Lovers’ Lane Primary and Nursery School

English Long Term Plan

Year group: 5
Written by: Julie Stafford
Date of last review: Sept 2021
TERM & Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
TOPIC
We are going to We are going to We are going River We are going River Deep, We are going to We are going to
Focus book / text for the half term

meet the Mayans meet the Mayans Deep, Mountain high Mountain high Newark in the 1600s Newark in the 1600s
(Use Pie Corbett Reading Spine

Portal story- Narrative -Literacy Narrative – Varjak Narrative - based on Narrative –Story with Lit Shed Film
Elf Road Shed Christmas Paw Green Peace advert- dialogue Lady of Shalot
advert-Bear and hare There’s Rang a tan in my Newspaper Recount:
for age related texts)

Non-chron Report- Balanced argument- bedroom- Mr P Recount/Diary- Civil Boye the dog
Elves-Pie Corbett Persuasive - Advert Should deforestation War Soldier
continue for palm oil? Explanation
Mr P Geography – Water Cycle Poetry- Performance
and the Magic Box
or unit
 Lovers’ Lane Primary and Nursery School
read their own writing read their own writing choosing which shape choosing which shape of a choosing which shape of choosing which shape of
aloud, to a group or the aloud, to a group or the of a letter to use when letter to use when given a letter to use when a letter to use when
whole class, using whole class, given choices and choices and deciding given choices and given choices and
appropriate intonation using appropriate deciding whether or whether or not to join deciding whether or not deciding whether or not
and controlling the tone intonation and controlling not to join specific specific letters to join specific letters to join specific letters
and volume so that the the tone and volume so letters
meaning is clear that the meaning is clear choosing the writing choosing the writing choosing the writing
choosing the writing implement that is best implement that is best implement that is best
discussing writing similar organising paragraphs implement that is best suited for a task suited for a task suited for a task
to that which they are around a theme suited for a task
planning to write in order identifying the audience for noting and developing noting and developing
to understand and learn in narratives, creating identifying the and purpose of the writing, initial ideas, drawing on initial ideas, drawing on
from its structure, settings, characters and audience for and selecting the appropriate reading and research reading and research
vocabulary and grammar plot purpose of the writing, form and using other where necessary where necessary
selecting the similar writing as models
organising paragraphs in non-narrative appropriate form and for their own When writing narratives,
around a theme material, using simple using other similar ensuring the consistent considering how authors
organisational devices writing as models for ensuring the consistent and and correct use of tense have developed
in narratives, creating their own correct use of tense throughout a piece of characters and settings
settings, characters and assessing the throughout a piece of writing in what pupils have read,
plot effectiveness of their ensuring the consistent writing listened to or seen
Objectives and text types: Skills and knowledge

own and others’ writing and correct use of ensuring correct subject performed
and suggesting tense throughout a ensuring correct subject and verb agreement
assessing the improvements piece of writing and verb agreement when when using singular and ensuring the consistent
effectiveness of their using singular and plural, plural, and correct use of tense
own and others’ writing ensuring correct throughout a piece of
and suggesting identifying the audience subject and verb distinguishing between the writing
improvements for and purpose of the agreement when using language of speech and devices to build
English teaching and Learning

writing, selecting the singular and plural, writing and choosing the cohesion, including ensuring correct subject
proposing changes to appropriate form and appropriate register adverbials of time, place and verb agreement
grammar and vocabulary using other similar distinguishing and number when using singular and
to improve consistency, writing as models for between the language devices to build cohesion, plural,
including the accurate their own of speech and writing including adverbials of selecting appropriate
use of pronouns in and choosing the time, place and number grammar and distinguishing between
sentences proposing changes to appropriate register vocabulary, the language of speech
proofread for spelling grammar and vocabulary assessing the effectiveness understanding how such and writing and choosing
and punctuation errors to improve consistency, of their own and others’ choices can change and the appropriate register
including the accurate devices to build writing proposing changes enhance meaning
use the diagonal and use of pronouns in cohesion, including to vocabulary, grammar devices to build
horizontal strokes that sentences proofread for adverbials of time, and punctuation to précising longer cohesion, including
are needed to join letters place and number passages
 Lovers’ Lane Primary and Nursery School
and understand which spelling and punctuation enhance effects and clarify using a wide range of adverbials of time, place
letters, when adjacent to errors selecting appropriate meaning devices to build cohesion and number
one grammar and within and across
another, are best left use the diagonal and vocabulary, précising longer passages paragraphs selecting appropriate
unjoined horizontal strokes that understanding how using a wide range of grammar and
are needed to join letters such choices can devices to build cohesion proofread for spelling vocabulary,
increase the legibility, and understand which change and enhance within and across and punctuation errors understanding how such
consistency and quality letters, when adjacent to meaning paragraphs choices can change and
of their handwriting one assessing the enhance meaning
another, are best left précising longer proofread for spelling and effectiveness of their
perform their own unjoined passages punctuation errors own and others’ writing in narratives, describing
compositions, using using a wide range of proposing changes to settings, characters and
appropriate increase the legibility, devices to build vocabulary, grammar atmosphere and
intonation, volume, and consistency and quality cohesion within and and punctuation to integrating dialogue to
movement so that of their handwriting across paragraphs enhance effects and convey character and
meaning is clear clarify meaning advance the action

