Low Road and Windmill Music Federation
Literacy Planning
Information
Year 4
Genre: Non-Chronological
reports / Biography
Week Beginning: 05.01.15
Literacy links across curricular
topics:
Handwriting
Science – Describing the water
cycle
- Identifying different
types of rock
SMSC:
Word
Considerate
Communicates
Challenges
Chooses
Considers
Concludes
Collaborates
Connects
Curious
Confident
Creates
Culturally Aware
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]
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
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]
To build on their selection of openers to begin sentences and
connectives to extend sentences: eg use ‘because’, ‘if’, ‘although’
and ‘when’ securely, and experiment with ‘before’ and ‘after’.
To be able to use ‘Soon’, ‘After that’ and ‘Last’ securely as openers,
and experiment with ‘Last time’, ‘Also’, ‘After’ and ‘Another thing’.
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.]
To begin to vary the length of sentences.
Speaking and Listening
Focus:
Speaking
8 The range should include:
a reading aloud
b presenting to different audiences
c extended speaking for different
purposes.
Listening
9 The range should include
opportunities for pupils to listen to:
a live talks/readings/presentations
b recordings [for example, radio,
television, film]
c others in groups.
Group discussion, debate and
interaction
10 The range of purposes should
include:
a investigating, selecting, sorting
b planning, predicting, exploring
c explaining, reporting, evaluating.
Drama activities
11 The range should include:
a improvisation and working in role
b scripting and performing in plays
c responding to performances.
Group NC Levels, PP Children and More Able (MA):
Ironman (HA) – Lily Turner 3A, Declan Blackley
3B+ (PP), Macy Torrence 3B+ (PP), Honey-Lily
3B+ (PP), Hollie Mills 3B+ (PP), Matthew Shevill
3B+ (PP).
Text
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]
To produce a structured text with a beginning, middle and end.
Create settings, characters and plot
Captain America (HA) – Ben Dean 3B, Jason
Brook 3B (PP), Alfie Corrigan 3B, Jason Gomes
3B (PP), Rahul Kirbakaran 3B, Maciej Goldyn 3B
(PP),
To structure writing with clear opening and closing statements
Appropriate choice of pronoun or noun within and across sentences to aid
cohesion and avoid repetition
To begin to identify the features associated with different types of writing
and include these in their writing.
Thor (MA)– Kenzo Tagne 3C+ (PP), Harry Taylor
3C+ (P), Terry-James Ward 3C+ (PP), Leah
Squires 3C+ (P).
Incredible Hulk (LA) – Oliver Leadill 3C (PP),
Jake Stephenson 3C, Joseph Makintewa 2A+
(PP), Lewis Gale 2A+, Tia-Jade Cowburn 2A+
(PP)
Spiderman (LA) – Darcy Hughes 2A+ (PP), Kia
Keith 2A (PP), Millie Mae Foster 2A. Erica Hardy
2B+ (PP)
Introduction to paragraphs as a way to group related material
Punctuation
Construct sentences consistently using capital letters, full stops, commas to
separate items in a list, exclamation marks and question marks.
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]
Connection/
Introduction
Activation
Spelling Focus:
A focus on the NC14 word list
for Year 4.
To be taught as one whole
group.
Words chosen in alphabetical
order.
Phonics tracking to begin this
week.
extreme
famous
favourite
February
forwards
fruit
grammar
group
guard
guide
Writing of report not
done due to timetabling
changes during the
week.
Teaching
Starter - Synonyms
Quick re-cap on features of non chron
report.
Show chd a non-chron report.
In mixed ability pairs, chd are to add
features that are needed.
Learning
Chd to work independently on writing their non-chron report,
using their planning sheets as guidance.
HA – At least 4 paragraphs, with at least 2 complex sentences in each.
MA – As HA prompts.
LA+ – At least 3 paragraphs.
LA - Guided group. At least 3 paragraphs.
Reflection
Non –
Chronologic
al report
Learning Objective
Writing a nonchronological report.
Reflection
Session 1:
Diagrams with whichever paragraph they choose.
Using questioning to
generate information.
Starter – identify the “6W’s” and use them
in a question.
Homework: Learn spellings for test on Thursday.
Sit chd in mixed ability pairs. Use writing frame sheet to make
notes of answers on.
Biography
Chd will make notes of the answers to questions posed.
EXT – Chd to create their own questions to boost information for the
biography and generate interest for the reader.
Show chd a video clip of an interview.
What are the questions being asked?
What words are being used?
Reflection
Introduce our new topic of biography.
Discuss the difference between biography
and autobiography. Ask how we can find
out information, apart from using books
and the internet: Questioning.
Reflection
Session 2:
Chd will be given a list of questions to ask
a partner - model role play of interviewing.
Session 3:
Writing a biography
Chd to write biography of classmate they interviewed yesterday,
in their books.
Show and read a biography of a famous
person (David Beckham). Ask chd to pick
out the key features. Discuss the
language features and layout of the text.
HA – RE support, use of more complex sentences.
MA – Independent. Focus on correct structure and use of paragraphs.
LA + - Same as MA
LA – JP support. Focus on correct tense and paragraph use.
Biography
Reflection
Model role play of questioning with JP and
model note taking of the answers.
Starter – Have the chd write down a
definition of biography and autobiography.
Shared write the opening of a biography.
Session 4:
Starter – Improve the sentences. Focus
on compound sentences; use of
connectives.
Chd to work as a guided group and answer questions related to the
text.
Reflection
Comprehens
ion
Answering inference
questions.
Continue our “Text Dectives” work from
the Scholastic books.
I will model correct answers on the board.
Homework: Research a famous sportsperson and answer the
questions on the sheet in full sentences. EXT – Can they think of other
questions that could be answered?
Session 5:
Reflection
Homework: