Medium Term Literacy Plan

Medium Term Literacy Plan Mixed Y4/5 Term 1

Unit Weeks Sentence Level Focus Word Level Focus Texts Outcomes

Narrative Plot 2/3 Adverbs Homophones Class novel . Story plans and Structure Pluralisation Short stories . Story

Suffixes Collections of poems on Poetry 2 Verbs Rhyming dictionary similar themes . Poems based on personal or imagined experiences Commas to mark Instructional texts linked to Instructions 1/2 clauses Prefixes other areas of the . Instructions Imperative curriculum. Adverbs Double consonant Plays 2 Direct and reported Using adverbs Playscripts of known tales . Scene or short playscript of known story to speech be performed Powerful verbs Narrative 2/3 Adapting writing for Regular verb endings Class novel . Story beginnings Character and different audiences Irregular tense changes Short stories . New scene or chapter written into a story Setting Direct and reported Extracts speech Synonyms Newspaper reports and Newspapers and 2 Word order Words ending in vowels examples of newspaper . Newspaper style report Magazines other than ‘e’ page layouts

These units can be taught in any order, and may be rearranged to exploit cross-curricular links. Medium Term Literacy Planning Mixed Year 4 and 5: Term 1

Continuous Objectives

Text Level

T16 to identify different types of text, e.g. their content, structure, vocabulary, style, layout and purpose;

T17 to identify features of non-fiction texts in print and IT, e.g. headings, lists, bullet points, captions which support the reader in gaining information efficiently;

T9 to develop an active attitude towards reading: seeking answers, anticipating events, empathising with characters and imagining events that are described.

T10 to evaluate a book by referring to details and examples in the text.

T13 to record their ideas, reflections and predictions about a book, e.g. through a reading log or journal.

Sentence Level S1 to re-read own writing to check for grammatical sense (coherence) and accuracy (agreement); to identify errors and to suggest alternative constructions (Grammar for Writing Unit 20)

S3 to discuss, proof-read and edit their own writing for clarity and correctness, e.g. by creating more complex sentences, using a range of connectives, simplifying clumsy constructions.

Word Level

W1 to read and spell words through: . Identifying phonemes in speech and writing; . Blending phonemes for reading; . Segmenting words into phonemes for spelling; . Correct reading and spelling of high frequency words from KS1 and Y3; . Identifying syllabic patterns in multi-syllabic words; . Using phonic/spelling knowledge as a cue, together with graphic, grammatical and contextual knowledge, when reading unfamiliar texts; . Recalling the high frequency words learnt in KS1 and Y3.

Y4 W2/Y5 W1 to identify mis-spelt words in own writing; to keep individual lists (eg. spelling logs) and learn to spell them.

W2 to use known words as a basis for spelling words with similar patterns or related meanings.

W3 to use independent spelling strategies, including: . Sounding out and spelling using phonemes; . Using visual skills, e.g. recognising common letter strings and checking critical features (i.e. does it look right, shape, length etc.) . Building from other words with similar patterns and meanings, e.g. medical, medicine; . Spelling by analogy with other known words, e.g. light, fright; . Using word banks, dictionaries.

W3 to use independent spelling strategies, including: . Building up spellings by syllabic parts, using known prefixes, suffixes and common letter strings; . Applying knowledge of spelling rules and exceptions; . Building words from other known words, and from awareness of the meaning or derivations of words; . Using dictionaries and IT spell-checks; . Using visual skills, e.g. recognising common letter strings and checking critical features (i.e. does it look right, shape, length etc.)

Y5 objectives are indicated by shading. Medium Term Literacy Planning Mixed Year 4 and 5: Term 1

W4 to practise new spellings regularly by ‘look, say, cover, write, check’ strategy;

W10 to read and spell correctly the words in the medium frequency word list.

Handwriting W15 to use joined handwriting for all writing except where other special forms are required;

W16 know when to use: . A clear, neat hand for finished, presented work; . Informal writing for everyday informal work, rough drafting, etc;

W17 to ensure consistency in size and proportions of letters and spacing between letters and words.

Y5 objectives are indicated by shading. Year 4/5 Term 1

Unit: Narrative Plot and Structure Text(s): Outcomes: Duration: 2/3weeks . Class novel . Story plans . Short stories . Story Text Level Sentence Level Word Level

Reading comprehension S4 to identify adverbs and understand their functions in W6 distinguish between the spelling and meanings of T1 to analyse the features of a good opening and sentences through: common homophones, e.g. to/too/two; they’re/there/ compare a number of story openings; . identifying common adverbs with ly suffix and their; piece/peace; (Spelling Bank p.22) discussing their impact on the meaning of T3 to explore chronology in narrative using written or sentences; W11 to define familiar vocabulary in their own words, other media texts, by mapping how much time passes in . noticing where they occur in sentences and how using alternative phrases or expressions; the course of the story, e.g. noticing where there are they are used to qualify the meanings of verbs; jumps in time, or where some events are skimmed over . collecting and classifying examples of adverbs, e.g. W5 to investigate, collect and classify spelling patterns quickly and others told in detail; for speed: swiftly, rapidly, sluggishly; light: in pluralisation, construct rules for regular spellings, e.g. brilliantly, dimly; add –s to most words; add –es to most words ending in T2 to compare the structure of different stories, to . investigating the effects of substituting adverbs in –s, -sh, -ch; change –f to –ves; when –y is preceded by discover how they differ in pace, build up, sequence, clauses or sentences, e.g. ‘They left the house …ly; a consonant, change to –ies; when –y is preceded by a complication and resolution; . using adverbs with greater discrimination in own vowel, add –s. (Spelling Bank p.41-42). writing. (GFW Unit 23) T14 to map out texts showing development and structure, e.g. its high and low points, the links between sections, paragraphs, chapters;

T4 to consider how texts can be rooted in the writer’s experience, e.g. historical events and places, experience of wartime, friendship, holidays.

Writing composition T10 to use different ways of planning stories, e.g. using brainstorming, notes, diagrams;

T15 to use paragraphs in story writing to organise and sequence the narrative. (GFW Unit 25)

Y5 objectives are shaded. Objectives that are not appropriate for whole class study may be covered in guided sessions. Year 4/5 Term 1

Unit: Poetry Text(s): Outcomes: Duration: 2 weeks . Collections of poems on similar themes . Poems based on personal or imagined experience Text Level Sentence Level Word Level

Reading comprehension S2 to revise work on verbs from Year 1 Term 3 and to W9 recognise and spell the suffixes: -al, -ary, -ic, -ship, T7 compare and contrast poems on similar themes, investigate verb tenses (past, present and future); (GFW -hood, -ness, -ment; (Spelling Bank p.25-26) particularly their form and language, discussing Unit 21) personal responses and preferences; . Compare sentences from narrative and information W13 to use a rhyming dictionary, e.g. in composing texts, e.g. narrative in past tense, explanations in jingles. T7 to analyse and compare poetic style, use of forms present tense (e.g. ‘when the circuit is ….’); and the themes of significant poets; to respond to forecasts/directions, etc., in future. Develop shades of meaning; to explain and justify personal awareness of how tense relates to purpose and tastes; to consider the impact of full rhymes, half structure of texts; rhymes, internal rhymes and other sound patterns; . to understand the term ‘tense’ (i.e. that it refers to time) in relation to verbs and use it appropriately; T8 to find out more about popular poets and use this . understand that one test of whether a word is a information to move on to more poems by favourite verb is whether or not its tense can be changed poets; GFW Unit 21);

T6 to read a number of poems by significant poets and S2 to understand the basic conventions of standard identify what is distinctive about the style or content of English and consider when and why standard English is their poems; used (GFW Unit 33): . agreement between nouns and verbs; T8 to investigate and collect different examples of word . consistency of tense and subject; play, relating form to meaning.

Writing composition T14 to write poems based on personal or imagines experience, linked to poems read. List brief phrases and words, experiment with trimming or extending sentences; experiment with powerful and expressive verbs;

T16 to convey feelings, reflections or moods in a poem through careful choice of words and phrases;

T17 to write metaphors from original ideas or from similes.

Unit: Instructions Text(s): Outcomes: Duration: 1 or 2 weeks . Instructional texts linked to other curriculum . Instructions areas Text Level Sentence Level Word Level

Reading comprehension S5 practise using commas to mark grammatical W6 to collect, and investigate the meanings and T22 to identify features of instructional texts including: boundaries within sentences (GFW Unit 24); spellings of words using the following prefixes: auto, bi, . noting the intended outcome at the beginning; trans, tele, circum (Spelling Bank p.43). . listing materials or ingredients; S6 to understand the need for punctuation as an aid to . clearly set out sequential stages; the reader, e.g. commas to mark grammatical . language of commands, e.g. imperative verbs; boundaries; a colon to signal, e.g. a list; (GFW Unit 34).

T22 to read and evaluate a range of instructional texts in S9 to identify the imperative form in instructional writing terms of their: and use this awareness when writing for this purpose. . purposes; . organisation and layout; . clarity and usefulness.

Writing composition T25 to write clear instructions using conventions learned from reading;

T25 to write instructional texts and test them out, e.g. instructions for loading computers, design briefs for technology, rules for games;

T26 to improve the cohesion of written instructions and directions through the use of link phrases and organisational devices such as subheadings and numbering.

