Low Road and Windmill Music Federation
Literacy Planning
Information
Year 4/5
Genre: Sentence level work
Week Beginning: 14.9.15
Literacy links across curricular
topics:
SMSC:
Word
Considerate
Communicates
Challenges
Chooses
Considers
Concludes
Collaborates
Connects
Curious
Confident
Creates
Culturally Aware
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]
Converting nouns or adjectives into verbs using suffixes [for
example, –ate; –ise; –ify]
Verb prefixes [for example, dis–, de–, mis–, over– and re–]
To begin to collect and use adventurous words.
To use the correct verb and tense forms.
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.]
To select a range of connectives to join ideas together to form
compound sentences.
To begin to vary the length of sentences.
To experiment with ‘although’, ‘as well as’ and ‘however’ as
connectives and experiment with ‘Although’, ‘After a while’ to open
sentences.
Relative clauses beginning with who, which, where, when, whose,
that, or an omitted relative pronoun
Indicating degrees of possibility using adverbs [for example,
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.
perhaps, surely] or modal verbs [for example, might, should, will,
must]
To use an extended range of connectives and openers
To select the length of sentence to create the necessary effect.
Group NC Levels, PP Children and More Able (MA):
LA - Kieran Smith (PP) 2a, Rhianna Smith
(PP) 2b+, Kaiden Goodall (PP) 2a , Polyana
Duarte 2a, Brooke Sykes (PP) 3c+
Use of paragraphs to organise ideas around a theme
Text
Spelling Focus:
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.
MA - Saffron Winterburn (PP) 3c, Ethan
Stockdale (PP) 2a+, Preston Finnegan 3c+ ,
Jensen Chen 3c, Eman Qader (PP) 3c+
Devices to build cohesion within a paragraph [for example, then,
after that, this, firstly]
MA+ - Holly Howard 3c+, Phoebe Howorth
(PP) 3c+, Lili-Mae Ledger (PP) 3b, Ruby
Gale (PP) 3c+, Harley Telford 3a
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]
HA - Javina Kiona(PP) 3a, Alaina Irving 3b,
Savannah Howarth (PP) 3b, Tracy Masolo 3a
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]
Us Use of commas after fronted adverbials
Brackets, dashes or commas to indicate parenthesis
Use of commas to clarify meaning or avoid ambiguity
To use speech marks to denote speech, and begin to use some
other speech punctuation.
Use of present/past tense
Suffix -ed, -ing, -s, -es
Learning
Objective
To use a range of
interesting
vocabulary to
improve
sentences.
Activation
Teaching
Learning
Introduce the term ‘adjectival phrase’. Explain that
we don’t just have to use a singular adjective to give
details, but we can use a group or words.
Pick a work that chd have suggested and model
writing in a sentence - include use of
adjectives/modifiers/similes.
To use
adverbs/adverbial
phrases in writing.
On the board give a brief outline of a day in the life
of Mr Twit (include silly things to engage the chd e.g.
picking his nose, washing his dirty boxers etc). Chd
should suggest adverbial phrases that could provide
more information about when these are done
MA - Chd use the word list/shared writing to construct a paragraph
describing the Twits. Prompt chd to focus on what the Twits look/smell
like. Chd should attempt to use modifiers in their descriptions.
HA - work with LH initially - challenge chd to use modifiers/similes in
their description.
LA - provide chd with a list of adverbial phrases and the list of Mr
Twit’s day - can the chd construct an interesting sentence using these.
TA to encourage chd to up level sentences by including word/phrases
collected yesterday.
MA - chd to write a paragraph about the day in the life of Mr Twit. They
should use adverbials to provide more detail and should include
words/phrases collected yesterday to further improve sentences.
HA - as above. Encourage chd to use fronted adverbials plus a comma
to further improve sentences.
Reflection
Introduce the term ‘adverbial phrase’ and explain its
job. Show examples on the board and discuss
position in a sentence.
Provide pairs with an extract from ‘The Twits’ - ask
the chd to find/highlight any examples of adverbial
phrases.
LA - guided group - give the chd a selection of simple sentences to
attempt to improve through adding adjectives collected at the
beginning of the session.
Reflection
Session 2:
Paired work - chd pick an adjective and attempt to
include in their own sentence.
Starter - remind chd of the purpose of
verbs/adverbs. Play verb/adverb charades - chd pick
a verb and an adverb out of a bag and act out to the
class.
Chd will create a police profile to describe the Twits.
Reflection
Explain to the chd that Mr and Mrs Twit are wanted
by the police and the police need your help to write a
character profile. What kind of words will we need to
use to provide details about the characters?
Chd work in small groups using thesaurus to compile
a list of adjectives that can describe the pair.
Reflection
Session 1:
Introduction
Session 3:
To use role play to
explore ideas.
Starter - ask chd to think back through tricks the
Twits has played on each other - which do they think
is the best? Why?
Chd to develop a role play to demonstrate their new trick - teacher to
circulate and encourage use of descriptive language/exaggeration as
seen in the text. Made notes of any interesting words/phrases they
come up with to use tomorrow.
Reflection
Discuss with the chd the use of exaggeration to
create humour. Show an extracts of ‘The glass eye’
and ‘Frog’ chapter and ask chd to identify where the
author has made exaggerations to entertain the
reader.
Provide each table with an item (or picture of an item) that could be
used as part of a new trick. Explain to chd that should decide how the
item could be used and what they trick could be. If chd are struggling
provide a list of possible things that they characters could be doing
e.g. Mr Twit washing the car, Mrs Twit spraying perfume.
Get chd to explain to the class what their ideas are.
Session 4:
To use a range of
interesting
language in
writing.
Show the chd a prop and a scenario and explain that
we are going to write a new trick based on these.
LA - work closely with TA - continually encourage chd to use
adjectives/adverbs to add more detail to their writing.
MA - encourage use of adverbial phrases/modifiers that we have used
earlier in the week to improve writing.
HA - as above - challenge chd to use further techniques such as
alliteration/similes to further improve writing.
Session 5:
To answer SATs
style questions
Reading comprehension focusing on SATs style
questions.
Read a text with the chd, discussing the text as we
go.
Read aloud a question to the chd about the text what clue do we have about how much information
is needed to answer the question? Explain that the
number of marks that can be awarded/space left for
answer gives us a big clue about what is expected.
Homework:
As a class answer 2/3 mark SATs style questions.
Get chd to find information in the text to answer the questions and
suggest answers - as class improve answers.
Chd then go on to having a go at questions by themselves.
Reflection
45 minute
lesson
due to In
Harmony
To retrieve
information from a
text
Reflection
Shared writing of how to write up the trick.
Refer to and use techniques that we have looked at
in lessons earlier in the week.
Chd will write up their new trick to include in the Twits.
Practise answering questions from the text as a
class, discussing model answers as we go.