5th Grade English Checklist: What Your Child Should Know

Reading Comprehension

Your child is developing sophisticated reading skills — comparing texts, analysing how authors use evidence and perspective, integrating information from multiple sources, and supporting their interpretations with quotes and reasoning.

• Listening to Texts Read Aloud

  Listen to and discuss poems, stories, and non-fiction at a level beyond independent reading; confirm understanding of texts read aloud by asking and answering questions about key details

  • Answer questions about a story or non-fiction text read aloud by the teacher
  • Discuss events, characters, or ideas from chapter books read to the class
  • Ask for clarification when something in a read-aloud is not understood

• Justifying Views About Texts

  Provide reasoned justifications for views about texts, supporting interpretations and opinions with evidence and logical arguments

  • State an opinion about a character's motivations and support it with three pieces of textual evidence
  • Construct a reasoned argument about an author's message using quotes from the text
  • Respond to an alternative interpretation by providing counter-evidence from the text

• Reading between the lines

  Ask and answer questions about key details in literary and informational texts; make simple inferences based on what characters say and do

  • Answer 'who', 'what', 'where' questions about a text using evidence
  • Infer a character's feelings from their actions (e.g. 'She's sad because she's crying')
  • Make logical guesses about unstated information using text clues

• Inferring Characters' Feelings and Motives

  Draw inferences from independently-read texts, such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence from the text

  • Infer a character's feelings or motives from their actions and dialogue (e.g. 'She slammed the door — how is she feeling?')
  • Justify an inference by quoting or pointing to specific evidence in the text
  • Distinguish between what is explicitly stated and what must be inferred from clues in the text

• Self-Correcting While Reading

  Check that text makes sense while reading and self-correct inaccurate reading by re-reading or using context

  • Notice when reading does not make sense and stop to re-read
  • Self-correct errors mid-sentence (e.g. 'Wait, that doesn't sound right')
  • Use meaning, sentence structure, and visual cues together to monitor reading

• Using Multiple Sources

  Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or solve a problem efficiently

  • Use search features, indexes, and headings to locate specific information across sources
  • Synthesise information from two or more sources to answer a research question
  • Evaluate which source provides the most relevant information for a given question

• In-Depth Character and Setting Analysis

  Describe in depth a character, setting, or event in a story or drama, drawing on specific details from the text such as a character's thoughts, words, actions, and interactions

  • Write a detailed character description drawing on evidence from multiple points in the text, including what the character says, does, thinks, and how others respond to them
  • Describe a setting in depth by citing specific sensory details, figurative language, and mood clues the author provides
  • Explain how a key event affects the characters and plot development, citing specific textual details about actions, reactions, and consequences

• Narrator's Point of View

  Compare and contrast the point of view from which different stories are narrated, including distinguishing between first-person and third-person narration and explaining how the narrator's perspective shapes the reader's understanding

  • Identify whether a story is told in first person (I/we) or third person (he/she/they) and explain how this affects what the reader knows about characters' thoughts and feelings
  • Compare two versions of a story or event told from different points of view and explain how each narrator's perspective changes what is emphasised, omitted, or revealed
  • Explain why an author might choose first-person narration (immediacy, personal voice) versus third-person narration (broader view, objectivity) for a particular story

• Recommending Books

  Recommend books to peers, giving reasons for choices based on knowledge of a wide range of genres, authors, and themes, and making comparisons within and across books

  • Recommend a book to a peer by explaining its genre, theme, and what makes it engaging, comparing it to other books the peer has enjoyed
  • Justify a book recommendation by referring to specific features such as the author's style, the plot structure, or how a theme is developed
  • Maintain a reading log or book review collection that captures key responses to books read and serves as a reference for future recommendations

• Comparing Characters, Settings and Events

  Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details about how characters interact, settings influence action, or events connect

  • Create a Venn diagram comparing two characters' traits using textual evidence
  • Explain how a change in setting affects the mood and characters' actions in a story
  • Analyse how two events in a narrative are connected through cause and effect

• Different viewpoints in texts

  Describe how a narrator's or speaker's point of view influences how events are described, recognising the difference between limited and omniscient narration and how perspective shapes storytelling

  • Identify whether a story uses first-person or third-person narration and explain the effect
  • Explain how events would be described differently if told from another character's perspective
  • Analyse how the narrator's knowledge or bias affects what information the reader receives

• Comparing Books

  Make comparisons within and across books, identifying similarities and differences in themes, characters, settings, and authorial choices across multiple texts

  • Compare how two authors develop similar themes using different narrative techniques
  • Identify similarities and differences between characters across books by the same author
  • Analyse how settings function differently in two texts from the same genre

• Main Ideas & Note-Taking

  Identify main ideas drawn from more than one paragraph and summarise them; retrieve and record information from non-fiction texts using notes, tables or other methods

  • Read a multi-paragraph non-fiction text and state the main idea of each paragraph in one sentence
  • Summarise a text of 3+ paragraphs in 2-3 sentences capturing the key points
  • Retrieve specific information from a non-fiction text and record it using a simple table or notes (e.g., 'Name: hedgehog, Habitat: woodland, Diet: insects')

• Predicting what happens next

  Predict what might happen next in a story based on what has been read so far; discuss the significance of titles and events

  • Make a prediction before turning the page and explain reasoning
  • Discuss why a title fits or hints at the story content
  • Revise predictions as new information is encountered in the text

• Poems, Drama & Prose

  Explain major differences between poems, drama, and prose, identifying structural elements unique to each form: verse, rhythm, and meter in poetry; cast of characters, dialogue, and stage directions in drama; chapters and paragraphs in prose

  • Compare a poem, a play script, and a prose passage on a similar theme, identifying the structural features unique to each form (e.g. stanzas vs scenes vs chapters)
  • Identify and explain the function of structural elements in drama: cast list, stage directions (in italics or brackets), dialogue format, and scene divisions
  • Describe how structural elements of poetry such as verse, rhythm, meter, and line breaks affect how a poem is read aloud and how meaning is conveyed

• Forms of Poetry and Performance

  Recognise different forms of poetry (free verse, narrative poetry, haiku) and discuss their features; prepare poems and play scripts to read aloud and perform with understanding through intonation, tone, volume and action

  • Name at least two different forms of poetry and describe a feature of each (e.g., 'narrative poetry tells a story', 'free verse does not have a regular rhyme or rhythm')
  • Recognise the form of a given poem and explain how you identified it (e.g., 'This is a narrative poem because it has characters and a plot')
  • Prepare and perform a poem or play script extract showing understanding through changes in intonation, volume, and expression

• Finding Theme and Summarising

  Determine the theme of a story, drama, or poem from details in the text, and provide an objective summary that captures the key events without personal opinions

  • Identify the theme of a story (e.g. courage, friendship, overcoming adversity) by examining what characters learn, how they change, and what the author emphasises across the whole text
  • Distinguish theme from topic: explain that a topic might be 'war' while the theme is 'the cost of conflict on families'
  • Summarise a story, chapter, or poem objectively, including only key events and details without inserting personal opinions or minor details

• Quoting Accurately from Texts

  Quote accurately from literary and informational texts when explaining what the text says explicitly and when drawing inferences, using quotation marks and citations correctly

  • Select and copy exact words from a text to support an inference about character motivation
  • Use quotation marks correctly when incorporating textual evidence into written responses
  • Introduce quotes with signal phrases such as 'The author states' or 'According to the text'

• Themes and messages

  Identify recurring themes (good vs evil, friendship, bravery) and conventions (once upon a time, moral at the end, hero's journey) across a wide range of books including fairy stories, myths, legends and traditional tales

  • Identify a common theme across two different stories (e.g., 'Both "Jack and the Beanstalk" and "The Three Billy Goats Gruff" are about bravery overcoming a threat')
  • Name literary conventions found in fairy tales and myths (e.g., 'once upon a time', magical numbers like three, a quest or journey, good triumphing over evil)
  • Explain how the same theme can appear in different genres (e.g., friendship in a realistic story vs a myth)

• Summarising Non-Fiction Main Ideas

  Determine two or more main ideas of an informational text and explain how they are supported by key details, then summarise the text without personal opinions

  • Identify the main ideas in each section of an informational article
  • List key details that support each main idea in a multi-paragraph text
  • Write an objective summary capturing the main ideas without adding personal opinions

• Structure of information texts

  Describe the overall structure of an informational text (chronology, comparison, cause/effect, problem/solution) and explain how the author's chosen structure helps convey information and ideas

  • Identify which organisational structure an informational text uses (chronological order, compare/contrast, cause/effect, or problem/solution) and cite textual features that signal it
  • Explain how signal words (first, then, finally for chronology; however, similarly for comparison; because, as a result for cause/effect; the solution was for problem/solution) reveal text structure
  • Compare two informational texts on the same topic that use different structures and explain how each structure affects the way information is presented to the reader

• Comparing Structure in Information Texts

  Compare and contrast the overall structure of events, ideas, concepts, or information in two or more informational texts, identifying patterns such as chronology, comparison, cause/effect, or problem/solution

  • Identify the organisational structure of two texts on the same topic
  • Explain how one text uses cause/effect while another uses problem/solution to present information
  • Analyse why an author chose a particular structure for their informational text

• Text Features & Presentation

  Identify how language choices, text structure and presentational features (illustrations, diagrams, bold print, layout) contribute to the overall meaning and effect of a text

  • Explain how an author's word choices create a particular effect (e.g., 'The author uses "crept" instead of "walked" to make it feel sneaky and tense')
  • Identify how a text's structure helps the reader (e.g., 'The headings help you find information quickly', 'The story builds suspense before the ending')
  • Explain how a presentational feature contributes to meaning (e.g., 'The bold words are important vocabulary', 'The diagram shows how the water cycle works')

• Themes Across Cultures and Traditions

  Compare and contrast the treatment of similar themes, topics, and story patterns (e.g., good vs evil, quest narratives, trickster tales) in stories, myths, and traditional literature from different cultures

  • Compare how two myths or folk tales from different cultures treat a similar theme (e.g., creation, heroism, the importance of honesty) and explain both similarities and differences
  • Identify recurring story patterns across cultures such as the trickster figure, the quest, or the transformation, providing specific examples from texts read
  • Explain how cultural context shapes the way a universal theme is expressed differently in stories from various traditions

• How Authors Treat Similar Themes

  Compare and contrast stories in the same genre on their approaches to similar themes and topics, identifying how different authors treat common ideas

  • Compare how two mystery stories create suspense using different techniques
  • Identify common themes in adventure stories and explain how each author develops them differently
  • Analyse how two authors from the same genre approach the theme of friendship or courage

• Main Topic & Key Details

  Identify the main topic of a multi-paragraph informational text, determine the focus of specific paragraphs, and explain how key details support the main idea

  • Identify the main topic of a multi-paragraph informational text and state the focus of individual paragraphs
  • Describe how specific details and facts in the text support the main idea
  • Explain how events, ideas, or steps in a text are connected (e.g. cause-effect, sequence, comparison)

• How Language Choices Affect the Reader

  Evaluate how authors use language including figurative language, considering the impact of word choices, imagery, and literary devices on the reader

  • Explain how a specific metaphor or simile affects the reader's understanding or emotions
  • Evaluate an author's choice of descriptive language and its impact on atmosphere
  • Compare how different authors use figurative language to achieve similar effects

• Combining information from texts

  Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably, combining and comparing what each source contributes

  • Read two informational texts on the same topic and identify information that appears in both, information unique to each, and any contradictions between them
  • Combine key details from two sources into a coherent summary or short report that draws on both texts
  • Explain how reading a second text on the same topic added to, confirmed, or challenged understanding gained from the first text

• Synthesising across multiple texts

  Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably, combining information without plagiarising

  • Combine information from three sources into a coherent paragraph using own words
  • Create a fact sheet that synthesises key information from multiple texts on one topic
  • Present information orally that draws on multiple sources while crediting the sources

• Explaining Events & Ideas

  Explain events, procedures, ideas, or concepts in an informational text, including what happened and why, by citing specific textual evidence about causes, effects, and steps in a process

  • Explain a historical event described in an informational text by identifying both what happened and the causes leading to it, using specific details from the text
  • Describe the steps in a procedure or process presented in an informational text, explaining why each step is necessary based on information in the text
  • Identify cause-and-effect relationships between ideas or events in an informational passage and explain them using evidence from the text

• Interpreting visual information in texts

  Interpret information presented visually, orally, or quantitatively in informational texts (e.g., charts, graphs, diagrams, timelines, animations) and explain how it contributes to understanding the text

  • Read and interpret data from a chart, graph, or table included in an informational text and explain how it supports or extends the written information
  • Explain how a diagram, map, or timeline in an informational text helps the reader understand the topic in ways that words alone might not
  • Synthesise information from both the written text and a visual element (graph, illustration, infographic) to draw a conclusion that neither source provides independently

• Explaining Relationships in Texts

  Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in historical, scientific, or technical texts based on specific information

  • Explain the cause-and-effect relationship between events in a historical text
  • Describe how a scientific process involves sequential steps that depend on each other
  • Identify how key individuals in a text influenced events or other people

• How Parts Build a Whole Text

  Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a story, drama, or poem, analysing how each part contributes to the whole

  • Map the structure of a novel showing how each chapter advances plot or character development
  • Explain how individual stanzas in a poem build toward a central theme or message
  • Analyse how scenes in a play work together to develop conflict and resolution

• Discussing Texts as a Group

  Participate in discussions about what is read, taking turns and listening to others; explain understanding clearly; actively engage in group reading activities

  • Share ideas about a book in a group discussion
  • Listen to and respond to others' opinions about a text
  • Take turns speaking and build on what classmates have said about a book

• Fact vs opinion

  Distinguish between statements of fact and statements of opinion in texts, recognising how authors blend factual information with subjective viewpoints

  • Identify and label statements as fact or opinion in a newspaper article
  • Explain why a statement is a fact by citing verifiable evidence or why it is an opinion
  • Recognise persuasive techniques that present opinions as if they were facts

• Cultural Allusions and Word Meaning

  Determine the meaning of words and phrases as used in literary texts, including understanding references to mythology and cultural allusions (e.g., Herculean, Achilles' heel)

  • Explain the meaning of an allusion drawn from mythology when encountered in a text, e.g. identify that 'Herculean task' means an extremely difficult task, referencing Hercules' legendary labours
  • Use context and knowledge of word parts to determine the meaning of unfamiliar words in a poem or story, explaining how the word contributes to tone or meaning
  • Identify when an author is using a word figuratively rather than literally and explain the intended meaning in context

