Reading Goal: - Cayley Primary · Web viewWrite next part of story reflecting the giant’s thoughts and feelings about what happens Recognising that sentences must make sense (verbs)

0

MAP OF NATIONAL CURRICULUM GRAMMAR AND SPELLING REQUIREMENTS AS APPLIED TO SFA WINGS TREASURE HUNTS AND WRITING

MODULES

SFA-UK

UNINOT [Company address]

INDEX

PageIntroduction 3Guidance for usage 5Wings 2, Phase 1 Treasure Hunts 7Wings 2, Phase 1 Writing Modules 9Wings 2, Phase 2 Treasure Hunts 10Wings 2, Phase 2 Writing Modules 12Wings 2, Phase 3 Treasure Hunts 13Wings 2, Phase 3 Writing Modules 15Wings 3, Phase 1 Treasure Hunts 16Wings 3, Phase 1 Writing Modules 18Wings 3, Phase 2 Treasure Hunts 19Wings 3, Phase 2 Writing Modules 22Wings 3, Phase 3 Treasure Hunts 23Wings 3, Phase 3 Writing Modules 26Wings 4, Phase 1 Treasure Hunts 27Wings 4, Phase 1 Writing Modules 30Wings 4, Phase 2 Treasure Hunts 31Wings 4, Phase 2 Writing Modules 34Wings 4, Phase 3 Treasure Hunts 35Wings 4, Phase 3 Writing Modules 38Wings 5, Phase 1 Treasure Hunts 39Wings 5, Phase 1 Writing Modules 41Wings 5, Phase 2 Treasure Hunts 42Wings 5, Phase 2 Writing Modules 46Wings 5, Phase 3 Treasure Hunts 47Wings 5, Phase 3 Writing Modules 51

1

Introduction

This document is intended to give confidence that all elements of the National Curriculum (2014) Grammar and Spelling objectives can be comfortably aligned to the SFA Treasure Hunt materials. This map gives guidance on where the various objectives can be introduced/re-visited in order to ensure a complete curriculum coverage by the end of Year Six. It also gives guidance on how (at which points in the writing lesson) the skills can be most appropriately modelled and practised.

The grammar and spelling objectives have been taken from the appendices of the National Curriculum and matched with a level-appropriate Treasure Hunt or Writing Module focus that gives the best opportunity to practise the desired skill. Each objective is revisited many times so that even if one Treasure Hunt is missed, there should be no resulting gaps in knowledge (also it is easy to check back on children’s expected prior knowledge by mapping against the books they are known to have covered).

Effective teaching of grammar (and in particular, sentence-level skills), punctuation and spelling is based on the SFA Co-operative Learning Cycle of Instruction: teacher models how to e.g. construct a complex sentence, and guides practice as a whole group before allowing the children to practise the same skill in partnerships and then independently. This is teaching for the purpose of application to the children’s own writing – in this way the children get to see a clear link between what they are learning and the benefits of learning it (i.e. to make the meaning of their writing clearer and more comprehensible). Appropriate Expectations for Grammar ConceptsAs concepts are re-visited on a regular basis after first introduction, it is not essential that children fully master one aspect of grammar the first time they are exposed to it. There are plenty of opportunities for revision both over the course of the Wings levels that approximate the half-key stage descriptors in the National Curriculum and also in the levels above that. Once teachers are confident that children have fully mastered the skill described for a particular Treasure Hunt cycle, it is not necessary to keep revisiting; instead, they should introduce a skill at a higher-level (or return to an identified gap in the children’s knowledge).

Below is a map that shows how the age-related expectations equate to SFA Treasure Hunt levels:

Wings 2, Phase 1Year 2

Wings 2, Phase 2Years 3 and 4 (plus revision of Year 2)



Wings 3, Phase 2Years 3 and 4



Wings 4, Phase 2Years 5 and 6 (plus revision of Years 3 and 4)




Wings 5, Phase 3Respond to gaps in children’s knowledge/areas that

require further practice

2

Explanation of TermsA ‘Wings 2.1’ Treasure Hunt is currently aligned to National Curriculum level 2 and is designed to be taught in the first phase (term) of delivering materials at this level. When all Wings 2.1 materials have been delivered, then the teacher moves onto delivering material in Wings 2.2 and then 2.3. When the class is assessed at being ready to move onto Level 3 material, the teacher should begin with Wings 3.1 Treasure Hunts and so on (regardless of when in the calendar year this occurs). This is because the expectations of prior learning (particularly at sentence level) build on each other throughout the three phases.

Extended Writing Opportunities in Other Areas of the CurriculumIt should be remembered that children write in almost all other areas of the curriculum (not just during literacy). When these opportunities arise, in whatever subject area, children should be reminded of the sentence-level, grammar and punctuation skills they have been practising in SFA (and opportunities taken for the teacher to model these in the same way too). Children should also be reminded that they already know how to structure writing for various purposes (e.g. a non-chronological report). If the children in a class group come from a wide range of SFA groups then the teacher should pitch wherever they feel is most appropriate for the needs of a significant proportion of the class. Paying attention on a regular basis to children’s use of exciting and adventurous vocabulary, ability to compose compound and complex sentences and use of cohesive devices is almost guaranteed to raise the standard of children’s writing in a relatively short period of time.

Opportunities should be taken during writing in other curriculum areas to develop layout skills such as use of tables, bullet points etc. This is because these are not explicitly practised in SFA writing (as they do not directly feed into enhancing the overall quality of what is written).

3

Guidance for Usage

Grammar Teaching During Shared Writing/Drafting and Re-draftingIt is essential that teachers use their Shared Writing (Active Instruction) time as a focused teaching opportunity for modelling aspects of grammar such as constructing more extended (compound and complex) sentences, use of punctuation to structure these and cohesive devices such as paragraphing and devices (e.g. connecting adverbs) to link ideas. Teachers should use Think-Alouds to model their thinking process as they write for and with the children. Children should then be encouraged to replicate the same structures when creating their own first drafts (and testing these out on their partners for feedback). Care should be taken to revisit the same aspects of grammar as a focus also for re-drafting (both as a modelled process and for the children’s own writing). It is very important that teachers use the correct terminology (listed at the top of each phase) when they talk about aspects of grammar.

Grammar Teaching During Grammar Focus/Children’s EditingTeachers should use the time leading into children’s editing of their work to promote the mechanical skills of writing: spelling, punctuation and general syntactical checks such as subject/verb agreement and tense consistency. This can be modelled using either the appropriate lesson in the SFA Grammar for Editing manuals or as a group edit (enlarged version) of one child’s piece of writing. Again, it should be made clear that the purpose of this is to allow the meaning of what the children have written previously to shine through for their readers.

SPaG TestThe above is not a preparation for passing the KS2 SPaG test. Research has proven that the two skills of learning grammar for application to writing and learning grammar classification for the purpose of passing a test are not transferable. Formal classification of aspects of grammar should be taught as a class exercise in short but frequent slots. There are plenty of good interactive programmes and children’s workbooks available that present and give practice in these skills but as a general guide, children should be taught to identify one particular aspect of grammar (e.g. prepositions) – teachers should explain the function of the word class and give examples; then to classify (find other examples/pick other examples from a list of words); then to apply (synthesise) the aspect of grammar (e.g. by filling in blank spaces in a sentence).

SpellingTeachers should use the SFA spelling programme as a guide to the methodology of teaching spelling, using the guidance given here as to which words/spelling patterns they should be covering. As above, once certain words/spelling patterns are mastered then either teach words from a higher age expectation or fill in identified gaps in the children’s spelling skills. In either case, children should be encouraged to look for general patterns and rules for spelling words in English.

4

Grammar and Spelling Teaching during Delivery of Year Six Revision ProgrammeIt is anticipated that during the second term of Year Six (from January), teachers will be teaching the Year Six children discretely in preparation for the SATs reading test and teacher-assessed writing. During the writing parts of the lessons, grammar and spelling foci should be modelled in exactly the same way (using years 5 and 6 descriptors of skills and, if necessary, filling in any gaps in knowledge relating to Years 3 and 4).

Children Working Below Age-related ExpectationsChildren who are assessed at needing tuition below the level that would normally be associated with their chronological age should still be placed in the appropriate Wings level for their needs (bearing in mind that placement should be at the challenge level for them – i.e. they are exposed to skills and concepts that they have not yet mastered rather than those with which they are already skillful) – as Success for All is an accelerated learning programme, the children should, by degrees, move at a pace that lessens the gap between them and their peers who are already working at age-expected levels. These children should be carefully monitored to ensure that their progress is as swift as possible and interventions put in place if this does not seem to be the case.

Wings 5, Term 3/Children Working Towards Level 6By Wings 5, term 3, all aspects of the required curriculum have been visited and revisited several times: for this reason, there is no direct guidance for spelling as to what aspects should be delivered to the children by this stage and the guidance for grammar is fluid; the teacher should focus on skills they have observed that the children need practice with. (In order to obtain Level 6 for Sentence Structure and Punctuation, children should be demonstrating that they can use a wide range of sentence structures and supporting punctuation as in Level 5, but the difference being that they should be completely fluent and accurate at this level.)

5

Wings 2.1 Treasure Hunts

Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma

Writing Goal: Mini Lesson: Focus for Modelled/Guided Writing

Grammar/Editing Focus Suggested Spelling focus

Rita the Rescuer Newspaper report Time connectives Adverbs Complex sentences linked

with when/because

Full stops/capital letters

Consistent past tense Use of exclamation

marks

Soft ‘g’ sound (age, badge, gem)

Tricky words: they’re/there/their; here/hear; quite/quiet

The Little Polar Bear

Letter to describe a place Other uses of capitalisation

Compound sentences linked with and/but

Expanded noun phrases for description

Continuous present tense


Consistent present tense

Commas in lists

Suffixes – less

Tricky words: kind, find, mind, behind, child/(children), wild, climb

China 1st person recount – a day in the life of a child in China

Writing in cohesive sections

Complex sentences linked with that/because

Continuous past tense


Consistent past tense Apostrophes for

possession

Soft ‘c’ sound (rice, cell, fancy)

Tricky words:door, floor, poor, because

Jim and the Beanstalk

Write next part of story reflecting the giant’s thoughts and feelings about what happens

Recognising that sentences must make sense (verbs)

Creating adjectives to describe feelings using –ful

Compound sentences linked with or/but

Writing questions


Consistent past tense Question marks

Suffixes –ful

Tricky words:most, only, both, old, cold, gold, hold, told

Can't You Sleep Little Bear?

Write story opening Marking sentence boundaries

Complex sentences linked with if/because

Creating nouns using –ness (e.g. darkness)

Expanded noun phrases



contraction

Suffixes – ness

Tricky words: see/sea; bare/bear; one/won

Dumpling Write character profile Linking words Compound sentences linked with and/but

Comparative / superlative adjectives



Commas in lists

Suffixes -er/-est/-ly added to a root word ending in –y with a consonant before it

Tricky words: every, everybody, even, great, break, steak, pretty, beautiful

6

Floss Write story from Floss’ point of view

Consistent use of verb tense

Complex sentences linked with when/because

Writing commands



contraction inverted commas for

speech

Suffixes -ing/-ed added to a root word ending in ‘e’ with a consonant before it

Tricky words: after, father, last, past, fast, class*

What I like Write nonsense poem Play with sounds of words (predict)

Effective vocabulary choices ‘Flow’ of poem when read

aloud

Capital letters to begin lines

The /n/ sound spelt ‘kn’ or ‘gn’ at the beginning of words

Tricky words: sun/son; to/too/two; be/bee

Stars Twinkle Recount of moon landing Consistent use of past tense

Complex sentences linked with when/that



Consistent past tense Commas in lists

The /r/ sound spelt ‘wr’ at the beginnings of words

Tricky words: class, pass, grass, glass, plant, bath, path*

Stars Twinkle Non-chron report (zig-zag book)

Secure use of sentences


Comparative / superlative adjectives



possession

Suffixes –er/-est/-y added to a word ending in ‘e’ with a consonant before it

Tricky words:blue/blew; night/knight; they’re/there/their

*These are only tricky words if your regional accent pronounces the ‘a’ as an /ar/ sound – if your regional accent pronounces these as a short /a/ sound, then select other words to present as ‘tricky’.

7

Wings 2.1 Writing Modules

Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma

Purpose To be used after Mini Lesson: Focus for Modelled/Guided Writing

Grammar/Editing Focus

Story-writing - characterisation

Jonah and the Whale/Dumpling

Characterisation Compound sentences linked with and/but

Consistent past tense Full stops/capital letters

Story-writing - planning Can’t you Sleep Little Bear?

Planning Continuous past tense Complex sentences

linked with because

Full stops/capital letters Apostrophes for

possessionStory-writing – sequencing events

Rita The Rescuer Synonyms for ‘then’ Compound sentences linked with then/so

Consistent past tense Question

marks/exclamation marks

Non-chronological reports China/I Wonder Why Stars Twinkle

Layout of NF text Continuous present tense



Commas in a list

1st Person recount Floss/Little Polar Bear

Creating vivid mind movies (of settings)

Details to show thoughts and feelings

Adjectives for description


possession

8


Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks)


Grammar/Editing Focus* Suggested Spelling focus

Seaside Poems To write another poem on a seaside theme

To play with the sounds of words and phrases

Adverbs Expanded noun phrases

Commas in lists Suffixes – ly

Tricky words: hour, move, prove, improve, sure, sugar

Mrs Vole the Vet Lonely Hearts ad Capital letters Compound sentences linked with and/but


Modal verbs must/will


Commas in lists

Prefixes super-

Tricky words: accident(ally), actual(ly), address, answer, appear, arrive

The Lonely Giraffe

To write a story that teaches a lesson

To add extra details to interest the reader

Complex sentences linked with when/after

Paragraphs to organise ideas

Consistent past tense Exclamation marks

‘-le’ at end of words

Tricky words: eye, could, should, would, who, whole

Dr Xargle’s Earthlets

To write a postcode from Earth

Word choices that reflect viewpoint

Creating adjectives to describe feelings using –ful

Complex sentences linked with while/so

Present perfect form of verbs (we have arrived..)


Apostrophes for contraction

Suffixes –ful

Tricky words: believe, bicycle, breath, breathe, build, busy/business

Danger, Monsters, Aliens! Digitext

To write the next part of the story

Writing dialogue Complex sentences linked with before/while/so

Creating new words by joining words together (spacesuit)

Paragraphs organised by time sequence

Consistent past tense Inverted commas for

speech punctuation

Compound words (e.g. spacesuit/spacecraft)

Tricky words: any, many, clothes, busy, people, water

Danger, Monsters Aliens!

