Language and Literacy Scheme of Work Reception …...persuasive advertisement NF –Explanations How something happens PowerPoint F –Compose poetry that features other text types

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Language and Literacy Scheme of Work

Reception to Year 6

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Long term plan for Language and Literacy - Mapping of Extended Writing Opportunities within the Foundation Phase and Key Stage 2

Term 1 Term 2 Term 3

Reception

• News - Recount

• Labels / lists - Information

• Letter / Note

• Greeting Card

• Story

• Report / Presenting Information

• Invitation Persuasive

• Poetry

• Story

• Report - Presenting Information

• Invitation – Persuasive

• Poetry

Year 1

• Diary - Recount

• Labels, lists or captions - Information

• Postcard or Letter

• Poster – Persuasive / Information

• Poetry

• Blurb - Persuasive

• Report / Portrait - Information

• Instructions

• Poetry

• Story (Simple 3 part)

• Report - Presenting Information

• Invitation - Persuasive

• Poetry

Year 2

• Diary - Recount

• Pamphlet/Booklet – Information / Report

• Letter

• Poster or Advertisement – Persuasive

• Poetry

• Blurb - Persuasive

• Report / Portrait – Information

• Instructions

• Poetry

• Story (4 part)

• Presenting Information OR Newspaper Report

• Questionnaire

• Poetry

Year 3

• F Diary – Recount and book review

• F/NF Leaflet – Instructions and supporting poster

• NF Formal Letter – Persuasion and an invitation

• NF Poetry – Interpretation, structure and Vocabulary building

• F Poetry – Compose Acrostics

• F Dialogue

• NF Portrait – Information

• F/NF – Explanation ‘why something happens’ and an Encyclopaedia entry

• NF – Interpretation, structure and Vocabulary building

• F Poetry – Compose Free Verse-List Poetry

• F Adventure Story (Complex 3 part)

• NF Present Information in a Newspaper Article which supporting persuasive advertisement

• F/NF Explanation/Invitation – ‘How’ something happens

• F Poetry - Interpretation structure and Vocabulary building

• F – Poetry - Compose Haiku poetry

Year 4


• F/NF Instructions- Class book of instructions and poster

• NF Formal Letter – Persuasion and a book blurb

• F Poetry – Interpretation, structure and Vocabulary building

• F Poetry - Compose Conversation Poetry

• F Dialogue


• F/NF – Explanation ‘why something happens’ and a Question and Answer leaflet


• F - Compose Limericks

• F Adventure story or Story with a Theme (5 part - focus on setting and plot)

• NF – Collate Discussion based evidence to compile an independent report in a Newspaper Article which supporting persuasive advertisement

• F/NF Explanation/Invitation – ‘How’ something happens

• F Poetry – Interpretation, structure and Vocabulary building F - Compose Tanka poetry

Year 5


• F/NF - Instructions – PowerPoint presentation and supporting poster

• NF Formal Letter – Persuasion and a Flyer

• NF Poetry – Interpretation, structure and Vocabulary building

• NF Poetry – Compose Raps

• F Dialogue


• F/NF – Explanation ‘why something happens’ and a Non-fiction book entry

• NF Poetry– Interpretation, structure and Vocabulary building

• NF – Compose Cinquains

• F Adventure story or Story with a Theme (5 part – from an alternative point of view)

• NF – Collate Discussion based evidence to compile an independent report in a Newspaper Article which supporting persuasive advertisement

• F/NF – Explanations -Reference Books – ‘How’ something happens’

• F – Poetry - Interpretation, structure and Vocabulary building

• F – Compose Rhyming Couplets

Year 6

• F Diary – Soliloquy and book review

• F/NF - Technical Manual and supporting poster

• NF Formal Letter – Persuasion and an invitation


• F Poetry – Free Verse, using metaphors and personification

• F Dialogue - Play


• F/NF – Explanation ‘why something happens’ and an Encyclopaedia entry

• F Poetry– Interpretation, structure and Vocabulary building

• F – Poetry – Amusing and Inventive poetry

• F Science Fiction story (5 part)

• NF – Collate Discussion/Debate based evidence to compile an independent report in a Newspaper Article with a supporting persuasive advertisement

• NF – Explanations ‘How ‘ something happens – PowerPoint presentation

• F – Compose poetry that features other text types e.g. lists, dialogues, questions and answers. Class book of poetry.

