Low Road and Windmill Music Federation
Literacy Planning
Information
Year 5/6
Genre: instructions
Week Beginning: 1.12.14
Literacy links across curricular
topics:
Extreme Earth – Geography
Weather systems – describing
weather
SMSC:
Word
Considerate
Communicates
Challenges
Chooses
Considers
Concludes
Collaborates
Connects
Curious
Confident
Creates
Culturally Aware
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.
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
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]
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]
To be able to use a range of different connectives accurately.
To be able to use a range of sentence lengths and types, including simple,
compound and complex sentences.
To be able to open sentences in a variety of ways.
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):
Devices to build cohesion within a paragraph [for example, then, after that,
this, firstly]
Text
MA group 1
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
Alysha
Kenzi pp
Kyle pp
Levi pp
Cody pp
Layout devices [for example, headings, sub-headings, columns, bullets, or
tables, to structure text]
To make sure that the audience and purpose of my writing is clear.
To be able to create a clear picture in the reader’s mind using elaborate
descriptive and technical vocabulary.
Group 2
Harry
Connor pp
Keigan pp
Kian pp
Lennon pp
Lily pp
Brackets, dashes or commas to indicate parenthesis
Punctuation
Use of commas to clarify meaning or avoid ambiguity
To use speech marks to denote speech, and begin to use some other speech punctuation.
Group 3
Chloe pp
Esmenia
Summer pp
Tia pp
Mohamed Bradley pp
Learning Objective
Connection/
Introduction
Activation
Teaching
Learning
Spelling Focus:
To identify key features of
instructional texts
Read an eg of an inst. Text
Reflection
Session 1:
3 groups, 3 adults write intro
What is the purpose / audience?
Go through writing overview plan in ch.
Books
Homework:
Read text again, can we identify features
in the text we will be learning?
Lit genre PP instructions
Reflection
Go through PP and annotate on text
feature located
Introduce unit of work
How to catch an ogre
Read
Read again and highlight key features
Put into new context
Monsters inc
Watch clip
Watch clip again
Plan how to catch the monster that’s living
under my bed
Reflection
Read ogre eg and do the same
3 guided groups write instructions
Reflection
Session 2:
Write introduction
Demo into shared
Look at eg of instructions and recap and
locate key features
Session 3:
Children write in 3 guided groups
Reflection
Important note – closing
Read
Demo write
Homework:
Session 4:
To answer SAT style Q
inference
Reading book 3
saved
3 guided groups
Reflection
Homework:
Session 5:
Reflection
Homework: