Year 5 English skills

understand that language is selected for social contexts and that it helps to signal social roles and relationships

understand how to move beyond making bare assertions by taking account of differing ideas or opinions and authoritative sources

describe how spoken, written and multimodal texts use language features and are typically organised into characteristic stages and phases, depending on purposes in texts

understand how texts can be made cohesive by using the starting point of a sentence or paragraph to give prominence to the message and to guide the reader through the text

understand that the structure of a complex sentence includes a main clause and at least one dependent clause, and understand how writers can use this structure for effect

understand how noun groups can be expanded in a variety of ways to provide a fuller description of a person, place, thing or idea

explain how the sequence of images in print, digital and film texts has an effect on meaning

understand how vocabulary is used to express greater precision of meaning, including through the use of specialist and technical terms, and explore the history of words

use commas to indicate prepositional phrases, and apostrophes where there is multiple possession

identify aspects of literary texts that represent details or information about historical, social and cultural contexts in literature by First Nations Australian, and wide-ranging Australian and world authors

present an opinion on a literary text using specific terms about literary devices, text structures and language features, and reflect on the viewpoints of others

recognise that the point of view in a literary text influences how readers interpret and respond to events and characters

examine the effects of imagery, including simile, metaphor and personification, and sound devices in narratives, poetry and songs

create and edit literary texts, experimenting with figurative language, storylines, characters and settings from texts students have experienced

describe the ways in which a text reflects the time and place in which it was created

use appropriate interaction skills including paraphrasing and questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea

explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text

navigate and read texts for specific purposes, monitoring meaning using strategies such as skimming, scanning and confirming

use comprehension strategies such as visualising, predicting, connecting, summarising, monitoring and questioning to build literal and inferred meaning to evaluate information and ideas

plan, create, edit and publish written and multimodal texts whose purposes may be imaginative, informative and persuasive, developing ideas using visual features, text structure appropriate to the topic and purpose, text connectives, expanded noun groups, specialist and technical vocabulary, and punctuation including dialogue punctuation

plan, create, rehearse and deliver spoken and multimodal presentations that include relevant, elaborated ideas, sequencing ideas and using complex sentences, specialist and technical vocabulary, pitch, tone, pace, volume, and visual and digital features

use phonic, morphemic and vocabulary knowledge to read and spell words that share common letter patterns but have different pronunciations

build and spell new words from knowledge of known words, base words, prefixes and suffixes, word origins, letter patterns and spelling generalisations

explore less common plurals, and understand how a suffix changes the meaning or grammatical form of a word