F – Fiction NF – Non Fiction F/NF – The School may choose either Fiction or Non-fiction content or both

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Non –fiction genres

Report

To present information in an unbiased way

Recount

Retell an event

Explanation

A process or why something is happening

Instructions

Discusses the use of simple procedures

‘How to do something’

Persuasion

Present a view to persuade others

Discussion

Present a reasoned view of an issue

• Classification

• Description

• Conclusion

• Orientation e.g. information about setting, context, place or time

• Events

• Evaluation

• Phenomenon – opening statement

• Sequence

• States a goal

• Lists materials

• States method/instruction in sequence

• (Includes diagrams or illustrations for clarity)

• Opening statement

• State position on the issue

• Arguments – reasons and evidence

• Summary/Conclusion

• Thesis – opening paragraph/context

• Argument

• Reiteration or conclusion

Letter Letter Non-fiction book Recipe Travel brochure Newspaper editorial

Tourist guide Diary or journal Technical manual Technical manual Advertisement Speech

Information leaflet Autobiography Encyclopaedia entry Timetable Catalogue Debate

Magazine/newspaper article

Newspaper report Question and answer leaflets

Directions Poster Formal essay

Non-fiction book Magazine article Record of a science experiment

List e.g. of rules Flyer Article giving balanced account of an issue

Wikipedia entry Science experiment Posters Newspaper/magazine article

Postcard Notices Book blurb

Email Signs Formal letter

Cooking instructions invitation

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Range of Experiences for Foundation Phase

Range of experiences

Children should be given opportunities to develop their skills, knowledge and understanding through

• a developmentally appropriate curriculum where the seven (six in Welsh-medium settings/schools) Areas of Learning complement each other and work together

• continuous and enhanced provision and focused activities in the indoor and outdoor learning environments

• different types of play and a range of planned activities, including those that are child-initiated

• experiences that allow them to adopt a variety of roles, including leadership within a small group, paired learning or working within a team

• different resources, including ICT

• active learning opportunities that build on prior experiences and support them to become independent thinkers and learners

• activities that allow them to use their senses, be creative and imaginative

• tasks and challenges that encourage problem solving and discussion.

Range of experiences

Children should be given opportunities to: • experience a language-rich environment that immerses them in the spoken and written word • practise, develop and refine their skills within all aspects of provision, including continuous provision, and through all Areas of Learning • express themselves creatively and imaginatively • experience and use a range of media and stimuli including emerging technologies • access and share a variety of non-fiction texts, stories and traditional tales from Wales and around the world including those written by significant

authors • mark make or write in a range of genres • communicate in a range of contexts for a variety of purposes and audiences.

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Oracy: Below is a range of suggestions of oracy tasks for you to select and develop further across the areas of learning. These activities could relate to the written tasks or could be standalone task. They are an opportunity to plan and introduce specific oracy skills within

the Foundation Phase.

Reading: Below is a range of suggestions of reading tasks for you to select and develop further across the areas of learning. These activities could relate to the written tasks or could be standalone task. There are ample possibilities to ensure that oracy skills are linked to these reading tasks. They are an opportunity to plan and introduce specific reading skills within

the Foundation Phase.

• Hot seating –a good opportunity to encourage children to ask questions as well as answering. For effective participation from pupils, consider smaller groups. An adult could be in the hot seat, this would be an effective process of modelling good practice in answering questions and also to encourage pupils to concentrate on questioning techniques.

• Role Play/Drama e.g. :- - interviewing a character from a story, pretending to be a news reporter, weather report, being

a teacher for the afternoon. -general planed role play in the class e.g. a certain scenario in the tŷ bach twt, hospital, garden

shop.

