Low Road and Windmill Music Federation
Literacy Planning Information
IT:
Theme: Non- Fiction
Grammar Focus:
Internet
Presenting
Text and Graphics
Term: Autumn 1
Week Beginning: 5.10.15
Literacy links across curricular topics
SMSC:
History – Castles, Knights and Dragons
Considerate
Communicates
Challenges
Chooses
Considers
Concludes
Collaborates
Connects
Curious
Confident
Creates
Culturally Aware
Group ability levels and Pupil Premium children (P):
Fantastic
Four (HA)
Brody ELGs
Catlin 1b
Harley 1b
Dylan ELGs
Maceyella
ELGs
Sally ELG
Skyla
The Amazing
Avengers (HAMA)
Ava ELGd
Mufudzi ELGd
Arian ELGs
Jessie ELGd
Gracey ELGd
Scarlett ELG
Excellent
X-Men (MA)
Jayden ELGd
Kievan Fd
Divine ELGd
Josh
Aristote
The
Astonishing
Agents of
S.M.A.S.H
(LA/SEN)
Poppy- Mae Es
Harvey Es
Ryszard Fb
Patryk Es
McKenzie Fb
Mayson Fb
Great
Guardians
of the
Galaxy
(LA)
Diego Fd
Layla ELGb
Joshua Fb
Mason Fs
Zak Fd
Grammatical
terms/word classes
Nouns
Verbs
Adjectives
Connectives
Pronouns
Adverbs
Prepositions
Articles
Features of sentences
Statements
Questions
Commands
Standard English
Complex sentences
Tense agreement
Subject–verb agreement
Double negatives
Use of ‘I’ and ‘me’
Clauses
Phrases
Subordinating connectives
Formal / informal
Contractions
Vocabulary
Punctuation
Word meaning
Vocabulary in context
Concision and precision in
vocabulary
Synonyms
Antonyms
Word groups / families
Prefixes
Suffixes
Singular and plural
Capital letters
Full stops
Question marks
Exclamation marks
Commas in lists
Commas to mark phrases
or clauses
Inverted commas
Apostrophes
Brackets
Ellipses
Colons
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 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.
Spelling Focus:
Homework:
See weekly phonics planning.
Differentiated for 2 groups
Writing facts about castles.
Connection
Starter
Session 1
Grammar
activityconnectives.
Learning
Objective and
Progress
Markers
LO:
To draft a non
fiction text.
Paired
discussion:
recall facts
about
castles.
PM
To make good
progress I will
be able to sort
facts about
castles.
To make
outstanding
progress I will
be able to
write facts
about castles.
Session 2:
Grammar
activityconnectives.
Show
children a
‘drafted’
piece of
writing.
Involve them
in correcting
it.
LO:
To write facts
in sentences.
LO
To make good
progress I will
be able to
complete
sentences
with support
To make
outstanding
progress I will
be able to
write
sentences
independently
Introduction
Activation
Main Input
Teacher
Explain to the children that our aim for the
end of the week is to create our own castle
booklets. Inside we need to write
appropriate facts under the correct
headings.
We will be writing about ‘Castle Defences’
and ‘Inside a Castle’.
Modified
(Less Able)
Main
(Mid Ability)
Children draft their
information pages.
They read given
facts and stick the
correct ones under
each heading.
Children draft their
information pages.
They read given
facts and write the
correct ones under
each heading.
TA
Teacher
Reflection
Extended
(More Able)
(May not be at the
end of session, AfL)
Children draft their
information pages.
They write
appropriate facts
under each heading
on the sheet
provided.
Children check their
work.
Provide a word
bank.
Shared write- using children’s suggestions
model what we could write under each
heading.
TA:
Support less able pupils to access main
input.
Teacher
Show children the castle booklet that they
are going to be completing.
Recap features- front cover, contents etc…
Model how children will use their drafted
piece of work to complete the two
information pages about defence and the
inside of a castle.
Children write the 2
information pages in
their bookletcomplete sentence
starters/ fill in
missing words.
Children write the 2
information pages in
their bookletcomplete sentence
starters/ fill in
missing words.
TA:
Support less able pupils to access main
input.
Teacher:
Support MA pupils. Extend HA pupils.
TA
TA:
Support LA pupils
Children write the 2
information pages in
their booklet.
Children present
their work.
Session 3:
Label
features of a
non fiction
book.
LO:
I can create
and use a
contents page
and index
PM:
To make good
progress I will
know where to
find a
contents/
index and how
to use it.
Session 4:
Word
meaning
activityintroduce a
new wordwhat does it
mean?
To make
outstanding
progress I will
be able to
complete my
own contents/
index page.
LO:
I can use and
write a
glossary.
PM:
To make good
progress I will
know where to
find a glossary
and how to
use it.
To make
outstanding
progress I will
be able to
complete my
own glossary
page.
Teacher
Model how to use a contents page and
index. Look at what you can see on these
pages- layout etc..
Allow children to look at books in pairs and
explore these features- where are they in
the book?
Model completing a contents and an index
for our class booklets.
Children complete
contents and index
in their differentiated
booklet.
Children complete
contents and index
in their differentiated
booklet.
Children complete
contents and index
in their differentiated
booklet.
Children present
their work.
Children complete
glossary page- read
definitions and copy
next to correct word.
Children complete
glossary page-write
definitions.
Look at a dictionarydiscuss purpose
TA
Teacher:
With Main
TA- support LA
TA:
Support LA pupils
Teacher:
Model how to use a glossary. Look at what
you can see on the page- layout etc..
Allow children to look at books in pairs and
explore the features- where are they in the
book? Are they in a particular order?
Model completing a glossary for our class
booklets. Think about meanings of words
and discuss.
Children complete
glossary page- read
definitions and stick
with the correct
word.
Teacher:
With LA
TA: Support LA
TA:
Support HA.
Session 5