Autumn Spring Summer

Transcription

1 utumn Spring Summer 3 Stories by the same author I ll Take you to Mrs Cole by Nigel Gray Stories from other cultures Seasons of Splendour by Madhur Jaffrey The Tiger Child by Joanna Troughton explanations Various instruction and explanation texts Information texts DK Children s Book of Sport Letters The Christmas Story Hamilton Group eader Creating images Wind Poems by Christina ossetti Humorous poems The Works chosen by Paul Cookson Myths and legends The Orchard Book of Greek Myths by Geraldine McCaughrean Stories about imaginary worlds Fantastic Mr Fox The Day I Swapped my Dad for Two Goldfish by Neil Gaiman Nonchronological reports Selection of Harry Potter books by J K owling Traditional poems Child s Garden of Verses by obert Louis Stevenson Performance poems (various-) dventure Stories The Hodgeheg by Dick King-Smith Plays and Dialogues The Witches by oald Dahl Persuasive writing (various texts) Non-chronological reports Science link- Plants Traditional poems Going to the Fair by Charles Causley The Puffin Book of Fantastic First Poems Handwriting assessment Shape poems: Playing with form I Like this Poem by Kaye Webb Mastery skillsnouns, verbs, adjectives 4 Fables esop s Fables by Michael osen Stories in Familiar Settings Horrid Henry by Francesca Simon Narrative: Story to include action, dialogue and description. explanations (linked to Science or Humanities) Information texts Creating images Window by Jeannie Baker Various poems Show mastery skills- nouns, verbs, adjectives Poetic form: Syllabic poems Various poems Myths and legends How to Catch Mermaid by Jane ay Beowulf Fairy stories and playscripts Beware of the Storybook Wolves, by Lauren Child PP- Descriptive piece on setting and characteradverbials/ prepositional phrases, range of sentence openers. Little Mouse s Book of Fears by mily Gravett Compare to 3 diary 3 rd /1 st person. Commas to mark clauses. Conjunctions. Pronouns. postrophes. Nonchronological reports The Wolves in the Walls by Neil Gaiman List poems and kennings variety of poems selected from The Works Poems to perform Poems to Perform: Classic collection, chosen by Julia Donaldson PP: Own poem inspired by either of above. Focus on mastery of word and grammar. Stories about times past The Pearl Diver by Julia Johnson Stories from other cultures frica is not a Country by Margy Burns Knight PP- Short story. To include story plan and some or all parts of the story. ction, dialogue and description. Use of adverbials, commas to mark clauses in longer sentences. (Longer piece) Persuasive writing The ainbow Bear by Michael Morpurgo Zoo by nthony Browne Chronological reports Henry s Freedom Box by llen Levine Who Was osa Parks? by ona Zeldis To show progression from 3- complex sentences, paragraphs, prep phrases, correct use of commas. Nonsense poetry variety of poems selected from The Works Poetry by heart Off By Heart Poems for OU to remember chosen by oger Stevens Handwriting assessment.

