Bishopsworth Cof E Junior School: Literacy Planning Sheet Year Term 1 Text level objectives: Sentence level (VCOP) Word level (inc. Resources / texts 2008/09 Week 3 To identify different fiction genres To use interesting phonics) Extracts from Scholastic 100 Class 5/6 K W/b 15.09.08 Focuses for this phase: openers Literacy Lessons Year 6 Extracts from Short! (Kevin (Year 6 group) Familiarisation / Capturing ideas / Modelled writing / Unit Narrative To add a clause to a Crossley-Holland) Shared writing / Supported writing / Independent writing Teacher 1: Fiction sentence Extracts from The Story Shop Miss Knight Genres (Nikki Gamble) Curricular Must Should Could targets – I can make reasoned judgements about the actions of a I can talk about a character’s moods and feelings using I can explain and comment on implicit and explicit points reading character. inference and deduction. of view. Assessment Level 3 Level 4 Level 5 focus -  3c / 3b: Identify the features of different text-types  4c: Identify features of different fiction genres  5c: Identify the key features of a range of texts reading (text  3b: Evaluate specific texts with reference to text  4b: Recognise texts that contain features from more  5c : Identify themes across a range of texts types – AF4) types than one genre  5b: Explain themes over a range of texts  3a: Identify features of different fiction genres  5a: Compare and contrast the key features of a range of texts Curricular I can add a clause to a sentence to add detail and I can confidently write a complex sentence and I can move the clauses around in a sentence to have an targets – interest. understand how clauses can be used to achieve different effect on the reader. writing effects. Assessment Level 2 Level 3 Level 4 focus –  Can use appropriate vocabulary (coherent and  Can use varied interesting word choices  Can use interesting language to sustain and develop writing mainly sensible)  Can use adjectives and adverbs for description ideas (vocabulary  Can use interesting and ambitious (age related)  Can select from a range of know adventurous – AF 7) words sometimes vocabulary for a purpose, some words are  Sometimes uses adjectives and descriptive phrases particularly well chosen for effect for detail and emphasis

WALT Word / sentence Main Lesson Activity Plenary starter Independent Activities – Must / Should / Could Organise the children into pairs as talk partners. Ask them to discuss with their partner which fiction genres they Discuss how they made their Mon have read or know about and which genres they enjoy reading. Ask them to think of titles of books from these decisions & what gave them WALT genres. Take answers from the children and generate a class list of different fiction genres – historical, mystery, the clues to the genre. Which identify key crime, ghost, funny and so on. Ask the children to work with their talk partner again and discuss whether they can of your books would be their features of name any features of these genres such as character types, settings, plots, themes. Discuss their answers and begin choice of a ‘top read’? Are story genres class Features of… lists for the genres previously listed. Display the lists in the classroom and add to during this unit. they mad on science fiction? Children to work in mixed Give children extracts from a range of genres. Children discuss with partner what Can’t get enough of animal ability pairs to enable peer genre of anthology they think each extract could have come from & match to the stories? Or an expert on all support with reading. possible front covers provided, sticking cover and appropriate extracts next to each things humorous? Launch the other on paper (store in English folder). discussion into their favourite genres to read. Bishopsworth Cof E Junior School: Literacy Planning Sheet Class 5/6K 2008/09 Term 1 Week 3 WALT Word / sentence Main Lesson Activity Plenary starter Independent Activities – Must / Should / Could Tues Show the book Short! by Display Creatures of the deep extracts from the CD-ROM. Read them to the class. Ask the children which fiction Discuss together the Kevin Crossley-Holland. genre they think it is (science fiction) and ask them to pick out evidence to support their views. Model identifying the children’s preferences. Ask WALT identify Explain that this is a book features of science fiction by annotating text; for example, typical characters such as aliens, typical plot – invasion of them which extracts they features of of short stories – very short Earth, use of language features which create suspense. Children could annotate these on their copy of the text. preferred, and why. Is it science fiction stories in fact! Enlarge the Display The Falcon’s Malteser extract from the CD-ROM. As above, read and identify the features of the mystery because of the plot, the and mystery ‘Contents’ page, showing all genre – clues to solving the mystery contained in the text, familiar characters/settings, detective. Children could setting or something else? stories story titles. Can children tell annotate these on their copy of the text. Add features found in the two extracts to the class Features of… lists. what genre a story is likely Ask the children to share which extract they preferred and give reasons why. Establish that we all have different to be from its title only? reading preferences. How? Which ones are dead Children to work in mixed Give the children other short extracts from mystery and science fiction books to giveaways? Which are we ability pairs to enable peer read independently. Ask them to identify the genre and annotate the texts not sure about? Discuss the support with reading. (highlighting/underlining/labelling), picking out features of the genre using the power & effect of words Features of… checklists created by the class. Decide which story they would want chosen for a title. Do to read and why, prepare reasons. children think it is a good idea to give clues to the genre in the title? Why/why not? Think about which of the titles stand out most. Why is this case? Alliteration, funny etc/...

Wed Write a boring story title on Read Beyond the Deepwoods, a fantasy story, and Into the deep Extracts 1 and 2. Establish the settings, characters, In pairs, children should talk the board ‘The mouse in plot. Model identifying the features of each genre by annotating the texts (from checklists devised with children) and to their partner about which WALT identify the house’ challenge add any further features to the lists. Refer to photocopiable page 24 ‘Genre features’. Discuss the reading genre they preferred from the features of children to make it into an preferences of the children. four read to them, and why. fantasy and interesting ghost story title. Ask children to feedback to historical Children to work in mixed Select further extracts from the fantasy and historical genres for the children to Next try another genre, the class the preferences and stories ability pairs to enable peer read independently. Annotate texts with features of the genre (from the checklist). perhaps historical or support with reading. Decide which story they would want to read and why; prepare reasons. reasons of their partner. romance! Discuss the need for wonderful vocabulary choices. Thurs What can children Read text 'Howl...'. Identify VCOP features and collect on board. Brainstorm more descriptive words for monsters Collect examples of remember about improving (using language 'adjective' and 'adverb' when appropriate). Model how to use some of these words to expand descriptive words (write on WALT identify writing? Collect examples sentences using clauses. sugar paper so that they can descriptive on board, clustering into be displayed during writing words Write lists in book of descriptive words for monsters. Use some in sentences, adding detail as a clause. vocabulary, connectives, tomorrow) openers and punctuation. Give out copies of 'Monsters' excerpts. Pupils read in pairs and choose one excerpt. Use highlighters or coloured List 4 features, capitalise pencils / pens to underline descriptive words. first letter to identify VCOP. Use 'Electronic Punctuation Pyramid' on Ros Wilson's Big Writing Games CD-ROM and challenge the pupils to say what each punctuation mark is before they reveal it. Give oral quick-fire sentences, pupils write the punctuation they would use on individual white board. Bishopsworth Cof E Junior School: Literacy Planning Sheet Class 5/6K 2008/09 Term 1 Week 3 WALT Word / sentence Main Lesson Activity Plenary starter Independent Activities – Must / Should / Could Fri Pupils practise, then read Return to text 'Howl...'. Read together as a class. Share likes / dislikes about the passage and talk about suspense. Ask again who has used extract chosen yesterday Tell them they are going to continue the story. Review collections of words / phrases from activities yesterday. VCOP features. Read a WALT from 'Monsters' to class, chosen example from the continue a Less able supported by In big writing books, pupils stick in 'Howl...' extract and write next paragraphs to with expression. Discuss class (identified while pupils story using scaffold, modelled words / continue the story, copying the style of the writing. Use Big Writing Timer from features of text that help to are writing). Ask pupils to descriptive phrases, adult support or Fiery Ideas website (http://www.fieryideas.com/freebies.php?id=34) to create inform expression. Use listen and remember a good words working in a pair. calm atmosphere. Stop after 10 mins and aks who has used more than one type of highlighters / underlining to punctuation, an interesting sentence opener, more than two different connectives example of VCO or P or identify VCOP features and or an interesting word. Praise. Continue for further 10 minutes (or more if favourite phrase / sentence. discuss. productive). Could take digital photo of Play 'Find the Word' - writing and display on IWB. children work in pairs to find the word in the paragraphs that means that same as the phrase teacher gives. Bishopsworth Cof E Junior School: Literacy Planning Sheet Class 5/6K 2008/09 Term 1 Week 3

Target children Next steps Bishopsworth Cof E Junior School: Literacy Planning Sheet Class 5/6K 2008/09 Term 1 Week 3 Spellings Core Challenge Super Challenge Bishopsworth Cof E Junior School: Literacy Planning Sheet Class 5/6K 2008/09 Term 1 Week 3

Guided reading Monday Tuesday Wednesday Thursday Friday Task 1: Task 2: Blue A: Independent reading – free Independent task 1 – see Guided reading: Follow up: Independent task 2 – see choice (fiction, non-fiction, above above Sammi, Daniel, magazines) ‘Trapped’ (Navigator Red) - PCM 2 – Write rules to follow ‘The Coral Island’ Lesson 2 on desert island Jack (p.13-24): Focus on Setting & Theme Blue B: Independent task 1 – see Guided reading: Follow up: Independent reading – free Independent task 2 – see above choice (fiction, non-fiction, above Lois, Summer, ‘All Alone’ (Navigator Max Red) PCM 2 – Write story (planned magazines) - ‘The Diamond Cave’ Lesson 2 last week) Fern (p.4-18 Focus on Articulating personal responses Yellow: Follow up: (Rhys with Mrs Sach) Independent task 1 – see Independent task 2 – see Guided reading: above above Courtney-Rose, PCM 2 - Independent reading – free ‘In Trouble’ (Navigator Blue) - choice (fiction, non-fiction, ‘A Brush with Trouble’ Lesson 2 Adrienne, Kieran, magazines) (p.15-22): Focus on Viewpoints Jacob, Courtney, Rhys Red A: (With Mrs Sach) Follow up (from Mrs Sach): (With Mrs Sach) Independent task 1 – see Independent reading – free above choice (fiction, non-fiction, Julie, Sam, Lewis magazines) Green A: Guided reading: Follow up: Independent reading – free Independent task 1 – see Independent task 2 – see choice (fiction, non-fiction, above above Keanon, Bradley, ‘Dare to be Different’ PCM 2 - Changing point of view magazines) (Navigator Max Blue) - ‘A Georgina, Traveller’s Tale’ Lesson 2 (p.5- Lacyleigh, Abbey 19): Focus on Point of View Red B: Independent task 1 – see With Mrs Fackrell – RWI Independent task 2 – see With Mrs Fackrell – RWI Independent reading – free above above choice (fiction, non-fiction, Ella, Paige magazines) Red C: With Mrs Fackrell – RWI Independent task 1 – see With Mrs Fackrell – RWI Independent task 2 – see With Mrs Fackrell – RWI above above Jamie, Jade Green B: (Callum & Lauryn with Mrs (Hollie with Mrs Wood) (Lauryn with Mrs Wood) (Hollie with Mrs Wood) (Lauryn with Mrs Wood) Wood) Callum, Lauryn, Callum & Lauryn – Hollie – Lauryn – Hollie – Hollie