Upper Swan Primary School

UPPER SWAN PRIMARY SCHOOL

SUPPORT PACKAGE

YEAR5

We are often asked by parents, “What does my child need to know by the end of Year…”

Well, to help parents get a better understanding, we have stipulated the core skills in our most important learning areas.

The pages within this package contain:

• The core basic skills and knowledge students are expected to achieve by the end of their current school year in Maths and English.
• Advice on how to run an effective home reading program
• Some of the main words and spelling rules taught at this year level
• A “times tables” chart
• A chart of the font used for handwriting
• Ideas and resources for when your child wants a bit of extra homework that can be done using ICT

The list of Maths and English skills are the main core skills and do not represent everything that teachers cover in class over the year.

The entire package, along with supporting activities will be placed on our school website, so you can always find it.

• Understand that the pronunciation, spelling and meanings of words have histories and change over time

• Understand that language varies according to the type of text
• Take account of different perspectives and points of view

• Understand how texts vary in purpose, structure and topic, as well as the degree of formality
• Understand that a text will contain clues from the beginning to help predict the main idea
• Understand how to use possessive apostrophes
• Understand how to navigate web pages

• Construct a complex sentence correctly
• Understand how the use of adjectives and adverbs helps describe a person, a place or a thing
• Understand the difference between the printed text and digital text
• Choosing vocabulary to express precise meaning
• Learn and spell new words using knowledge of word origins, prefixes and suffixes
• Recognise uncommon plurals, for example ‘foci’

• Recognise social, cultural and historical aspects in texts

• Present a point of view about literary texts
• Describe the effects of ideas, text structures and language features on audiences

• Recognise that ideas in literary texts can be presented from different viewpoints, which can lead to different kinds of responses
• Understand, interpret and experiment with figurative language in narratives, poetry and songs

• Write narratives using realistic and fantasy settings and characters
• Create literary texts that experiment with structures, ideas and features of selected authors

• Show how ideas and points of view in texts are conveyed through the use of literary devices

• Make connections with a text
• Ask clarifying questions during reading to enhance understanding
• Present and justify a point of view
• Interpret non-verbal cues
• Choose vocabulary and vocal effects appropriate for different audiences and purposes
• Plan, rehearse and deliver presentations

• Identify text structures and language features used in a variety of text types
• Apply comprehension strategies to read and understand texts
• Use comprehension strategies to compare a variety of print and digital texts

• Plan, draft and publish a variety of text types
• Reread and edit their own and other’s writing
• Develop a handwriting style that is becoming legible, fluent and automatic
• Use a range of software to publish their writing

• Solving Multiplication, Division, Addition and Subtraction problems
• Use estimation and rounding to check the reasonableness of answers to calculations
• Solve Multiplication, Division, Addition and Subtraction problems involving large numbers using efficient mental, written and calculator strategies

• Compare and order fractions and decimals
• Add and Subtract fractions with the same denominator

• Create simple financial plans

• Describe, continue, create patterns with fractions, decimals and whole numbers
• Complete number equations using Multiplication, Division, Subtraction and Addition.

• Choose appropriate units of measurement for length, area, volume, capacity and mass
• Calculate the perimeter and area of rectangles
• Use 12 hour and 24 hour time

• Recognise 3D objects in their 2D form

• Use a grid reference system to describe locations.
• Describe routes using landmarks and directional language
• Identify Symmetry and its elements
• Able to enlarge and reduce 2D shapes

• Estimate, measure and compare angles
• Construct angles using a protractor

• Use language of chance to discuss probability
• Link probability to fractions, decimals and percentages

• Pose questions and collect data by observation or through a survey
• Construct a range of graphs
• Describe and interpret different data

HOW TO RUN A GOOD HOME READING PROGRAM

Reading at home is an important part of developing your child’s reading skills. It provides students with additional practise in comprehending texts they can read and want to read. There are many ways that you can help your child build their confidence and develop stronger reading skills every day.

Outlined below is an example of a quick and easy Home Reading program that you can engage in with your child. It should not take any longer than ten minutes a night.

Each week your child selects a text of interest and one that they can read independently. This text will remain the same for the entire week. Research has proven that is better to develop and consolidate skills focussing on one text a week rather than reading a different text every night of the week.

Night One:

• Predict what the text is about (refer to during reading strategies)
• Read the text aloud to your child. Allow your child to sit back and enjoy the text or join in when they want to.

Night Two:

• Take turns reading pages, parts of the text
• Stop and discuss the events or facts in the text (Refer to During Reading Strategies)

Night Three:

• Child reads the book independently with you encouraging
• Think of two questions to ask each other.

Night Four:

• Child reads the book independently with you encouraging
• Complete some activities from After Reading Strategies.

Tips:

Encourage your child; tell them that they are doing a great job!

Give your child time to work out difficult words.

If they make a mistake say “Are you sure about that?” and ask them to re-read the word

Help your child sound out the word; don’t just tell them what it says.

If your child still has trouble with the word, sound it out with them and then say the word.

Praise your child if they make a mistake and then they correct it on their own.

Your child’s teacher is able to supply some book titles, however, there are many great texts at home that can be used. Newspapers, magazines, comics, instruction booklets, TV Guide, recipes, novels, picture books and poems are all great text to use.

There are generally three types of questions that can be used about texts. These can be used before, during or after reading.

Literal questions – Right There – The Author wrote it

The answers to these questions can be found in the text. They are directly stated

Examples: “What’s was the dog’s name? What happened to Tom?

Inferential questions Read and Think – The Author Meant it

The answers are not directly stated but implied

Examples: Why did the character run down the road?

Evaluative Questions – Your Opinion – The Author would agree with you

The answers are not found in the text, they are found in your head or somewhere else. It can be your thoughts and feelings.

Examples “What would you do?” “How are you similar to the main character?

Useful Links:

TIMES TABLES

Mathletics: Every student at Upper Swan PS has a password for Mathletics, see your teacher or phone the school if you do not have this information:

Username: ______Password: ______