Year/Set
4
Term
2 Spring
Week
11
Date
20.03.06
Teacher
E Smith
Text level intentions
Sentence level intentions
Assessme
nt Notes
(from
previous
week)
Similes well used in character descriptions but less frequently used in setting – so stress
this feature
Ensure the settings suit the character - bad characters live in grey and grim buildings
and vice versa
Use of commas for lists or clauses needs further work
Home
learning
S2 to use the apostrophe accurately to mark possession through:
Shared
text/s
Michael Thomson books – ‘The Space Cadet’ and ‘The Book of Letters’
Plus class and group reading books
Links with other curriculum areas:

identifying possessive apostrophes in reading and to whom or what they refer;
understanding basic rules for apostrophising singular nouns, e.g. the man’s hat; for plural nouns ending in
‘s’; e.g, the doctors’ surgery and for irregular plural nouns, e.g. men’s room, children’s playground;
T8 to review a range of stories, identifying, e.g. authors, themes or treatments;
T9 to recognise how certain types of texts are targeted at particular readers; to identify intended audience, e.g. junior horror stories;
T12 to collaborate with others to write stories in chapters, using plans with particular audiences in mind.
S2 to use the apostrophe accurately to mark possession through:

identifying possessive apostrophes in reading and to whom or what they refer;

understanding basic rules for apostrophising singular nouns, e.g. the man’s hat; for plural nouns ending in ‘s’; e.g, the doctors’ surgery and for irregular plural
nouns, e.g. men’s room, children’s playground;

distinguishing between uses of the apostrophe for contraction and possession;
beginning to use the apostrophe appropriately in their own writing. (Grammar for writing Unit 27)
Word level intentions
W2 to identify mis-spelt words in own writing; to keep individual lists (e.g. spelling logs) and learn to spell them;
W3 to use independent spelling strategies, including:

sounding out and spelling using phonemes;

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;
using visual skills, e.g. recognising common letter strings and checking critical features (i.e. does it look right, shape, length, etc.);
W4 to practise new spellings regularly by 'look, say, cover, write, check' strategy;
W7 to recognise and spell the prefixes: al-, etc.; (Spelling bank p.30)
W8 to read and spell accurately the words in the medium frequency word list;
W9 to use alternative words and expressions which are more accurate or interesting than the common choices, e.g. got, nice, good, then;
W13 a range of suffixes that can be added to nouns and verbs to make adjectives, e.g. wash..able, hope..ful, shock..ing, child..like, hero..ic, road..worthy;
W14 to use joined handwriting for all writing except where other special forms are required;
W15 to build up speed, e.g. particularly for notes, drafts, lists.
Whole class
shared reading / writing
1
‘The Giant jam Sandwich’
What are our expectations of this
Whole class phonics,
spelling, vocabulary &
grammar
Discuss the setting of the poem
Collect words to describe the setting
Guided & Independent Group Work
W9 to use alternative words and expressions which are more accurate or interesting than the common choices
KAOL:
So Co
KAOL:
So Co
KAOL:
So Co
Plenary
Share the ways the
stories have been
Page 1 of 5
© Berrygrove Primary and Nursery School
2
3
4
5
story/poem based on the title.
Discuss the book – what age group do
they believe the story is aimed at based
on the cover, blurb etc
T9 to recognise how certain types of
texts are targeted at particular readers;
to identify intended audience
– the village

before the wasps arrive

after the wasps arrive
Would you use different adjectives
once the danger arrived?
The Space Cadet
Select stories designed for children
where multiple options are available
at the end of each section.
Discuss who these books are aimed
at and their popularity.
T8 to review a range of stories,
identifying, e.g. authors, themes or
treatments;
Show another example of the
multiple choice options books.
Ask the children to predict what the
text inside looks like.
Discuss life choices.
Drama activities in groups 6 basic
cards ‘The walk to school’ as each
thing is met our two characters
make choices about what to do –
how would the walk to school
change if different choices were
made?
The Space Cadet
Continue to read the story designed
for children where multiple options
are available at the end of each
section.
T8 to review a range of stories,
identifying, e.g. authors, themes or
treatments;
Space Fleet
Continue to read the story designed
for children where multiple options
are available at the end of each
section.
T8 to review a range of stories,
identifying, e.g. authors, themes or
treatments;
LIBRARY VISIT DAY
T9 to recognise how certain types
of texts are targeted at particular
readers; to identify intended
audience, e.g. junior horror stories;
Research the books in the library.
Find collections of books aimed a
particular audiences – publishers
logos etc
MAIN TASK
A small change in the title changes your
expectation of the story – now how should
our new story end?
Working collaboratively as pairs –
Discuss the way they want the story to end
to tie up all loose ends – sandwich, giant
and village
KAOL:
So Co En Re
MAIN TASK
Use of apostrophes
S2 to use the apostrophe accurately to
mark possession through:

