Primary English 0058: Stage 5

Reading

Writing

Speaking and Listening

Word structure (phonics)

Vocabulary and language

Grammar and punctuation

Structure of texts

Interpretation of texts

Appreciation and reflection

Word structure (spelling)

Vocabulary and language

Grammar and punctuation

Structure of texts

Creation of texts

Presentation and reflection

Making yourself understood

Showing understanding

Group work and discussion

Performance

Reflection and evaluation

By end of Stage 4 learners should have a secure understanding of phonics.

Deduce the meanings of unfamiliar words, including using context and knowledge of root words, prefixes and suffixes.

Explore common idiomatic phrases and their meanings.

Identify and record interesting and significant words, and synonyms, from texts to inform own writing.

Locate words efficiently in alphabetically organised lists.

Comment on a writer's choice of language, including how it conveys feeling and mood.

Identify figurative language in texts, including metaphors and personification.

Begin to explain how figurative language creates imagery in texts and takes understanding beyond the literal.

Explore in texts, and understand, grammar and punctuation differences between direct and reported speech.

Recognise different clauses within sentences and the connectives that link them.

Explore and discuss different types of nouns, including abstract nouns, and how quantifiers (e.g. fewer, less) relate to countable and uncountable nouns.

Explore in texts use of pronouns, including possessive pronouns (e.g. theirs, mine), to avoid repetition of nouns while still maintaining clarity.

Explore how different modal verbs express degrees of possibility, e.g. should, would, could.

Explore in texts the conventions of standard English.

Explore and describe the progression of ideas in a text; compare the progression in different texts.

Explore and recognise the key features of text structure in a range of different fiction and non-fiction texts, including poems and playscripts.

Explore and recognise how different effects can be achieved by sequencing sections and paragraphs in different ways.

Understand the difference between fiction and non-fiction texts and locate books by classification.

Read and explore a range of fiction genres, poems and playscripts, including identifying the contribution of any visual elements or multimedia.

Identify, discuss and compare different fiction genres and their typical characteristics.

Read and explore a range of non-fiction text types.

Identify, discuss and compare the purposes and features of different non-fiction text types, including evaluating texts for purpose and clarity, and recognising use of personal and impersonal style.

Explore explicit meanings in a range of texts.

Extract main points from a text, and group and link ideas.

Recognise and compare the dramatic conventions of playscripts and films, including how they contribute to the development of characters and settings.

Explore implicit meanings in a range of texts.

Use a range of types of clues in stories (e.g. personality of characters) to predict what might happen next.

Make inferences from texts, including about the relationships between story characters.

Distinguish between fact and opinion in a range of texts.

Use scanning and skimming appropriately depending on the type of information required.

Locate and use relevant information from a single text or different texts.

Support answers to questions with reference to, or quotations from, one or more points in a text.

Recognise, compare and contrast the themes, features and language of texts.

Comment on how a viewpoint is expressed in fiction and non-fiction texts.

Enjoy independent and shared reading of fiction genres, poems, playscripts and non-fiction texts.

Express personal responses to texts, including predictions, opinions and reflections.

Develop preferences about favourite writers and share recommendations with others.

Begin to consider how readers might react differently to the same text, depending on where or when they are reading it.

Explore and use spellings of unstressed vowel phonemes at the end of words, e.g. /з:/ (‘er’) at the end of butter, /i:/ ('ee’) at the end of city.

Explore and use ‘silent’ vowels and syllables in polysyllabic words, e.g. library, interest.

Explore and use rules for single and double consonants, e.g. full, -ful, -fully.

Spell words with a wide range of common prefixes and suffixes, including understanding ways of creating opposites, e.g. un-, im-.

Explore and use spelling rules for suffixes that begin with vowels and suffixes that begin with consonants.

Explore and use accurately words that have the same spelling but different meanings (homonyms), e.g. wave (hand gesture, hair curl, sea movement, etc.).

Spell words with less common letter strings which may be pronounced differently, e.g. pour, hour; piece, pie.

Explore exceptions to known spelling rules.

Use effective strategies, including spelling rules and exceptions, and using known spellings to work out the spelling of related words, to spell a range of words correctly.

Use paper-based and on-screen tools to find the correct spelling of words; keep and use spelling logs of misspelt words, and identify words that need to be learned.

Use specialised vocabulary accurately to match a familiar topic.

Explore synonyms and words conveying shades of meaning, and use them accurately in own writing.

Choose and use words and phrases carefully to convey feeling and mood.

Begin to use figurative language to evoke an imaginative response from the reader.

Use own lists of interesting and significant words, dictionaries and thesauruses to extend the range of vocabulary used in written work.

Begin to use commas to separate clauses within sentences and clarify meaning in complex sentences.

Use apostrophes accurately.

Punctuate direct speech accurately.

Understand how to create multi-clause sentences by combining simple sentences and reordering clauses; use simple, compound and complex sentences.

Use a wide range of modal verbs accurately to express degrees of possibility, e.g. should, would, could.

Use pronouns, including possessive pronouns (e.g. theirs, mine), appropriately so it is clear to what or whom they refer.

Form and use comparative and superlative adjectives and adverbs correctly, e.g. better, best; smaller, smallest; more quickly, most quickly.

Use a wide range of adverbs and adverbial phrases.

Begin to develop ideas cohesively across longer pieces of writing.

Organise ideas in paragraphs and sections to achieve an appropriate effect.

Use organisational features appropriate to the text type, e.g. bulleted and numbered lists.

Develop creative writing in a range of different genres of fiction and types of poems.

Use effective planning to inform the content and structure of writing, e.g. paragraphs or sections.

Write new scenes or characters into a story; rewrite events from the viewpoint of another character.

Express a viewpoint in fiction through a character's opinions about a setting or other characters.

Write a playscript, including production notes and stage directions to guide performance.

Develop writing for a purpose using language and features appropriate for a range of text types.

Develop writing of a range of text types for a specified audience, using appropriate content and language.

When writing non-fiction texts, present and justify a consistent viewpoint.

Write legibly and fluently for different purposes, including choosing the writing implement that is best suited for a task.

Explore and use different ways of making notes (e.g. bulleted lists, mind maps) and use them to inform writing.

Begin to choose appropriate ways to lay out and present texts to suit the purpose and audience (handwritten, printed and onscreen).

Evaluate own and others’ writing, suggesting improvements for sense, accuracy and content, including to enhance the effect.

Proofread for grammar, spelling and punctuation errors, and make corrections, including using on-screen tools.

Speak precisely either with concision or at length, as appropriate to context.

Structure relevant information in a way that supports the purpose and aids the listener's understanding.

Use language to convey ideas and opinions, with some detail.

Adapt non-verbal communication techniques for different purposes and contexts.

Show awareness of different audiences, e.g. by using the appropriate register.

Listen, reflect on what is heard and give a reasoned response.

Take different assigned roles within groups, and begin to assign roles within a group.

Show consideration of another point of view.

Extend a discussion by asking and answering questions to refine ideas.

Take turns in a discussion, building on what others have said.

Read aloud with accuracy, and increasing confidence and style.

Convey ideas about characters in drama through deliberate choice of speech, gesture and movement.

Plan and deliver independent and group presentations confidently to a range of audiences, adapting presentations appropriately to the audience.

Begin to make choices about the most appropriate media for a particular presentation.

Evaluate own and others' talk, including what went well and what could be improved next time.

Comment on how and why communication varies in different contexts.