Chesswood Junior School. English Curriculum

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1 Spoken Language (-6) Writing (&4) English Reading (&4). Year Terminology Word Reading Comprehension apply their growing knowledge of root words, prefixes and develop positive attitudes to reading and understanding of what they read by: suffixes (etymology and morphology) as listed in English o listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks Appendix, both to read aloud and to understand the meaning o reading books that are structured in different ways and reading for a range of purposes of new words they meet o using dictionaries to check the meaning of words that they have read read further exception words, noting the unusual o increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally correspondences between spelling and sound, and where these o identifying themes and conventions in a wide range of books occur in the word. o preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action o discussing words and phrases that capture the reader s interest and imagination o recognising some different forms of poetry [for example, free verse, narrative poetry] understand what they read, in books they can read independently, by: o checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context o asking questions to improve their understanding of a text o drawing inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence o predicting what might happen from details stated and implied o identifying main ideas drawn from more than one paragraph and summarising these o identifying how language, structure, and presentation contribute to meaning retrieve and record information from non-fiction participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say. Transcription Composition Vocabulary, grammar, punctuation Spelling plan their writing by: develop their understanding of the concepts set out in English Appendix (YEAR 4 SPECIFIC) by: use further prefixes and suffixes and understand how to add o discussing writing similar to that which they are planning to o extending the range of sentences with more than one clause by using a wider range of them (English Appendix ) write in order to understand and learn from its structure, conjunctions, including when, if, because, although spell further homophones vocabulary and grammar o using the present perfect form of verbs in contrast to the past tense spell words that are often misspelt (English Appendix ) o discussing and recording ideas o choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition place the possessive apostrophe accurately in words with draft and write by: o using conjunctions, adverbs and prepositions to express time and cause regular plurals [for example, girls, boys ] and in words with o composing and rehearsing sentences orally (including o using fronted adverbials irregular plurals [for example, children s] dialogue), progressively building a varied and rich vocabulary o learning the grammar for years and 4 in English Appendix use the first two or three letters of a word to check its spelling in and an increasing range of sentence structures (English indicate grammatical and other features by: a dictionary Appendix Year 4 specific) o using commas after fronted adverbials write from memory simple sentences, dictated by the teacher, o organising paragraphs around a theme o indicating possession by using the possessive apostrophe with plural nouns that include words and punctuation taught so far. o in narratives, creating settings, characters and plot o using and punctuating direct speech Handwriting o in non-narrative material, using simple organisational devices use and understand the grammatical terminology in English Appendix accurately and appropriately when use the diagonal and horizontal strokes that are needed to join [for example, headings and sub-headings] discussing their writing and reading. letters and understand which letters, when adjacent to one evaluate and edit by: another, are best left unjoined o assessing the effectiveness of their own and others writing increase the legibility, consistency and quality of their and suggesting improvements handwriting [for example, by ensuring that the downstrokes of o proposing changes to grammar and vocabulary to improve letters are parallel and equidistant; that lines of writing are consistency, including the accurate use of pronouns in spaced sufficiently so that the ascenders and descenders of sentences letters do not touch]. proof-read for spelling and punctuation errors read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear. 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 APPENDIX WORD: Formation of nouns using a range of prefixes [for example super, anti, auto ] Use of the forms a or an according to whether the next word begins with a consonant or a vowel [for example, a rock, an open box] Word families based on common words, showing how words are related in form and meaning [for example, solve, solution, solver, dissolve, insoluble] SENTENCE Expressing time, place and cause using conjunctions [for example, when, before, after, while, so, because], adverbs [for example, then, next, soon, therefore], or prepositions [for example, before, after, during, in, because of] TEXT: Introduction to paragraphs as a way to group related material Headings and sub-headings to aid presentation Use of the present perfect form of verbs instead of the simple past [for example, He has gone out to play contrasted with He went out to play] PUNCTUATION: Introduction to inverted commas to punctuate direct speech 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. Preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter vowel, vowel letter, inverted commas (or speech marks )

