Writing: grammar, punctuation, spelling and vocabulary – ongoing reviewTeachers should select the areas below that they feel their pupils need to revise and consolidate based on their own assessments. Review work can be revisited at the same time as teaching the Year 2 Programme of Study during the refresh/review section of a lesson. It is very important that the content from Key Stage 1 be revisited in subsequent years to consolidate knowledge and build on pupils’ understanding.

1

Learning objectives for review from Year 1

Grammar and punctuation • To identify and use capital letters, full stops, question marks and exclamation marks to demarcate sentences.• To understand how words can combine to make sentences (mainly statements). For example, sentences

usually (but not always) contain a subject (noun or pronoun) and a verb, e.g. the girl laughed at the jumping monkey. The girl is the subject of the sentence and the verb ‘laughed’ describes what she is doing within the sentence.

• To understand how to use ‘and’ to join words and clauses, e.g. joining words: I bought some apples and oranges. Joining clauses: I went to the shop and I bought some books to read. (Every clause should have a verb.)

• To identify and use capital letters (see proper nouns) for names, places, days of the week, and for the per-sonal pronoun ‘I’.

• To understand the singular and plural form of nouns (dog/dogs) and third person singular of verbs (I wish/ she wishes).

• To add -es for words ending in -s, -ss, -sh, -ch, -x and -z. They also make a hissing or buzzing sound. • To understand how the prefix un- can change the meaning of nouns and adjectives. For example, unhappy

means that you are not happy. • To review vowel digraphs and trigraphs (Letters and Sounds phase 5 or equivalent).

Spelling and vocabulary• To understand and spell the ‘v’ sound at the end of words, e.g. have, live and give.• To understand how to use the suffix -s and -es, e.g. dogs (plural noun) and he wishes (third person singular).• To learn the new consonant spellings ‘ph’ and ‘wh’, e.g. dolphin, alphabet, phonics, elephant, when, where,

which, wheel, while.• To spell the days of the week and use a capital letter, e.g. Monday, Tuesday, Wednesday, Thursday, Friday,

Saturday and Sunday. • To understand how to use the suffixes -ing, -ed, -er and -est where no change is needed in the spelling of

root words. For example: helping, helped, helper, eating, quicker, quickest.• To understand the sounds ‘f’, ‘l’, ‘s’, ‘z’ and ‘k’ spelt ff, ll, ss, zz, ck, e.g. ball, tall, fuzz, buzz.• To read and spell compound words, e.g. football, playground, farmyard and bedroom. • To understand how the prefix un- changes the meaning of verbs and adjectives, e.g. unkind, or undoing: untie

the boat.• To read and spell the ‘n’ sound spelt ‘n’ before ‘k’, e.g. bank, think, honk, sunk.• To read and spell the -tch sound, e.g. catch, fetch, kitchen, notch, hutch, stitch.• To read and spell words ending in -y, e.g. very, happy, funny, party, family.• To read and spell the ‘n’ sound spelt ‘n’ before ‘k’ rather than as ‘c’ before ‘e’, ‘i’ and ‘y’, e.g. Kent, sketch, kit,

skin, frisky

Statutory terminology already taught: letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark

Words in bold are in the glossary with teaching guidance.

New Primary English planning and teaching framework - Year 2

Sample from Year 2

Phonics and spelling – ongoing review from Year 1 (Letters and Sounds phase 5 or equivalent)The letters and sounds below, and the spelling rules from Year 1 can be revised at the same time as teaching Year 2 spelling in the review/refresh section of a spelling lesson/session. Teachers can also add alien (or pseudo/non-sense) words and common exception (tricky) words where appropriate.

Example pseudo words: poy, vair, rair, brupe, choap, shring, dewbs, dirb, zipe, hane, plent, brawnt, thrint, spraw, splet, splite, scruts.

