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Published byDelilah Richard Modified over 9 years ago
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Year 5 Curriculum Afternoon Monday 9 th February 2015
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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]
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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.
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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
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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
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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.
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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
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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
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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
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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)
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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.
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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
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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!
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