• Firsthand and Secondhand Accounts

  Compare and contrast a firsthand account (autobiography, diary, letter) with a secondhand account (biography, textbook, news report) of the same event or topic, identifying differences in focus and information provided

  • Explain the difference between a firsthand account (written by someone who experienced the event) and a secondhand account (written by someone who researched it), using specific examples
  • Compare a diary entry and a textbook passage about the same historical event, identifying what each account includes, omits, and emphasises
  • Analyse how the perspective of the writer (participant vs observer/researcher) affects the information provided, the language used, and the overall tone

• How authors support their points

  Explain how an author of an informational text uses reasons and evidence to support particular points, evaluating whether the reasoning is sound and the evidence is relevant and sufficient

  • Identify the key points an author makes in an informational text and list the specific reasons and evidence provided to support each point
  • Evaluate whether the evidence an author uses (facts, statistics, examples, expert opinions) is relevant to the point being made and sufficient to be convincing
  • Distinguish between well-supported claims backed by evidence and unsupported opinions or assertions in an informational text

• Multiple Accounts of Events

  Analyse multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent

  • Compare two news articles about the same event and identify differences in perspective
  • Explain how the author's background or purpose affects their account of an event
  • Identify which facts are consistent across accounts and which details differ based on viewpoint

• Supporting ideas with evidence

  Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which specific points

  • Match each of an author's main points with the evidence used to support it
  • Evaluate whether the evidence provided adequately supports the author's argument
  • Identify points in a text that lack sufficient evidence or reasoning

• Text & Media Connections

  Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions from the text

  • Compare a passage from a book with a film or audio adaptation, identifying specific moments where the visual or oral version matches or departs from the written text
  • Explain how a film, illustration, or dramatic performance interprets a scene from a story, citing specific textual descriptions the adaptation reflects
  • Identify details in the written text (descriptions of setting, character appearance, dialogue) that a visual or oral presentation brings to life, and note any differences

• Multimedia elements in texts

  Analyse how visual and multimedia elements contribute to the meaning, tone, or beauty of a text such as graphic novels, multimedia presentations, or illustrated editions of fiction and poetry

  • Explain how illustrations in a graphic novel convey emotion or advance the story
  • Analyse how visual elements such as colour and layout affect the tone of a multimedia text
  • Compare how the same scene is portrayed in text versus in visual or audio format

Grammar & Punctuation

Your child is learning advanced grammar and punctuation skills — mastering complex sentence structures, sophisticated punctuation like colons and semi-colons, and formal writing techniques that will prepare them for secondary school and beyond.

• Grammar Terms: Voice and Punctuation

  Know and use Year 6 grammatical terminology accurately: subject, object, active voice, passive voice, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points

  • Define and give examples of subject and object in sentences
  • Explain the difference between active and passive voice using correct terminology
  • Use terms such as ellipsis, colon, and semi-colon accurately when discussing punctuation choices

• Active and passive voice

  Use the passive voice to shift focus from the agent to the action or recipient, understanding how passive constructions affect the presentation of information in formal and objective writing

  • Convert active sentences to passive voice and explain the change in emphasis
  • Identify passive constructions in news reports and scientific writing
  • Choose between active and passive voice based on purpose and audience

• The Present Perfect Tense

  Use the present perfect form of verbs in contrast to the simple past tense, understanding how the present perfect indicates an action completed at an unspecified time or with ongoing relevance (e.g., 'He has gone out' vs 'He went out')

  • Form the present perfect using 'has/have' + past participle (e.g., 'She has eaten', 'They have finished')
  • Choose between simple past and present perfect to match the intended meaning (e.g., 'I ate lunch' vs 'I have eaten lunch')
  • Identify the present perfect form in a text and explain why the author used it instead of simple past

• Choosing Tenses for Precise Meaning

  Use verb tense to convey various times, sequences, states, and conditions, selecting tenses deliberately to express the precise timing and nature of actions and events

  • Write a paragraph using multiple tenses to show the sequence of past, present, and future events
  • Choose between simple, progressive, and perfect tenses to express duration or completion
  • Explain why a specific tense is appropriate for expressing a condition or hypothetical situation

• Consistent verb tense

  Recognise and correct inappropriate shifts in verb tense within and across sentences and paragraphs, maintaining consistency unless a shift is required by meaning

  • Identify and correct unnecessary tense shifts in a given paragraph
  • Edit own writing to ensure consistent tense use throughout a narrative
  • Explain when a tense shift is appropriate such as when describing a flashback

• Modal Verbs and Possibility

  Understand and use modal verbs (can, may, must, might, shall, will, could, should, would) and modal adverbs (perhaps, surely, certainly) to indicate degrees of possibility, necessity, and permission

  • Select a modal verb to express certainty, probability, or possibility in a sentence, e.g. 'It will rain' vs 'It might rain' vs 'It could rain'
  • Replace a modal verb with a modal adverb to achieve a similar effect, e.g. 'He might come' → 'Perhaps he will come'
  • Distinguish between modals expressing permission (may, can), obligation (must, should), and possibility (might, could) in context

• Progressive and Continuous Tenses

  Form and use the progressive (continuous) verb tenses — past progressive (was walking), present progressive (am walking), and future progressive (will be walking) — to convey ongoing actions at different times

  • Write sentences using past progressive to describe an action that was ongoing at a particular time, e.g. 'She was reading when the phone rang'
  • Distinguish present progressive from simple present, e.g. 'I am eating lunch' (right now) vs 'I eat lunch at noon' (habitual)
  • Form the future progressive using 'will be' + present participle to describe an action that will be ongoing, e.g. 'Tomorrow at 3pm I will be travelling'

• Linking paragraphs with adverbials

  Link ideas across paragraphs using adverbials of time (later, meanwhile, after a while), place (nearby, far away, beyond the wall), and number (secondly, finally, in addition) to guide the reader through a multi-paragraph text

  • Begin a new paragraph with an adverbial of time to signal a shift in time or sequence, e.g. 'Meanwhile, back at the castle...' or 'Several hours later, the storm finally passed'
  • Use adverbials of place to move the reader to a new location between paragraphs, e.g. 'Beyond the forest, the land was flat and dry'
  • Use numbering or addition adverbials to structure non-fiction across paragraphs, e.g. 'The first reason... The second reason... In addition...'