assessing the perform their own précising longer

effectiveness of their compositions, using passages
own and others’ writing appropriate using a wide range of
proposing changes to intonation, volume, and devices to build cohesion
vocabulary, grammar movement so that within and across
and punctuation to meaning is clear paragraphs
enhance effects and
clarify meaning proofread for spelling
and punctuation errors
proofread for spelling
and punctuation errors assessing the
effectiveness of their
own and others’ writing
proposing changes to
vocabulary, grammar
and punctuation
to enhance effects and
clarify meaning

perform their own

compositions, using
appropriate
Lovers’ Lane Primary and Nursery School
intonation, volume, and
movement so that
meaning is clear
 Lovers’ Lane Primary and Nursery School
Simple and compound Plural and possessive use a thesaurus use a thesaurus use a thesaurus use a thesaurus
sentences apostrophe: indicating
Fronted adverbials with possession by using the using relative clauses using modal verbs or using expanded noun using expanded noun
commas possessive apostrophe beginning with who, adverbs to indicate phrases to convey phrases to convey
with singular and plural which, where, when, degrees of possibility complicated information complicated
write from memory nouns whose, that or with an concisely information concisely
simple sentences, implied (ie omitted) using commas to clarify
dictated by the teacher, using expanded noun relative pronoun meaning or avoid ambiguity using relative clauses using relative clauses
that include words and phrases to convey in writing beginning with who, beginning with who,
punctuation taught so complicated using expanded noun which, where, when, which, where, when,
far. information concisely phrases to convey using relative clauses whose, that or with an whose, that or with an
complicated beginning with who, which, implied (ie omitted) implied (ie omitted)
extending the range of extending the range of information concisely where, when, whose, that relative pronoun relative pronoun
sentences with more sentences with more or with an implied (ie
than one clause by using than one clause by using converting nouns or omitted) relative pronoun using commas to clarify using commas to clarify
a wider range of a wider range of adjectives into verbs meaning or avoid meaning or avoid
conjunctions, including conjunctions, including using brackets, dashes or ambiguity in writing ambiguity in writing
when, if, because, when, if, because, Plural and possessive commas to indicate
although although apostrophe: indicating parenthesis using brackets, dashes using brackets, dashes
possession by using or commas to indicate or commas to indicate
choosing nouns or choosing nouns or the possessive using expanded noun parenthesis parenthesis
pronouns appropriately pronouns appropriately apostrophe with phrases to convey
for clarity and cohesion for clarity and cohesion singular and plural complicated information converting nouns or converting nouns or
and to avoid repetition and to avoid repetition nouns concisely adjectives into verbs adjectives into verbs

appropriate choice of appropriate choice of Simple and compound Plural and possessive Plural and possessive Plural and possessive
pronoun or noun to pronoun or noun to sentences apostrophe: indicating apostrophe: indicating apostrophe: indicating
create cohesion create cohesion Fronted adverbials possession by using the possession by using the possession by using the
with commas possessive apostrophe possessive apostrophe possessive apostrophe
with singular and plural with singular and plural with singular and plural
extending the range of nouns nouns nouns
Grammar/ punctuation

sentences with more

than one clause by Simple and compound Simple and compound Simple and compound
using a wider range of sentences sentences sentences
conjunctions, including Fronted adverbials with Fronted adverbials with Fronted adverbials with
when, if, because, commas commas commas
although
extending the range of extending the range of
sentences with more than extending the range of sentences with more
one clause by using a sentences with more than one clause by using
wider range of than one clause by using a wider range of
 Lovers’ Lane Primary and Nursery School
conjunctions, including a wider range of conjunctions, including
when, if, because, although conjunctions, including when, if, because,
when, if, because, although
Indicating degrees of although
possibility using modal
verbs (e.g. might, should,
will, must) or adverbs
(perhaps, surely)