To write a recount of the story from the point of view of two of characters

Adjectives and adverbs Adverbs: then/next/soon Comparative / superlative

adjectives


possession

Prefixes anti-

Tricky words: accept/except; affect/effect; ball/bawl

9

Fur and Feathers To write a well-known story in the form of a play

Play script format Present perfect form of verbs Writing commands



Word families

Tricky words: they’re/there/their; here/hear; quite/quiet

The Selfish Giant To write a letter to persuade Subject/verb agreement Prepositions of cause – because of

Present continuous tense (I am writing…)


Use of a/an

Adding suffixes beginning with vowel letters to words of more than one syllable**

Tricky words: calendar, caught, centre, century, certain, circle

I wonder Why Spiders Spin Webs

To create an annotated life cycle of a butterfly

Consistent verb tense Paragraphs to organise material by stage of process



Commas in lists

‘-el’ at the end of words (camel, towel, tinsel, tunnel, squirrel, travel)

Tricky words: all, ball, call, walk, talk, always

I wonder Why Spiders Spin Webs

To make a zig-zag book about bees

Writing in cohesive sections

Conjunctions when/after Heading and sub-headings to

organise material


Apostrophes for possession (plural)


Tricky words: complete, consider, continue, decide, describe, different

Bog Baby To write the story of how something came about

Consistent past tense Adverbs – then/next//therefore Complex sentences linked

with when/because Continuous past tense (he

was running)


direct speech

‘-al’ at the end of words

Tricky words: other, mother, brother, nothing, Monday

*If children remain insecure with use of full stops to structure sentences, then it is imperative to focus on this at every writing opportunity until this is embedded.

**If the last syllable of word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any ending beginning with a vowel letter is added (forgetting, preferred); the consonant letter is not doubled if the syllable is unstressed (gardening, limited).

10





Story-writing - characters

The Selfish Giant Characterisation Conjunctions for time/place/cause (when, before, after, while, so, because)


Apostrophes for possession

Inverted commas for direct speech

Story-writing – setting Dr Xargle’s Earthlets

Descriptive words and phrases

Prepositions for time/place/cause (before, after, during, in)

Present perfect tense (we have landed)

Commas in lists Question


Story-writing - sequence

The Honey Hunters Time connectives Adverbs for time/place/cause (then, next, soon)




Non-chronological report

I Wonder Why Spiders Spin Webs

Supporting details for main ideas

Conjunctions for cause (because)

Headings and sub-headings


Commas in listsPersonal recount Mrs Vole the Vet Viewpoint (thoughts

and feelings) Adverbs for

time/place/cause (then, next, soon)

Paragraphs to group events

Commas in lists Question


11




Grammar/Editing Focus* Suggested Spelling focus

The Paper Bag Princess

To retell story ending from Elizabeth’s point of view.

To extend sentences by adding extra detail.

Adverbs to express time – then/next/later


Paragraphs organised in time sequence

Consistent past tense Use of

exclamation/question marks

Words ending in ‘-il’

Tricky words: again, half, money, Mr, Mrs, parents, Christmas

The Gruffalo To describe the Gruffalo’s cousin

Commas to separate items in a list



Paragraphs to organise material


Commas in lists


Burglar Bill To make a wanted poster Apt and adventurous vocab choices

Complex sentences linked with that/which

Pronouns he/his Expanded noun phrases


Commas in lists Exclamation marks

-y (cry, fly, fry, dry etc.) at the end of words

Tricky words: want, wander, quantity, squash

Burglar Bill To write another section of the story in the same style as the original

Linking words and phrases

Conjunctions – before/after/so Compound sentences linked

with or/but/and Writing direct speech


direct speech

The /i/ sound spelt ‘y’ (e.g. mystery, gym)

Tricky words: young, touch, double, trouble, country

Rapunzel To write the opening of a Fairy Tale

Punctuation for dialogue Conjunctions – because/so Prepositions for time –

during/before/after Writing direct speech


direct speech

Adding the endings –ed/-ing to words ending in ‘e’ with a consonant before it

Tricky words: word, work, worm, world, worth

The Tiger Child To write a letter to the author

Capitalisation Compound sentences linked with and/but

Comparative / superlative adjectives (good, better, best)


Commas in lists

Suffixes -er/-est

Tricky words: berry/bury; brake/break; fair/fare

12

Amazing Grace To write a new story about Grace

Powerful verbs Prepositions for time – before/after/during

Pronouns – she/her Writing direct speech


direct speech

Suffixes – ful

Tricky words: can’t, didn’t, hasn’t, couldn’t, it’s, I’ll

Poems to be Read Aloud

To write another poem to be read aloud

Word choices in poems Adjective choices Expanded noun phrases

Commas in lists Prefixes super-,, auto -, anti-

Tricky words ; grate/great; groan/grown; its/it’s

The Lighthouse Keeper’s Catastrophe

Newspaper report Linking words and phrases

Complex sentences linked with when/that

Prepositions for place/direction – over/under/along/towards

Consistent past tense Exclamation

marks/question marks Inverted commas for

quotes

Adding –es to verbs ending in ‘y’

Tricky words: door, floor, poor, because

Exteme Weather Digitext

To write a speech against climate change

Apt and adventurous vocab choices.

Prepositions of cause (because of)

Language of rhetoric (e.g. rhetorical questions, addressing audience directly)



Suffixes –er/-est

Tricky words: difficult, disappear, early, earth, eight/eighth

Oceans and Seas To write a poem about life underwater

Adjectives Expanded noun phrases Commas in lists Adding –ing, -ed, -er, -est and –y to words of one syllable ending in a single consonant letter after a single vowel letter (e.g. pat/patting; hum/hummed)

Tricky words: its/it’s; sea/see; bare/bear

Presentation Skills- Media

To use PowerPoint to deliver a presentation

Features of PowerPoint Headings and bullet points to organise material

(Speaking in extended sentences)

(Speaking in standard English)

Commas in lists Negative prefixes un-, dis-, mis-

Tricky words: here/hear; heel/heal/he’ll

*If children remain insecure with use of full stops to structure sentences, then it is imperative to focus on this at every writing opportunity until this is embedded.


13



Purpose To be used after Mini Lesson: Focus for Modelled/Guided

Writing


Narrative – fairy tales 12 Dancing Princesses/The Paperbag Princess/Rapunzel

Writing a story ending

Conjunctions for time/place/cause (when, before, after, while, so, because)




Narrative - characterisation Amazing Grace Viewpoint (character’s thoughts and feelings)

Prepositions for time/place/cause (before, after, during, in)

Present perfect tense (She has gone out)



Narrative –characterisation/plot The Gruffalo Effect on plot of introducing fantasy character

Adverbs for time/place/cause (then, next, soon)



Question marks/exclamation marks

Non-chronological report – cause and effect

Oceans and Seas Cause and effect conjunctions




Commas in lists

Also in Phase 3 Consolidation Units (to be used as stand-alones towards end of Wings 2 year: personal recounts and letters (focus on any grammar features from 2.3 the children are still weak on).

14



Writing Goal: Mini Lesson: Focus for Modelled/Guided Writing Grammar/Editing Focus Suggested Spelling focusThe Hodgeheg Write a

conversation between Max and his Pa

Conventions of speech punctuation

Prepositions of time (before/after/during)

Adverbs of place (here/there/everywhere/nowhere)

Present perfect tense (I have given it to him.)