• Paragraph Cohesion

  Link ideas across paragraphs using a wider range of cohesive devices including word repetition, grammatical connections such as adverbials, and ellipsis to create coherent extended texts

  • Use adverbials such as 'on the other hand' and 'as a consequence' to connect paragraphs
  • Apply ellipsis to avoid repetition while maintaining clarity across sentences
  • Create cohesion by repeating key words or using synonyms to link ideas between paragraphs

• Commas in lists

  Use commas to separate items in a list within a sentence (e.g., 'I bought apples, bananas, and oranges')

  • Write a sentence containing a list of 3+ items separated by commas: 'I bought apples, bananas, and oranges'
  • Identify where commas should go in an unpunctuated list sentence
  • Explain that commas separate items in a list so the reader knows each item

• Cohesion within paragraphs

  Use cohesive devices within a paragraph — including pronouns, adverbials (then, after that, firstly), and synonyms — to link sentences and build a coherent flow of ideas

  • Replace repeated nouns with pronouns or synonyms to maintain cohesion without ambiguity, e.g. 'The explorer found a cave. She examined it carefully'
  • Use adverbials of sequence (firstly, then, next, finally) and cause (therefore, as a result, consequently) to connect ideas within a paragraph
  • Identify where cohesion breaks down in a paragraph and insert appropriate linking devices to improve the flow

• Grammar Terms: Modal Verbs and Clauses

  Know and use Year 5 grammar terminology accurately when discussing reading and writing: modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity

  • Label a relative clause in a sentence and identify the relative pronoun that introduces it, using correct terminology
  • Explain why a pair of brackets or dashes creates a parenthesis and describe its function using the term 'parenthesis'
  • Use the terms 'modal verb', 'cohesion', and 'ambiguity' when discussing how a writer has achieved particular effects in a text

• Expanded noun phrases (age 9+)

  Form and use prepositional phrases (preposition + noun phrase) to add detail about time, location, or direction within sentences, recognising how they function as adjective or adverb phrases

  • Identify the preposition and noun phrase within a prepositional phrase, e.g. in 'under the old bridge', 'under' is the preposition and 'the old bridge' is the noun phrase
  • Add prepositional phrases to expand sentences with detail about where, when, or how, e.g. 'The cat slept' → 'The cat slept on the warm windowsill throughout the afternoon'
  • Distinguish prepositional phrases functioning as adjectives (modifying nouns: 'the house on the hill') from those functioning as adverbs (modifying verbs: 'she ran across the field')

• Punctuating Direct Speech

  Punctuate direct speech using inverted commas (speech marks), understanding that direct speech records the exact words spoken and must be enclosed in punctuation marks

  • Place inverted commas around the spoken words in a sentence (e.g., "Let's go!" shouted Tom.)
  • Write a sentence containing direct speech with correct punctuation including a reporting clause (e.g., Mum said, "Time for bed.")
  • Identify direct speech in a text and explain what the inverted commas show

• Expanded noun phrases (age 8+)

  Expand noun phrases with modifying adjectives, nouns, and preposition phrases to add detail

  • Expand 'the teacher' to 'the strict maths teacher with curly hair' using adjective, noun, and preposition phrase
  • Write a sentence containing a noun phrase with at least three modifiers, e.g. 'the old stone bridge over the river'
  • Identify the head noun and its modifiers in 'the tiny grey kitten under the table'

• Brackets and dashes for parenthesis

  Use brackets, dashes, and commas to indicate parenthesis — additional information inserted into a sentence that could be removed without changing the sentence's core meaning

  • Insert a parenthetical phrase using paired brackets, e.g. 'The oldest building (built in 1642) stands in the town square'
  • Use paired dashes to add an aside or extra detail within a sentence, e.g. 'My brother — who is older than me — lives in London'
  • Choose between brackets, dashes, and commas for parenthesis based on how much emphasis the aside should receive, recognising that dashes give most prominence and brackets give least

• Hyphens in Prefixed Words

  Use hyphens to avoid ambiguity in compound modifiers and prefixed words, distinguishing between meanings that change based on hyphen placement

  • Distinguish between 'man eating shark' and 'man-eating shark' by adding or removing hyphens
  • Use hyphens with prefixes to clarify meaning such as 'recover' versus 're-cover'
  • Apply hyphens correctly in compound adjectives before nouns such as 'well-known author'

• Relative Clauses

  Form and use relative clauses beginning with relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why) to add detail, qualify nouns, and create complex sentences

  • Combine a main clause with a relative clause using 'who' or 'which' to add information about a noun, e.g. 'The dog, which had a red collar, barked loudly'
  • Choose the correct relative pronoun (who for people, which for things, where for places, when for times) and identify the noun it refers back to
  • Recognise that a relative clause beginning with 'that' can often replace 'who' or 'which' in defining clauses, e.g. 'The book that I read' vs 'The book which I read'

• Commas with yes, no, and names

  Use commas to set off the words yes and no, to set off tag questions, and to indicate direct address in sentences

  • Write sentences using commas with yes and no at the beginning such as 'Yes, I understand'
  • Punctuate tag questions correctly such as 'It's cold today, isn't it?'
  • Use commas to set off names in direct address such as 'Sarah, please pass the salt'

• Punctuating Titles of Works

  Use underlining, quotation marks, or italics to indicate titles of works, applying conventions for different types of works such as books, stories, poems, songs, and articles

  • Use italics or underlining for titles of books, films, and albums
  • Use quotation marks for titles of short works such as poems, songs, and articles
  • Apply title formatting conventions consistently in a piece of writing

• Adjective Order in Sentences

  Order adjectives within sentences according to conventional English patterns (opinion-size-age-shape-colour-origin-material-purpose) to produce natural-sounding descriptions

  • Arrange multiple adjectives before a noun in conventional order, e.g. 'a lovely little old rectangular green French silver whittling knife' simplified to classroom examples like 'a small red bag' not 'a red small bag'
  • Identify when adjective order sounds unnatural and rearrange to match English conventions, e.g. correct 'the wooden big table' to 'the big wooden table'
  • Apply the size-before-colour-before-material pattern in descriptive writing, e.g. 'a tall grey stone castle' rather than 'a stone grey tall castle'

• Converting Words into Verbs

  Convert nouns and adjectives into verbs by adding suffixes -ate, -ise (-ize), and -ify, understanding how word class changes affect sentence construction

  • Add -ate, -ise, or -ify to nouns or adjectives to form verbs, e.g. pollen → pollinate, advert → advertise, simple → simplify
  • Choose the correct verb-forming suffix for a given root and use the resulting verb in a sentence, e.g. 'They needed to classify the animals' from 'class'
  • Identify the word-class change when a suffix converts a noun or adjective into a verb and explain how this affects the sentence structure

• Verb Prefixes and Meaning

  Use verb prefixes (dis-, de-, mis-, over-, re-) to change verb meaning, understanding how each prefix modifies the action expressed by the root verb

  • Add verb prefixes to change meaning, e.g. dis- (disagree, disappear), de- (decompose, defrost), mis- (misunderstand, misbehave), over- (overlook, overreact), re- (redo, reconsider)
  • Select the appropriate verb prefix to express a specific meaning shift such as negation (dis-/mis-), reversal (de-/un-), repetition (re-), or excess (over-)
  • Distinguish verb prefixes from noun/adjective prefixes and explain how adding a prefix to a verb changes the action described

• Commas to avoid ambiguity

  Use commas to clarify meaning and avoid ambiguity in sentences where the absence of a comma could cause misreading

  • Insert a comma to prevent ambiguity, e.g. 'Let's eat, Grandma' vs 'Let's eat Grandma' or 'Most of the time, travellers worry about their bags'
  • Identify sentences where a missing comma changes the meaning and explain the two possible readings
  • Use commas after introductory elements (adverbial phrases, subordinate clauses) to prevent misreading of the main clause

• Commas After Introductory Elements

  Use a comma to separate an introductory element from the rest of the sentence, including introductory words, phrases, and clauses

  • Place commas after introductory adverbs such as 'However' or 'Therefore' at the start of sentences
  • Use commas after introductory prepositional phrases like 'In the morning' or 'After the game'
  • Punctuate introductory dependent clauses correctly such as 'When the bell rang, we left'

• Varying Sentence Structure

  Expand, combine, and reduce sentences for meaning, reader interest, and style, using techniques such as embedding clauses, using appositives, and varying sentence length

