Year 5 Expectations
Reading Targets
A Year 5 Reader
Page 1
Word Reading |
I can apply my knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words. |
I can read further exception words, noting the unusual correspondences between spelling and sound. |
I attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words. |
I can re-read and read ahead to check for meaning. |
Comprehension |
I am familiar with and can talk about a wide range of books and text types, including myths, legends and traditional stories and books from other cultures and traditions. I can discuss the features of each. |
I can read non-fiction texts and identify the purpose, structure and grammatical features, evaluating how effective they are. |
I can identify significant ideas, events and characters; and discuss their significance. |
I can recite poems by heart, e.g. narrative verse, haiku. |
I can prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action. |
Reading Targets
A Year 5 Reader
Page 2
Comprehension (continued) |
I can use meaning-seeking strategies to explore the meaning of words in context. |
I can use meaning-seeking strategies to explore the meaning of idiomatic and figurative language. |
I can identify and comment on a writer’s use of language for effect. for example, precisely chosen adjectives, similes and personification. |
I can identify grammatical features used by the writer (rhetorical questions, varied sentence lengths, varied sentence starters, empty words) to impact on the reader. |
I can draw inferences such as inferring characters' feelings, thoughts and motives from their actions. |
I can justify inferences with evidence from the text. |
I can make predictions from what has been read. |
I can summarise the main ideas drawn from a text. |
I can identify the effect of the context on a text; for example, historical context or other cultures. |
I can identify how language, structure and presentation contribute to the meaning of a text. |
I can express a personal point of view about a text, giving reasons. |
I can make connections between other similar texts, prior knowledge and experience. |
I can compare different versions of texts and talk about their differences and similarities. |
I can listen to and build on others’ ideas and opinions about a text. |
I can present an oral overview or summary of a text. |
I can present the author’s viewpoint of a text. |
I can present a personal point of view based on what has been read. |
I can listen to others’ personal point of view. |
I can explain a personal point of view and give reasons. |
I know the difference between fact and opinion. |
I can use my knowledge of structure of text type to find key information. |
I can use text marking to identify key information in a text. |
I can make notes from text marking. |
Reading Targets - Comprehension
Year 5: Reading at Greater Depth
I can read a range of material and show that I can sustain the reading of longer and more demanding books and poetry. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
I choose to read widely for pleasure and for different purposes and do so outside lesson time because I want to. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
I can express my own ideas about a text, supporting my ideas with evidence from the text and explaining why the evidence justifies my opinion. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
I can compare texts by the same writer, drawing out the similarities and differences and compare and evaluate different books. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
I can compare texts by different authors and talk authoritatively about their different styles and techniques. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
I can explain why a writer has chosen to use specific organisation and structure within their text and say why it supports its purpose. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
I am aware that different narratives and non narrative texts have different levels of formality of language and I can explain the reasons for this. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
I make use of effective scanning and text marking to aid succinct summaries of key ideas so that information is identified. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
I adapt my own opinion in the light of further reading or others’ ideas. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
I infer meaning using evidence from the text I am studying, wider reading and personal experience. Writing Targets - A Year 5 Writer
Writing Targets Year 5: Writing at Greater Depth
Targets in Spoken Language A Year 5 Speaker
Targets in Spoken Language Exceeding Year 5 Expectations
Mathematics Targets - A Year 5 Mathematician
Mathematics Targets Year 5: Mathematics at Greater Depth
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