2 Spoken Language (-6) Writing (&4) English Reading (&4). Year 4 Word Reading apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix, both to read aloud and to understand the meaning of new words they meet read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word. Comprehension develop positive attitudes to reading and understanding of what they read by: o listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks o reading books that are structured in different ways and reading for a range of purposes o using dictionaries to check the meaning of words that they have read o increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally o identifying themes and conventions in a wide range of books o preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action o discussing words and phrases that capture the reader s interest and imagination o recognising some different forms of poetry [for example, free verse, narrative poetry] understand what they read, in books they can read independently, by: o checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context o asking questions to improve their understanding of a text o drawing inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence o predicting what might happen from details stated and implied o identifying main ideas drawn from more than one paragraph and summarising these o identifying how language, structure, and presentation contribute to meaning retrieve and record information from non-fiction participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say. Transcription Composition Vocabulary, grammar, punctuation Spelling use further prefixes and suffixes and understand how to add them (English Appendix ) spell further homophones spell words that are often misspelt (English Appendix ) place the possessive apostrophe accurately in words with regular plurals [for example, girls, boys ] and in words with irregular plurals [for example, children s] use the first two or three letters of a word to check its spelling in a dictionary write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far. Handwriting use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch]. plan their writing by: o discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar o discussing and recording ideas draft and write by: o composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix Year 4 specific) o organising paragraphs around a theme o in narratives, creating settings, characters and plot o in non-narrative material, using simple organisational devices [for example, headings and sub-headings] evaluate and edit by: o assessing the effectiveness of their own and others writing and suggesting improvements o proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences proof-read for spelling and punctuation errors read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear. 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 develop their understanding of the concepts set out in English Appendix (YEAR 4 SPECIFIC) by: o extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although o using the present perfect form of verbs in contrast to the past tense o choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition o using conjunctions, adverbs and prepositions to express time and cause o using fronted adverbials o learning the grammar for years and 4 in English Appendix indicate grammatical and other features by: o using commas after fronted adverbials o indicating possession by using the possessive apostrophe with plural nouns o using and punctuating direct speech use and understand the grammatical terminology in English Appendix accurately and appropriately when discussing their writing and reading. Appendix WORD The grammatical difference between plural and possessive s Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done] SENTENCE Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (e.g. the teacher expanded to: the strict maths teacher with curly hair) Fronted adverbials [for example, Later that day, I heard the bad news.] TEXT Use of paragraphs to organise ideas around a theme Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition PUNCTUATION Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, Sit down! ] Apostrophes to mark plural possession [for example, the girl s name, the girls names] Use of commas after fronted adverbials TERMINOLOGY determiner,pronoun, possessive pronoun, adverbial 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.

3 Transition Take One Book () See Outcomes Year 4 Autumn Writing Overview (4 Weeks) Where does my food go? () Were the Dark Ages dark? (5) Batteries Included (4) Poetry Free Verse Immerse in free verse see examples in Inspire lesson to develop success criteria (GR) Plan, draft edit, publish Inspire - The food journey chronological report on the digestive system immerse in genre explanation texts - chronological etc (Use Guided Reading sessions to develop success criteria Generate ideas sequence digestive system (science link) using photos Plan paragraphs Draft re-draft edit using writing workflow strategies (could be used in their stop animation) Inspire Lesson -5 Biography of Alfred the Great immerse in genre biography - chronological etc (Use Guided Reading sessions to develop success criteria Generate ideas research o Note-taking Plan paragraphs Draft re-draft edit using writing workflow strategies Newspaper report Viking Invasion immerse in genre Newspaper (Use Guided Reading sessions to develop success criteria) Generate ideas research o Note-taking Plan paragraphs Draft re-draft edit using writing workflow strategies Narrative Short story on a powercut immerse in genre Narrative (Use Guided Reading sessions to develop success criteria) Generate ideas o Drama o Key texts o Story openings Story plan setting, problem, resolution Plan paragraphs Draft re-draft edit using writing workflow strategies Inspire lessons -5 Year 4 Spring Writing Overview (6 Weeks) Dragons Fact or Fiction (6) Legends () immerse in genre read legends what are the key themes Sue Palmer legends Journal responses to legends read eg comparing same legend what are the key themes? Generate ideas pictures of dragons / film - word / phrase bank use of thesauruses Plan paragraphs focus on sentence structure focus on dragon description Draft re-draft edit using writing workflow strategies Non-Chronological Report () Pupils respond to the dragonologist / dragon slayer report Immerse in genre Generate ideas from geography unit knowledge gained Plan paragraphs focus on topic paragraphs / topic sentences choice of diagrams etc Draft re-draft edit using writing workflow strategies Year 4 Spring Writing Overview (5 Weeks) The Good, the Bad and the Ugly - The Highwayman Alfred Noyes The Highwayman Narrative Poetry (NARRATIVE OUTCOME) Persuasion Persuade the authorities to reopen the case into the death of Bess and the highwayman Use Sue Palmer Persuasion text and school writing frames to develop persuasive text. Children to write a persuasive text Build to a class debate / courtroom drama (use video of courtroom drama)

