Year 5 Home Learning Statements

Students are strongly encouraged to read each night independently and/or read aloud with a family/friend for 20 – 30 minutes. It would be beneficial to discuss the text ideas, characters, themes and plot line during and after reading.

Students have been listening to the class novel, discussing and exploring comprehension strategies we will complete during literature circles. These include: visualiser, discussion director, connector, Literary Luminary, and Word Cruncher.

Writing

Students are currently exploring Persuasive writing, focusing on developing a strong structure, use of cohesive language, and providing evidence to support main arguments. 

Students will then move onto a unit on writing fictional Narratives. This will involve the creation of an engaging introduction, build up, climax, resolution, and ending. We focus on our vocabulary choices to convey quality characterisation and setting descriptions.

Students will complete weekly ‘Big Writes’, which involve students gaining inspiration from an image, phrase/theme or topic presented. They will plan, draft, edit and revise their narrative or persuasive text within the one session. This is a time for students to focus on developing their personal writing goal. 

To support this learning at home:

• Discuss what makes a story engaging and memorable.
• Compare and contrast to other texts that you are reading. What similarities and differences do they have? Set up a Venn diagram to show your thinking.
• Provide time to write for sustained periods of time (approx. 20-30 minutes of focused writing time) to create a story from beginning to end.
• Read through writing together and look at ways of editing for accuracy (missing punctuation) and interest (adding adjectives, similes, metaphors, subplots, character backstories, foreshadowing).
• Draw a storyboard that matches your story narrative.
• Act out your story.
• Encourage neat and legible handwriting.
• Practise typing. NAPLAN writing is online this year and practising typing is a great idea to help you get even more familiar with this skill.
• Access the writing prompt generator called Pobble.

Mathematics

In Number, we are focusing on place value. Place value is important as it helps understand the value and order of numbers. We work up to, and beyond hundreds of thousands and to the thousandths column with decimal fractions, and further for students who are ready. Links between place value and addition will be developed and strengthened.

We are also making connections between 2D shapes and 3D shapes and how they can be categorised due to their properties.

Students have completed a multiplication task and established a goal to work towards.

To support this learning at home:

• Have a positive mindset and conversations about maths.
• Practise working on accuracy and efficient recall of multiplication (up to 10×10) based on the student goal established in the classroom.
• Encourage persistence and showing your working out when problem-solving.
• Talk Numbers – the date, temperature, UV ratings, the year people were born, costs of meals, average costs of steps in a day, hours slept, etc.
• Ask your child to explain the different ways they can tell you the value of a number. (e.g. 873 – can be explained as 7 tens or 70 ones).
• When spotting number plates (or other numbers) ask what is the largest rearranged number you can make, as well as the smallest, and the difference between the two.
• Using four and five-digit numbers, partition the number and write the number in words (e.g. 4,213 = 4 thousands, 2 hundreds, 1 ten and 3 ones; Four thousand two hundred and thirteen.)
• Find 2D shapes and identify how many sides, faces, and vertices; and what type of shape it would be.
• Label the items in the house as a 3D shape (bin – cylinder). You may like to play a 3D shapes game of “guess my shape” using items around your home and a guesser asking about the specific properties of the hidden item.