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Literacy
L.4.6 – Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Samples: Relating verbs. Clauses with relating verbs. Conjunctions. Interjections. Prepositions. Clauses (main and subordinate).
L.4.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
L.4.4.a – Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.
Samples: Homonyms. Homonyms. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words.
L.4.4.b – Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
L.4.4.c – Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
Samples: Look, Cover, Write - Rule: Adding Prefixes. Prefix bi. prefix tri. Prefix de. prefix in.
Literacy
L.4.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.1.a – Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
Samples: Relative adverbs (where, when, why). Relative pronouns. Look, Cover, Write - Rule: Adding Prefixes. Prefix bi.
L.4.1.b – Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
Samples: Past tense. Tense with verbs. Progressive verb tenses. Look, Cover, Write - Rule: Adding Prefixes. Prefix bi.
L.4.1.c – Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
Samples: Modal verbs. Modal adverbs. Look, Cover, Write - Rule: Adding Prefixes. Prefix bi. prefix tri. Prefix de. prefix in.
L.4.1.d – Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
Samples: Order adjectives according to conventional patterns. Adjectives used to describe quantity.
L.4.1.e – Form and use prepositional phrases.
Samples: Prepositional phrases. Prepositions. drop one l in all final. drop le then add ly. prefix fin.
L.4.1.f – Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*
Samples: Editing text in sentences. Compound sentences. Sentences - Connectives (conjunctions). Prepositional phrases.
L.4.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.4.2.a – Use correct capitalization.
Samples: Sentence beginnings. Look, Cover, Write - Rule: Adding Prefixes. Prefix bi. prefix tri. Prefix de. prefix in.
L.4.2.b – Use commas and quotation marks to mark direct speech and quotations from a text.
Samples: Quotation marks. Direct and indirect speech. Look, Cover, Write - Rule: Adding Prefixes. Prefix bi. prefix tri.
L.4.2.c – Use a comma before a coordinating conjunction in a compound sentence.
Samples: Compound sentences. Conjunctions. Clauses (main and subordinate). Introduction to Commas.
L.4.2.d – Spell grade-appropriate words correctly, consulting references as needed.
Samples: Compound sentences. Sentences - Connectives (conjunctions). Saying verbs. Quotation marks. Clauses with saying verbs.
Literacy
L.4.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.4.3.a – Choose words and phrases to convey ideas precisely.*
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
L.4.3.b – Choose punctuation for effect.*
Samples: Editing text in sentences. Quotation marks. Direct and indirect speech. Look, Cover, Write - Rule: Adding Prefixes.
L.4.3.c – Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).
Samples: Marco Polo. Chinese Silk Painting. Writing Instruments. Writing Implements part 2. Sundials.
Literacy
RF.4.3 – Know and apply grade-level phonics and word analysis skills in decoding words.
RF.4.3.a – Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
Samples: Homonyms. Homonyms. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words.
Literacy
RF.4.4 – Read with sufficient accuracy and fluency to support comprehension.
RF.4.4.c – Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
Samples: Homonyms. Homonyms. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words.
Literacy
L.5.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.5.3.a – Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
Expressing and developing ideas
ACELA1512 – Understand the use of vocabulary to express greater precision of meaning, and know that words can have different meanings in different contexts
Samples: Look, Cover, Write - Suffix Rule: 'keeper' for occupations.
ACELA1513 – Understand how to use banks of known words as well as word origins, prefixes, suffixes and morphemes to learn and spell new words
Samples: Prefix re. Prefix dis opposite. Look, Cover, Write - Rule: Adding Prefixes. Prefix bi. prefix tri. Prefix de. prefix in.
They draw on knowledge and skills that include:
Y5&6.R.1 – Decoding texts fluently and accurately, using a range of reliable strategies
Samples: Homonyms. Homonyms. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words. Missing Words.
Y5&6.R.2 – Finding and learning the meanings of unknown vocabulary by using strategies such as applying their knowledge of how words work or seeking explanations in the text or in illustrations
Samples: Synonyms (like, make, push, go...). Antonyms (good, happy, come, up, before....).
Y5&6.R.3 – Understanding that words and phrases can have figurative as well as literal meanings and that some words have different meanings depending on the context
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!). Basketball.
Y5&6.R.4 – Recognising basic grammatical constructions and understanding how these affect meaning
Samples: The Grand Bazaar -Information Text. My Visit To The Grand Bazaar. Netball. Soccer -Information Report.
Y5&6.R.5 – Identifying the specific language features and structures of many common continuous and non-continuous text types (including mixed text types)
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!). Basketball.
They draw on knowledge and skills that include:
Y5&6.W.2 – Selecting vocabulary that is appropriate to the topic, register, and purpose (e.g., academic and subject-specific vocabulary appropriate for specific learning areas or precise and descriptive words to create a mental image)
Samples: Relating verbs. Clauses with relating verbs. Conjunctions. Interjections. Prepositions. Clauses (main and subordinate).
Y5&6.W.3 – Using written language features (such as emotive vocabulary) and visual language features (such as headings, charts, or maps) to extend or clarify meaning and to engage their audience
Samples: Relating verbs. Clauses with relating verbs. Conjunctions. Interjections. Prepositions. Clauses (main and subordinate).
Y5&6.W.4 – Using their knowledge of how words work (e.g., knowledge of diverse phoneme-grapheme relationships, of common, reliable spelling rules and conventions, and of the meanings and spellings of morphemes), along with their knowledge of word derivations, to fluently and correctly encode most unfamiliar words, including words of many syllables
Samples: Relating verbs. Clauses with relating verbs. Conjunctions. Interjections. Prepositions. Clauses (main and subordinate).
Y5&6.W.5 – Correctly spelling all high-frequency words1 used in their writing
Samples: Look, Cover, Write - Rule: Adding Prefixes. Prefix bi. prefix tri. Prefix de. prefix in.
Y5&6.W.7 – Using simple and compound sentences that are correct grammatically and have a variety of structures, beginnings, and lengths and using some complex sentences that are mostly correct grammatically
Samples: Simple sentences. Parts of a sentence. Compound sentences - Simple use of conjunctions. Compound sentences.
Y5&6.W.8 – Using basic punctuation that is mostly correct (e.g., when punctuating dialogue)
Samples: Using capital letters in names: activity 1. Capital Letters. Full Stops and Question Marks. Simple sentences.
Y5&6.W.9 – Attempting some complex punctuation (e.g., using apostrophes for possession, commas for clauses, or semicolons).
Samples: Apostrophes – possession (Common and proper nouns). Introduction to Commas.
KS1.Y1.W.T – Writing - transcription
Pupils should be taught to:
KS1.Y1.W.T.3 – Add prefixes and suffixes:
KS1.Y1.W.T.3.c: using -ing, -ed, -er and -est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]
Samples: Word Family 'ing' reading. adding suffixes changes tense of verb. Word Family 'ing' reading.