Capitalisation of proper nouns

Words ending in –ey

Tricky words: find, kind, mind, behind, child/children; wild/climb

The Hodgeheg Write a radio advert for a road safety campaign

Sentence type and style in adverts

Prepositions of place (across/under/over)

Adverbs of time (often/always/usually/never)

Rhetorical questions

(introduction to commas to mark clauses)

Exclamation marks/question marks


Tricky words: knot/not; mail/male; main/mane

The Owl Who Was Afraid of the Dark

To write a story opening

To vary sentence openers Adverbial phrases to open sentences (place or time)

Pronouns – he/his; they/their Paragraphs organised by time

sequence/ place of action


Consistent past tense Subject/ verb

agreement

The /zh/ sound spelt ‘s’ (television, treasure, usual)

Tricky words: every, everybody, even, great, break, steak, pretty, beautiful

The Owl Who Was Afraid of the Dark

To write the ending to a given story

To use a variety of sentence structures

Using variety of sentence structures (e.g. simple, complex, fronted adverbial)

Pronouns – he/his; they/their Paragraphs organised by time

sequence/ place of action


Consistent past tense Subject/ verb

agreement

Prefix in-(be sure to point out both meanings: ‘not’ (inedible) or ‘in’/’into’ (‘inhale’)

Incredible Insects

To write a booklet about insects

To identify and use features of NF text

Headings and sub-headings to organise ideas and material

Conjunctions of cause (because of/so) Expanded noun phrases

Exclamation marks Commas in lists (commas to mark

clauses)

Adding –es/-ed to nouns and verbs ending in ‘y’

Tricky words: after, fast, last, past, father, class, grass, glass, pass, plant, path, bath*

15

Shape Poems To write a shape poem with a watery theme

To classify words types and judge which are essential/non-essential to understanding text

Adverbs -ly Continuous present tense

A/an Consistent present

tense

Suffix –ly

Tricky words: half, money, parents, Mr, Mrs, Christmas

Grace and Family

To describe setting

Words to suggest viewpoint Continuous present tense (it is raining/the sun is shining)

Intensifying adverbs (really/very/quite)


(commas to mark clauses)

Adding –ing/-ed/-er/-est/-y to words of one syllable ending in a single consonant letter after a single vowel letter

Tricky words: hour, move, prove, improve, sure, sugar

Natural Record Breakers

To write holiday brochure

Pronouns Headings and sub-headings to organise material

Adverbs of place (nearby/outside) Prepositions of place

(near/across/over) Superlative adjectives (the

hottest/the best)


Subject/verb agreement

Commas in lists (of adjectives)

Prefixes de-, dis-

Tricky words: any, many, clothes, busy, people, water, again

Making Past in to Presents

To write instructions for board game

Imperative verbs Format of instructions Imperative commands

Commas in lists Imperative verbs Subject/verb agreement

Adding –ed/-ing/-er and –est to a root word ending in –y with a consonant before it

Tricky words: eye, could, should, would, who, whole

*These are only tricky words if your regional accent pronounces the ‘a’ as an /ar/ sound – if your regional accent pronounces these as a short /a/ sound, then select other words to present as ‘tricky’.


16





Instructions Making the Past into Presents

Clarity and accuracy Writing for clarity Imperative verbs

Commas in lists

Story-writing - dialogue The Hodgeheg Synonyms for ‘said’ Present perfect tense (She has gone out)

Standard/non-standard English



Story-writing - settings The Willow Pattern Story/Grace and Family

Adjectives to enhance description

Adverbs for time/place/cause (then, next, soon)




Non-chronological reports

Natural Record Breakers

Sub-headings to organise ideas




Commas in lists

17


Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial


Grammar/Editing Focus Suggested Spelling focus

Robin Hood Write another adventure for RH

Conventions of dialogue Adverbial phrases to open sentences

Continuous past tense/simple past tense/ past perfect (the men were sleeping/the men slept/the men had slept)

Inverted commas and end punctuation for direct speech

Commas after fronted adverbials

Adding suffixes beginning with vowel letters to words of more than one syllable*

Robin Hood Write a magazine-style profile of RH

Adjectives Expanded noun phrases with modifying adjectives and prepositional phrases (the famous outlaw with the big heart)

Paragraphs to organise material around by theme

(introduction to commas to mark clauses)

Exclamation marks/question marks

Prefixes en-, em-

Tricky words: enough, exercise, experience, experiment, extreme, famous

Fairy Tales Rewrite story from POV of queen

First and third person Adverbial phrases to open sentences (place or time)

Pronouns – he/his, she/her, they/their

Paragraphs organised by change of mood in story


Consistent past tense Subject/ verb agreement (we

were, I did)

Suffix –ation

Tricky words: meet/meat; medal/ meddle; missed/mist

Fairy Tales Redraft FT to include more features of genre

Varying sentence types Using variety of sentence structures (e.g. simple, complex, fronted adverbial)

Pronouns – he/his, she/her, they/their


Consistent past tense Subject/ verb agreement (we

were/she did)

Words ending –ture

Tricky words: favourite, February, forward(s), fruit, grammar, group

Feargal FlyDigitext

To continue one of the newspaper reports in the Digitext

Commas Paragraphs to organise material by theme

Conjunctions of cause (because /so)

Expanded noun phrases with modifying adjectives and preposition phrases (the valuable gem with the checkered history)

Sensational language choices

Apostrophes for possession (including plural nouns)

Apostrophes for contraction Commas to (begin to) mark

clauses

Words ending –sion

Tricky words: peace/piece; plain/plane; rain/rein/reign

18

101 Ways to Save the Earth/Save the Planet before Bedtime

Write a report on an ideal ‘green’ environment

Conventions of punctuation

Expanded noun phrases with modifying adjectives and preposition phrases (the natural grass roof over the main hall)

Intensifying adverbs (really/very/quite/extremely/hardly)

(Introduction to passive voice)

General punctuation Subject/verb agreement

Prefixes il-, im-, ir-

Tricky words: guard, guide, heard, heart, height, history

101 Ways to Save the Earth/Save the Planet before Bedtime

Write instructions for an experiment

Imperative Conventions of instructional writing

Imperative commands

Commas in lists and to (begin to) mark clauses

Prefixes re-

Tricky words: imagine, increase, important, interest, island, knowledge

Play scripts To rewrite a story in the form of a play

Conventions of play scripts

Adverbs –ly Prepositions of place

(near/across/over) Non-standard English for

dialogue (characters’ voices)

Subject/verb agreement Question marks and

exclamation marks

Prefixes sub-, inter-, super-

Tricky words: seen/scene; weather/whether; who’s/whose

Amazing Creatures

To produce a persuasive flyer

Cohesive paragraphing Paragraphs to organise material around a theme

Modal verbs (should, must, could, would)

Rhetorical questions

Subject/verb agreement Question marks and

exclamation marks

Suffix –ous

Tricky words: learn, length, library, material, medicine, mention

Amazing Creatures

To produce an information leaflet

Varying sentence types Adverbial phrases to open sentences

Extended sentences with a variety of co-ordinating and subordinating conjunctions



Words which sound like /shoon/ spelt -tion, -sion, -ssion

Tricky words: minute, natural, naughty, notice, occasion(ally), often

19

Noisy Poems To write a noisy poem

Identify word types Appropriate word choices ‘Flow’ of poem when read out

loud

Exclamation marks Commas to guide reader

Words which sound like /shoon/ spelt --cian

Tricky words: opposite, ordinary, particular, peculiar, perhaps, popular

The Willow Pattern Story

To write a description of a setting

Adjectives Prepositions of place (near/across/over/behind)

Adverbs of place (nearby/everywhere)



Words with the /k/ sound spelt ‘ch’ (e.g. school)

Tricky words: position, possess(ion), possible, potatoes, pressure, probably

*If the last syllable of word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any ending beginning with a vowel letter is added (forgetting, preferred); the consonant letter is not doubled if the syllable is unstressed (gardening, limited).