understanding basic rules for
apostrophising singular nouns, e.g.
the man’s hat; for plural nouns
ending in ‘s’; e.g, the doctors’ surgery
and for irregular plural nouns, e.g.
men’s room, children’s playground;

distinguishing between uses of the
apostrophe for contraction and
possession;
SUPPORTED TASK
Discuss with OA discuss each page and
how it would be written if it were not a
poem and it was a giant that the sandwich
was being made for.
Adult to scribe and children to illustrate.
How would they draw the new story to a
conclusion?
KAOL:
So Co En Re
SUPPORTED TASK
Using the apostrophe for contraction
Give the groups the large table sized
mat/map for the story and the cut
out characters.
Discuss the key elements and the
possible endings story making cards.
Review the fact that they are not
and must not write the whole story –
this is one or two possible events
from the story to write on cards.
Review the punctuation which was
not desirable from yesterday.
Consider the use of full stops and
capital letters plus commas for
KAOL:
So Co
STORY WRITING aim or two events in
each writing session
Upon leaving the house the children could
go north (left) away from school – where
might this lead and why go there
Examine the out side of books and
blurbs for evidence of the audience
the books were written for.
Does the content of the text support
this?
Look for vocabulary which is
unfamiliar in books aimed at younger
readers in the fiction section – does
this happen?
KAOL:
So Co En Re
MAIN TASK
KAOL:
So Co
Continue story writing select one of the
events cards not already used on the table
and continue the story
W9 to use alternative words and
expressions which are more accurate etc
Using the collaborative learning resource on
adjectives
EXTENSION TASK
Working in a larger group 4’s agree and
collaborate on the story ending having
reached an agreement on their ending
record the ending individually in books
ended. Which endings
drew together all the
loose ends from the
re-worked story?
KAOL:
So Co En Re
EXTENSION TASK
Using the more challenging sheet including
irregular nouns and distinguishing between
the uses of apostrophes.
Children look through
their reading books
looking for
apostrophes then
share some examples
of the apostrophe in
action.
KAOL:
So Co
STORY WRITING supported group
could dictate their ideas and be
supported in the production of the
writing
Upon leaving the house the children could
go north (left) away from school – where
might this lead and why go there
KAOL:
KAOL:
So Co
STORY WRITING extension group to
consider their use of adjectives and
adverbs as well as the punctuation
requriements
Upon leaving the house the children could
go south (right) towards the school –
where might this lead and why go there
KAOL:
Share some of the
story starts and
discuss what might
happen next in their
story.
Continue story writing select one of the
events cards not already used on the table
and continue the story
Continue story writing select one of the
events cards not already used on the table
and continue the story
KAOL:
So Co En Re
SUPPORTED TASK
Use the KS1 Connect 4 task work with OA
KAOL:
So Co En Re
EXTENSION TASK
Work independently without adult support
to collaboratively improve the words in the
connect 4 grid.
http://www.primaryresources.co.uk/online/
apostrophes/index.html
Share the next parts
of the story.
Did anyone take their
characters somewhere
unexpected?
Discuss the adjective
improvements and
how easy it is to work
collaboratively.
Page 2 of 5
© Berrygrove Primary and Nursery School
6
The Book of Letters
Continue to read the story designed
for children where multiple options
are available at the end of each
section.
T8 to review a range of stories,
identifying, e.g. authors, themes or
treatments;
What did you notice about ‘The Book
of Letters’?
Why would a book be written this
way?
Could we write an apostrophes
page?
The apostrophes rule? What should
it say?
KAOL:
So Co
KAOL:
So Co
KAOL:
So Co
Continue story writing select one of the
events cards not already used on the table
and continue the story
Continue story writing select one of the
events cards not already used on the table
and continue the story
Continue story writing select one of the
events cards not already used on the table
and continue the story
COMPREHENSION DAY
Discuss answering questions fully
Display the simple paragraph and
discuss questions which could be
asked about it and how the answers
could be written
KAOL:
So Co
KAOL:
So Co
