Year 6 English worksheets

KS1-4 (as published)

• read easily, fluently and with good understanding
• develop the habit of reading widely and often, for both pleasure and information
• acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language
• appreciate our rich and varied literary heritage
• write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences
• use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas
• are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate
• word reading
• comprehension (both listening and reading)
• transcription (spelling and handwriting)
• composition (articulating ideas and structuring them in speech and writing)
• listen and respond appropriately to adults and their peers
• ask relevant questions to extend their understanding and knowledge
• use relevant strategies to build their vocabulary
• articulate and justify answers, arguments and opinions
• give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings
• maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments
• use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas
• speak audibly and fluently with an increasing command of Standard English
• participate in discussions, presentations, performances, role play/improvisations and debates
• gain, maintain and monitor the interest of the listener(s)
• consider and evaluate different viewpoints, attending to and building on the contributions of others
• select and use appropriate registers for effective communication
• apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English appendix 1, both to read aloud and to understand the meaning of new words that they meet
• maintain positive attitudes to reading and an 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; 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 understanding and 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 1 paragraph, identifying key 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
• use further prefixes and suffixes and understand the guidance for adding them
• spell some words with ‘silent’ letters [for example, knight, psalm, solemn]
• continue to distinguish between homophones and other words which are often confused
• use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English appendix 1
• use dictionaries to check the spelling and meaning of words
• use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary
• use a thesaurus
• plan their writing by: identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own; noting and developing initial ideas, drawing on reading and research where necessary; in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed