Year 5 Curriculum Afternoon Monday 9 th February 2015

 Spellings -In the new curriculum there is a heavy focus on spellings -Weekly spellings are taken from band 5 – some from band 4. -Spelling patterns for band 5 -Ough -Homophones -Words ending in – ant, -ent, -ancy, -ance, -ency, ence. -Words ending in –ible, -able. -Words ending in –cious, tious. -Spell word endings which sound like ‘shil’ spelt – cial or –tial - spell some words with ‘silent’ letters [for example, knight, psalm, solemn]

 Grammar -Again there is a heavy focus on grammar. I now teach grammar as part of the Literacy lesson. Nouns, pronouns, adjectives, adverbs, determiners, prepositions, modal verbs, clauses – main, subordinate/ relative, Sentence types, adverbials, connectives, apostrophes, commas, parentheses, hyphens, singular and plural.

 Nouns  There are 4 different types of nouns: -Common (dog, table, book) -Proper (Julie, China, England) -Collective (flock of birds, colony) -Abstract (excitement, anger) -Pronouns (avoids repetition) -- I, you, she, it, who, they, he, them

 Adjectives  - Give information about the noun  Beautiful, dangerous, colourful  You can have degrees of comparison  Comparative (happier)  Superlative (happiest)  Adverbs  -Give information about the verb  Quickly, nervously

 Determiners  -These come before nouns or noun phrases A, an, the, this, that, these, those Prepositions -Link nouns or pronouns in a sentence. They usually indicate when or where something happens -About, above, across, after, under, behind, upon, over, between.

 Modal Verbs  These are used to show how likely we believe things are to happen. We choose the verb depending on how sure we are.  Examples include can, could, may, might, shall, should, will, would, won't will not, could not

 Clauses  There are two different types of clauses, a main clause that can stand alone and can be written as a simple sentence  Eg. The man walked down the road  A relative or subordinate clause that cannot stand alone and adds extra information.  Eg. Who, which, that,  The man, who sang happily to himself, walked down the road

 Sentence Types  Simple sentence – The cat purred  Compound – The cat purred and the dog chased after his bone  Complex – Although Charlie laughed, Emma stared to cry

 Adverbials  - This is a word or phrase that gives more information about the verb  They relate to time, place and manner  After we had eaten dinner, (time)  At the ice rink, (place)  Carefully, (manner)

 Apostrophes  Possessive - The girl’s shoes  Omission -Won’t, can’t, I’m -Parenthesis -This is a word or phrase that is added as an explanation to provide more information. They are usually punctuated by brackets, commas and dashes. -E.g. She was lying (what a surprise) and no-one seemed to realise.

 Singular and plural Singular nouns represent one item Plural nouns represent more than one! There are so many rules and many irregular plurals that the children need to learn

 What can you do?  The new curriculum is very challenging and a lot of the focus has changed to grammar and spelling.  Please test your child regularly, including words that they had covered previously.  When they are reading/writing ask them what certain words are and can they explain it to you.  Read with your child regularly  Help them to learn their times tables by heart!