20



Purpose To be used after

Mini Lesson: Focus for Modelled/Guided Writing


Story-writing - legends Robin Hood Characterisation Preposition phrases (the lovable rogue with the green suit)

Nouns/pronouns (Robin/he)

Inverted commas for direct speech (and end punctuation)

Subject/verb agreementStory-writing – traditional tales

Fairy Tales Cohesion Fronted adverbials (later that day, the next afternoon)




Story-writing – traditional tales

Fairy Tales Descriptive words and phrases

Paragraphs organised by theme Prepositions of time/

place/cause (while/during/after/past/over/because of)

Commas in a list Consistent past tense

Play-script Play-scripts 1. Dialogue to move action forward

2. Stage directions

Adverbs (-ly) Modal verbs (could, might)



Personal recount (Any) Structure of recount Expanded noun phrases to enhance viewpoint



Non-chronological report 101 Ways to Save the Earth

(No mini lesson but in-depth planning focus)

Complex sentences linked with a variety of conjunctions

Commas in lists Subject/verb agreement

21



Writing Goal: Mini Lesson: Focus for Modelled/Guided Writing Grammar/Editing Focus Suggested Spelling focus

Flat Stanley To rewrite part of the story from Arthur’s point of view

Conventions of speech punctuation

Adverbial phrases to open sentences Continuous past tense/simple past

tense/ past perfect (we were walking/we walked/we had walked)






Flat Stanley To write another adventure for Stanley

Adverbs Adverbs to convey point of view (-ly) Adverbs of intensity

(very/quite/hardly/almost) Paragraphs to organise material

around by theme




Prefixes anti-, auto-, inter-

Tricky words: promise, purpose, quarter, question, recent, regular

George’s Marvellous Medicine

To write the next part of the Magic Finger

To use adverbs to change the mood of a piece of writing.

Adverbial phrases to open sentences (place, time or mood)

Adverbs of intensity (very/quite/hardly/almost)

Paragraphs organised by change of mood in story



Subject/ verb agreement

Prefixes trans-, under-, semi-

Tricky words: reign, remember, sentence, separate, special, straight


To review the work of Roald Dahl.

To replace ‘weak’ verbs with more powerful ones.

Using variety of sentence structures (e.g. simple, complex, fronted adverbial)

Pronouns to avoid repetition – he/his, she/her, they/their

Authoritative voice

Consistent present tense Subject/ verb agreement Apostrophes for possession

(including plurals)

Words with /sh/ sound spelt ‘ch’

Tricky words: strange, strength, suppose, surprise, therefore, though/although


To write a new ending for the story.

Powerful verbs. Paragraphs to organise material by mood of story

Expanded noun phrases with modifying adjectives and preposition phrases (the brave little hero full of pluck)


Apostrophes for contraction Commas to (begin to) mark

clauses

Words with the /s/ sound spelt ‘sc’


22

Cliffhanger To write a new story about the characters

Powerful adjectives Expanded noun phrases with modifying adjectives and preposition phrases (the friendly dog with the waggy tail)

Intensifying adverbs (really/very/quite/extremely/hardly)

Adverbial phrases to open sentences


Subject/verb agreement Commas after fronted

adverbials

Words with the /g/ sound spelt ‘-gue’and the /k/ sound spelt ‘–que’

Tricky words: thought, through, various, weight, woman, women

Cliffhanger To continue last week’s story concentrating on building tension

Commas to structure sentences

Short, simple sentences to increase pace/longer extended sentences to decrease pace

Paragraphs to organise material by change of mood


Subject/verb agreement Commas to (begin to) mark

clauses

Words ending –tion, -sion, -ssion

Tricky words: grate/great; groan/grown; here/hear

Understanding TV

To write autocue script for breakfast show

Future tense Prepositions of time (before/after/during)

Non-standard English for chatty and informal tone

Subject/verb agreement Apostrophes for

contraction

Words ending –tion, -sion, -ssion

Tricky words: accident(ally), actual(ly), address, answer, appear , arrive

Understanding TV

To write presenter’s script for game show

Superlatives Intensifying adverbs (really/very/quite/extremely/nearly)


Apostrophes for contraction Question marks and

exclamation marks

Words with the /i/ sound spelt ‘y’

Tricky words: here/hear; heel/heal/he’ll; knot/not; male/mail

How a Book is Made

To write a letter to an author

To vary sentences for clarity, purpose and effect

Paragraphs to organise material around a theme




Prefixes in-, im-, il-

Tricky words: believe, bicycle, breath, breathe, build, busy/business

The Search for Tutankhamen

To write a newspaper report.

Sentence structure and punctuation

Pronouns to avoid repetition Adverbial phrases to open sentences Sensational language

Commas to (begin to) mark clauses


Prefix un-

Tricky words: calendar, caught, centre, century, certain, circle

Extreme Habitats Digitext

To write a magazine feature comparing and contrasting two habitats

Language of comparison

Extended noun phrases (including prepositional phrases)

Adverbs of comparison (Similarly/however/on the other hand)


Commas in lists (e.g. of adjectives) and after fronted adverbials

Suffix –ly

Tricky words: complete, consider, continue, decide, describe, different

23


24





Narrative – extra chapter for known book

Flat Stanley Analysing various drafts of same chapter

Preposition phrases (the silly boy in the green hat)

Nouns/pronouns (Stanley/he)



Short story in style of known author


Roald Dahl’s style

Fronted adverbials (later that day, the next afternoon)




Narrative - mystery Julian Secret Agent/Cliffhanger

Managing mood Paragraphs organised by theme Prepositions of time/

place/cause (while/during/after/past/over/because of)

Commas in a list Consistent past

tense

Also in Phase 3 Consolidation Units (to be used as stand-alones towards end of Wings 3 year: letters, description, persuasion (focus on any grammar features from 3.3 the children are still weak on).

25




The Wreck of the Zanzibar

Write Description of Storm

Synonyms Adverbial phrases to open sentences Use of pronouns to avoid repetition Continuous past tense/simple past tense/

past perfect (we were walking/we walked/we had walked)





Tricky words: difficult, disappear, early, earth, eight, eighth

The Wreck of the Zanzibar

Write a Newspaper Report

To use a range of connectives in sentences

Use of pronouns to avoid repetition Range of sentence types using variety of

co-ordinating and subordinating conjunctions




Suffix –ation

Tricky words: meet/meat; medal/meddle; missed/mist

The Silver Swan Describe place that children know well

Cohesiveness within and between paragraphs

Paragraphs organised by theme Linking words and phrases within and

between paragraphs Expanded noun phrases (including

prepositional phrases – the sunny meadow across the stream)

Subject/ verb agreement Commas in lists (of

adjectives) and to (begin to) mark clauses

Prefixes ir-, il-

Tricky words: enough, exercise, experience, experiment, extreme, famous

26

The Good Time Boys

Character Sketch

Language of comparison and contrast


Use of pronouns to avoid repetition Adverbs (and adverbial phrases) of

comparison (Similarly/on the other hand/unlike his brother)

Consistent present tense Subject/ verb agreement Apostrophes for possession

(including plural nouns)

Prefix re-

Tricky words: young, touch, double, trouble, country

The Good Time Boys

Write a Play script

Function of adverbs Adverbs –ly Adverbs of place and time

(nowhere/everywhere; sometimes/never/usually)

Prepositions of place and time (near/across/over; before/after during)

Non-standard English for dialogue (characters’ voices)

Subject/verb agreement Apostrophes for

contraction and possession (including plural nouns)

Words ending –ture

Tricky words: favourite, February, forward(s), fruit, grammar, group

The Good Time Boys

Instructions for scenery and costumes

Imperative verbs Language and format of instructions Use of pronouns to avoid repetition

