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Literacy
L.5.6 – Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
L.5.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
L.5.4.a – Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
Samples: When I’m at School (poem). I’m Getting Taller (or My Jeans Are Shrinking!).
L.5.4.b – Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
Samples: Prefixes. Suffixes. prefix micro. Look, Cover, Write - Suffix Rules: 'tion'.
L.5.4.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: prefix micro. Look, Cover, Write - Suffix Rules: 'tion'. Look, Cover, Write - Suffix Rules: 'sion'.
Literacy
L.5.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.1.a – Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
Samples: Conjunctions. Interjections. Prepositions. prefix micro. Look, Cover, Write - Suffix Rules: 'tion'.
L.5.1.b – Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
Samples: Tense with verbs. Saying verbs. Clauses with saying verbs. Progressive verb tenses. prefix micro.
L.5.1.c – Use verb tense to convey various times, sequences, states, and conditions.
Samples: Verb types. Action verbs. Clauses with action verbs. Tense with verbs. Modal verbs. Saying verbs. Relating verbs.
L.5.1.e – Use correlative conjunctions (e.g., either/or, neither/nor).
Samples: Conjunctions. prefix micro. Look, Cover, Write - Suffix Rules: 'tion'. Look, Cover, Write - Suffix Rules: 'sion'.
L.5.2 – Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.5.2.a – Use punctuation to separate items in a series.*
Samples: Introduction to Commas. Parentheses, dashes, colons and semi colons. Editing text. prefix micro.
L.5.2.b – Use a comma to separate an introductory element from the rest of the sentence.
Samples: Introduction to Commas. prefix micro. Look, Cover, Write - Suffix Rules: 'tion'.
L.5.2.c – Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
Samples: Quotation marks. prefix micro. Look, Cover, Write - Suffix Rules: 'tion'. Look, Cover, Write - Suffix Rules: 'sion'.
L.5.2.e – Spell grade-appropriate words correctly, consulting references as needed.
Samples: Synonyms (like, make, push, go...). Antonyms (good, happy, come, up, before....).
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!).
Literacy
RF.5.3 – Know and apply grade-level phonics and word analysis skills in decoding words.
RF.5.3.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: Synonyms (like, make, push, go...). Antonyms (good, happy, come, up, before....).
Expressing and developing ideas
ACELA1526 – Understand how to use banks of known words, word origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages
Samples: Synonyms (check, enquire, notice, gather...). Antonyms (important, inferior, exterior, lazy...). Synonyms.
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.
You can go to an overview of all the curricula here.