2

New Primary English planning and teaching framework - Year 2

Notes Letters Example words

The sounds /f/, /l/, /s/, /z/, and /k/ spelt ff, ll, ss, zz

ff off, huff puff

ll well, bell, fill, doll, sell, tell

ss miss, less, mess, boss, fuss, kiss

zz buzz, fuzz

New consonant spellings for wh and ph

(the ‘f’ sound is not usually spelt as ph in short everyday words, e.g. fat, fun, fill

ck back, pack, sack, kick, pick, sick

ay play, may, say, stray, clay, spray, tray

ou out, about, mouth, around, sound, proud, loudest

ie lie, tie, pie, cried, tried, dried, replied, denied

ea sea, dream, meat, each, read (present tense)

oy boy, toy, enjoy, annoy, joy, royal, destroy, annoying

ir girl, bird, shirt, first, third, sir, thirsty, skirt, birth

ue blue, clue, true, rescue, Tuesday, cue, due, venue, value, statue, rescue

aw saw, draw, yawn, crawl

air air, fair, pair, hair, chair

wh when, where, which, wheel, while, whisper, whistle, white, what

ph dolphin, alphabet, phonics, elephant, Christopher, Phillip

or for, short, born, horse, morning

Both the ‘oo’ and ‘yoo’ sounds can be spelt as u-e, ew and ue

ew new, few, grew, flew, drew, threw

oe toe, goes, doe, foe, woe, tomatoes

au author, August, dinosaur, astronaut, haunted

ur turn, hurt, church, burst, Thursday

i-e, o-e, u-e,e-e, a-e

i-e: five, ride, like, time, side, invite, inside, niceo-e: home, those, woke, hope, hole, stone, aloneu-e: June, rule, rude, use, tube, tune, flute, prunee-e: these, theme, complete a-e: made, came, make, plane, safe

Sample from Year 2

New Primary English planning and teaching framework - Year 2

Notes Letters Example words

Alternative pronunciations for graphemes:

ow (now)ow (own)

how, brown, down, town, owlblown, snow, grow, show

ie (pie)ie (chief)

lie, tie, pie, cried, tried, dried, spied, friedbrief, field, thief, shield, relief, belief

ea (sea)ea (head)

dream, meat, each, read (present tense)deaf, ready, bread, heaven, feather, pleasant, instead, breakfast

er (stressed sound)er (unstressed schwa sound)

her, term, verb, person, stern, perky, Bernard

better, sister, under, summer, winter

oo (food)oo (book)

food, pool, moon, zoo, soonbook, took, foot, wood, good

ear (dear)ear (bear)

hear, beard, near, yearpear, wear, tear, swear

Alternative spelling for phonemes:

ai: ay, a-e rain, wait, train, paid, afraid / day, play, say, way, stay / made, came, same, take, safe

oi: oy oil, join, coin, point, soil / boy, toy, enjoy, annoy

ee: e-e, ea, y see, tree, green, meet, week / sea, dream, meat, each / very, happy, funny, party, family

igh: ie, i-e, y high, night, light, bright, right / lie, pie, cried, tried / time, ride, like / fly, cry, my

oa: o-e, ow, oe boat, coat, road, coach, goal / home, woke, hole / own, blown, snow/ toe, goes

oo: ew, ue, u-e, ou

boot, food / new, grew / blue, clue, true / rule, glue / you, soup, group

ur: ir, er, ear turn, hurt / girl, bird, shirt / better, summer / heard, pearl, early, search, learn

or: aw, au, ore for, short / saw, draw, yawn, crawl / author, August / more, score, before, wore, shore

air: are, ear air, fair, pair, hair, chair / bare, dare, care, share, fare, scared / pear, bear, wear, tear, swear

Common exception words for Year 1:the, a, do, to, today, of, said, says, are, were, was, is, his, has, I, you, your, they, be, he, me, she, we, no, go, so, by, my, here, there, where, love, come, some, one, once, ask, friend, school, put, push, pull, full, house, our – and/or others, according to the programme used

High frequency words for Year 1: don’t, old, I’m, by, time, house, about, your, day, made, came, make, here, saw, very, put (south)

3Sample from Year 2

AUTUMNWriting: grammar, punctuation and vocabularyThe medium-term plans are designed to be flexible, and teachers can introduce content earlier or later in the term depending on their classes.

Learning objectives

• To identify and use capital letters to start sentences, for names of people, places, shops, days of the week, months, titles (Mr, Mrs), festivals (Christmas) and the personal pronoun ‘I’. (Link to proper nouns.)

• To begin to understand the different types of nouns and use them in writing. E.g. proper nouns, common nouns and abstract nouns (Pupils only need to know the terminology nouns).

• To add adjectives to expand words to make noun phrases, e.g. butterfly becomes beautiful butterfly. • To understand simple verbs in the present and past tense, e.g. play/played, borrow/borrowed, jump/jumped,

hunt/hunted, buzz/buzzed, cook/cooked, show/showed. • To identity and write ‘to be’ or ‘helping verbs’ (auxiliary), e.g. am, is, are, was, were, being, been, have, has.