  • Combine two simple sentences into one complex sentence using subordination
  • Expand a simple sentence by adding descriptive phrases and clauses
  • Reduce wordy sentences by removing redundant words while preserving meaning

• Commas Before Joining Words

  Use a comma before a coordinating conjunction (and, but, or, so, yet) when joining two independent clauses in a compound sentence

  • Place a comma before the coordinating conjunction in a compound sentence, e.g. 'I wanted to go outside, but it was raining'
  • Distinguish compound sentences (two independent clauses) from simple sentences with compound predicates, e.g. 'She sang and danced' needs no comma but 'She sang a song, and he played the piano' does
  • Edit writing to insert missing commas before coordinating conjunctions in compound sentences

• Punctuating Clauses

  Use semi-colons, colons, and dashes to mark boundaries between independent clauses, choosing the appropriate punctuation based on the relationship between the clauses

  • Join two related independent clauses using a semi-colon in place of a conjunction
  • Use a colon to introduce an explanation or elaboration of the first clause
  • Replace commas with dashes to create stronger pauses between clauses for emphasis

• Conjunctions, Prepositions and Interjections

  Explain the function of conjunctions, prepositions, and interjections in general and in particular sentences, understanding how each word class contributes to meaning

  • Identify conjunctions, prepositions, and interjections in sentences and explain their function
  • Explain how removing a preposition or conjunction changes the meaning of a sentence
  • Use interjections appropriately to convey emotion in dialogue or informal writing

• The subjunctive mood

  Use the subjunctive form in formal writing and speech to express wishes, demands, suggestions, or hypothetical situations (e.g., 'If I were you', 'I suggest that he go', 'Were they to arrive')

  • Write sentences using 'If I were' to express hypothetical conditions
  • Transform informal sentences into formal equivalents using subjunctive forms such as 'I recommend that she attend'
  • Identify subjunctive mood in formal texts such as legal documents or formal letters

• Agreement in sentences

  Ensure subject-verb agreement and pronoun-antecedent agreement within and across sentences

  • Correct 'The group of children were laughing' to 'The group of children was laughing' and explain the singular subject
  • Choose the correct pronoun in 'Each student must bring ____ (his or her / their) book' and explain the antecedent link
  • Identify and fix three agreement errors in a short paragraph, explaining each correction

• Fixing Fragments & Run-Ons

  Recognise and correct sentence fragments (incomplete sentences lacking a subject or predicate) and run-on sentences (two or more independent clauses joined without proper punctuation or conjunctions)

  • Identify a sentence fragment by checking whether it has both a subject and a predicate, e.g. recognise 'Running through the park' as a fragment and correct to 'The dog was running through the park'
  • Identify a run-on sentence where two independent clauses are fused without punctuation or a conjunction, e.g. 'I like cats I also like dogs' and correct using a full stop, comma + conjunction, or semicolon
  • Edit a paragraph to fix fragments and run-ons, choosing the most effective correction strategy for each error

• Correlative Conjunctions

  Use correlative conjunctions correctly in sentences, pairing words such as either/or, neither/nor, both/and, not only/but also, and whether/or

  • Write sentences using each pair of correlative conjunctions correctly
  • Ensure parallel structure when using correlative conjunctions in complex sentences
  • Identify and correct errors in correlative conjunction usage in given sentences

• Colons and Semicolons in Lists

  Use a colon to introduce a list and semi-colons to separate items within lists, particularly when list items contain internal commas or are complex phrases

  • Introduce a list with a colon after an independent clause such as 'You will need the following items:'
  • Use semi-colons to separate list items that contain commas such as locations with city and country
  • Punctuate complex lists in formal writing maintaining clarity and consistency

• Bullet Point Punctuation

  Punctuate bullet points consistently to list information clearly, applying conventions for capitalisation, end punctuation, and parallel structure across items

  • Create bullet point lists with consistent capitalisation and punctuation throughout
  • Use full stops for bullet points that are complete sentences and no punctuation for fragments
  • Maintain parallel grammatical structure across all items in a bulleted list

Writing Composition

Your child is developing advanced writing skills — planning stories with well-developed characters, organising information clearly with headings and layouts, and learning to research and summarise information from different sources.

• Revising and editing (age 7+)

  Evaluate and edit writing by assessing effectiveness, proposing changes to grammar and vocabulary for consistency, and proof-reading for spelling, grammar and punctuation errors at Y3-4 level

  • Read own or a peer's writing aloud and suggest specific improvements to vocabulary or sentence structure
  • Propose changes to grammar and word choice to improve clarity and consistency across a piece of writing
  • Proof-read writing at Y3-4 level for spelling, punctuation, and grammatical errors and correct them independently

• Short Research Projects

  Conduct short research projects that build knowledge about a topic, gather information from print and digital sources, and take brief organised notes

  • Generate three research questions about an assigned topic and identify two sources for each
  • Take brief notes from a print source, sorting key facts into provided categories
  • Write a short summary paragraph synthesising information gathered from two different sources

• Choosing Form and Tone for Your Audience

  Identify the audience for and purpose of writing before beginning, selecting the appropriate form, tone, and register to match the intended reader and communicative goal

  • Determine the audience (e.g., peers, teacher, younger children, a public audience) and purpose (to persuade, inform, entertain, or explain) before drafting and explain how these choices affect language and structure
  • Select an appropriate form for the writing task (letter, report, story, instructions, review) based on audience and purpose
  • Adjust vocabulary, sentence length, and level of formality to suit the identified audience, e.g. using simpler language for younger readers and more formal language for an official letter

• Organising Writing into Paragraphs

  Organise writing into paragraphs, grouping related material around a theme, and use simple organisational devices such as headings and sub-headings in non-narrative writing

  • Divide a piece of writing into paragraphs, each focused on one main idea or aspect of the topic
  • Use headings and sub-headings to organise a non-fiction text (e.g., a report about animals with sections 'Habitat', 'Diet', 'Appearance')
  • Identify where a new paragraph should begin in a given text and explain why (e.g., 'A new paragraph starts here because the topic changes from appearance to diet')

• Evidence-Based Writing

  Draw evidence from informational texts to support analysis, reflection, and research in writing, applying grade-level reading standards to non-fiction

  • Write a research-based paragraph or short report that cites specific facts, details, and evidence from informational texts to support key points
  • Synthesise information from two informational sources into a written summary that accurately represents both, noting areas of agreement and difference
  • Paraphrase information from informational texts accurately and cite sources appropriately, avoiding plagiarism

• Literary Evidence in Writing

  Draw evidence from literary texts to support analysis, reflection, and research in writing, applying grade-level reading standards to literature

  • Write a response to a literary text that includes direct quotations and specific details from the text as evidence to support a claim or observation
  • Explain how a character's actions or dialogue reveal their traits or motivations, citing specific passages from the story as evidence
  • Compare how two literary texts treat a similar theme, using textual evidence from both to support the comparison

• Planning Narratives

  Plan narrative writing by considering how authors have developed characters and settings, drawing on techniques observed in texts read, heard, or performed

  • Identify specific authorial techniques for character development from a mentor text
  • Plan a character using techniques such as showing through action borrowed from a studied author
  • Analyse how an author builds setting and apply similar techniques in planning own narrative

• Planning Ideas Before Writing

  Plan before writing by saying aloud or noting down what will be written, writing down ideas and key words, and encapsulating ideas sentence by sentence before composing

  • Verbally rehearse sentences before writing them down
  • Jot key words or ideas in a planning format (e.g., story map) before drafting
  • Write a simple plan with beginning, middle, and end for a story

• Research & Note-Taking

  Gather relevant information from print and digital sources, summarise or paraphrase information in notes and finished work, and provide a basic bibliography or list of sources

  • Take organised notes from multiple sources using own words rather than copying
  • Create a bibliography listing sources used in a research project
  • Paraphrase key information from a source without changing the meaning

• Writing for an audience

  Produce clear and coherent writing in which the development and organisation are appropriate to the task, purpose, and audience, maintaining a consistent style and structure throughout

  • Identify the task, purpose, and audience before writing and make deliberate choices about structure, tone, and vocabulary to suit them
  • Organise ideas logically so that the writing flows from introduction through development to conclusion, with each section serving a clear purpose
  • Review a draft to check that the organisation, style, and level of formality are consistent and appropriate for the intended reader

• Writing Craft Vocabulary

  Know and use the vocabulary of writing craft and effect — form, structure, register, tone, voice, coherence, cohesion, argument, evidence, perspective, rhetoric, technique, formal, informal, and style — and understand that these words describe choices writers make intentionally to achieve a particular effect on the reader

  • Explain the difference between 'formal register' and 'informal register' and give an example of when each is appropriate
  • Use terms like 'coherence', 'cohesion', and 'paragraph structure' accurately when discussing or improving their own writing
  • Identify the 'purpose', 'audience', and 'form' of a piece of writing and explain how these shape the language choices

• Layout and Formatting in Informational Writing

  Use layout devices including headings, sub-headings, columns, bullets, and tables to structure text and guide the reader through informational and explanatory writing

  • Organise an informational text using headings and sub-headings to separate sections
  • Present comparative information using a table with clear row and column headers
  • Use columns and bullet points to display information in a scannable format

• Writing a Précis

  Precis longer passages by summarising the main ideas and key information concisely while maintaining the essential meaning and removing non-essential detail

  • Reduce a three-paragraph text to a single paragraph capturing all main points
  • Identify and remove redundant information while preserving essential meaning
  • Write a precis that is no more than one-third the length of the original text

• Narrative Writing

  Write narratives with developed settings, characters and plot, using dialogue and description to develop experiences and show character responses to situations

  • Write a narrative that includes a described setting, at least one developed character, and a clear plot with a problem and resolution
  • Use dialogue to show what characters say and reveal their personality or feelings
  • Use descriptive details and temporal words to organise events into a clear sequence with a satisfying ending

• Vivid Word Choices

  Choose precise and vivid words and phrases to create specific effects in writing

  • Replace vague words in 'The nice man went to the big house' with more precise alternatives and explain the effect
  • Write two versions of the same scene — one with plain language and one with carefully chosen words for suspense or humour
  • Select from a word bank the most effective verb and adjective for a given sentence, justifying each choice

• Basic Informational Writing

  Compose informative or explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section

  • Write an informative text that introduces a topic clearly and groups related information together
  • Use facts, definitions, and concrete details to develop and explain points about the topic
  • Provide a concluding statement or section that wraps up the information presented

• Structured Opinion Writing

  Compose opinion pieces that introduce a topic, state a clear point of view, provide organised reasons linked with connecting words, and include a concluding statement or section

  • Write an opinion piece that introduces the topic, states a clear opinion, and provides at least two reasons
  • Use linking words (because, and, also, for example) to connect the opinion to supporting reasons
  • End an opinion piece with a concluding statement that restates or reinforces the opinion

• Sharing and Publishing Your Writing

  Read own writing aloud clearly enough to be heard by peers and the teacher; use digital tools to produce and publish writing

  • Read own sentences aloud with clear voice and appropriate expression
  • Share a piece of writing by reading it to the class
  • Type simple words or sentences using a computer or tablet

Speaking & Listening

Your child is developing sophisticated communication skills — learning to adapt their speaking style for different audiences, participate thoughtfully in discussions, and create presentations that effectively combine spoken words with visual elements.

• Listening and responding

  Listen and respond appropriately to adults and peers; follow agreed-upon rules for discussion such as listening to others and taking turns speaking

  • Demonstrate attentive listening by making eye contact and responding relevantly
  • Follow classroom discussion rules (e.g. raise hand, wait for turn)
  • Show understanding of what was said by paraphrasing or responding appropriately

• Group discussions

  Participate actively in collaborative conversations staying on topic; continue a conversation through multiple exchanges; maintain attention in discussions

  • Stay on topic during a conversation for multiple turns
  • Build on what another speaker has said (e.g. 'I agree because...')
  • Maintain focus and contribute meaningfully in group discussions

• Asking Questions

  Ask relevant questions to extend understanding; ask and answer questions to seek help, get information, or clarify something not understood

  • Ask a question when something is unclear or more information is needed
  • Answer questions with relevant and specific information
  • Request clarification politely (e.g. 'Can you explain that again?')

• Identifying Reasons Behind a Speaker's Points

  Identify the reasons and evidence a speaker provides to support particular points, evaluating whether the reasoning is logical and the evidence is relevant

  • Listen to a speaker's argument or presentation and list the specific reasons and evidence provided to support each main point
  • Evaluate whether the reasons a speaker gives are logical and whether the evidence cited is relevant to the claim being made
  • Ask follow-up questions that probe the strength of a speaker's reasoning, e.g. 'What evidence supports that claim?' or 'Are there other explanations?'

• Evaluating a Speaker's Argument

  Summarise the points a speaker makes and explain how each claim is supported by reasons and evidence, evaluating the logic and relevance of the support

  • Identify the main claim in a spoken presentation and the evidence used to support it
  • Evaluate whether a speaker's reasons logically support their main argument
  • Explain which pieces of evidence most effectively support a speaker's points

• Paraphrasing What You Hear

  Paraphrase portions of a text read aloud or information presented in diverse media and formats, capturing the key ideas accurately in one's own words

  • Listen to a passage read aloud and restate the main idea and key details in own words without looking at the original text
  • Paraphrase information from a short video, podcast, or presentation, identifying the central message and supporting details
  • Distinguish between paraphrasing (restating in own words) and copying, demonstrating the ability to capture meaning without repeating exact wording

• Summarising Spoken and Media Presentations

  Summarise a written text read aloud or information presented in diverse media and formats including visually, quantitatively, and orally

  • Summarise the main points of a video or audio presentation in own words
  • Identify key information from a graph, chart, or infographic and explain it orally
  • Listen to a passage read aloud and provide an accurate summary of the content

• Reciting Poetry

  Learn poems by heart and recite with appropriate intonation, adding visual displays to descriptions when appropriate, and producing complete sentences in spoken presentations

  • Recite a poem from memory with expression and clear enunciation
  • Add a drawing or visual display to support an oral description or presentation
  • Present information to the class using complete sentences and audible voice

• Preparing for and Explaining in Discussions

  Come to discussions prepared, draw on preparation and known information, and explain ideas in light of the discussion

  • Read assigned material and prepare three discussion points or questions before a group conversation
  • During discussion, refer explicitly to the text or preparation notes to support a point
  • After a group exchange, explain how one's own thinking changed or was confirmed by others' contributions

• Drawing Conclusions from Discussion

  Review the key ideas expressed in discussions and draw conclusions in light of information and knowledge gained from the discussion