2 utumn Spring FIC THM Summer 5 Classic fiction The Jungle Book and Just So stories by udyard Kipling PP: Character/ description narrative piece. Biographies and autobiographies Boy and Going Solo by oald Dahl UFOs and liens: Investigating xtra-terrestrial Visitors xtreme! by Paul Mason xplanations Linked to Science? Slam Poetry ou wait till I m older than you by Michael osen The Works and ead Me collections PP: Mastery skills: Modal verbs, brackets, dashes and hyphens. Classic poems The Walrus and the Carpenter by Lewis Carroll Genre fiction Short by Kevin Crossley Holland PP Narrative: ction, dialogue, description, relative clauses, indirect speech- frica link?. Drama (Shakespeare) Mr William Shakespeare s Plays by Marcia Williams rgument and debate rguments for and against use of CCTV cameras eports and Journalistic Writing- frica link? Tuesday by David Wiesner Classic narrative and oral poetry The Ballad of Charlotte Dymond by Charles Causley Lochinvar by Sir Walter Scott Poetic Style ou Wait Till I m Older Than ou by Michael osen PP- Mastery of language Classic novels The Hobbit by J Tolkien, (Graphic novel) Genre fiction-science fiction Tales from Outer Suburbia by Shaun Tan PP-Short story based on either of above units- longer piece of writing. Persuasive writing Various persuasive texts () PP-Letter Non-chronological eports Various reports ( Debate poetry and poetry that tells a story Sensational! poems inspired by the five senses chosen by oger McGough Power of Imagery The Convergence of the Twain by Thomas Hardy 6 Historical Stories WarHorse by Michael Morpurgo, Significant authors Books by Phillip Pullman: Northern Lights and Clockwork. The Day of hmed s Secret by Florence Parry xplanations (linked to Science or humanities topic) Sue Palmer s Books of xplanations Choral or performance poems The Works chosen by Paul Cookson Narrative poems The Highwayman by lfred Noyes Stories with flashbacks Superheroes. Tales from other cultures Sinbad the Sailor retold by Marcia Williams Persuasive writing The Tin Forest by Helen Wood & Wayne nderson Nonchronological reports and journalistic writing The mperor s New Clothes by Hans Christian ndersen Free form poetry variety of poems Classic poems Classic Poems for Children compiled by Nicola Baxter Classic fiction (setting) Just William 1 by ichmal Crompton (audio bbc) Modern classic fiction (short story) The ighteenth mergency by Betsy Byers Chronological reports When Jessie Came cross the Sea by my Hest Information texts The First Drawing by M Gerstein Poet study: mily Dickinson variety of poems Dialogue poems variety of poems

3 Children s writing portfolios should include: Minimum of three quality INDPNDNT pieces of writing. ie Cold tasks or self-edited (but not teacherdirected) writing per term. typed label explaining the level of input/ support. Some cross curricular pieces, eg where the Science topic has been taught alongside and during Literacy. Progress from previous piece and from similar piece from previous year- focus on curriculum objectives rather than genres and plan with progression in mind. Positive comment and a next step where appropriate. 6 will keep their six best pieces, including a short story, poem, one cross curricular piece and at least two nonfiction. (mostly produced during spring and summer term) Tasks should be chosen and developed to ensure progression and, therefore, some units may be better suited to PP tasks than others, for example: Tasks that enable progression may include descriptive pieces, narratives, character studies, diaries, NC reports, letters, all poetry where mastery of language can be shown. Tasks more suited to reading/ performing/ doing might include instructions, play scripts, stories from other cultures, creation stories, classic poetry. DH 2016

4 ears 3 and 4 eading (decoding) (evise 1/2 objectives - see N.C document) Pupils should be taught to: apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in ppendix 1, both to read aloud and to understand the meaning of new words they meet read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word. eading (comprehension) (evise 1/2 objectives - see N.C document) Pupils should be taught to: develop positive attitudes to reading and understanding of what they read by: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally identifying themes and conventions in a wide range of books preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action discussing words and phrases that capture the reader s interest and imagination recognising some different forms of poetry (e.g. free verse, narrative poetry) understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context asking questions to improve their understanding of a text drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence predicting what might happen from details stated and implied identifying main ideas drawn from more than one paragraph and summarising these identifying how language, structure, and presentation contribute to meaning retrieve and record information from non-fiction participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.

5 eading (decoding) eading (comprehension) ears 5 and 6 Pupils should be taught to: apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in ppendix 1, both to read aloud and to understand the meaning of new words that they meet. Pupils should be taught to: maintain positive attitudes to reading and understanding of what they read by: continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks reading books that are structured in different ways and reading for a range of purposes increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions recommending books that they have read to their peers, giving reasons for their choices identifying and discussing themes and conventions in and across a wide range of writing making comparisons within and across books learning a wider range of poetry by heart preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience understand what they read by: checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context asking questions to improve their understanding drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence

6 eading (decoding) eading (comprehension) predicting what might happen from details stated and implied summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas identifying how language, structure and presentation contribute to meaning discuss and evaluate how authors use language, including figurative language, considering the impact on the reader distinguish between statements of fact and opinion retrieve, record and present information from non-fiction participate in discussions about books that are read to them and those they can read for themselves, building on their own and others ideas and challenging views courteously explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary provide reasoned justifications for their views.