition phrases and expanded noun phrases to add detail, qualification and precision.
• I can use colons, semi-colons and dashes to demarcate clauses within a sentence. 
• I can use the active and passive voice within my writing. 

Reading: Linked to a topic-based book.

Children to be able to understand what they read by:

• 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 one paragraph, identifying key details that support the main ideas
• identifying how language, structure and presentation contribute to meaning
• discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
• distinguish between statements of fact and opinion
• retrieve, record and present information from non-fiction
• 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
• 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
• provide reasoned justifications for their views.

SPAG:

• I can vary sentence structure depending on whether it is formal or informal.
• I can use a variety of organisational and presentation devices correct to the text type (cohesive devices).
• I can sustain and develop ideas logically in both narrative and non-narrative writing.
• I can use commas to mark phrases and clauses. (Commas for clarity.)
• I can use adverbs, preposition phrases and expanded noun phrases to add detail, qualification and precision.
• I can use colons, semi-colons and dashes to demarcate clauses within a sentence. 
• I can identify active and passive sentences and use them in my writing. 

Spelling:

Read Write Inc. Spellings

Unit 4 - 8.

Alongside these will be the orange words, these are spellings on the word list for Year 5 and 6. A copy of these can be found in the back of their spelling logs.