Low Road and Windmill Music Federation
Literacy Planning
Information
Year 5/6
Genre: story week 2
Week Beginning:
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):
Text
MA group 1
Alysha
Kenzi pp
Kyle pp
Levi pp
Cody pp
Devices to build cohesion within a paragraph [for example, then, after that,
this, firstly]
Spelling Focus:
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
ough
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
To use inverted commas to
punctuate direct speech
Re visit writing plan and objectives and
where we are up to with the story
Children to work in three groups all with adult support
Reflection
Session 1:
Recap story plan
Read and analyse children’s opening
paragraph
Homework:
To find an image of a building the characters need to take shelter in
and create a word bank
Demonstration into shared writing
Reflection
Refer to plan – next section
In the woods with friends, storm breaks,
need to find shelter
Focus on dialogue between the 2
characters and how you can give away
information about their personalities
All groups to write the description of the outside of the shelter
What effect has the author created?
How have they done this?
Look at the vocabulary, simile etc
Demonstration into shared writing
Use of figurative language to create an
Effect
Repeat at end of session but focus on the
inside of the building
Homework:
Explain assessment task – show planning sheet
Children to look at door and plan what may be inside
Reflection
To use figurative language
Synonyms
Simile
Alliteration
repetition
Reflection
Session 2:
Review Harwell Hall teach how to use
inverted commas to punctuate direct
speech and by what and how they say
things you can give clues
Read the Description of Harwell Hall
Session 3:
Assessed writing task
It’s a mystery
Review the assessed writing task
Review homework
Show children some egs of children’s
work and mark scheme
Assessed writing task
Generate a list of key features to include
Homework:
Speaking and listening / drama
Reflection
Look at the door
Hot seat Ali
Generate a list of Q to ask character,
paired talk into freeze frames, conscience
ally, hot seating
Planning time
Session 4:
Reflection
Homework:
Session 5:
Reflection
Homework: