Gunter Primary School – Planning for English / Literacy
Year 4
Narrative Unit 3 – Stories from other cultures (3 weeks)
Link - http://nationalstrategies.standards.dcsf.gov.uk/node/20444
Enquiry
Resources
Prior learning

Key aspects of learning
Evaluation
Social skills
Communication
Objectives - In order that children make effective progress in core skills across the year, it is important that these Strands are planned for in
every unit:
Strand 5 – Word Recognition: decoding (reading) and encoding (spelling) at KS1
Strand 6 – Word Structure and Spelling at KS2.
Strand 11 – Sentence Structure and Punctuation at both key stages.
These are in addition to the Objectives listed below.
Strand
1. Speaking
2. Listening / responding
4. Drama
5. Word recognition: decoding (reading)
and encoding (spelling)
Most children will learn to:
 Use and reflect on some ground rules for sustaining talk and interactions
 Identify how talk varies with age, familiarity, gender and purpose
 Create roles showing how behaviour can be interpreted from different viewpoints
 Recognise and use alternative ways of pronouncing the graphemes already taught
 Recognise and use alternative ways of spelling the graphemes already taught
 Identify the constituent parts of two-syllable and three-syllable words to support the
application of phonic knowledge and skills
 Recognise automatically an increasing number of familiar high frequency words
 Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar
words that are not completely decodable
 Read more challenging texts which can be decoded using their acquired phonic knowledge
and skills, along with automatic recognition of high frequency words
 Read and spell phonically decodable two-syllable and three-syllable words
6. Word structure and spelling
 Spell new words using phonics as the prime approach
 Segment sounds into their constituent phonemes in order to spell them correctly
 Recognise and use alternative ways of spelling the graphemes already taught
 Use knowledge of common inflections in spelling, such as plurals, -ly, -er
 Read and spell phonically decodable two-syllable and three-syllable words
7. Understanding and interpreting texts
8. Engaging with and responding to texts
9. Creating and shaping texts
 Identify and summarise evidence from a text to support a hypothesis
 Deduce characters' reasons for behaviour from their actions and explain how ideas are
developed in non-fiction texts.
 Explain how writers use figurative and expressive language to create images and
atmosphere
 Read extensively favourite authors/genres and experiment with other types of text
 Interrogate texts to deepen and clarify understanding and response
 Explore why and how writers write, including through face-to-face and online contact
with authors
 Independently choose what to write about, plan and follow it through
 Convey information and ideas in simple non-narrative forms
 Create short simple texts on paper and on screen that combine words with images and
sounds
10. Text structure and organisation
11. Sentence Structure and Punctuation
 Organise texts into paragraphs to distinguish between different information, events or
processes.
 Use commas to mark clauses and the apostrophe for possession
Stories from other cultures (3 weeks)
Overview

Read a short story from another culture. Identify expressive and descriptive language to describe unfamiliar setting. Look at the
organisation of the story and research background information, for example about the country where the story is set. Discuss
characters: compare customs, beliefs, etc., with children's own. Record responses to story in a journal.

Begin to read another story, for example from a different culture but with a similar theme. Pause at a key point in the story and discuss
children's predictions about how the main characters will act. Do they think that the setting has an effect on their actions? Would they
act in the same way?

Note ideas in a journal. Demonstrate how to use evidence from the text to support a point of view.

Finish reading the story and compare predictions. Note responses to whole story in journal and discuss ways in which their response
has changed whilst reading the book.

Select a character from one of the stories. Demonstrate how to devise questions to ask that character. Pairs work in role to interview
characters, to explore their motives and behaviour. Talk about making deductions based on evidence from the text and responding
imaginatively.

Children devise their own interview questions and are interviewed in role by a partner. Explore different types of talk, for example
differences between characters of different ages, formality of interview questions compared to chatting to a friend. Review what they
have learnt about the characters
Gunter Primary School – Planning for English / Literacy
Teacher :
Theme –
Narrative Unit 3
– Stories from
other cultures
1/3wks
Monday
Tuesday
Wednesday
Thursday
Friday
Support Staff :
Whole Class – Shared
reading / writing
-ORPhonics / Spelling /
Vocabulary / Grammar
Term :
Week beginning :
Group 1 -
Group 2 -
Group 3 -
Group 4 -
SEN
Low / middle
High / Middle
High
Plenary
Gunter Primary School – Planning for English / Literacy
Teacher :
Theme –
Narrative Unit 3
– Stories from
other cultures
2/3wks
Support Staff :
Whole Class – Shared
reading / writing
-ORPhonics / Spelling /
Vocabulary / Grammar
Term :
Week beginning :
Group 1 -
Group 2 -
Group 3 -
Group 4 -
SEN
Low / middle
High / Middle
High
Plenary
Monday
Tuesday
Wednesday
Thursday
Friday
Gunter Primary School – Planning for English / Literacy
Teacher :
Theme –
Narrative Unit 3
– Stories from
other cultures
3/3wks
Monday
Tuesday
Support Staff :
Whole Class – Shared
reading / writing
-ORPhonics / Spelling /
Vocabulary / Grammar
Term :
Week beginning :
Group 1 -
Group 2 -
Group 3 -
Group 4 -
SEN
Low / middle
High / Middle
High
Plenary
Wednesday
Thursday
Friday
Gunter Primary School – Planning for English Extension Sessions
AF1 – ‘Use a range of strategies, including accurate decoding of text, to read for
meaning’.
AF3 – ‘Deduce, infer or interpret information, events and ideas from text.
AF5 – ‘Explain and comment on writers’ use of language, including grammatical
and literary features at word and sentence level.’
AF7 – ‘Relate texts to their social, cultural and historical contexts and literary
traditions.
AF2 – ‘Understand, describe, select or retrieve information, events or ideas from
text and use quotation and reference to the text.’
AF4 – ‘Identify and comment on the structure and organisation of texts, including
grammatical and presentational features at text level.
AF6 – ‘Identify and comment on writers’ purposes and viewpoints and the overall
effect of the text on the reader.
Indicate – Home reading text : Guided reading text and Key AF : Follow-up work : Handwriting / other
Group A
Monday
Tuesday
Wednesday
Thursday
Group B
Group C
Group D
Friday