We are here/she is happy/we were/we have/she has. Link to subject and verb agreement, e.g. we were and not we was.

• To begin to identify simple pronouns in the context of subject and verb agreement, e.g. he, she, we, it, I etc. • To identify and write irregular verbs, e.g. eat/ate, borrow/bought, speak/spoke, take/took, come/came,

meet/met, hide/hid, see/saw, sing/sang, catch/caught, see/saw, go/went, make/made, run/ran. Pupils should apply this knowledge to their spoken language.

• To recognise and write different types of sentences, including statements, questions, commands and exclamations.

• To understand when to use full stops, capital letters (see proper nouns), question marks and exclamation marks in context.

• To begin to identify simple pronouns in the context of writing sentences. (E.g. he, she, we, it, that, which, who.)

• To write from memory simple sentences, dictated by the teacher, that include words using the GPCs, common exception words and punctuation taught so far.

Ongoing areas for every unit of work and across a range of writing

• To use the correct tense appropriate to the form and text type throughout writing. E.g. Katy made her way to the enormous park. She was so excited that her mum told her to calm down. (Consistently in past tense.)

• To understand the progressive form of verbs (or -ing verbs) in the present and past tense to show actions in progress.

E.g. She is swimming (present tense)She was swimming (past tense)

I am jumping (present tense)I was jumping (past tense)

• Standard English: this is also a good opportunity to review the use of simple subject and verb agreement in sentences.

E.g. I am here/she is hereWe was playing/we were playing We did/we done

• It is also a chance to teach irregular verbs, e.g. eat/ate, borrow/bought, speak/spoke, take/took, come/came, meet/met, hide/hid, see/saw, sing/sang, catch/caught, see/saw, go/went.

Words in bold are in the glossary with teaching guidance.

4

New Primary English planning and teaching framework - Year 2

Sample from Year 2

46

Year 2 – The Highway Rat – Julia Donaldson

The Highway Rat by Julia Donaldson

COMPREHENSION

Curriculum links Ꮀ develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about stories at a level beyond that at which they can read independently,

Ꮀ drawing on what they already know or on background information and vocabulary provided by the teacher,

Ꮀ making inferences on the basis of what is being said and done.

Activities Ꮀ Re-read ‘The Highway Rat’ to pupils and provide paper or whiteboards for pupils to record any vocabulary

they are unsure of. Alternatively, provide pupils with a list of challenging vocabulary (pastries, cloves, scornful, clover, bounding, reining, bellowed, bitter, plucky, meeker) to listen for in the story and explain definitions when they are read.

Ꮀ Once pupils have a sound understanding for most of the vocabulary in this text, remind them of some of the skills which can be used when answering questions about a book. If appropriate, display the term ‘inference’ and remind pupils that sometimes we need to be detectives and search for the answers in the text. Use the following questions to assess if pupils can make inferences from the text (1MI1) and explain characters and events (1C5).

Ꮀ Display the following answer stems for pupils to structure their responses:

I think ... I know …I know this because ...The author uses the word ...This shows that ...This means that ...

Comprehension questions:1) If your manners are rude and rough, how might you behave?2) The duck tries to persuade The Highway Rat to go to the cave. Explain two different ways she does this.3) How do we know that The Highway Rat was a baddie?4) Find and copy some evidence which proves it was a long way to get to the cave.5) Why did the author write ‘And the Highway rat went riding – riding – riding?’6) Why do you think the word her is written in italics?7) What colour are the Highway Rat’s teeth? 8) What is there to eat in the cave?

Can you trust a rat?

36 47

Year 2 – The Highway Rat – Julia Donaldson

The Highway Rat by Julia Donaldson

READ ALOUD AND PERFORM

Curriculum links Ꮀ develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about stories at a level beyond that at which they can read independently,

Ꮀ recognising simple recurring literary language in stories and poetry

Ꮀ discussing their favourite words and phrases

Ꮀ continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear

Activities Ꮀ As an introduction to performing offer pupils the opportunity to read their edited writing aloud to their peers. If appropriate provide an opportunity for a peer-assessment task. Share expectations of how to read aloud and create a whole class agreed criteria to use in the peer-assessment (this could focus on expression and intonation, volume, pace and body language).

Ꮀ Depending on ability and experience pupils could learn a section of ‘The Highway Rat’ to perform for a real audience. Teacher could demonstrate both good and bad examples of performing for an audience or share a selection of clips or pupils to analyse.