Unit: Plays Text(s): Outcomes: Duration: 2 weeks . Playscripts of known tales . Scene or short playscript of known story to be performed Text Level Sentence Level Word Level Reading comprehension T5 to prepare, read and perform playscripts; compare S4 to identify adverbs and understand their functions in W5 to spell two-syllable words containing double organisation of scripts with stories – how are settings sentences through: consonants, e.g. bubble, kettle, common; indicated, storylines made clear? . identifying common adverbs with ly suffix and discussing their impact on the meaning of W10 to use adverbs to qualify verbs in writing dialogue, T6 to chart the build up of a play scene, e.g. how sentences; e.g. timidly, gruffly, excitedly, using a thesaurus to scenes start, how dialogue is expressed, and how . noticing where they occur in sentences and how extend vocabulary. scenes are concluded; they are used to qualify the meanings of verbs; . collecting and classifying examples of adverbs, e.g. T5 to understand dramatic conventions including: for speed: swiftly, rapidly, sluggishly; light: . the conventions of scripting (e.g. stage directions, brilliantly, dimly; asides); . investigating the effects of substituting adverbs in . how character can be communicated in words and clauses or sentences, e.g. ‘They left the house … gesture; l’y; . how tension can be built up through pace, silences . using adverbs with greater discrimination in own and delivery. writing; (GFW Unit 23)

Writing composition S5 to understand the difference between direct and T13 to write playscipts, e.g. using known stories as reported speech (e.g. she said, “I am going”, she said basis; she was going), e.g. through: . finding and comparing examples from reading; T18 to write own playscript, applying conventions . discussing contexts and reasons for using particular learned from reading; include production notes; forms and their effects; . transforming direct into reported speech and vice T19 to annotate a section of a playscript as a versa, noting changes in punctuation and words preparation for performance, taking into account pace, that have to be changed or added; movement, gesture and delivery of lines and the needs of the audience; S7 from reading, understand how dialogue is set out, e.g. on separate lines for alternate speakers in T20 to evaluate the script and the performance for their narrative, and the positioning of commas before speech dramatic interest and impact. marks. (GFW Unit 36)

Unit: Narrative character and setting Text(s): Outcomes: Duration: 2/3 weeks . Class novel . Story beginnings . Short story . New scene or chapter written into a story . Extracts Text Level Sentence Level Word Level Reading comprehension T1 to investigate how settings and characters are built S3 identify the use of powerful verbs, e.g. ‘hobbled’ W7 to spell regular verb endings s, ed, ing; (Spelling up from small details, and how the reader responds to instead of ‘went’, e.g. through cloze procedure; Bank p.23) them; (GFW Unit 22) W8 to spell irregular tense changes, e.g. go/went, T2 to identify the main characteristics of the key S4 to adapt writing for different readers and purposes by can/could. (Spelling Bank p.24) characters, drawing on the text to justify views, and changing vocabulary, tone and sentence structures to using the information to predict actions; suit, e.g. simplifying for younger readers; (GFW Unit 35)

T3 to investigate how characters are presented, S5 to understand the difference between direct and referring to the text: reported speech (e.g. she said, “I am going”, she said . through dialogue, action and description; she was going), e.g. through: . how the reader responds to them (as victims, . finding and comparing examples from reading; heroes, etc.); . discussing contexts and reasons for using particular . through examining their relationships with other forms and their effects; characters. . transforming direct into reported speech and vice versa, noting changes in punctuation and words Writing composition that have to be changed or added; T11 to write character sketches, focusing on small details to evoke sympathy or dislike; S7 from reading, understand how dialogue is set out, e.g. on separate lines for alternate speakers in T11 to experiment with alternative ways of opening a narrative, and the positioning of commas before speech story using, e.g. action, description or dialogue; marks. (GFW Unit 36)

T12 to write independently, linking own experience to situations in historical stories, e.g. How would I have responded? What would I do next?;

T15 to write new scenes or characters into the story, in the manner of the writer, maintaining consistency of character and style, using paragraphs to organise and develop detail.

Unit: Newspapers/magazines Text(s): Outcomes: Duration: 2 weeks . Newspaper reports and examples of . Newspaper style report newspaper page layouts (Internet and CD ROM sources) Text Level Sentence Level Word Level Reading comprehension T18 To select and examine opening sentences that set S1 to investigate word order by examining how far the W7 to explain the differences between synonyms, e.g. scenes, capture interest, etc.; pick out key order of words in sentences can be changed: angry, irritated, frustrated, upset; collect, classify and sentences/phrases that convey information; . which words are essential to meaning; order sets of words to identify shades of meaning; . which can be deleted without damaging the basic T19 To understand the terms ‘fact’ and ‘opinion’; to meaning; W4 to examine the properties of words ending in vowels begin to distinguish the two in reading and other media; . which words, or groups of words, can be moved other than the letter ‘e’ (Spelling Bank p.40). into a different order. T19 to evaluate texts critically by comparing how different sources treat the same information;

T20 to identify the main features of newspapers, including layout, range of information, voice, level of formality; organisation of articles, advertisements and headlines;

T21 predict newspaper stories from the evidence of headlines, making notes and then checking against the original;

T23 to investigate how reading strategies are adapted to suit the different purposes of IT texts, i.e. those which are scrolled and non-linear in structure; incorporate sound or still and moving images; can be changed; and have a spatial dimension.

Writing composition T24 to write newspaper-style reports, e.g. about school events or an incident from a story, including: . composing headlines; . using IT to draft and layout reports; . editing stories to fit a particular space; . organising writing into paragraphs;

T23 to record and acknowledge sources in their own writing;

T24 to evaluate their work.

Y5 objectives are shaded. Objectives that are not appropriate for whole class study may be covered in guided sessions.