4 Year 4 Summer Writing Overview (.5 Weeks) GBU complete A Small World Footprints Letter Windrush (w) Write a letter from one of the passengers on the Windrush to back home focus on historical information / geographical push / pull factors and emotions involved. (see Y6 planning resources) Focus on paragraph development around a point topic sentences Play script / poetry?? (w) - Focus on discrimination Eg playground setting Book Review Floella Benjamin Coming to England Eco Leaflet Linked to geography research pupils choose focus of leaflet eg Save water / buy local / re-cycle Immerse in genre Paragraphs edit etc Structure Design Instructions Linked to fairtrade / recycled project in art / DT Immerse in genre Plan Draft Edit Produce for eco-fair

5 Spoken Writing (5&6) English Reading (5&6). Year 5 Word Reading Comprehension apply their growing maintain positive attitudes to reading and understanding of what they read by: knowledge of root o continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks words, prefixes and o reading books that are structured in different ways and reading for a range of purposes suffixes (morphology o 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 and etymology), as o recommending books that they have read to their peers, giving reasons for their choices listed in English o identifying and discussing themes and conventions in and across a wide range of writing Appendix, both to o making comparisons within and across books read aloud and to o learning a wider range of poetry by heart understand the o 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 meaning of new understand what they read by: words that they o checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context meet. o asking questions to improve their understanding o drawing inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence o predicting what might happen from details stated and implied o summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas o 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 Transcription Composition Vocabulary, grammar, punctuation SPELLING (SEE APPENDIX ) plan their writing by: develop their understanding of the concepts set out in English Appendix by: use further prefixes and suffixes and identifying the audience for and purpose of the writing, selecting the recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms understand the guidance for adding them appropriate form and using other similar writing as models for their own using passive verbs to affect the presentation of information in a sentence spell some words with silent letters [for noting and developing initial ideas, drawing on reading and research using the perfect form of verbs to mark relationships of time and cause example, knight, psalm, solemn] where necessary using expanded noun phrases to convey complicated information concisely continue to distinguish between in writing narratives, considering how authors have developed characters using modal verbs or adverbs to indicate degrees of possibility homophones and other words which are and settings in what pupils have read, listened to or seen performed using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative often confused draft and write by: pronoun use knowledge of morphology and selecting appropriate grammar and vocabulary, understanding how such learning the grammar for years 5 and 6 in English Appendix etymology in spelling and understand that choices can change and enhance meaning indicate grammatical and other features by: the spelling of some words needs to be in narratives, describing settings, characters and atmosphere and using commas to clarify meaning or avoid ambiguity in writing learnt specifically, as listed in English integrating dialogue to convey character and advance the action using hyphens to avoid ambiguity Appendix précising longer passages using brackets, dashes or commas to indicate parenthesis use dictionaries to check the spelling and using a wide range of devices to build cohesion within and across using semi-colons, colons or dashes to mark boundaries between independent clauses meaning of words paragraphs using a colon to introduce a list use the first three or four letters of a word using further organisational and presentational devices to structure text punctuating bullet points consistently to check spelling, meaning or both of and to guide the reader [for example, headings, bullet points, underlining] use and understand the grammatical terminology in English Appendix accurately and appropriately in discussing their writing these in a dictionary evaluate and edit by: and reading. use a thesaurus. assessing the effectiveness of their own and others writing Handwriting and presentation write legibly, fluently and with increasing speed by: choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters choosing the writing implement that is best suited for a task. proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning ensuring the consistent and correct use of tense throughout a piece of writing ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register proof-read for spelling and punctuation errors perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear. 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 APPENDIX WORD Converting nouns or adjectives into verbs using suffixes [for example, ate; ise; ify] Verb prefixes [for example, dis, de, mis, over and re ] SENTENCE Relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun Indicating degrees of possibility using adverbs [for example, perhaps, surely] or modal verbs [for example, might, should, will, must] TEXT Devices to build cohesion within a paragraph [for example, then, after that, this, firstly] Linking ideas across paragraphs using adverbials of time [for example, later], place [for example, nearby] and number [for example, secondly] or tense choices [for example, he had seen her before] PUNCTUATION Brackets, dashes or commas to indicate parenthesis Use of commas to clarify meaning or avoid ambiguity TERMINOLOGY modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity 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.