KAOL:
So Co
MAIN TASK
Focus on Comprehension
Comprehension Book 1
UNIT 18
Hot Dog Harris
SUPPORTED TASK
Focus On
Writing Composition
Starter
Unit 2 Patterns in Stories
Layla’s bike
EXTENSION TASK
Focus on Comprehension
Comprehension Book 2
UNIT 8
Tim the Trumpet
Discuss the concept of treatment of
the content in the books by Michael
Thomson
Show and discuss the sheet on
themes – review the book being
read as class or groups identifying
other books by this author the
treatment of the subject and the
themes which can be found
MAIN TASK
Read as class or groups
Independently or supervised
Expect the groups to be able to discuss the
themes independently
7
GROUP READING DAY
8
T8 to review a range of stories,
identifying, e.g. authors, themes or
treatments;
Share the stories now
they are finished and
the reasons why
multiple choice stories
are popular with early
readers
Share the
comprehension
answers and discuss
what kind of stories
each were and any
aspects of theme or
subject treatment they
had discovered.
Discuss how the
discussions had gone
–
Popular authors and
their treatment of
subjects or themes
inside the stories.
Page 3 of 5
© Berrygrove Primary and Nursery School
T8
T9
to review a range of stories, identifying, e.g. authors, themes or treatments;
to recognise how certain types of texts are targeted at particular readers; to identify intended audience, e.g.
junior horror stories;
Theme
What does the story mean to you?
Does the author have a big idea or message
to share?
Is the theme of this book similar to themes
in other stories you’ve read?
Tell about them.
 What have you learned from reading this
story?
 What does the story make you think
about? How does it relate to your life and
experiences?
 Does it help you understand anything
about the world you live in?
How will you know if your group has been successful in Group Reading
Time?
 You will have read together co-operatively.
 Used a variety of strategies to solve unfamiliar words – and logged
the words in your reading journal.
 Discussed the theme saying what the story means to you, if the
author is sharing a big idea or hoping you will get a particular
message.
 You should also talk about other books you have read that had this
kind of theme and how it relates to your life and experiences andPage 4 of 5
© Berrygrove Primary and Nursery School
your understanding of the world.
2A
2B
David and Amy left the house and turned left David and Amy left the house and turned right
3A
WALKED TO THE
PARK ON THE WAY
TO SCHOOL
4A
BEGAN
TO PLAY
AND
FORGOT
THE TIME
3B
WALKED TO THE
ALLEY TO TAKE A
SHORT CUT
3C WERE WALKING
3D
ALONG WHEN THEY SAW WERE WALKING WHEN
A MAN WITH A DOG
THEY NOTICED THEY
HAD
FORGOT TEN THEIR
HOMEWORK
4B
4C
4D
4E
4F
4G
4H
LOOKED WALKED COULD
WERE
WENT TO
DECIDED
DECIDED
OVER
QUICKLY HEAR A
WORRIED STROKE THE TO GO
NOT TO GO
THE HILL BESIDE
SOUND
BY THE
DOG AND….. BACK TO
BACK FOR
AND
THE
BEHIND
DOG
GET THE
THE
SAW…
WALL…. THEM AS …………..
HOMEWOR HOMEWOR
THEY…
K BUT…..
K AND
5P Walked to school inventing
different reasons why they
hadn’t remembered their
homework
5O Didn’t want to be late for
school
but walked on safely to
school
5N Their Mum was surprised to
see them back and decided
she would…….
5M When they got back to the
house they found that no-one
was there so …
5L Were worried about being
late for
school so didn’t …………….
5K Spent a long time
stroking the dog
and didn’t realise how much
time had passed so
………………..
5J Were worried by the dog but
the
helpful owner ……………
5I Were so frightened by the
dog and
its owner that they ran ……….
5H Were suddenly grabbed by
…………..
5G Looked behind to see who
or what it was then rushed
………..
5F Decided to climb over the
wall to ……..
5E Left the alley and went
quickly to school through the
underpass ………..
5D Were attacked by the park
trolls
and were ………………
5 C Reacted to the thing they
saw
and went to tell …………..
5B Decided to stay in the park
and play
until home time doing……………
5A Rushed to get to school on
time
crossing the stream by the
bridge
T12 to collaborate with others to write stories in chapters, using plans with particular audiences in mind.
This is the plan which shows where the story is going. Your job is to write about each part of David and Amy’s possible adventure.
You will know if you have done a good job if you have:
1. Described the characters and settings
2. Used good punctuation . , and “ …….” 3. Included at least one simile
Page 5 of 5
© Berrygrove Primary and Nursery School