  • Summarise the main points made by different speakers in a group discussion
  • Draw a conclusion that synthesises multiple viewpoints expressed in the discussion
  • Explain how the discussion changed or confirmed initial understanding of a topic

• Adapting Speech to Context

  Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation while adjusting tone, vocabulary, and style for different audiences

  • Present the same information formally to a panel and informally to peers
  • Adjust vocabulary and sentence structure when speaking to different audiences
  • Identify contexts that require formal English and those where informal speech is appropriate

• Reporting & Recounting

  Report on a topic or recount an experience with organised facts and descriptive details, speaking clearly at an understandable pace

  • Deliver a one-minute oral report on a chosen topic, including at least three organised facts
  • Recount a personal experience using descriptive details and a clear beginning, middle, and end
  • Self-assess a recorded presentation for pace, clarity, and inclusion of relevant details

• Multimedia Presentations

  Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas or themes

  • Select graphics, images, or sound that support and clarify main ideas in a presentation
  • Create slides or visual aids that enhance rather than distract from the spoken content
  • Integrate multimedia elements smoothly into an oral presentation

• Building on Others in Discussions

  Pose and respond to specific questions in discussions, making comments that contribute to the discussion and elaborate on the remarks of others

  • Ask follow-up questions that build on another speaker's comment
  • Respond to a classmate's idea by adding supporting evidence or a related example
  • Redirect a discussion by posing a question that connects to the main topic

Spelling & Word Study

Your child is tackling challenging spelling patterns — distinguishing between confusing word pairs, understanding Latin and French word endings, and mastering silent letters and complex suffixes.

• Spellings from Greek, French and Latin

  Spell words with etymological letter patterns from Greek (ch = /k/), French (ch = /ʃ/, -gue, -que), and Latin (sc = /s/) origins

  • Spell words with Greek ch such as 'scheme', 'chorus', 'chemist', 'echo' and explain the /k/ sound pattern
  • Spell words with French ch such as 'chef', 'chalet', 'machine' and -gue/-que endings like 'league', 'unique'
  • Spell words with Latin sc such as 'science', 'scene', 'discipline' and identify the silent letter pattern

• Spelling Word Lists (age 9+)

  Spell words from the statutory word list for Years 5 and 6, including words with irregular or uncommon spelling patterns that must be learned individually

  • Spell high-frequency words from the Y5-6 list accurately in dictated sentences, e.g. accommodate, committee, correspond, exaggerate, immediately, necessary
  • Use look-cover-write-check and mnemonic strategies to learn words with tricky patterns such as 'separate' (a rat in separate), 'rhythm' (rhythm helps your two hips move)
  • Identify and self-correct misspellings of statutory list words when proof-reading extended writing

• Apostrophes for possession (age 7+)

  Use the possessive apostrophe accurately with both regular and irregular plural nouns (e.g., the girls' bags, the children's toys), distinguishing singular from plural possession

  • Place the apostrophe correctly in plural possessives: 'the dogs' kennel' vs 'the dog's kennel'
  • Write possessive forms of irregular plurals correctly (e.g. 'children's', 'women's', 'mice's')
  • Distinguish singular possession (the boy's hat) from plural possession (the boys' hats) in dictated sentences

• Homophones (age 9+)

  Distinguish and correctly spell homophones and commonly confused words at Y5-6 level (e.g., affect/effect, practice/practise, advice/advise, complement/compliment, aisle/isle, led/lead), including confused words such as to/too/two and there/their/they're

  • Select the correct spelling from a pair of homophones by analysing meaning in context, e.g. 'The doctor's advice (noun) was to practise (verb) daily'
  • Spell commonly confused words accurately by applying word-class clues: advise/advice, practise/practice, licence/license (verb ends in -ise, noun ends in -ice)
  • Identify and correct homophone errors in extended writing, including to/too/two, there/their/they're, whose/who's, and its/it's

• Prefixes (age 7+)

  Spell words with a range of prefixes (dis-, mis-, un-, re-, pre-, anti-, auto-, super-) understanding how each prefix modifies the root word's meaning without changing its spelling

  • Spell words with prefixes dis-, mis-, re- correctly without altering the root (e.g., disappoint, misspell, return)
  • Add prefixes un-, pre-, anti-, auto-, super- to root words and use the new word in a sentence (e.g., unhappy, preview, autograph)
  • Explain how a prefix changes the meaning of a root word (e.g., 'dis-' means 'not' or 'opposite of')

• Advanced Spelling Conventions

  Spell words using assorted Y5-6 conventions: doubling after -fer when the stress remains (referring but reference), using hyphens to join prefixes to root words (co-ordinate, re-enter), the /iː/ sound spelt ei after c (receive, ceiling), and the letter string ough representing different sounds (though, through, thought, thorough, plough)

  • Apply the -fer doubling rule: double the r when the syllable is stressed (referring, preferred, transferred) but not when stress shifts (reference, preference)
  • Use hyphens correctly when a prefix ends with the same letter the root begins with (re-enter, co-own) or to avoid ambiguity (re-cover vs recover)
  • Read and spell words containing ough by recognising its multiple pronunciations: /oʊ/ (though), /uː/ (through), /ɔː/ (thought), /ʌf/ (rough), /aʊ/ (plough)

• Silent Letters in Words

  Spell words containing silent letters that are remnants of earlier pronunciation or etymology, recognising common silent-letter patterns and using word origins to remember them

  • Identify and spell words with silent initial consonants: knight, know, write, wrap, gnaw, psalm, applying knowledge that these letters were once pronounced
  • Spell words with silent internal letters: doubt (b), island (s), muscle (c), solemn (n), using etymological connections to aid memory (e.g. doubt from Latin dubitare)
  • Use word families and etymology to remember silent letters, e.g. sign is related to signal where the g is pronounced

• Spelling -able & -ible

  Spell words ending in -able/-ible and the corresponding adverb forms -ably/-ibly, applying patterns to determine which suffix to use based on the root word

  • Apply the guideline that -able is typically used with complete root words (enjoyable, comfortable) while -ible is used with incomplete roots (visible, possible), noting key exceptions
  • Convert -able/-ible adjectives into adverbs by changing the ending to -ably/-ibly, e.g. comfortable → comfortably, possible → possibly, terrible → terribly
  • Determine whether to drop or retain the final -e of the root when adding -able, e.g. adorable (drop e) vs changeable (keep e before soft g)

• Suffixes (age 9+)

  Spell words with Latin and French suffix patterns: endings sounding like /ʃəs/ spelt -cious or -tious (e.g., precious, cautious), /ʃəl/ spelt -cial or -tial (e.g., official, essential), and words ending in -ant/-ance/-ancy vs -ent/-ence/-ency (e.g., observant/observance, confident/confidence)

  • Apply the pattern that -cious follows a vowel (spacious, gracious) while -tious follows a consonant (cautious, ambitious), noting common exceptions like anxious
  • Choose between -cial (usually after a vowel: special, official) and -tial (usually after a consonant: essential, partial) when spelling words with the /ʃəl/ ending
  • Select -ant/-ance or -ent/-ence by checking whether the root ends in a hard c or g sound (-ant: significant) or a soft c or g sound (-ent: innocent), and by applying word-family strategies

• Using a Dictionary to Check Spellings

  Use the first two or three letters of a word to check its spelling in a dictionary; consult reference materials including beginning dictionaries to verify and correct spellings

  • Locate a word in a dictionary using its first two or three letters (e.g., find 'beautiful' by looking up 'be-')
  • Check and correct a misspelling by comparing with the dictionary entry (e.g., look up 'freind' → 'friend')
  • Use a glossary or beginning dictionary to confirm spelling of a word used in own writing

Vocabulary

Your child is expanding their vocabulary skills by learning to choose the right words for different situations, understanding how language changes depending on whether they're speaking formally or informally.

