Stokeinteignhead Primary School
Curious, Determined, Resourceful and Respectful

Writing Transcription · Form verbs with prefixes. for example, dis, de, mis, over and re. · Convert nouns or adjectives into verbs by adding a suffix. for example, ate, ise, ify · Understand the general rules for adding prefixes and suffixes above · Spell some words with ‘silent’ letters, e.g. knight, psalm, solemn · Distinguish between homophones and other words which are often confused. · Spell identified commonly misspelt words from Year 5 and 6 word list · Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary. · Use a thesaurus. · Use a range of spelling strategies · Choose which shape of a letter to use when given choices and deciding, as part of their personal style, whether or not to join specific letters · Choose the writing implement that is best suited for a task (e.g. quick notes, letters). · Composition · Know the audience for and purpose of the writing. · Use the features and structures of text types taught so far · Use grammatical features and vocabulary appropriate for the text types taught so far · Start sentences in different ways. · Use sentence starters to highlight the main idea. · Develop characters through action and dialogue. · Establish viewpoint as the writer through commenting on characters or events. · Show how grammar and vocabulary choices create impact on the reader. · Choose vocabulary to engage and impact on the reader. · Use stylistic devices to create effects in writing, for example, simile, metaphor, personification. · Add well-chosen detail to interest the reader. · Summarise a paragraph or event. · Organise writing into paragraphs to show different information or events

Reading 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 Comprehension · 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 · Identify the effect of the context on a text. for example, historical or other cultures. · Identify how language, structure and presentation contribute to the meaning of a text. 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. · Express a personal point of view about a text, giving rea sons. · Make connections between other similar texts, prior knowledge and experience. · Compare different versions of texts and talk about their differences and similarities · Listen to and build on others’ ideas and opinions about a text · Present an oral overview or summary of a text. · Present the author’s viewpoint of a text.

Mathematics · Count forwards and backwards in steps of power 10 for any given number up to 1,000,000 · Recognise and use thousandths and relate them to tenths, hundreds and decimal equivalents · Recognise mixed numbers and improper fractions and convert from one to the other · Read and write decimal numbers as fractions, for example, 0.47 = 47/100 · Recognise the per cent symbol (%) and understand per cent relates to number of parts per hundred · Write percentages as a fraction with denominator hundred, and as a decimal fraction · Compare and add fractions whose denominators are all multiples of the same number · Multiply and divide numbers mentally drawing upon known facts up to 12 x 12 · Round any number to 1,000,000 to the nearest 10, 100, 1,000, 10,000 and 100,000 · Round decimals with 2dp to the nearest whole number and to 1decimal place · Recognise and use square numbers and cube numbers and the notation for squared (²) and cubed (³) · Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000 · Solve addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why; solve problems involving 3 decimal places and problems which require knowledge of percentages and decimal equivalents Solve problems involving multiplication and division where large numbers are used by decomposing them into factors · Divide numbers up to 4-digits by 1-digit numbers · Multiply number up to 4-digit by a 1 or 2-digit number using formal written methods, including long multiplication for 2- digit numbers · Know angles are measured in degrees: estimate and compare acute; obtuse and reflex angles · Draw given angles and measure them in degrees (º) · Convert between different units of metric measures and estimate volume and capacity · Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres · Calculate and compare the area of squares and rectangles including using standard units (cm² and m²) · Solve comparison, sum and difference problems using information presented in a line graph

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