Pattern of 3 for persuasion

e.g.
Visit, Swim, Enjoy!

Repetition to persuade e.g.

Find us to find the fun

converting nouns or
adjectives into verbs
determiner, pronoun, determiner, pronoun, determiner, pronoun, determiner, pronoun, determiner, pronoun, determiner, pronoun,
adverbial possessive pronoun, possessive pronoun, possessive pronoun, possessive pronoun, possessive pronoun,
adverbial adverbial adverbial adverbial adverbial
SPAG language to

relative pronoun, modal verb modal verb modal verb

relative clause relative pronoun, relative relative pronoun, relative relative pronoun, relative
clause clause clause
parenthesis, bracket, dash, parenthesis, bracket, parenthesis, bracket,
cover

cohesion, ambiguity dash, dash,

cohesion, ambiguity cohesion, ambiguity

Year 4.
Wk 1. U1 – Prefix mis-
and revising un-, in-, dis-
Wk 2. U2 – Words
ending zhuh spelt –sure
Wk 3. U3 – Adding prefix
auto-
Wk 4. U4 – Suffix -ly
Wk 5. U5 – Prefix inter-
Wk 6. U6-Words with the
ay sound spelt ei, eigh,
ey
SF 1: Short U sound
spelt ou
SF 2: Homophones
Spelling/ phonics
Kensuke’s kingdom
Guided reading focus
by Michael Morpurgo
book/text
Lovers’ Lane Primary and Nursery School
Wk 1. U7 - Words ending
-ous
Wk 2. U8 – Words with
the s sounds spelt sc
Wk 3. U9 – Words
ending in zhun spelt –
sion
Wk 4. U10 – Adding il-
and revising un-, in-, mis-
, dis-
Wk 5. U11 – The c
sound spelt –que and the
g sound spelt –gue
Wk 6. U12 – Adding ir- to
words beginning with r
SF 3: Possessive
apostrophes with plural
words
Kensuke’s kingdom
by Michael Morpurgo
Wk 1. U13 – Adding Wk 1: SF2-Homophones+ Wk 1. U5-Words ending Wk 1. U9-Words ending
the suffix –ion (1) consolidation (page 12) –ibly and –ably –ant, ance and –ancy
Wk 2. U14 - Adding Wk 2: U3-Words ending Wk 2: U 6-Words ending Wk 2: U10-Words ending
the suffix –ion (2) “able” –ent in shus spelt cious
Wk 3: U4-Words with silent Wk 3: SF 3-Orange Wk 3: SF 5-Homophones
SF 4: Homophones T words+ consolidation and other easily
Wk 4: Consolidation- see Wk 3: SF 4-Orange confused
Year 5 pg 12 words+ consolidation words+consolidation
Wk 5: Practice test – see Wk 4: U7-Words ending Wk 3: SF 6-Orange
Wk 4. U1- Words with assessment resources –ence words+ consolidation
silent B Wk 5: U8-ee sound spelt Wk 4: U11-Words ending
Wk 5: U2-Words SF: 7:Orange words ei in shus spelt tious
ending “ible” SF 8: Homophones and Wk 6: Consolidation- see Wk 5: U12-words ending
Wk 6: SF 1-Words other easily confused pg 12 in shul spelt –cial or tial
containing “ough” + Practice test – see Wk 6: Consolidation- see
consolidation (page Continued planning will assessment pg 12
12) depend of gaps identified resourcesSF 9: Orange Practice test – see
words assessment resources
SF10: Orange words
SF 11: Orange words
Year 5 / 6 words list SF12:Orange words
Topic related words /
challenges.
Varjak Paw Varjak Paw Raven Boy by Pippa Raven Boy by Pippa
SF Said SF Said Goodhart - Link to Civil Goodhart - Link to Civil
War topic War topic
 Lovers’ Lane Primary and Nursery School
checking that the book checking that the book checking that the book checking that the book checking that the book checking that the book
makes sense to them, makes sense to them, makes sense to them, makes sense to them, makes sense to them, makes sense to them,
discussing their discussing their discussing their discussing their discussing their discussing their
understanding and understanding and understanding and understanding and understanding and understanding and
exploring the meaning of exploring the meaning of exploring the meaning exploring the meaning of exploring the meaning of exploring the meaning of
words in context words in context of words in context words in context words in context words in context