• Discussing and Questioning New Words

  Ask and answer questions about unknown words in texts; discuss word meanings and link new vocabulary to words already known

  • Ask 'What does ___ mean?' when meeting unfamiliar words during reading
  • Use context and pictures to work out what a new word might mean
  • Explain a new word by connecting it to a known word (e.g. 'enormous means really really big')

• Domain Vocabulary Across Subject Areas

  Acquire and use accurately academic and domain-specific vocabulary relevant to grade-level topics, including words that signal precise meaning in informational texts across subject areas

  • Identify and define academic vocabulary (e.g., compare, contrast, summarise, evidence, interpret) used across multiple subject areas and use these words accurately in discussion and writing
  • Determine the meaning of domain-specific words encountered in science, social studies, or maths texts (e.g., ecosystem, democracy, numerator) using context, glossaries, and prior knowledge
  • Use newly acquired academic and domain-specific vocabulary in sentences that demonstrate understanding of precise meaning and appropriate context

• Formal and Informal English

  Recognise and compare formal and informal uses of English, understanding that language choices vary based on audience, purpose and context

  • Identify whether a spoken or written example uses formal or informal language (e.g., 'Dear Sir' vs 'Hey mate')
  • Rewrite an informal sentence in a more formal way (e.g., change 'Can I have some?' to 'May I please have some?')
  • Explain why formal language might be used in one situation and informal in another (e.g., a letter to the headteacher vs a note to a friend)

• Greek and Latin Roots for Word Meaning

  Use knowledge of Greek and Latin affixes (prefixes and suffixes) and roots as clues to determine the meaning of unfamiliar words, building a bank of common roots and their meanings

  • Identify common Greek and Latin roots in unfamiliar words and use root meaning to infer word meaning, e.g. 'aqua' (water) in aquarium/aquatic, 'dict' (say) in predict/dictionary
  • Break a multi-morpheme word into prefix + root + suffix to determine meaning, e.g. un- (not) + believe + -able = not able to be believed
  • Use knowledge of Greek-origin prefixes (auto-, tele-, micro-) and Latin-origin prefixes (inter-, trans-, sub-) to decode and define unfamiliar vocabulary in context

• Similes & Metaphors

  Understand and identify similes (comparisons using like or as) and metaphors (direct comparisons stating something is something else) in texts, explaining how each creates imagery and conveys meaning

  • Identify similes in a text by locating comparisons using 'like' or 'as' and explain what two things are being compared and what quality is highlighted, e.g. 'The snow was like a white blanket'
  • Identify metaphors in a text and explain the implied comparison, e.g. in 'Time is a thief', explain that time is compared to a thief because it takes things away
  • Explain how a simile or metaphor in a poem or story creates a particular image or feeling for the reader that a literal description would not achieve

• Choosing Formal Vocabulary

  Distinguish between formal and informal vocabulary, selecting words appropriate for formal speech and writing such as 'discover' instead of 'find out' and 'request' instead of 'ask for'

  • Replace informal words with formal equivalents in a given text
  • Identify formal vocabulary choices in official letters and reports
  • Write the same message twice using formal vocabulary for a letter and informal vocabulary for a text message

• Using a Thesaurus to Choose Words

  Use a thesaurus to find synonyms and extend vocabulary choices, selecting the most appropriate word based on context, connotation, and register

  • Use a thesaurus to find three alternatives for overused words in own writing
  • Select the most appropriate synonym from thesaurus options based on context and tone
  • Explain why one synonym is more suitable than another for a specific sentence

• Dialects & Registers

  Compare and contrast the varieties of English used in stories, dramas, or poems, including dialects and registers, understanding how language varies by region, context, and purpose

  • Identify dialect features in character dialogue and explain their effect
  • Compare formal and informal registers in different types of texts
  • Explain how an author uses language variety to develop character or setting

• Antonyms & Synonyms

  Demonstrate understanding of words by relating them to their antonyms (opposites) and synonyms (words with similar meanings), using synonym and antonym relationships to refine vocabulary and improve precision in writing

  • Generate synonyms and antonyms for given words and explain subtle differences between synonyms, e.g. happy/joyful/ecstatic differ in intensity
  • Use a thesaurus to find synonyms and select the most precise word for a given context, e.g. choosing 'sprinted' rather than 'ran' to convey speed
  • Replace overused words in writing with more precise synonyms and explain how the substitution changes the tone or emphasis

• Idioms & Proverbs

  Recognise and interpret common idioms (break the ice, hit the nail on the head), adages (actions speak louder than words), and proverbs (a stitch in time saves nine), understanding their figurative meanings and when to use them

  • Explain the figurative meaning of common idioms encountered in texts, e.g. 'let the cat out of the bag' means to reveal a secret, not literally releasing a cat
  • Interpret the meaning and intended lesson of adages and proverbs, e.g. explain that 'the early bird catches the worm' advises that acting promptly gives an advantage
  • Use context clues to determine the meaning of an unfamiliar idiom or proverb encountered during reading and verify using a reference source

English Thinking

• Reviewing Own Writing

  Evaluate whether your own writing achieves the effect you intended on a reader — go beyond checking for correctness to asking whether it actually works

  • writing self-evaluation research grades 3-5
  • metacognitive awareness of writing (Frontiers 2025)

• Reflecting on Your Language Use

  Reflect on yourself as a language user — how your reading, writing, and speaking shift across audiences, purposes, and contexts, and where you want to develop further

  • metalinguistic awareness development
  • register and audience awareness research

• Knowing What You Don't Know

  Monitor your own vocabulary gaps — notice words you half-know, distinguish confident from uncertain knowledge, and develop strategies to resolve the uncertainty

  • Noticing Unfamiliar Words Assessment research (grade 2+)
  • word consciousness and vocabulary metacognition research
  • Building Word Knowledge e-Book (PMC 2019)

Handwriting & Transcription

Your child is learning to join letters together when writing, developing smooth handwriting by connecting letters with diagonal and horizontal strokes while keeping letters the right size.

• Joining Letters

  Begin to join letters using diagonal and horizontal strokes, understanding which letter pairs are best left unjoined, forming letters of correct size relative to one another

  • Join 'in', 'un', 'it' with a diagonal stroke connecting the letters
  • Leave letters like 'b' unjoined when followed by certain letters, explaining why
  • Write with consistent letter sizing on lined paper, ascenders and descenders in proportion

Phonics & Word Reading

Your child is learning to read more complex words by understanding how prefixes, suffixes, and root words work together, helping them tackle unfamiliar words with confidence.

• Reading with Expression and Accuracy

  Read aloud with accuracy, appropriate rate, and expression (prosody), re-reading familiar texts to build fluency and confidence, and using context to self-correct

  • Read a grade-level passage aloud with expression and appropriate pacing
  • Self-correct miscues during oral reading by re-reading or using context cues
  • Re-read a familiar book demonstrating increased fluency and confidence