Year 5 Monitoring map Literacy

In Year 5, students:
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i. Identify purposes for listening and speaking, select and
modify text structures and language features appropriate for
the content and context
ii. Plan, research, rehearse and deliver spoken presentations
specific to learning areas by:
taking notes, identifying key ideas and information
applying the stages and characteristics of spoken text
structures
selecting multimodal resources to influence audience
reaction
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iii. Communicate to:
summarise and analyse information relevant to key
ideas or concepts
refine ideas and information
identify evaluative language (positive or negative
language that judges the orth of something! and bias
(prejudice in favour of or against!
iv. Compose, contribute and respond in different settings by
considering ho spoken language features and non"verbal
cues affect meaning

v. #se interaction and communication skills to contribute to
and extend discussions by:
clarifying ideas
offering explanations for a point of vie
introducing topics using agreed protocols
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vi. #se ords and ord groups in increasingly complex
sentences, including correct verb tense
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vii. #se ne learning area vocabulary to provide specific
meaning
In Year 5, students:
(riting and %reating ((% 5) T1 T
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i. Identify the purpose, content, context, text structure and
riter$reader relationships hen riting and creating
learning area texts
ii. %rite and create learning area texts, demonstrating
increasing control and using modelled structures to
organise information
iii. Plan, draft and publish texts using strategies including:
understanding ho riters innovate on text structures
organising main ideas and supporting details using key
&uestions or graphic organisers
using features such as text boxes, topic sentences,
home pages and subpages to aid navigation and
usability
editing for meaning and structure using agreed criteria
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iv. %rite paragraphs that maintain the pace or sense of texts,
and organise texts using structures including:
problem and solution
cause and effect
compare and contrast
v. 'uild meaning ithin paragraphs by using:
sentences to se&uence information and join main ideas
and supporting details
pronouns to maintain cohesion ithin sentences and
paragraphs
vi. #se ords and ord groups including:
extended noun groups, phrases and adjectives to
extend ideas and information
adverbs or phrases to add detail to actions and
thoughts
verbs to sho certainty, probability or obligation
vii. %rite using sentence structures that include:
main and subordinate clauses (a group of ords that
cannot stand alone in a sentence!
conjunctions to link clauses
viii. Communicate intended meaning using punctuation,
including:
commas to join clauses
accurate use of commas, &uestion marks, capitalisation
and exclamation marks ithin &uotation marks
ix. Proofread and edit riting, using knoledge of editing
techni&ues
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x. (elect learning area vocabulary that:
clarifies meaning
has different meanings in different contexts
xi. Confirm spellings, ord meanings or ord choice using
knoledge about:
spelling patterns and the spelling system
etymology (knoledge of ord histories and origins!
technical ords, including nominalisations, developed
from prior learning, reading or research about the
content
digital and print thesauruses
In Year 5, students:
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i. )ie, read, navigate and select texts for specific personal,
social and learning purposes
ii. )ie and read ritten, visual and multimodal learning area
texts that:
use chapters, text boxes, home pages and subpages,
topic sentences and paragraphs organised according to
chronology to assist navigation and enhance readability
connect relationships beteen ideas and concepts
ithin and beteen texts
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iii. #se text"processing strategies hen vieing and reading,
including:
skimming and scanning texts
comparing content from sources
analysing similarities and differences
iv. Independently vie and read and demonstrate
understanding of learning area texts by:
synthesising information to link ideas across texts
interpreting, analysing and justifying ideas from literal
and inferred ideas and information
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v. Identify and describe ords and ord groups that
represent ideas and relationships, including main and
subordinate clauses ithin sentences
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vi. Independently read ith fluency ords of significance,
specialised learning area vocabulary and terminology
vii. Predict and confirm the meaning of unfamiliar ords and
decode them using and combining cues ithin different
texts containing ne language features, content and ideas
and complex sentences, vocabulary and visual features
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viii. Compare and analyse ho visual features:
enhance and clarify meaning, including se&uences of
images in print texts
are organised in hyperlinked digital texts, explaining the
effect on vieers* interpretations
In Year 5, students:
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xii. #se visual features to enhance and clarify meaning and
express and extend ideas and information, e.g. flo charts,
cross"sections
2 + Year + Monitoring map ,umeracy