retrieve, record and retrieve, record and retrieve, record and retrieve, record and retrieve, record and retrieve, record and
present information from present information from present information present information from present information from present information from
nonfiction nonfiction from nonfiction nonfiction nonfiction nonfiction

apply their growing drawing inferences such asking questions to asking questions to drawing inferences such drawing inferences such
knowledge of root words, as inferring characters’ improve their improve their as inferring characters’ as inferring characters’
prefixes and suffixes, feelings, thoughts and understanding understanding feelings, thoughts and feelings, thoughts and
both to read aloud and to motives from their motives from their motives from their
understand the meaning actions, and justifying distinguish between distinguish between actions, and justifying actions, and justifying
of new words they meet inferences with evidence statements of fact and statements of fact and inferences with evidence inferences with evidence
opinion opinion
Guided Reading key skills and knowledge (Link to VIPERS)

read further exception asking questions to asking questions to asking questions to

words, noting the improve their identifying how identifying how language, improve their improve their
unusual understanding language, structure structure and presentation understanding understanding
correspondences and presentation contribute to meaning
between spelling and distinguish between contribute to meaning distinguish between distinguish between
sound, and where these statements of fact and discuss and evaluate how statements of fact and statements of fact and
occur in the word opinion authors use language, opinion opinion
recommending books including figurative
drawing inferences such summarising the main that they have read to language, considering the summarising the main summarising the main
as inferring characters’ ideas drawn from more their peers, giving impact on the reader ideas drawn from more ideas drawn from more
feelings, thoughts and than one paragraph, reasons for their than one paragraph, than one paragraph,
motives from their identifying key details to choices recommending books that identifying key details to identifying key details to
actions, and justifying support the main ideas they have read to their support the main ideas support the main ideas
inferences with evidence peers, giving reasons for
identifying how participate in their choices identifying how identifying how
language, structure and discussions about language, structure and language, structure and
listening to and presentation books, building on their participate in discussions presentation presentation
discussing a wide range contribute to meaning own and others’ ideas about books, building on contribute to meaning contribute to meaning
of fiction, poetry, plays, and challenging views their own and others’ ideas
non-fiction and reference discuss and evaluate courteously and challenging views discuss and evaluate discuss and evaluate
books or textbooks how authors use courteously how authors use how authors use
language, explain and discuss language, language,
their understanding of
 Lovers’ Lane Primary and Nursery School
reading books that are including figurative what they have read, explain and discuss their including figurative including figurative
structured in different language, considering including through understanding of what they language, considering language, considering
ways and reading for a the impact on the reader formal presentations have read, including the impact on the reader the impact on the reader
range of purposes and through formal
debates, presentations and debates, recommending books Recommending books
using dictionaries to participate in discussion that they have read to that they have read to
check the meaning of about both books that provide reasoned provide reasoned their peers, giving their peers, giving
words that are read to them and justifications for their justifications for their views reasons for their choices reasons for their choices
they have read those they can read for views
themselves, taking turns participate in discussions participate in discussions
participate in discussion and listening to what about books, building on about books, building on
about both books that others say their own and others’ their own and others’
are read to them and ideas and challenging ideas and challenging
those they can read for views courteously views courteously
themselves, taking turns
and listening to what explain and discuss their explain and discuss their
others say understanding of what understanding of what
they have read, including they have read, including
distinguish between through formal through formal
statements of fact and presentations and presentations and
opinion debates, debates,

provide reasoned provide reasoned

justifications for their justifications for their
views views

drawing inferences such

as inferring characters’
feelings, thoughts and
motives from their
actions, and justifying
inferences with evidence