6 Links to Guided Reading Lesson Sequence Link to Guided Reading Transition Take One Book () See Outcomes Space Explorers Journal Immerse in genre explorers journals, travel writing etc (Use Guided Reading sessions to develop success criteria Generate ideas for space journal (drama, freeze frame etc) Plan entries Draft re-draft edit using writing workflow strategies Inspire Lessons -6 Year 5 Autumn Writing Overview (4 Weeks) To the stars (4) The Ancient Greeks (4) Poles Apart (4) Newspaper Report on another pupil s space journey Immerse in genre journalistic writing (Use GR sessions and First News generate success criteria) Generate ideas read another pupil s space journal and generate interview questions question journal writer. Plan Newspapers Draft re-draft edit using writing workflow strategies Narrative Greek Myths Launch lesson learning from the past Daedalus and Icarus in art, poetry and story explore characters through drama Storyboard and alternative endings peer assess Compare with Demeter and Persephone. Plan and write own myth, teacher led opening, climax, ending. Draft re-draft edit using writing workflow strategies Nonchronological comparative report on Greek heroes Research Heroes and Gods Write a comparati ve report Biographical Shackleton Research Antarctica Maps and illustrations (Ice Trap, Shackleton s Incredible Adventure) Writing in Role Character description Dliemmas and letter writing Who was Shackleton? Biography Writing Poetry Rudyard Kipling If Shackleton parody of If Pupils plan and write Christmas version of If Inspire lessons 6-0 Explorer journals Diary Travel journals Inspire Lesson 7- Newspaper journalistic reports First News Greek myths Greek heroes and beasts Top Trumps \\curric0\staffonly\teaching and Learning\Subjects\English\En glish Planning\Reading\Power of Reading\Years 5 & 6 Poetry Unit from 0-04 Year 5 Spring Writing Overview (6 Weeks) Rites and Rituals Maya Myth: Integrating dialogue into a narrative (Speech punctuation) Big Write Maya Myth? (modal verbs [for example, might, should, will, must]) Advert Brochure (Indicating degrees of possibility using adverbs [for example, perhaps, surely]) Brochure (Devices to build cohesion within a paragraph [for example, then, after that, this, firstly]) Survival guides (Brackets, dashes or commas to indicate parenthesis Use of commas to clarify meaning or avoid ambiguity ) Survival guides Mayan non fiction Adverts travel brochures and tourist board videos Survival guide Survival guide Maya myth? Prepare for next topic

7 Links to Guided Reading Year 5 Spring Writing Overview (6 Weeks) Poetry Poetic devices focus on language / rhythm Performance Poetry Explore poetry and learn by heart Poetry Poetry The Night Mail Writing poetry theme of mode of transport? Draft / edit / present chance to perform Me and My Town Discussion Look at discussion texts Explore examples Focus on Structure Language Use writing frames / Sue Palmer Discussion Discussion Splash Point (points for and against can be developed in geography potential visit from planning dept) Points for redevelopment Points against Discussion Introduction Conclusion Write, edit and publish discussion text Use writing frames and focus on elaboration of points - PEE Poetry Discussion Discussion Stories about people buried in cemetery in Worthing (Mary Pickett)

