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Lessons in English K–10, Year 5

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English K–10 · Year 5

71 lessons in this selection

Learning Map for English K–10 · Year 5 71 concepts · 11 topics · builds on 66 concepts from earlier years

  1. Stage 3 · Years 5–6

    1. Reading comprehension:
      13 of 13 concepts with lesson material
    2. Understanding and responding to literature:
      7 of 7 concepts with lesson material
    3. Vocabulary:
      6 of 6 concepts with lesson material
    4. Handwriting and digital transcription:
      2 of 2 concepts with lesson material
    5. Sentence-level grammar and punctuation:
      7 of 7 concepts with lesson material
    6. Spelling:
      4 of 4 concepts with lesson material
    7. Text features, cohesion and planning:
      6 of 6 concepts with lesson material
    8. Writing for different purposes:
      8 of 8 concepts with lesson material
    9. Interacting:
      6 of 6 concepts with lesson material
    10. Listening for understanding:
      5 of 5 concepts with lesson material
    11. Presenting:
      7 of 7 concepts with lesson material

Each concept of English K–10 · Year 5, and what it builds on, is drawn in the map above.

Sequence: NSW syllabus, as used on the learning platform for English K–10. For NSW, read each concept beside your state or territory’s official curriculum.

Reading comprehensionReading and viewing

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Explains why an author structured a text the way they didStructure
  1. Introduction
  2. Prerequisite review
  3. The idea
  4. Worked examples
  5. Practice set
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Follows the ties that hold a text togetherStructure
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Compares and synthesises texts on the same topicStructure
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Distinguishes fact from opinion, identifies bias and questions the authorStructure
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Reads accurately and matches rate and prosody to the textStructure
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Supports inferences with evidence from the textStructure
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Explains how language choices shape a reader's responseStructure
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Monitors, repairs and evaluates own comprehension strategiesStructure
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Study this concept
Uses signposts and structure to find information fastStructure
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Study this concept
Chooses texts and reading approaches for a purposeStructure
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Gathers research and judges the reliability of sourcesStructure
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Summarises and organises the main ideas of a textStructure
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Uses morphology and etymology to unlock unfamiliar wordsStructure
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Understanding and responding to literatureReading and viewing

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Judges argument, objectivity and the authority of textsStructure
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Analyses character attributes, archetypes and developmentStructure
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Explains genre codes and the texts that break themStructure
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Analyses figurative language, symbol and imagery in literatureStructure
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Analyses narrative conventions and the expectations they setStructure
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Explains how perspective is shaped by context and authorial choiceStructure
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Identifies the recurring messages in literatureStructure
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VocabularyReading and viewing

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Works out non-literal meanings: idiom and metaphorStructure
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Study this concept
Analyses morphemes to unlock subject-specific wordsStructure
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Tells informative words from emotive, persuasive onesStructure
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Collects and uses newly met words, including metalanguageStructure
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Identifies where words come fromStructure
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Weighs modality and shades of meaning between synonymsStructure
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Handwriting and digital transcriptionWriting and representing

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Types efficiently and selects digital tools to suit audience and purposeStructure
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Sustains a legible personal handwriting style and adjusts it to purposeStructure
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Sentence-level grammar and punctuationWriting and representing

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Uses appositives and nominalisation to write succinctly and authoritativelyStructure
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Study this concept
Embeds adjectival clauses and repositions adverbial clauses for effectStructure
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Study this concept
Uses parentheses, dashes and hyphens, and experiments with punctuation for effectStructure
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Uses capitals, commas and quotation marks consistently across a textStructure
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Varies sentence type and length for clarity and effect suited to text purposeStructure
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Chooses verbs and verb groups for precision and added detailStructure
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Study this concept
Uses Tier 2 and Tier 3 vocabulary, synonyms and modality with controlStructure
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SpellingWriting and representing

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Explains graphemes and roots by their etymology when spellingStructure
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Adds derivational suffixes and assimilated prefixes to base words and rootsStructure
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Proofreads for misspellings and spells taught homophones across learning areasStructure
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Segments unfamiliar multisyllabic words and applies infrequent graphemesStructure
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Text features, cohesion and planningWriting and representing

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Controls tense, referencing, substitution and paragraph transitions across a whole textStructure
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  4. Worked examples
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Assesses the reliability and authority of sources when researchingStructure
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Uses metaphor, hyperbole, oxymoron and allusion for effectStructure
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Plans hybrid texts and researches from several sources using print or digital toolsStructure
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Chooses multimodal features for an audience and acknowledges sourcesStructure
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Justifies authorial decisions and edits own and others' writing against criteriaStructure
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Writing for different purposesWriting and representing

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Builds a statement of position and logical lines of argument to a rhetorical conclusionStructure
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Compares, contrasts and discusses cause and effect across sequenced paragraphsStructure
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Writes factual and historical accounts that include broader contextual informationStructure
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Crafts imaginative texts with deliberate choices of setting, character, voice and themeStructure
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Chooses informative formats and organises ideas into logically sequenced paragraphsStructure
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Writes objective arguments, blends them with personal ones, and presents multiple viewpointsStructure
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Selects poetic forms to express ideas descriptivelyStructure
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Targets rhetorical devices and modality to qualify or strengthen argumentsStructure
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InteractingSpeaking and listening

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Describes ways of interacting that follow Aboriginal and Torres Strait Islander cultural protocolsStructure
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Evaluates the role of gesture in social and learning interactionsStructure
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Asks and responds to analytical and evaluative questions about literatureStructure
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Defines roles, goals, criteria and timeframes for in-person and online interactionsStructure
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Identifies varying social conventions and deliberately adjusts language and styleStructure
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Initiates and sustains a discussion by questioning, building on and evaluating ideasStructure
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Listening for understandingSpeaking and listening

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Analyses how audio elements integrate with visual, gestural and spatial elementsStructure
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Evaluates the effectiveness of rhetorical questions used for intentional effectStructure
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Evaluates the features of spoken texts that make them enjoyableStructure
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Applies interactive and active listening strategies and gives feedback to a speakerStructure
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Analyses key ideas and perspectives through paraphrasing and note-takingStructure
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PresentingSpeaking and listening

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Uses connectives to signal a change in perspective or a causal relationship when speakingStructure
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Delivers a presentation suited to purpose and audience, moderating length, content and styleStructure
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Selects multimedia components, visual displays and gestural features to bring clarityStructure
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Presents a researched multimodal argument with references and persuasive techniquesStructure
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Experiments with volume, pace and intonation and recognises the effect on the audienceStructure
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Reflects on and monitors own and peer presentations against given criteriaStructure
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Varies sentence length and uses expanded noun and verb groups in planned spoken textsStructure
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Curriculum details for English K–10

NSW school sequence.

Stage 3 in the NSW source sequence · Years 5–6.

The English K–10 collection follows its named source sequence. For New South Wales, read each concept beside your state or territory’s official curriculum.

In English K–10, some source stages span two years and share lessons; choose a topic within the selected year level and revisit its foundation explanations when needed.

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