Subject/verb agreement Commas in lists and to (begin

to) mark clauses

Words ending –sure

Tricky words: piece/peace; plain/plane; rain/rein/reign

Poems about the Sea ( Under the Moon Over the Sea)

Write poem in style of another

Adjectives Vocabulary choices for effect ‘Flow’ of poem when read out loud

Exclamation marks Use of commas to guide

reader

Prefixes sub-, inter-, super-

Tricky words: guard, guide, heard, heart, height, history

Drag ‘n’ DropDigitext

recounts and video diary to relate events from perspective of more than one character

Commas to separate clauses

Adverbs of time (including adverbial phrases)


Apostrophes for contraction and possession (including plural nouns)

Commas to (begin to) mark clauses and after fronted adverbials


Tricky words: scene/seen; weather/whether; whose/who’s

Life in Space Write an imaginary diary entry

Writing to show thoughts and feelings

Intensifying adverbs (really/very/quite/extremely/nearly)

Paragraphs to organise material around a theme



Commas to (begin to) mark clauses and after fronted adverbials

Suffix –ous

Tricky words: imagine, increase, important, interest, island, knowledge

27


28



Purpose To be used after

Mini Lesson: Focus for Modelled/Guided Writing


Story-writing The Wreck of the Zanzibar

Characterisation Fronted adverbials (later that day, the next afternoon)

Nouns/pronouns/varied references to same thing

Paragraphs to organise ideas by theme



Non-Chronological report (information leaflet)

Life in Space Planning (main ideas)

Prepositions of time/ place/cause (while/during/after/past/over/because of)

Complex sentences linked with various conjunctions



Play-script – developing a problem and solution

The Good Time Boys

Developing problem and solution

Adverbs (-ly) Preposition phrases (you over

there with the funny face)



Instructions No book – use as a stand-alone (deconstruct e.g. cookbooks to introduce)

Writing for clarity and precision

Imperative verbs Writing for clarity and precision Layout of instructions

Commas in lists

29


Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity


Room 13 To write the beginning of a horror story

Speech Punctuation Adverbial phrases to open sentences Use of pronouns to avoid repetition Use of tense choice to sequence events

and reference backwards and forwards (he had a horrible feeling something had happened to Ellie while he had been asleep/she hoped Dad wouldn’t be late home tonight)




Words with /k/ sound spelt ‘ch’

Tricky words: learn, length, library, material, medicine, mention

Room 13 To write an extract from a sci-fi story

Precise noun choices Variety of references to the same thing to avoid repetition (Alfred/the boy/he/the youngster)

Range of sentence types using variety of co-ordinating and subordinating conjunctions


Commas to mark clauses and to avoid ambiguity/clarify meaning


Words ending –cious

Tricky words: descent/dissent; desert/dessert; draft/draught

Room 13 To write the continuation of an adventure story

Creating tension and suspense

Paragraphs organised by theme Linking words and phrases within and

between paragraphs (then/after that/later that evening)

Expanded noun phrases (including prepositional phrases – the red planet covered in a swirling yellow dust cloud)


Speech punctuation



30

Room 13 To set the scene for a fantasy story

Adjectives Extended sentences with a variety of co-ordinating and subordinating conjunctions

Variety of references to the same thing to avoid repetition (Grampy/the old man/he/the old-timer)

Adverbials of place to link ideas across paragraphs (nearby/further away)



Words ending –tious

Tricky words: accommodate, accompany, according, achieve, aggressive, amateur

The Amazing Story of Adolphus Tips

Recount of imaginary evacuation

Adventurous and precise vocabulary

Adverbials of time to link ideas across paragraphs (later/earlier that day)

Prepositions of place, time and cause (near/across/over; before/after during; because of)

Non-standard English for dialogue (characters’ voices)

Speech punctuation Apostrophes for

contraction and possession (including plural nouns)

Words with the /sh/ sound spelt ‘ch’

Tricky words: minute, natural, naughty, notice, occasion(ally), often


Series of diary entries from the point of view of another character

Adverbs and impact on mood of writing

Show point of view using powerful verbs Variety of references to the same thing to

avoid repetition (Alfred/the boy/he/the youngster)

Relative clauses (with or without relative pronouns)


Parenthesis (brackets/dashes) to indicate extra information

Words ending –cial

Tricky words: ancient, apparent, appreciate, attached, available, average


Write a letter from Ivy to Barry

Vary Sentence Structures

Vocabulary choices for effect Variety of references to the same thing to

avoid repetition Relative clauses (with or without relative

pronouns)



Prefixes inter-, super-, under-


Medieval Knight Letter requesting help

Plurals Relative clauses (with or without relative pronouns)

Cohesive devices within and between paragraphs

Modal verbs



Words ending –tial

Tricky words: advice/advise; device/devise; practice/practise

31

Have your Say 1 Letter to persuade

Connecting words and phrases

Intensifying adverbs (really/very/quite/extremely/nearly)


Modal verbs (should/would/must) Standard English for formal tone



Prefixes anti-, auto-

Tricky words: opposite, ordinary, particular, peculiar, perhaps, popular

Have your Say 2 Discursive report

Have your Say 2 Modal verbs (should/would/must) Relative clauses (with or without relative

pronouns) Standard English for formal tone



Words ending –ant, -ance, -ancy

Tricky words: principal/principle; profit/prophet; stationary/stationery

Caribbean Poetry(Uses Under the Moon and Over the Sea and The Works)

To write a poem in the style of one of those read

Caribbean Poetry(Uses Under the Moon and Over the Sea and The Works)

Use of commas to guide reader/avoid ambiguity

Invented words to convey a mood or idea

Commas to guide the reader and to avoid ambiguity/clarify meaning

Words with the /g/ ending spelt ‘-que’

Tricky words: vein, weigh, eight, eighth, neighbour, they, obey

Spooky Poems (Uses Under the Moon and Over the Sea and the Works)

To write a spooky poem

Spooky Poems (Uses Under the Moon and Over the Sea and the Works)

Use of commas to guide reader/avoid ambiguity

Invented words to convey a mood or idea

Commas to guide the reader and to avoid ambiguity/clarify meaning

Words ending –ent, -ence, -ency

Tricky words: awkward, bargain, bruise, category, cemetery, committee


32





Non-chronological report Any NF book (adjust prompt to fit topic)

Collaborative writing Devices to build cohesion within paragraph



Commas to clarify meaning (mark clauses)

Brackets/dashes/commas for parentheses

Story-writing Room 13 Story structure Relative clauses Complex sentences linked

with various conjunctions Linking ideas across and

within paragraphs using tense choices

Inverted commas for direct speech (including end punctuation)


Collaborative story-writing

Room 13 1. Collaborative writing

2. Managing suspense

Fronted adverbials (later that day, the next afternoon

Adverbs to indicate degrees of possibility (perhaps, maybe, certainly)


Subject/verb agreement Inverted commas for

direct speech (including end punctuation)

Personal recount Stand-alone Powerful verbs and adverbs (viewpoint)


Linking ideas across paragraphs (adverbials of time)

Modal verbs to indicate degree of possibility



33




Secret Friends To write a letter to persuade

Vary sentences for clarity, purpose and effect

Adverbs of possibility (perhaps/maybe/surely)

Use a range of sentence types: simple and complex using a range of conjunctions

Modal verbs (should/would/must) Standard English for formal tone


Parenthesis to indicate extra information

Suffix –ous

Tricky words: grate/great; groan/grown; here/hear

Secret Friends To write an alternative ending to the story


Variety of references to the same thing to avoid repetition




Speech punctuation

Words ending –able, -ably

Tricky words: communicate, community, competition, conscience, conscious, controversy