8 Links to Guided Reading Year 5 Summer Writing Overview (.5 Weeks) My Town Mountains / Round and Round Our Commonwealth Big Write Explanation Text How mountains were formed immerse in explanation text GEOGRAPHY TIME research and note-taking Draft & edit introduction Sue Palmer and Pie Corbett SPAG: connectives for cause and effect e.g consequently, as a result, so, so that, because of this, due to Explanation Text Draft & edit eparagraph s of each type of mountain, conclusion Consider effective layout use of pictures / subheading s etc SPAG: Adventure Stories (real life link) Watch film (Touching Void or Beyond the Edge) Drama Research of famous mountaineer s and their expeditions Use geography time and plans also SPAG: Build Up and Climax: based on factual accounts Roleplay hotseat feelings Setting scene Immerse, draft and edit Resolution Building tension Resolving an unfinished narrative e.g Touching the Void/ Beyond the Edge Conscience alley to explore aspects of the dilemma Immerse, draft and edit Compare to real ending Complete Mountains Big Write - discussion Residential Newspaper report of an event from the week. Commonwealth Stories from the Commonwealth Pourqoi stories Explanation Texts Explanation of processes e.g How/ Why.? Explanation Texts Adventure Stories / biographies of mountaineers Follow Up- drama Adventure stories Building tension Reading by observing punctuation and changing intonation accordingly Oral recounts in the style of a documentary Adventure stories Focus on story resolutions, predicting outcomes Mind map of different possible endings Biographies Naturalists: David Attenborough and Jane Goodall First News Comprehension Individual reading with teacher ( days only) Newspaper Read own book and write review Maintain positive attitudes to reading and understanding of what he/she reads by recommending books that he/she has read to his/her peers, giving reasons for their choices (Distinguish between statements of fact and opinion - Newspaper Comprehension) Empire- NF history book /atlases Participate in discussions about books that are read to him/her and those that can be read for himself/herself, building on his/her own and others' ideas and challenging views courteously (Distinguish between statements of fact and opinion Newspaper Comprehension) Common- Wealth NF books/ Atlases Explain and discuss his/her understanding of what he/she has read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary(distinguish between statements of fact and opinion Newspaper Comprehension) Traditional Stories from Common- wealth Countries Understand what he/she reads in increasingly complex texts by predicting what might happen from details stated and implied(distingui sh between statements of fact and opinion Newspaper Comprehension) Traditional Stories from Common- wealth Countries (Distinguish between statements of fact and opinion Newspaper Comprehension)