Ꮀ Choose a section of the text to learn together as a whole class, for example the opening page. Highlight words which rhyme in the text or record pairs of words on the board (beast/feast, rude/food). Discuss the purpose of repetition in the refrain – ‘And the Highway Rat went riding – Riding – riding, Riding, along the highway and stealing the travellers’ food.’ When learning the first page ask pupils to clap, click or tap the rhythm of the poem so they can learn it by heart.

Ꮀ Ask pupils to suggest other phrases or pairs of rhyming words which they like in this book, encourage pupils to explain why they have chosen a particular example.

Ꮀ In groups, pairs or individuals, pupils could select a section of text from ‘The Highway Rat’ which they would like to perform. Since this text is written in verse, pupils will be able to learn by heart with intonation. Provide enough time for pupils to rehearse and then perform for their peers. Discuss the possibility of adding actions and/or costume to raise the status of the performance.

Can you trust a rat?

Writing: grammar, punctuation, spelling and vocabulary – ongoing reviewTeachers should select the areas below that they feel their pupils need to revise and consolidate based on their own assessments. Review work can be revisited at the same time as teaching the Year 4 Programme of Study during the refresh/review section of a lesson. It is very important that the content from Key Stage 1 be revisited in subsequent years to consolidate knowledge and build on pupils’ understanding.

1

Learning objectives for review from from Key Stage 1

Grammar and punctuation • To identify and write the different types of nouns. Extend KS2 pupils to fully exploring and understanding

abstract, common, collective and proper nouns. • To identify and write noun phrases (e.g. bouncy ball).• To select and write verbs in the present and past tense (-ed and -ing) and write in the correct tense

throughout writing, using the past and present progressive verbs, e.g. I was swimming (past tense) or I am swimming (present tense).

• To use adverbs to describe ‘how’ things are done (e.g. slowly, quickly, quietly). • To use adjectives to describe things (e.g. beautiful butterfly). • To revise the use of apostrophes to mark where letters are missing (e.g. can’t) and singular possession (e.g.

the girl’s coat).• To recognise and write different types of sentences including statements, questions, commands and

exclamations.• To punctuate sentences accurately using full stops, capital letters, question marks, exclamation marks and

commas in a list. Extend KS2 pupils to fully understanding and embedding capital letters for: days of the week, festivals, people’s names, titles, names of shops, cinemas and theatres and titles of people. See proper nouns.

• To identify and use subordinating conjunctions (e.g. when, if, that, because).• To identify and use co-ordinating conjunctions (e.g. or, and, but).

Spelling and vocabulary• To understand the singular and plural form of nouns (dog/dogs) and third person singular of verbs (I wish/

she wishes). • To add -es for words ending in -s, -ss, -sh, -ch, -x and -z. They also make a hissing sound. • Extend KS2 pupils to irregular plurals (e.g. child/children, mouse/mice, tooth/teeth, person/people, foot/feet)

and words ending in -f and -fe (e.g. thief – thieves, wolf – wolves, life – lives). Add -es to words ending in ‘o’ (e.g. potatoes, tomatoes).

• To explore plurals for words ending in -us, e.g. cactus – cacti; focus – foci (or focuses); fungus – fungi; stimulus – stimuli).

• To revise the use of prefixes and suffixes (un-, -ment, -ness, -ful and -ly), e.g. unhappily, unloaded, unfairly, merriment, excitement, plentiful, happiness.

• To revise the rules for adding prefixes and suffixes to words, e.g. hike – hiked, hiking, hiker (drop the -e, add -ed, -ing, -er) or copy – copied, copier (change the ‘y’ to an ‘i’ and add -ed, -er).

• To revise words ending in -tion, e.g. station, fiction, motion, section.

Statutory terminology already taught: letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark, adverb, apostrophe, noun, noun phrase, verb, adjective, past and present tense, statement, question, command, exclamation, prefix, suffix, comma, preposition, conjunction, clause, subordinate clause, inverted comma, consonant, consonant letter, vowel, vowel letter.

Words in bold are in the glossary with teaching guidance.

New Primary English planning and teaching framework - Year 4

Sample from Year 4

Learning objectives for review from Year 3

Grammar and punctuation• To organise writing into paragraphs by grouping related material together. • To identify and use the present perfect form of a verb (e.g. she has gone out to play instead of she went out

to play). • To use headings and sub-headings to aid presentation. • To express time, place and cause using conjunctions (e.g. when, before, after, while, so, because) and use

these to write multi-clause sentences. Extend Year 4 pupils by embedding and exploring the difference between conjunctions and prepositions used in context, e.g. I was here before 8am this morning – preposition (change of time). I brush my hair before I have dinner – subordinating conjunction. The easiest way to explain this to pupils is that the preposition shows a change of time and the subordinating conjunction ‘introduces’ a subordinate clause or extra information.

• To use and understand the determiners a, an and the (e.g. an elephant, a plant). Extend Year 4 pupils to exploring the full range of determiners.

• To express time, place and cause using adverbs (e.g. then, next, soon, therefore) and prepositions (during, before, after, in, at).

Spelling and vocabulary• To understand words with the ‘ai’ sound (e.g. ‘ai’ as in rain) spelt ei, eigh, or ey. E.g. ei – vein, beige, reign*;

eigh – weigh, eight*, eighth*, neighbour, sleigh, weight*; ey – they, obey, grey. • To understand and use the suffix -ly (sadly, usually, completely). • To understand the ‘i’ sound, (e.g. ‘i’ in the word bin) spelt with a ‘y’, e.g. myth, symbol, syrup, gym, Egypt,

pyramid, mystery, crystal, typical, lyrics. • To understand the ‘u’ sound (e.g. ‘u’ in the word up) spelt as ‘ou’, e.g. young, enough, touch, double, trouble,

country, rough, cousin, encourage, tough.

Statutory terminology already taught: letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark, exclamation mark, adverb, apostrophe, noun, noun phrase, verb, adjective, past and present tense, statement, question, command, exclamation, prefix, suffix, comma, preposition, conjunction, clause, subordinate clause, inverted comma, consonant, consonant letter, vowel, vowel letter, word family.

2

Writing: grammar, punctuation, spelling and vocabulary – ongoing review

Words in bold are in the glossary with teaching guidance.

New Primary English planning and teaching framework - Year 4

Sample from Year 4

AUTUMNWriting: grammar, punctuation and vocabularyThe medium-term plans are designed to be flexible, and teachers can introduce content earlier or later in the term depending on their classes.

Learning objectives

• To review the use of the determiners a, an, the. • To identify determiners in reading and use a wider range of them in writing.• To use and understand the terminology ‘determiner• To identify and write the correct use and spelling of pronouns (e.g. he, she, we, it, something, someone,

nothing). • To identify and use possessive pronouns (e.g. his, hers, ours, yours, mine, theirs, my).• To identify and write adverbials of time and place in writing (e.g. ‘When I got home’ (time) and ‘in the

garden’ (place).• To use a comma after a fronted adverbial (e.g. Last night, I visited my family). • To be able to write simple sentences from memory, dictated by the teacher, which includes words and

punctuation already taught. • To use and apply the grammatical terminology when discussing writing and reading.

Words in bold are in the glossary with teaching guidance.

3

New Primary English planning and teaching framework - Year 4

Ongoing areas for every unit of work and across a range of writing

• To use paragraphs to organise ideas around a theme, (e.g. use topic sentences to introduce a paragraph and add supporting details).

• To use an appropriate choice of pronoun and noun within and across sentences to aid cohesion and avoid repetition.

See example unit of work for how to teach this.

Sample from Year 4

4

New Primary English planning and teaching framework - Year 4

Statutory word list for Years 3 and 4Grouped by possible teaching areas

Year groups in brackets are just suggestions for where these spelling rules can be covered. Schools have the flexibility to change and adapt this.

suffix -ly, -ally (Year 3)accidentally actually occasion(ally)probably

-tion and -sion words (Year 3)mentionoccasion positionpossess(ion)question

‘n’ spelt as ‘kn’ (Year 4)knowledge knowledgeable

‘or’ sound spelt ‘augh’ (Year 3)caughtnaughty

‘ei’, ‘ey’ and ‘eigh’ sounds (Year 3)eight/eighthreignweight

height (exception)

adverbials(Year 4)therefore

-ous words(Year 4)famousvarious

-ible words (Year 4)possible

-ough letter strings (Year 4)enoughthough/althoughthoughtthrough(currently taught in Years 5/6)

words from other countries(Years 3 and 4)bicycle

‘i’ sound spelt as ‘u’ (Year 3)busy/business

adding prefixes(Year 3)(dis)appear (dis)believe(re)build(re)position

unstressed vowels (Year 4)differentfavouriteFebruary interest libraryordinaryseparate

split digraph – long vowel sounds(Year 3)Two letters make one sound that are split (e.g. guide - ‘i-e’)arrivedecidedescribe extremeguidesurprise(review work from Year 1)

cross-curricular words(Years 3 and 4)eartheight/eighthfruithearthistoryincreaseminutenaturaloppositepositionquarterregularweight

