Year 5

Welcome to Year 5 - Term One 2018


Year 5 Parent Presentation (Click here)

What a fantastic start to the year we’ve had! The students have settled back into school routines really well, and classes are well on the way to establishing effective learning environments. Students will have opportunities to learn about themselves as a Leader, and take on leadership roles within the school through the Peer Leadership program. Roles will include the Playground Problem Solvers, Buddy Program and lunch time activities. The Year 5 classes will be working closely together throughout the year and students will have many opportunities to work with students from all three classes. Below is an outline of Term 1, under each heading are a number of points that will be covered in each area.




  • Create ‘mental movies’ when reading
  • Identify language features that create vivid visualisations
  • Create visualisations about setting as well as characters, interactions, etc.
  • Bring other senses into their visualisations, such as smell and sound
  • Make note of impressive passages from ‘Just Right’ texts where the writer has used language to effectively create visualisations.


  • Support predictions with evidence from the text
  • Use characteristics of genre as a source of information to make predictions
  • Change predictions as new information is gathered
  • Make and continually revise a wide range of predictions (what will characters do, what will happen to solve the problem) based on prior knowledge


  • In texts with complex characters, infer traits, motivations and changes through examining how the writer describes them, what they do, what they say and think, and what other characters say and think about them
  • Infer the big ideas or themes of a text and discuss how they are applicable to people’s lives today
  • Infer causes of problems


  • Ask literal, evaluative and inferential questions about texts, author’s purpose, characters, themes and plot
  • Understand the different purpose for each level of question
  • Describe how asking questions whilst reading can heighten understanding and enjoyment


  • Identify important ideas and information and organise them in summary form in order to remember them
  • Construct summaries that are concise and reflect only the important and overarching ideas and information

 Making Connections

  • Bring knowledge from personal experiences to the interpretation of characters and events, particularly content and situations relating to adolescents
  • Make connections between texts and other texts that have been read or heard
  • Connect characters within and across texts and genres by circumstances, traits, or actions
  • Specify the nature of the connection
  • Make connections between the social and moral issues of today and those presented in texts



Creative Narrative

  • 7 Steps to Successful Writing
  • Structure - Includes an Orientation, Complication and resolution, with ideas separated into paragraphs.
  • Beginning - The start should hook the reader in, to want to read on
  • Ending - All of the loose ends should be tied up
  •  Dialogue - When characters converse, it tells the reader more about them, their feelings, relationships and thoughts
  • Descriptive Language - Uses descriptive language to establish a setting, proving many sensory details.
  • Tense - Past tense – already happened (was, went, jumped, etc)
  • Perspective – is written in first or third person perspective
  • Make sure that the tense is consistent all the way through.



  • The opinion of the writer is clearly stated
  • The introduction outlines ideas to support the writer’s opinion
  • Each reason or argument is expanded into a separate paragraph
  • The conclusion restates the writer’s opinion and sums up the reasons.
  • Links paragraphs with time connectives e.g. firstly, secondly, thirdly
  • Is written in third person passive voice
  • Opinions are supported by reasons, facts and statistics
  • Uses persuasive devices to convince the reader.

These may include:

  • rhetorical questions (questions where the answer is known, but are thought provoking)
  • repetition (repeating words or phrases can add emphasis or direct the reader’s attention to a specific idea – we must stop the deforestation. We need to stop the trucks, stop them before they arrive and destroy our natural environment. We must stop the trucks!)
  • superlatives (The highest degree of comparison of an adjective or adverb. The strongest form of a word - tiniest, most, strongest)
  • inclusive language (language that includes the reader in the argument/issue – we, us, our, you, etc)
  • modality (words that demonstrate the degree of intensity or definiteness – must, always, vital, certainly)
  • referring to experts (using what experts say to support your arguments – all doctors would agree that...)
  • exaggeration (using language to describe a situation as more important or urgent that it is – we are loosing the war against ...)
  • emotive appeals (aim to engage the reader’s feelings, not logic or reason, such as sadness or anger – There are people living in near you in Williamstown without adequate food or shelter.)


Language Conventions and Spelling


Word Origins

Understand English words come from many different sources

Understand many English words are derived from new inventions, technology or current events



Recognise and use syllables

  • In words with double consonants
  • Open syllables eg ho-tel
  • Closed eg lem-on
  • With a vowel and silent e eh hope-ful
  • With a vowel combination eg poi-son, cray-on)
  • With a vowel and r eg cor-ner, cir-cus
  • With a consonant and le eg ta-ble


Understands the concept of plurals and plural forms

  • Adding ‘s’ eg dogs, cats
  • Adding an unusual suffix eg ox/oxen
  • Changing spelling eg woman/women, foot/feet

Verb Endings

Recognise and form various tenses by adding endings. (es, ed, ing, d) to verbs


Recognise and use adverbs that end in e (keep or drop the e: truly, merely), that end in ic (tragically, frantically)


Revise use of:

  • Full stops
  • Question marks
  • Exclamation marks
  • Capital letters at sentence beginnings, for ‘I’ and for proper nouns.


Sentence Structure

  • Write complete sentences with noun and verb agreement
  • Write simple and compound sentences
  • Vary sentence structure and length for reasons of craft

Parts of Speech

  • Use pronouns
  • Use nouns and pronouns in agreement (Mike/he)
  • Use nouns, adverbs and adjectives correctly


  • Write sentences in past, present, future
  • Maintain consistency of tense


  • Understand and use paragraph structure to organise sentences that focus on one idea
  • Create transitions between paragraphs to show the progression of ideas
  • Understand and use paragraphs to show speaker change in dialogue
  • Numeracy

Place Value

Read, write and recognise the place value system from millions to at least hundredths and understand that it extends beyond these.





  1. Can read numbers, from millions to at least hundredths correctly


1.1. 0.36 ≠ point three six


1.2 0.36 = thirty six hundredths


1.3 0.36 = three tenths and six hundredths

  1. Can write numbers in words and digits from millions to at least hundredths, including decimal point, and the spaces between hundreds and thousands.
  2. Can round to the nearest 10, 100 and 100 with any whole number to millions
  3. Can write numbers in extended notation from millions to at least hundredths
  4. Can read numbers in words and write these into numerals


  1. Knows and recognises zero as a place value holder.
  2. Can explain the base ten place value system, as ten of those make one of these, including numbers between one and zero.
  3. Can explain how the place value system continues above millions and below hundredths
  4. Can recognise numbers in real life, such as temperature.

Measuring Length


Measuring Perimeter/ Area


Mapping and Grid References


Probability - Outcomes of chance – represented as fractions.




Design & Technologies


Students investigate the role of food preparation in maintaining good health and the importance of food safety and hygiene. They will investigate food from paddock to plate which will also centre around fruit and vegetables and how these grow. Students will be afforded the opportunity to create their own food with the ingredients supplied to them during this incursion. Also, later in the unit, students will be given a healthy eating project, in which they need to create a healthy meal which only requires a frypan to cook. In their planning they need to answer the following questions...
1. What are you making?
2. How is it a healthy, balanced meal?
3. What ingredients will you need and much of each will you need?
4. How much will it cost to buy the ingredients?
5. What is the cooking method?
6. What equipment will you need?
7. What are the safety considerations?
8. How does the food need to be stored when it is not being cooked?



Looking forward to a wonderful year,



The Year 5 Teachers…


Patrick Kelly, Cathy Graham, Kate Richards and Bethany Johnstone.