9 Spoken Writing (5&6) English Reading (5&6) 4. Year 6 Subject NB Coverage is for Upper KS highlighted content to be focus of Year 6 Word Reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix, both to read aloud and to understand the meaning of new words that they meet. Comprehension maintain positive attitudes to reading and understanding of what they read by: o continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks o reading books that are structured in different ways and reading for a range of purposes o 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 o recommending books that they have read to their peers, giving reasons for their choices o identifying and discussing themes and conventions in and across a wide range of writing o making comparisons within and across books o learning a wider range of poetry by heart o 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: o checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context o asking questions to improve their understanding o drawing inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence o predicting what might happen from details stated and implied o summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas o 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. Transcription Composition Vocabulary, grammar, punctuation SPELLING (SEE APPENDIX ) plan their writing by: develop their understanding of the concepts set out in English Appendix by: use further prefixes and suffixes and understand the guidance for adding them identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms using passive verbs to affect the presentation of information in a sentence spell some words with silent letters [for example, knight, psalm, solemn] noting and developing initial ideas, drawing on reading and research where necessary using the perfect form of verbs to mark relationships of time and cause using expanded noun phrases to convey complicated information concisely continue to distinguish between in writing narratives, considering how authors have developed characters and using modal verbs or adverbs to indicate degrees of possibility homophones and other words which are settings in what pupils have read, listened to or seen performed using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun often confused draft and write by: learning the grammar for years 5 and 6 in English Appendix use knowledge of morphology and selecting appropriate grammar and vocabulary, understanding how such indicate grammatical and other features by: etymology in spelling and understand that choices can change and enhance meaning using commas to clarify meaning or avoid ambiguity in writing the spelling of some words needs to be in narratives, describing settings, characters and atmosphere and integrating using hyphens to avoid ambiguity learnt specifically, as listed in English dialogue to convey character and advance the action using brackets, dashes or commas to indicate parenthesis Appendix précising longer passages using semi-colons, colons or dashes to mark boundaries between independent clauses use dictionaries to check the spelling and using a wide range of devices to build cohesion within and across paragraphs using a colon to introduce a list meaning of words using further organisational and presentational devices to structure text and to punctuating bullet points consistently use the first three or four letters of a word guide the reader [for example, headings, bullet points, underlining] use and understand the grammatical terminology in English Appendix accurately and appropriately in discussing their writing and reading. to check spelling, meaning or both of evaluate and edit by: these in a dictionary assessing the effectiveness of their own and others writing use a thesaurus. proposing changes to vocabulary, grammar and punctuation to enhance Handwriting and presentation effects and clarify meaning write legibly, fluently and with increasing ensuring the consistent and correct use of tense throughout a piece of writing speed by: ensuring correct subject and verb agreement when using singular and plural, choosing which shape of a letter to use distinguishing between the language of speech and writing and choosing the when given choices and deciding whether appropriate register or not to join specific letters proof-read for spelling and punctuation errors choosing the writing implement that is best suited for a task. perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear. 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 WORD: The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing [for example, find out discover; ask for request; go in enter] How words are related by meaning as synonyms and antonyms [for example, big, large, little]. SENTENCE: Use of the passive to affect the presentation of information in a sentence [for example, I broke the window in the greenhouse versus The window in the greenhouse was broken (by me)]. The difference between structures typical of informal speech and structures appropriate for formal speech and writing [for example, the use of question tags: He s your friend, isn t he?, or the use of subjunctive forms such as If I were or Were they to come in some very formal writing and speech] TEXT: Linking ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence], and ellipsis Layout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text] PUNCTUATION: Use of the semi-colon, colon and dash to mark the boundary between independent clauses [for example, It s raining; I m fed up] Use of the colon to introduce a list and use of semi-colons within lists Punctuation of bullet points to list information How hyphens can be used to avoid ambiguity [for example, man eating shark versus man-eating shark, or recover versus re-cover] TERMINOLOGY: subject, object, active, passive, synonym, antonym, ellipsis, hyphen, colon, semi-colon, bullet points, ellipsis, hyphen, colon, semi-colon, bullet points 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.

10 Links to Guided Reading Links to Guided Reading Transition Take One Book () See Outcomes Newspaper () immerse in genre newspapers (Use Guided Reading sessions to develop success criteria) Generate ideas Research (provide choice of disasters and provide resources) Plan paragraphs Draft re-draft edit using writing workflow strategies First News Disaster reports (internet) Year 6 Autumn Writing Overview (4 Weeks) What s happening now? (5) A voyage of discovery (5) A Small Miracle () Comparative () immerse in genre non-chronological report comparative writing (vocabulary) (Use Guided Reading sessions to develop success criteria) Generate ideas Research (compare a refugee UNICEF / Red Cross) Plan paragraphs Draft re-draft edit using writing workflow strategies Informal letter () Immerse in genre (Use Guided Reading sessions to develop success criteria) Generate ideas Plan paragraphs Draft re-draft edit using writing workflow strategies Chronological recount () Immerse in genre (Use Guided Reading sessions to develop success criteria) Generate ideas Plan paragraphs Draft re-draft edit using writing workflow strategies Aid agency websites Letters Chronological reports Narrative Small Miracle Textless book Narrative / Description () Sentence structure Outstanding Openers- variety, reorganisation of sentences Use of embedded subordinate clauses Awareness of comma use Year 6 Spring Writing Overview (6 Weeks) Who s the Mummy? Poetry Personification Beach visit Generate ideas Immerse in genre Draft Edit Perform Persuasion Pyramid for Sale (choice of Egyptian artefact) Immerse in genre estate agents Generate ideas link to history Immerse in genre Draft Edit Perform Instructions How to mummify Immerse in genre Generate ideas link to history (mummifying fish Immerse in genre Draft Edit Present INCLUDE elements of explanation how the mummification works Horrible Histories Horrible Histories Revision Programme Past Papers

