Year 5 Reading

 

Assessing reading – Year 5 expectations

Word Reading

• Apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.
• Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.
• Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words.
• Re-read and read ahead to check for meaning.

Reading Comprehension

• Become familiar with and talk about a wide range of books, including myths, legends and traditional stories and books from other cultures and traditions and know their features.
• Read non-fiction texts, and identify purpose and structures and grammatical features and evaluate how effective they are.
• Identify significant ideas , events and characters, and discuss their significance.
• Learn poems by heart, for example, narrative verse, haiku.
• Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action.
• Use meaning-seeking strategies to explore the meaning of words in context.
• Use meaning – seeking strategies to explore the meaning of idiomatic and figurative language.
• Identify and comment on writer’s use of language for effect, for example, precisely chosen adjectives, similes and personification.
• Identify grammatical features used by writer – rhetorical questions, varied sentence lengths, varied sentence starters, empty words – to impact on the reader.
• Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions.
• Justify inferences with evidence from the text.
• Make predictions from what has been read.
• Summarise the main ideas drawn from a text.

Assessing Reading – Year 5 Mastery

Reading-Exceeding Statements

• Express opinions about a text, using evidence from the text, giving reasons and explanations. Point, evidence, explanation. (PEE)
• Adapt own opinion in the light of further reading or others’ ideas.
• Identify formal and informal language.
• Know the features of different narrative text types, for example, adventure, fantasy, myths.
• Compare texts by the same writer.
• Compare texts by different writers on the same topic.
• Summarise key information from different texts.
• Empathise with different character’s points of view.
• Infer meaning using evidence from the text and wider reading and personal experience.
• Explain how a writer’s use of language and grammatical features have been used to create effects, and impact on the reader.
• Explain how punctuation marks the grammatical boundaries of sentences and gives meaning.
• Know how the way a text is organised supports the purpose of the writing.
• Use scanning and text marking to find and identify key information.

Writing-Exceeding Statements

• Use paragraphs to structure the plot in narrative writing, showing changes in time, place and events.
• Use changes in time and place to guide the reader through the text.
• Use paragraphs to organise information logically and shape a non-fiction text effectively.
• Sustain and develop ideas within a paragraph, introducing it with a topic sentence.
• Close text with reference to its opening.
• Re-order sentences to create impact on the reader.
• Use expanded noun phrases to add well thought out detail to writing.
• Use punctuation to clarify meaning of sentences – commas to mark phrases and clauses.
• Use dialogue effectively and punctuate it accurately.

 

 

Use the documents below as guides on how to support your child during their Year 5 reading learning journey: