Year 4
English Curriculum
2014 / 2015
Medium-term planning Summer 2: Rainforests
Overview
Word Reading
● At this stage, teaching
comprehension should be taking
precedence over teaching word
reading directly. Any focus on
word reading should support the
development of vocabulary.
● When children are taught to
read longer words, they should
be supported to test out
different pronunciations. They
will attempt to match what they
decode to words they may have
already heard but may not have
seen in print.
Comprehension
Week 1
YEAR 4
6
weeks
● When using non-fiction,
children should know what
information they need to look
for before they begin and be
clear about the task. They
should be shown how to use
contents pages and indexes.
● Children should have guidance
about the kinds of explanation
and question that are expected
from them. They should help to
develop, agree on, and evaluate
rules for effective discussion. The
expectation shouldbe that all
children take part.
● Children should be taught to
recognise themes in what they
read. They should also learn the
conventions of different types of
writing, such as the greeting in
letters or the use of
presentational devices such as
numbering and headings in
instructions.
Learning Objectives to be covered
● To apply their growing knowledge to understand the
meaning of new words.
● To retrieve and record information from non-fiction.
● To identify main ideas drawn from more than one
paragraph and summarise them.
● To listen to and discuss a wide range of fiction and nonfiction texts.
● To read books structured in different ways and read for a
range of purposes.
● To use dictionaries to check the meaning of words that
they have read.
● To check that the text makes sense to them,
discussing their understanding and explaining the
meaning of words in context.
● To use the first two or three letters of a word to check its
spelling in a dictionary.
● To discuss writing similar to that which they are planning
to write.
● To draft and write non-narrative material, using simple
organisational devices.
● To plan their writing by discussing and recording ideas.
Resources
(suggested)
http://ww
w.develop
menteduca
tion.ie/teac
h...eamPlanetBlueTheme1.pd
Research
on the
internet.
Assessment
For assessment of reading, refer to
Assessing Pupil Progress: Gathering
Evidence in Reading
Can produce entries for a
travel guide using research.
Comprehension
● When using non-fiction,
children should know what
information they need to look
for before they begin and be
clear about the task. They
should be shown how to use
contents pages and indexes.
Week 2
● Children should have guidance
about the kinds of explanation
and question that are expected
from them. They should help to
develop, agree on, and evaluate
rules for effective discussion. The
expectation should
be that all children take part.
● Children should be taught to
use the skills they have learned
earlier and continue to apply
these skills to read for different
reasons, including for pleasure,
or to find out information and the
meaning of new words.
● Children should be taught to
recognise themes in what they
read. They should also learn the
conventions of different types of
writing, such as the greeting in
letters or the use of
presentational devices such as
numbering and headings in
instructions.
Transcription
● Children should learn to
spell new words correctly and
have plenty of practice in
spelling them
● As in Years 1 and 2, children
should continue to be supported
in understanding and applying
the concepts of word structure
(see Appendix 2).
● Dictionaries are not useful
for children who cannot yet
spell, since these children do
not have sufficient knowledge
of spelling to use them
efficiently.
● Children should be using
joined handwriting throughout
● To retrieve and record information from non-fiction.
● To identify how language, structure, and presentation
contribute to meaning.
● To draft and write non-narrative material, using simple
organisational devices.
● To discuss writing similar to that which they are
planning to write in order to understand and learn
from its structure, grammar and vocabulary.
● To 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.
● To use the first two or three letters of a word to check its
spelling in a dictionary.
● To discuss books they have read and listened to, taking
turns to share thoughts.
● To compose and rehearse sentences orally.
http://ww
w.develop
menteduca
tion.ie/teac
h...eamPlanetBlueTheme1.pd
For assessment of reading, refer
to Assessing Pupil Progress:
Gathering Evidence in Reading
Can contribute to a campaign and
debate.
Can plan a web page and poster.
Week 3
Composition
● Children should be taught to
recognise themes in what they
read. They should also learn the
conventions of different types of
writing, such as the greeting in
letters or the use of
presentational devices such as
numbering and headings in
instructions.
Transcription
● Children should learn to
spell new words correctly and
have plenty of practice in
spelling them
● As in Years 1 and 2, children
should continue to be supported
in understanding and applying
the concepts of word structure
(see Appendix 2).
● Dictionaries are not useful
for children who cannot yet
spell, since these children do
not have sufficient knowledge
of spelling to use them
efficiently.
● Children should be using
joined handwriting throughout
their independent writing.
Handwriting should continue to be
taught, with the aim of increasing
the fluency with which children
are able to write down what they
want to say. This, in turn, will
support their composition and
spelling.
● To revise all of the handwriting curriculum objectives in
Years 3–4.
● To discuss writing similar to that which they are planning
to write.
● To plan their writing by discussing and recording ideas.
● To assess the effectiveness of their own and others’ writing
and suggest changes.
● To propose changes to grammar and vocabulary to
improve consistency.
● To proofread for spelling and punctuation errors.
● To use a wider range of conjunctions and include more
clauses in a sentence.
● To use the perfect form of verbs to mark relationships of
time and cause.
● To use fronted adverbials, followed by commas to indicate
grammatical features.