11 Year 6 Spring Writing Overview (5 Weeks) You Choose Lesson ( hour) Introduce the Learning Journey for the next weeks - To research, discuss/ debate, justify and produce a written piece about fizzy drinks. Discussion- Use of 5WS. Brainstorm- A sheet- Appoint a scribe. Discuss. Record briefly. When we talk about fizzy drinks, what do we mean? Which do you know of? Why do we drink fizzy drinks? Who doesn t drink fizzy drinks? (For example: the very young) Brief feedback- Do you have any Professor Know It All facts about fizzy drinks to share with the class? Immerse in a range of texts to generate background knowledge for consequent discussion and writing. Provide actual fizzy drink packaging. Visual aids- sugar- weighed out. Graphs? Use written and on screen adverts. Cluster related facts, by moving the post- it around. These will become the points of the various headings for writing development. Plenary: Explain that the texts that they are using to access information are not of the form they will use for their own writing. This will be a discussion text structure, based on a for and against format. Tomorrow, the children will gain more facts and then formulate points for and against to debate. Lesson ( hours) Collection of further background information. Supply of a range of texts related to the subject knowledge. Label your points- For and against. Oral rehearsal on tables, taking one of the sides. Organise the whole class into a debate. Plenary: Magpie ideas from the debate onto post it notes and add to A planning sheet. Discussion Text Fizzy Drinks ( weeks) Lesson ( hour) Shared reading of a discussion text- on a different subject, at differentiated levels. HA PFA shared- Purpose- To inform Form- Discussion Text (in a range of forms) Audience- dependent on chosen text. Explore language features and structures. Conventions- connectives to balance. Lack of opinion etc. Introduce the term weasel words Planning- Sue Palmer Planning format. Headings generation to inform PEE paragraphs. Session ( hours) Teacher modelling. Generation of a generic introduction. Revision of connectives to introduce each PEE paragraph/ link to the previous Revision- structure of PEE paragraphs. Developed under each heading: PEE paragraphs- starting with a simple point/ fact/ adding detail. Begin with one side of the discussion. Plenary: Editing. Use of comma for embedded subjunctive clauses (extra detail about the subject) and after the connective or adverbial clause at the start of the paragraph. Lesson ( hour) Following teacher s marking, edit for: spelling and punctuation errors correct use of tense throughout ensuring correct subject and verb agreement distinguishing between the language of speech and writing and choosing the appropriate register Visuals/ diagrams for inclusion. Conclusion- may include opinion- but based on the reasoned evidence. Lesson ( hour) Introduce the Learning Journey for the next weeks. To research, discuss, plan and write a scene connected with the misuse of cigarettes, drugs or drinking. Reading play scripts- Differentiated. Pulling out features of genre. Recognising the PFA Lesson Access prior knowledge from PHSE and Science lessons. What are the key messages? Play Scripts ( weeks) Perform own play- class vote- perform to another Year 6 class.

12 Links to Guided Reading Year 6 Summer Writing Overview (.5 Weeks) Angry Earth Magistrates WW Race Day Narrative Build up and climax o Use video / newspaper / poetry / photos / blogs on volcanic eruptions to develop vocab bank o Look at climax building techniques / use of senses / shades of meaning / personification / simile etc Explanation Writing Immerse in genre Merge / link with geography work Focus on developing paragraphs information and detail Professor know it all o Sentence level - openers Narrative Narrative Explanation Explanation Report nonchronological Report Based on the magistrates court what happens / legal ages etc Report nonchronological Biography War heroes Use history time to research gain information Immerse in genre GR Draft / Edit / ALLOW MOST ABLE TO WORK INDEPENDENTLY MASTERY PROJECT Biographies Reading for pleasure time read to whole class GMT BIG WRITE Recount of Michelham Priory Biographies GMT + evacuee diary collection (6KB and 6WB) BSW GMT + evacuee diary collection (6AC and 6RM) BSW RACE DAY MONTAGE OF WRITING Snap-shots of writing eg Interview with mechanics / Instructions Profile of the driver Advertising enterprise News report etc GMT + evacuee diary writing GMT + evacuee diary writing (to be guided reading sessions) GMT + evacuee diary writing (to be guided reading sessions)

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