Year 5 Expectations - Grimley & Holt C of E Primary School

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

Transcription

Spelling

I can form verbs with prefixes.

I can convert nouns or adjectives into verbs by adding a suffix.

I understand the rules for adding prefixes and suffixes.

I can spell words with silent letters.

I can distinguish between homophones and other words which are often confused.

I can spell the commonly mis-spelt words from the Y5/6 word list.

I can use the first 3 or 4 letters of a word to check spelling, meaning or both in a dictionary.

I can use a thesaurus.

I can use a range of spelling strategies.

Handwriting

I can choose the style of handwriting to use when given a choice.

I can choose the handwriting that is best suited for a specific task.

Composition

I can discuss the audience and purpose of the writing.

I can start sentences in different ways.

I can use the correct features and sentence structure matched to the text type we are working on.

I can develop characters through action and dialogue.

I can establish a viewpoint as the writer through commenting on characters and events.

I can use grammar and vocabulary to create an impact on the reader.

I can use stylistic devices to create effects in writing.

I can add well-chosen detail to interest the reader.

I can summarise a paragraph.

I can organise my writing into paragraphs to show different information or events.

Grammar and punctuation

Sentence structure

I can use relative clauses.

I can use adverbs or modal verbs to indicate a degree of possibility.

Text structure

I can build cohesion between paragraphs.

I can use adverbials to link paragraphs.

Punctuation

I can use brackets, dashes and commas to indicate parenthesis.

I can use commas to clarify meaning or avoid ambiguity.

Writing Targets

Year 5: Writing at Greater Depth

My writing is clearly structured and organised according to the text type.

I attempt to write hybrid texts to show an alternative point of view or to engage the reader with an unexpected approach.

My use of Standard English is consistent and the level of formality appropriate for the register of the text.

My paragraphs are clearly constructed and help to guide the reader through the text.

In narrative writing, my paragraphs support the plot structure and clearly signal changes in time, place and events.

In all my writing I try to ensure that the closing of the text refers to the opening.

I adapt my sentence structures by re-ordering or embedding clauses and use different sentence lengths to create effects.

Detail is often added to my writing by expanding noun phrases and sentence starters with effective word choices.

My editing process may involve taking out or simplifying rather than just adding.

During the editing process I will sometimes re-order sentences if I feel it impacts on the reader.

I sometimes use changes in time and place to guide the reader through my text.

Targets in Spoken Language

A Year 5 Speaker

I can engage the listener by varying my expression and vocabulary.

I adapt my spoken language depending on the audience, the purpose or the context.

I can develop my ideas and opinions, providing relevant detail.

I can express my point of view.

I show that I understand the main points, including implied meanings in a discussion.

I listen carefully in discussions. I make contributions and ask questions that are responsive to others’ ideas and views.

I use Standard English in formal situations.

I am beginning to use hypothetical language to consider more than one possible outcome or solution.

I can perform my own compositions, using appropriate intonation and volume so that meaning is clear.

I can perform poems and plays from memory, making careful choices about how I convey ideas. I adapt my expression and tone.

I am beginning to select the appropriate register according to the context.

Targets in Spoken Language

Exceeding Year 5 Expectations

I can organise and shape a talk, making connections between ideas and drawing on different points of view.

I can use Standard English appropriately.

I can use persuasive language and techniques to influence the listener.

I show an understanding of how and why language choices vary in my own and others’ talk in different contexts.

I can sustain listening to different sources, retaining or noting key information.

I can speak in extended turns to express ideas and opinions, with some relevant detail.

I can vary vocabulary, grammar, and non-verbal features to suit the audience, purpose, and context.

I can sustain listening to different sources, retaining or noting key information.

I can listen to others in discussion and link my own ideas clearly to others’ views .

Mathematics Targets - A Year 5 Mathematician

Number

I can count forwards and backwards in steps of powers of 10 for any given number up to 1,000,000.

I recognise and use thousandths and relate then to tenths, hundredths and decimals equivalents.

I recognise mixed numbers and improper fractions and can convert from one to the other.

I can read and write decimal numbers as fractions.

I recognise the % symbol and understand percent relates to a number of parts per hundred.

I can write percentages as a fraction with denominator hundred and as a decimal fraction.

I can compare and add fractions whose denominators are all multiples of the same number.

I can multiply and divide numbers mentally drawing on known facts up to 12 x 12.

I can round decimals with 2dp to the nearest whole number and to 1dp.

I recognise and use square numbers and cube numbers; and can use the notation ² and ³.

I can multiply and divide whole numbers and those involving decimals by 10, 100 and 1000.

I can multiply numbers up to 4-digit by a 1 or 2-digit number using formal written methods, including long multiplication for a 2-digit number.

I can divide numbers up to 4-digits by a 1-digit number.

I can solve problems involving multiplication and division where large numbers are used by decomposing them into factors.

I can solve addition and subtraction multi-step problems in context, deciding which operations and methods to use and why.

I can solve problems involving numbers up to 3dp.

Measurement and geometry

I know that angles are measured in degrees.

I can estimate and compare acute, obtuse and reflex angles.

I can draw given angles and measure them in degrees.

I can convert between different units of metric measures and estimate volume and capacity.

I can measure and calculate the perimeter of composite rectilinear shapes in cm and m.

I can calculate and compare the areas of squares and rectangles including using standards units (cm² and m²).

I can solve comparison, sum and difference problems using information presented in a line graph.

Mathematics Targets

Year 5: Mathematics at Greater Depth

I deal confidently with all numbers up to 1,000,000 and apply this knowledge to scientific, historical and geographical learning when it is appropriate to do so.

I consistently use rounding as a strategy for quickly assessing what approximate answers ought to be before calculating.

I am confident when it comes to working across zero for positive and negative numbers to work time, eg, between BC and AD in history.

I use my knowledge of measurement to create plans of areas around school, such as classroom, field, outside play area, etc.

I use a range of timetables to work out journey times on a fictional journey around the world, eg, ‘How long would it take to reach the rainforests in the Amazon?’.

I confidently collect my own data on a personal project and present information in formats of my choosing, eg, charts, graphs and tables.

I enjoy being challenged with reasoning problems and show a good level of resilience if I find the problem difficult.

I can explain my workings to my peers and help them with their problems whilst at the same time deepen my own understanding.

I can return to most tasks after a break and will not need to be re-taught.

I am particularly quick at recognising which operation may be required to deal with specific problems and can apply this operation with confidence.

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