The Suitcase Kid

To write the opening of a story about an issue

Showing and telling sentences

Cohesive devices within and between paragraphs (including tense choices)



Speech punctuation

Suffix –ation

Tricky words: position, possess(ion), possible, potatoes, pressure, probably

34

The Suitcase Kid

To resolve the story begun last week

Powerful paragraphs Range of sentence types using variety of co-ordinating and subordinating conjunctions


Adverbials of time to link ideas across paragraphs



Words ending –ible, -ibly

Tricky words: steal/ steel; wary/weary; who’s/whose; its/it’s

The Suitcase Kid

To write critically about an issue

Powerful paragraphs Devices to build cohesion within a paragraph

Prepositions of cause (because of) Relative clauses (with or without

relative pronouns) Standard English for authoritative

voice




Tricky words: knot/not; mail/male; main/mane

Poems to Perform (uses the Works)

To write a poem based on one of the poems read

Punctuation and line breaks

Vocabulary choices for effect ‘Flow’ of poem when read aloud



Adding suffixes beginning with vowel letters to words ending –fer**

Tricky words: father/farther/further; guessed/guest; heard/herd

Please Mrs Butler

To write a poem based on one of the poems read

To recognize which words are essential to the poem

Vocabulary choices for effect ‘Flow’ of poem when read aloud



Words ending –sure

Tricky words: promise, purpose, quarter, question, recent, regular

When Jessie Came Across the Sea

Diary entries Adverbs Use a range of sentence types: simple and complex, using a range of conjunctions





Use of hyphen (e.g. co-operate)

Tricky words: convenience, correspond, criticise, curiosity, definite, desperate

Film Narrative Media

Film synopsis Present tense Cohesive devices within and between paragraphs

Précising information Tense choices (present

continuous/present perfect/future) to refer backwards and forwards



Words ending –ssion, -tian, -cian

Tricky words: meet/meat; medal/meddle; missed/mist

35

Roman Chronicles

To write a letter to persuade

Comparatives and superlatives


Use a range of sentence types: simple and complex, using a range of conjunctions

Modal verbs Standard English for formal tone



Words with the /ee/ sound spelt ‘ei’ after ‘c’

Tricky words: determined, develop, dictionary, disastrous, embarrass, environment

Roman Chronicles

To complete a story

To use commas to create complex sentences



Fragmented sentences for speech

Speech punctuation Commas to mark clauses and

to avoid ambiguity/clarify meaning

Prefixes un-, dis-, mis-

Tricky words: reign, remember, sentence, separate, special, straight

Ice Brick and Straw Digitext

To create an informative poster about a new building material

Language of instruction


Précising information



Prefixes (general)

Tricky words: doubt, island, lamb, solemn, thistle, knight


**The ‘r’ is doubled if the –fer is still stressed when the ending is added; the ‘r’ is not doubled if the –fer is no longer stressed.

36





Newspaper report

The Roman Chroncicles

Opening paragraph Devices to build cohesion within and between paragraphs




Narrative - plot Secret Friends Plot development Relative clauses Complex sentences linked





Personal Recount The Suitcase Kid Cohesive devices Modal verbs (could, should, might)



Subject/verb agreement Commas to clarify meaning

(mark clauses) Brackets/dashes/commas

for parentheses

Also in Phase 3 Consolidation Units (to be used as stand-alones towards end of Wings 4 year: Planning, powerful paragraphs, prompt interpretation (focus on any grammar features from 4.3 the children are still weak on).

37


Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity, (colon, semi-colon)


Kensuke’s Kingdom

To write a character profile

Complex sentences Range of sentence types using variety of co-ordinating and subordinating conjunctions





Tricky words: strange, strength, suppose, surprise, therefore, though, although

Kensuke’s Kingdom

To write another character into the story

Varying sentence lengths for accuracy, clarity and interest


Cohesive devices within a paragraph (referring forwards and backwards)



Speech punctuation

Words ending –cious

Tricky words: ought, bought, thought, nought, brought, fought

Kensuke’s Kingdom

Book review More complex sentences

Cohesive devices within and between paragraphs (including adverbs of number)




Suffix –ous

Tricky words: peace/piece; plain/plane; rain/rein/reign

Johnny and the Dead

To write an additional scene for the play

Standard and non-standard English

Characterisation in dialogue – non standard English, fragmented sentences etc.

Use of adverbs and prepositions to guide stage directions



Words ending –tious

Tricky words: practice/practise; prophecy/prophesy; licence/license

38

Johnny and the Dead

To write advice to the actor

Modal verbs Devices to build cohesion within and between paragraphs (e.g. adverbs of number)


Modal verbs



Prefixes in-, im-

Tricky words: thought, through, various, weight, woman, women

Johnny and the Dead

To write a review of the play

Subordinate clauses Adverbs of intensity (very/quite/fairly) Relative clauses (with or without relative

pronouns) ‘



Words ending –cial

Tricky words: rough, tough, enough, cough

Film Stars Write a letter to a celebrity

Complex punctuation Range of sentence types using variety of co-ordinating and subordinating conjunctions


Adverbials of time to link ideas across paragraphs


Semi-colons

Prefixes il-, ir-

Tricky words: scene/seen; weather/whether; whose/who’s

I Like this Poem Write poem based on structure of ‘The Sound Collector’

Adjectives Effective vocabulary choices ‘Flow’ of poem when read aloud


Words ending –tial

Tricky words: equip(-ped, -ment), especially, exaggerate, excellent, existence, explanation

Anne Frank Write journal entry for memorable day

Punctuation Cohesive devices within and between paragraphs (including adverbs of time/prepositions of time)

Tense choices (past continuous/past perfect/present) to refer backwards and forwards



Words with /k/ sound spelt ‘ch’

Tricky words: vein, weight, eight, neighbor, they, obey

The Daily Life of a WW2 Evacuee

Leaflet to persuade

Modal verbs Use a range of sentence types: simple and complex using a range of conjunctions

Adverbs of possibility (maybe/certainly/perhaps)

Modal verbs Standard English for formal tone


Colons/semi-colons


Tricky words: though, although, dough, through


39


Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity, (colon, semi-colon)



Story-writing Journey to Jo’Burg Developing problem and solution

Devices to build cohesion within and between paragraphs




Story-writing Kensuke’s Kingdom Descriptive language to enhance characterisation

Relative clauses Complex sentences linked





Personal recount Zlata’s Diary/Anne Frank

Structure and language of personal recount

Modal verbs (could, should, might)



Subject/verb agreement Commas to clarify meaning

(mark clauses) Brackets/dashes/commas

for parentheses

Play-script Johnny and the Dead Characterisation Devices to build cohesion within and between paragraphs




40


Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity, colon, semi-colon, ellipsis, hyphen, bullet points, subject, object, active, passive, synonym, antonym


Greek Myths To plan a new myth and write part of it

Sentence openers Range of sentence types using variety of co-ordinating and subordinating conjunctions and fronted adverbials


Linking ideas across paragraphs using, e.g. repetition




Tricky Words: thorough, borough, plough, bough

Space Probe Digitext

To write sci-fi story

Cohesion (sentence openers and pronouns)


Cohesive devices between paragraphs (e.g. referring forwards and backwards, grammatical connections, ellipses)

Range of sentence types: simple and complex, using a range of conjunctions


Speech punctuation Ellipses


Tricky words: familiar, foreign, four/forty, frequently, government, guarantee

The Mousehole Cat

To write the opening passage to a story including figurative language

Figurative language Relative clauses (with or without relative pronouns)

Range of sentence types: simple and complex, using a range of conjunctions

Synonyms


Use of colon and semi-colon to indicate relationship between independent clauses

Words with the /ee/ sound spelt ‘ei’ after ‘c’

