Year 5 English Content Descriptions - Literacy
Texts in context
Describe the ways in which a text reflects the time and place in which it was created
WA5ELYT1
For example:
- commenting on the social norms that are portrayed in a historical movie or novel
- identifying and discussing patterns of speech or vocabulary that are used in a novel set in another place or time
- describing the ways that a character from another time is similar to or different from contemporary characters or people
Interacting with others
Use appropriate interaction skills, including paraphrasing and critical literacy questioning to clarify meaning, make connections to own experience, and present and justify an opinion or idea
WA5ELYI1
Analysing, interpreting and evaluating
Explain characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text
WA5ELYA1
For example:
- evaluating authors’ choices, such as why an author has used figurative language in a poem or included photographs of cute animals in a persuasive text about saving the rainforest
- describing the effect audio or visual techniques have on the viewer of a documentary or film, such as sad music or slow motion
Navigate and read texts for specific purposes, monitoring meaning using strategies, such as skimming, scanning and confirming
WA5ELYA2
For example:
- knowing the purpose for reading and adjusting the reading strategy to suit, such as scanning a text to evaluate its suitability for a project or skimming to find specific information
- setting questions before reading and reading to confirm predictions or find information
- discussing reading with others to monitor and confirm meaning, such as when discussing the motives of a character
- using topic sentences, subheadings and other text structures to read efficiently for a purpose
Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning when listening, reading and viewing to build literal and inferred meaning to evaluate information and ideas
WA5ELYA3
For example:
- making predictions about text structures in genres to help understanding and choices for reading
- making connections between literary texts to build inferential comprehension
- setting literal and inferential questions for research purposes, and drawing on a number of texts to evaluate the accuracy of information or ideas
- monitoring for understanding, drawing on explicit and implied meaning, and crosschecking within and across texts
- visualising an event or process to build implied meaning
- determining the importance of key ideas in texts when summarising
Creating texts
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
WA5ELYC1
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
WA5ELYC2
Use features of digital tools to create or add to texts for a purpose and audience
WA5ELYC4
For example:
- manipulating an image using digital tools to make it suit a particular audience, such as editing an image to include in a children’s picture book
- selecting features of a slideshow to enhance a presentation, considering purpose