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Year 5 English Curriculum - How we teach reading and writing

The teaching of reading and writing represents the vast body of the work we do in school. It is broken down into several areas:-

Reading

Is taught right across school from the 2 year olds to the 11 year olds

  • Word reading
  • Comprehension
  • Phonics

Word reading

By using ‘look and say’ flash cards, reading books frequently and teaching letters (+ groups of letters) and sounds, children learn to recognise and say words. Reading simple sentences and understanding them begins comprehension. Understanding spoken phrases and words is the root of comprehension.

Phonics

Learning the different sounds and names of letters and groups of letters in order to read difficult new words or to spell words.

Comprehension

By reading for meaning and pleasure children can develop a wider understanding of reading for meaning. Reading from a wide variety of texts independently and with an adult will enable them to progress and expand their vocabulary. Reading fluently, at speed and with good understanding is the key to success in many other areas of life and education. Being able to answer simple and complex questions shows pupils understanding of what they have read.

Writing – consists of several elements

  • Vocabulary
  • Spelling
  • Handwriting – our cursive script is taught from Reception FS2
  • Punctuation
  • Grammar
  • Composition

This area of our curriculum has been set out year by year and is available from the school or within our website.

Vocabulary development – a key element for bi-lingual pupils

Pupils’ acquisition and command of vocabulary are key to their learning and progress across the whole curriculum. Teachers will develop vocabulary, actively building systematically on pupils’ current knowledge. They will increase pupils’ stores of words in general, simultaneously they should also make links between known and new vocabulary and discuss the shades of meaning in similar words.

In this way pupils expand the vocabulary choices that are available to them when they write. We know that it is vital for pupils’ comprehension that they understand the meaning of words they meet in their reading across all subjects, and older pupils should be taught the meaning of instruction verbs that they may meet in examination questions. Pupils will also learn the language which defines each subject in its own right, such as accurate mathematical and scientific language.

Vocabulary development – a key element for bi-lingual pupils

Pupils’ acquisition and command of vocabulary are key to their learning and progress across the whole curriculum. Teachers will develop vocabulary, actively building systematically on pupils’ current knowledge. They will increase pupils’ stores of words in general, simultaneously they should also make links between known and new vocabulary and discuss the shades of meaning in similar words.

In this way pupils expand the vocabulary choices that are available to them when they write. We know that it is vital for pupils’ comprehension that they understand the meaning of words they meet in their reading across all subjects, and older pupils should be taught the meaning of instruction verbs that they may meet in examination questions. Pupils will also learn the language which defines each subject in its own right, such as accurate mathematical and scientific language.

Spoken language

1-6 spoken lang(4)

Reading - Word reading

56 reading

Reading - Comprehension

56 comp56 comp.2

Writing - Transcription

56 trans

Writing - Handwriting and presentation

56 hand

Writing - Composition

56 writ comp

Writing - Vocabulary, grammar and punctuation

56 vgp