‘s’ sound spelt as ‘c’ before ‘e’, ‘i’ and ‘y’ (Year 4)bicyclecentrecenturycertaincircleconsiderdecideexerciseexperiencemedicine noticerecent (review work from Year 2)

double consonants(Year 3)addressappeararrivedifferent difficultdisappeargrammaroccasionoppositepressuresuppose

other words (Years 3 and 4)answerbreathbreathebuildcalendarcomplete continue earlyearthexperimentgroupguard forward(s)fruitheardhearthistoryimagineimportantincreaseislandlearnlengthmaterialminutenaturaloftenparticularpeculiarperhapspopularpotatoespromisepurposequarterregularremembersentencespecial (-tial words)straightstrangestrengthsurprisewoman/women

Sample from Year 4

Do colours represent emotions?

42

Year 4 – The Day the Crayons Quit – Drew Daywait

The Day the Crayons Quit by Drew Daywait

ANALYSIS

Curriculum links Ꮀ identifying main ideas drawn from more than one paragraph and summarising these,

Ꮀ identifying how language, structure and presentation contribute to meaning

Activities Ꮀ Revisit some of the questions from the COMPREHENSION section which pupils found difficult and address any misconceptions.

Ꮀ Write the word ‘purpose’ on the board and ask pupils what it means. Some pupils may benefit more from ‘the purpose of___’ as a prompt.

Ꮀ Display a range of purposes and ask pupils to provide suggestions of examples for these

Ꮀ Revisit ‘The Day The Crayons Quit’ and choose a letter to focus on. Provide pupils with a copy of the letter and ask them to identify what the purpose of the letter is. Explain that this is similar to identifying the theme or idea of the letter. What is the main message of the letter? What mood do you think the crayon was in? How do you know? Which word shows/proves this? Record pupils’ suggestions on a shared board and model the frame:

The purpose of _________ crayon’s letter is to ___________.

I know this because it says ‘ ________________________________________’ in the text.

This means/shows that ______ crayon is feeling ________.

Ꮀ Demonstrate how to choose an example from the text to support our answer. Model how to use inverted commas to reference the evidence from the text (evidence).

Ꮀ Ask pupils to work through other letters from the book and use the same frame to identify the purpose and explain how they know.

Purpose of texts:to persuade, to inform, to complain, to thank, to entertain, to apologise, to suggest, to request, to thank, to accuse, to agree, to disagree,

Do colours represent emotions?

36 43

Year 4 – The Day the Crayons Quit – Drew Daywait

The Day the Crayons Quit by Drew Daywait

PLAN

Curriculum linksPlan their writing by:

Ꮀ discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar

Ꮀ discussing and recording ideas

Activities Ꮀ Choose two pupils to scribe in the session – one to record the range of letter openers (Hey Duncan, Dear Duncan, Hi Duncan, Duncan) and the other to record the different ways to end the letters (Your overworked friend, Your very neat friend, Your very stubby friend, Your friend, Your naked friend, Your friend) Read the book to the class and encourage the scribes to build up two word banks. Spend some time discussing the different examples – pupils could consider different shades of meaning and order the examples from most polite to least polite, explaining their reasons to a partner.

Ꮀ Choose a letter to analyse together and explain that identifying features from this letter will help to create success criteria for our own writing. Pupils could work together and highlight features and then share findings in a feedback session. This should generate a list of features for writing a letter from a crayon (a greeting, clear reason for writing, examples of why they are feeling like this, suggestions for Duncan, an ending which reflects their mood)

Ꮀ When planning their own writing pupils may need some colour wheels so that they can choose precise colours, for example royal blue, cherry red, hot pink, pitch black, jade green.

Ꮀ Emphasise the point that pupils will need to decide what mood they/their crayon is in as the choice of mood will influence the choice of language and style of their writing.

Ꮀ Some pupils may need prompts displayed – How is your crayon feeling? Why are they writing to Duncan? What is the purpose of the letter? What will your greeting be? How will you end your letter?

Ꮀ Some pupils may need a planning frame whereas others may be able to present their plan in their own way.