● To choose nouns or pronouns appropriately for clarity and
cohesion
The
Vanishing
Rainforest
by Richard
Platt, Rupe
rt van Wyk
For assessment of reading, refer
to Assessing Pupil Progress:
Gathering Evidence in Reading
Can write a diary entry with
appropriate handwriting.
Week 4
Composition
● Children should continue
to have opportunities to write
for a range of real purposes
and audiences as part of
their work across the
curriculum. These
purposes and audiences should
underpin the decisions about the
form the writing should take.
● Children should understand,
through being shown, the skills
and processes that are essential
for writing: that is, thinking
aloud to explore and collect
ideas, drafting, and re-reading
to check their meaning is clear,
including doing so as the writing
develops. Children should be
taught to monitor whether their
writing makes sense, checking
at different levels.
● Grammar should be taught
explicitly: children should be
taught the terminology and
concepts set out in Appendix 2,
and be able to apply them
correctly to examples of real
language.
● Children should start to learn
about some of the differences
between Standard and nonStandard English and begin to
apply what they have learned.
● To apply their growing knowledge to understand the
meaning of new words.
● To listen to and discuss a wide range of fiction and nonfiction texts.
● To increase familiarity with a wide range of books and
retell some of these orally.
● To discuss words and phrases that capture the reader’s
interest and imagination.
● To use dictionaries to check the meaning of words that
they have read.
● To check that the text makes sense to them,
discussing their understanding and explaining the
meaning of words in context.
● To draw inferences from details stated and implied and
justify them with evidence.
● To read books structured in different ways and read for a
range of purposes.
● To understand how to use further prefixes and suffixes
(Appendix 1).
● To revise all of the grammar and punctuation curriculum
objectives in Year 3–4.
● To ask questions to improve their understanding of a text.
● To identify main ideas drawn from more than one
paragraph and summarise them.
The Great
Kapok
Tree: A
Tale of the
Amazon
Rain
Forest
Lynne
Cherry
The
Shaman's
Apprentice:
A Tale of
the Amazon
Rain Forest
Lynne
Cherry
For assessment of reading, refer
to Assessing Pupil Progress:
Gathering Evidence in Reading
Can respond to a short story.
Can use grammar, punctuation
and spelling conventions.
Week 5
Composition
● Children should continue
to have opportunities to write
for a range of real purposes
and audiences as part of
their work across the
curriculum. These
purposes and audiences should
underpin the decisions about the
form the writing should take.
● Children should understand,
through being shown, the skills
and processes that are essential
for writing: that is, thinking
aloud to explore and collect
ideas, drafting, and re-reading
to check their meaning is clear,
including doing so as the writing
develops. Children should be
taught to monitor whether their
writing makes sense, checking
at different levels.
● Grammar should be taught
explicitly: children should be
taught the terminology and
concepts set out in Appendix 2,
and be able to apply them
correctly to examples of real
language.
● Children should start to learn
about some of the differences
between Standard and nonStandard English and begin to
apply what they have learned.
● To discuss writing similar to that which they are planning
to write.
● To organise paragraphs around a theme.
● To use and understand the terminology in Appendix 2
accurately and appropriately.
● To draft and write narratives, creating settings, characters
and plot.
● To assess the effectiveness of their own and others’ writing
and suggest changes.
● To propose changes to grammar and vocabulary to
improve consistency.
● To proofread for spelling and punctuation errors.
● To compose and rehearse sentences orally.
● To plan their writing by discussing and recording ideas.
● To revise all of the grammar and punctuation curriculum
objectives in Year 3–4.
The Great
Kapok
Tree: A
Tale of the
Amazon
Rain
Forest
Lynne
Cherry
The
Shaman's
Apprentice:
A Tale of
the Amazon
Rain Forest
Lynne
Cherry
For assessment of reading, refer to
Assessing Pupil Progress:
Gathering Evidence in Reading
Can plan, draft, edit and write a
short story using paragraphs.
Week 6
Comprehension
● Children should continue
to have opportunities to listen
frequently to stories, poems,
non-fiction and other writing,
including whole books and not
just extracts, so that they
build on what was taught
previously. In this way, they
also meet books and
authors that they might not
choose themselves. They
should also have opportunities
to exercise choice in selecting
books.
● To apply their growing knowledge to understand the
meaning of new words.
● To listen to and discuss a wide range of fiction and nonfiction texts.
● To prepare poems and playscripts to read aloud and to
perform.
● To recognise some different forms of poetry.
● To discuss words and phrases that capture the reader’s
interest and imagination.
● To spell further homophones.
● To understand how to use further prefixes and suffixes
(Appendix 1).
● To spell words that are often misspelled.
● To discuss writing similar to that which they are planning
to write.
http://ww
w.dltkkids.com/c
rafts/arbor
day/trees_
poem.htm
http://mat
hstory.com
/Poems/lib
rarypoems
/treestrees
.aspx#.U1
we_PldXIs
http://ww
w.blackcat
poems.com
/t/tree_po
ems.html
For assessment of reading,
refer to Assessing Pupil
Progress: Gathering Evidence in
Reading
Can perform poetry using sound to
create atmosphere.
Can write an animal poem.