Tricky words: led/lead; morning/mourning; passed/past; precede, proceed

41

The Highwayman

To write narrative poem

Conventions (incl. punctuation) to guide reader

Vocabulary associated with a period in history/to give a sense of occasion

Synonyms Linking ideas across stanzas using, e.g.

repetition



Words ending -ible, -ibly

Tricky words: harass, hindrance, identify, immediately, individual, interfere

The Lady of Shalott

Refine (last week’s) poem with addition of poetic devices

Vocabulary choices Vocabulary associated with a period in history/to give a sense of occasion

Synonyms Linking ideas across stanzas using,

e.g. repetition


Use of dash to mark relationship between independent clauses

Words ending –able, -ably

Tricky words: interrupt, language, leisure, lightning, marvellous, mischievous

Quakes, Floods and Other Disasters

To write a newspaper report

Pronouns Adverbs of intensity (very/quite/fairly) Relative clauses (with or without relative

pronouns) Vocabulary associated with

formal/informal speech and writing Passive voice



Use of hyphen (e.g. re-enter)

Tricky words: muscle, necessary, neighbour, nuisance, occupy, occur

Journey to Jo’burg

To write a new scene for the book

Synonyms Range of sentence types using variety of co-ordinating and subordinating conjunctions


Adverbials of time and place to link ideas across paragraphs

Synonyms


Speech punctuation

Words ending –cious, -tious

Tricky words: opportunity, parliament, persuade, physical, prejudice, privilege

42

Journey to Jo’burg

To write an alternative ending for the book

Viewpoint Cohesive devices between paragraphs (including repetition, grammatical connections and ellipses)

Structures of formal/informal speech (characterisation through dialogue)

Vocabulary associated with formal/informal speech and writing



Ellipses

Words ending –tial, -cial

Tricky words: profession, programme, pronunciation, queue, recognise, recommend

Becoming Media Savvy

Write script for established chat show in style of another

Tone Structures of formal/informal speech (characterisation through dialogue)

Vocabulary associated with formal/informal speech and writing

Synonyms


Apostrophes for contraction and possession


Tricky words: relevant, restaurant, rhyme, rhythm, sacrifice, secretary

Becoming Media Savvy

Create cinema ad for new soft drink

Persuasive words and phrases


Adverbs of possibility Vocabulary associated with

formal/informal speech and writing


Use of colon and semi-colons to introduce items in a list


Tricky words: shoulder, signature, sincere(ly), soldier, stomach, sufficient

Spy School Create a spy training manual

Punctuation Structures and vocabulary associated with formal speech and writing

Passive voice Subjunctive tense (if you were to find

yourself in a tight situation..)




Tricky words: suggest, symbol, system, temperature, thorough, twelfth

St George and the Dragon

Writing legend in the style of original

Plural nouns/verbs Use a range of sentence types: simple and complex using a range of conjunctions

Cohesive devices between paragraphs (including repetition, grammatical connections and ellipses)




Speech punctuation


Tricky words: variety, vegetable, vehicle, yacht, although, though

43

*The ‘r’ is doubled if the –fer is still stressed when the ending is added; the ‘r’ is not doubled if the –fer is no longer stressed.

44





Story-writing - legends St George and the Dragon/The Mousehole Cat

Characterisation Language structures of informal speech (e.g. fragmented sentences/question tags)/narration

Varied references to same thing to avoid repetition



Story-writing - myths Greek Myths Building suspense Language structures of informal speech (e.g. fragmented sentences/question tags)/narration

Linking ideas across and within paragraphs using tense choices



Non-chronological report

Quakes, Floods and other Disasters

Formal and impersonal style

Formal language choices Passive voice


Colon/semi-colon to mark independent clauses

Discursive report Stand-alone (no book)

Discursive language Devices to build cohesion within and between paragraphs


Subjunctive tense


Colon to introduce list and semi-colon to separate items in list

45




The Firework Maker’s Daughter

To rewrite part of the story from another POV

Powerful verbs Paragraphs to organise material by change of mood


Synonyms

Ellipses Use of colon and semi-colon

to indicate relationship between independent clauses

(Respond to gaps in children’s knowledge)

Tricky words: take from common mistakes in children’s writing


To write a book review

Powerful paragraphs Structures and vocabulary associated with formal speech and writing

Passive voice Subjunctive tense

Commas to indicate parentheses

Use of dash to indicate relationship between independent clauses




To rewrite ending

Meaningful sentences Paragraphs to organise material by change of mood


Synonyms


Attention to end punctuation in speech



46

Classic Extracts To add details (including dialogue) to a scene from ‘Little Women’

Speech punctuation Range of sentence types using variety of co-ordinating and subordinating conjunctions

Vocabulary associated with a period in history

Synonyms





Classic Extracts To write an additional scene for ‘Black Beauty’

Prepositions Vocabulary associated with a period in history







Poems from Different Times

To write an old-fashioned sounding poem

Archaic Language/language devices

Vocabulary associated with a period in history

Synonyms Cohesive devices between stanzas,

e.g. repetition

Use of semi-colon to indicate relationship between independent clauses



Poems to be Performed

To write a monologue

Conventions of poetry writing

Synonyms ‘Flow’ of poem when read aloud


Use of colon, semi-colon and dash to indicate relationship between independent clauses


Tricky words: take from common mistakes in children’s writing)

Poems to be Performed

To write a collaborative poem to be performed

Word order Synonyms ‘Flow’ of poem when read aloud



Ellipses



47

How to Persuade People

To write a persuasive letter

Building complex sentences

Vocabulary and sentence structures associated with formal/informal speech and writing

Range of sentence types using variety of co-ordinating and subordinating

Subjunctive tense Modal verbs


Use of colon, semi-colon and dash to indicate relationship between independent clauses


Tricky words: take from common mistakes in children’s writing)

How to Persuade People

To write the script for a radio advert



Adverbs of possibility Vocabulary and sentence structures

associated with formal/informal speech and writing





Lost Boy Digitext

To rewrite part of the story in conventional form

Punctuation skills Cohesive devices between paragraphs (e.g. referring forwards and backwards, grammatical connections, ellipses)


Structures and vocabulary of informal speech (characterisation through dialogue)





48

Fields of Glory Digitext

To write autobiography

Cohesion within and between paragraphs

Use a range of sentence types: simple and complex using a range of conjunctions and relative clauses

Cohesive devices between paragraphs (including repetition, grammatical connections and ellipses)






*The ‘r’ is doubled if the –fer is still stressed when the ending is added; the ‘r’ is not doubled if the –fer is no longer stressed.

N.b. Instruction on layout devices (e.g. headings, sub-headings, columns, bullets and tables) to structure text is not provided for in the above scheme (as it is does not feed directly into improving writing skills) – this will need to be covered in other curriculum areas (e.g. science).

49





Narrative Classic Extracts Context (setting) Language structures of informal speech (e.g. fragmented sentences/question tags)/narration




Narative - plot The Firework Maker’s Daughter

Plot development Language structures of informal speech (e.g. fragmented sentences/question tags)/narration

Linking ideas across and within paragraphs using tense choices


Colons and semi-colons to mark independent clauses

Also in Phase 3 Consolidation Units (to be used as stand-alones towards end of Wings 5 year: planning, powerful paragraphs, prompt interpretation (focus on any grammar features the children are still weak on).

50

Documents

Reading Goal: - Cayley Primary · Web viewWrite next part of story reflecting the giant’s thoughts and feelings about what happens Recognising that sentences must make sense (verbs)