Year 5 Monitoring map Literacy

In Year 5, students:
Listening and Speaking (LS 5) T1 T2 T3 T4
T
e
x
t

k
n
o
w
l
e
d
g
e

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



C
o
m
p
r
e
h
e
n
s
i
o
n

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 worth of something) and bias
(prejudice in favour of or against)




iv. Compose, contribute and respond in different settings by
considering howspoken language features and non-verbal
cues affect meaning



v. Use interaction and communication skills to contribute to
and extend discussions by:
clarifying ideas
offering explanations for a point of view
introducing topics using agreed protocols



G
r
a
m
m
a
r

k
n
o
w
l
e
d
g
e
vi. Use words and word groups in increasingly complex
sentences, including correct verb tense





W
o
r
d

k
n
o
w
l
e
d
g
e

vii. Use newlearning area vocabulary to provide specific
meaning









In Year 5, students:
Writing and Creating (WC 5) T1 T2 T3 T4
T
e
x
t

k
n
o
w
l
e
d
g
e

i. Identify the purpose, content, context, text structure and
writerreader relationships when writing and creating
learning area texts

ii. Write 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 howwriters innovate on text structures
organising main ideas and supporting details using key
questions 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

G
r
a
m
m
a
r

k
n
o
w
l
e
d
g
e

iv. Write paragraphs that maintain the pace or sense of texts,
and organise texts using structures including:
problemand solution
cause and effect
compare and contrast

v. Build meaning within paragraphs by using:
sentences to sequence information and join main ideas
and supporting details
pronouns to maintain cohesion within sentences and
paragraphs

vi. Use words and word 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 showcertainty, probability or obligation

vii. Write using sentence structures that include:
main and subordinate clauses (a group of words 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, question marks, capitalisation
and exclamation marks within quotation marks

ix. Proofread and edit writing, using knowledge of editing
techniques

W
o
r
d

k
n
o
w
l
e
d
g
e

x. Select learning area vocabulary that:
clarifies meaning
has different meanings in different contexts

xi. Confirmspellings, word meanings or word choice using
knowledge about:
spelling patterns and the spelling system
etymology (knowledge of word histories and origins)
technical words, including nominalisations, developed
fromprior learning, reading or research about the
content
digital and print thesauruses

V
i
s
u
a
l

k
n
o
w
l
e
d
g
e

xii. Use visual features to enhance and clarify meaning and
express and extend ideas and information, e.g. flowcharts,
cross-sections




In Year 5, students:
Viewing and Reading (VR 5) T1 T2 T3 T4
T
e
x
t

k
n
o
w
l
e
d
g
e

i. View, read, navigate and select texts for specific personal,
social and learning purposes


ii. Viewand read written, 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 between ideas and concepts
within and between texts


C
o
m
p
r
e
h
e
n
s
i
o
n

iii. Use text-processing strategies when viewing and reading,
including:
skimming and scanning texts
comparing content fromsources
analysing similarities and differences


iv. Independently viewand read and demonstrate
understanding of learning area texts by:
synthesising information to link ideas across texts
interpreting, analysing and justifying ideas fromliteral
and inferred ideas and information


G
r
a
m
m
a
r

k
n
o
w
l
e
d
g
e
v. Identify and describe words and word groups that
represent ideas and relationships, including main and
subordinate clauses within sentences



W
o
r
d

k
n
o
w
l
e
d
g
e

vi. Independently read with fluency words of significance,
specialised learning area vocabulary and terminology


vii. Predict and confirmthe meaning of unfamiliar words and
decode themusing and combining cues within different
texts containing newlanguage features, content and ideas
and complexsentences, vocabulary and visual features

V
i
s
u
a
l

k
n
o
w
l
e
d
g
e

viii. Compare and analyse howvisual features:
enhance and clarify meaning, including sequences of
images in print texts
are organised in hyperlinked digital texts, explaining the
effect on viewers interpretations