KS2 Books Years 5 and 6 Primary resources

 

Pupils should be taught to:
 maintain positive attitudes to reading and understanding of what they read by:

  •   continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
  •   reading books that are structured in different ways and reading for a range of purposes
  •   increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions

33

English – key stages 1 and 2

Statutory requirements

  •   recommending books that they have read to their peers, giving reasons for their choices
  •   identifying and discussing themes and conventions in and across a wide range of writing
  •   making comparisons within and across books
  •   learning a wider range of poetry by heart
  •   preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
  •   understand what they read by:
    •   checking that the book makes sense to them, discussing their understandingand exploring the meaning of words in context
    •   asking questions to improve their understanding
    •   drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
    •   predicting what might happen from details stated and implied
    •   summarising the main ideas drawn from more than one paragraph, identifyingkey details that support the main ideas
    •   identifying how language, structure and presentation contribute to meaning
  •   discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
  •   distinguish between statements of fact and opinion
  •   retrieve, record and present information from non-fiction
  •   participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
  •   explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
  •   provide reasoned justifications for their views.

This section features narrative texts for Upper Key Stage 2 Literacy. Each listing enables you to buy the book directly from Amazon and gives a comprehensive range of links to other supporting and useful material, including lesson plans and reading resources for Key Stage 2 Literacy.

Year 5 literacy planning from the Primary Framework

Narrative plays and scripts
19–20 weeks
UNIT 1
Novels and stories by significant children’s authors
*
(4 weeks)
UNIT 2
Traditional stories, fables, myths, legends
*
(4 weeks)
UNIT 3
Stories from other cultures

(3 weeks)
UNIT 4
Older literature

(3 weeks)
UNIT 5
Film narrative
*
(3 weeks)
UNIT 6
Dramatic conventions
*
(2–3 weeks)
  • Narrative
    11–12 weeks
    UNIT 1
    Fiction genres
    *
    (4–5 weeks)
    UNIT 2
    Extending narrative
    *
    (2 weeks)
    UNIT 3
    Authors and texts
    *
    (2 weeks)
    UNIT 4
    Short stories with flashbacks
    *
    (3 weeks)
  • Novels and stories by significant children’s authors (4 weeks)

  • This is the first of a block of six narrative units in Year 5. It builds on children’s experience and knowledge from Year 4 and introduces new areas of learning that will be developed during the year. It is divided into four parts with regular oral or written outcomes and assessment opportunities. The unit can be linked to other curriculum subjects and themes.

    Phase 1

    Read stories by a significant children’s author including a serialised class novel. Children express their response with reference to other books they have read by the same author. Visualise setting, make predictions about plot and note story structure. Compare story openings and experiment with different types of opening.

    Phase 2

    Explore aspects of an author’s style by comparing themes, settings and characters in different stories. Focus on characterisation and make inferences about the author’s perspective on a particular character. Review conventions of dialogue: what it reveals about plot or character. Write a new scene for a story in the style of the author.

    Phase 3

    Explore the idea of a ‘significant author’ by collecting information about an author. Draw on children’s own responses, survey popularity in the class or school and collect background information. Children work collaboratively in groups to research an author of their choice and make a presentation to the class.

    Phase 4

    Write a new story inspired by a favourite book or author. Include elements based on reading, for example an interesting story opening or language used to create a particular comic or dramatic effect. Vary the length of sentences to achieve particular effects.

    Overview

    • Read and compare stories by significant children’s authors. Include at least one serialised class novel and draw on children’s wider reading for examples.
    • Map and compare story structure in different stories. Compare story openings.
    • Explore aspects of an author’s style, for example themes, settings, typical characters. Make links with children’s own reading habits and preferences. Look at different ways of presenting characters, for example dialogue, action, description, and discuss response.
    • Explore meaning of text through prediction, visualisation and empathy with characters.
    • Develop particular aspects of written narrative: experiment with story openings; write new scenes or characters into a familiar story in the style of the author; organise scenes using paragraphs effectively.