• Show and tell- present information about an object, location, person, animal or topic.

• Pie Corbett/ Talk for Writing – use a story/advert as a structure. Arrange photos from a story or experiment and re-tell in the correct sequence.

• News- talking about personal experiences, feelings, views.

• Discussion within a group of peers.

• Present information about a topic as a group.

• Group debate e.g. where to go on a school trip, do you agree that Susan Rees should have been working down the mines? Any issues arising from the Eco School and School Council committee.

• Discussion that leads to ranking e.g. diamond 9 – what breed of dog is the best? Which is the best Monet painting?

• Creating a mind map of ideas to develop the Continuous Provision.

• Express views and opinions e.g. what is the best way to keep healthy

• Encourage children to ask questions to visitors within small groups

• Encourage children to answer a variety of questions before, during and after reading e.g. this could include individual reading, group reading and class reading.

• Provide children with a variety of questions e.g. questions about the text, questions that ask them to read between the lines and questions that allow them to express their feelings about the character, events, or even illustrations.

• Encourage children to extend their answers e.g. by asking ‘Tell me more about…’ ‘Can you explain this?’ ‘How do you know…?’ ‘What do you think about…?’

• Draw attention to different genre features e.g. letter, pamphlet, diary, portrait and instructions. ICT could be used to enrich this activity.

• Draw attention to different language features e.g. punctuation, connectives, adjectives, similes and subject specific language. ICT could be used to enrich this activity.

• Use past test papers and booklets to allow children to practice answering different question styles orally or written.

• Process information read by creating mind maps, time lines, sequencing pictures of events and categorising information.

• Process information by completing ‘Disgriblio’ tasks and following instructions e.g. on a treasure hunt, creating a painting, baking, completing an assault course.

• Ensure rich reading material is provided in all areas of continuous provision.

• Letters and Sounds and S,A,T,P,I,N.

Written Activities should include:

• Opportunities to use a variety of punctuation within reading and writing tasks e.g. using VCOP pyramid, Foundation Phase writing mats and Aled Apple strategies.

• Opportunities to develop spelling strategies of high-frequency words and common misspelt words through segmenting, knowledge of syllables to spell polysyllabic words and use of dictionary.

• Opportunities to develop handwriting e.g. forming upper-case and lower-case letters correctly orientated and of a consistent size.

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Reception – Term 1

Focus Oracy / Reading Written Outcome Language Features Links with Framework

News Recount

• Pie Corbett – follow/create a sequence of events with illustrations

• Pie Corbett - Learn and recite simple news

• Shared reading and writing to model key features

Orally retell personal weekend news or following a trip Contribute orally to a shared writing activity following of a trip or visit

• Convey meaning through pictures and mark making

• Orally compose and dictate a sentence, e.g I went.., I was…

Labels / lists Information

• Develop relevant vocabulary through environmental print and activities within the Continuous Provision

• Playing the game – ‘I went to the shop and bought…’

Contribute orally when labelling pictures and writing lists Use a template to independently label a simple picture or to write a simple list


• Copy and write letters and words

• Use phonological knowledge to recognise initial sounds

Letter / Note • Shared reading and writing to model key features of a letter / note

• Practice sentence structure orally e.g. I would like…, I am…

• Opportunity to practice emergent writing within role play areas, e.g. the Café, recording a phone message

Contribute orally during a shared writing activity to create letter / note Independently create a simple letter / note using words and pictures


• Complete a letter / note using a template, with patterned language, e.g. I would like…, I am…,

• Use of pictures or flash cards for copying words

Greeting Card • Look at different examples of cards, e.g. Christmas cards, Thankyou cards, Birthday cards

Create a greeting card with a simple message Possibly opportunity to use ICT


• Copy or begin to blend words

• Write their name independently

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Poster Persuasive / Information

• Look at different examples of posters, e.g. Healthy eating poster, new books, a football match

• Recognise and decide upon relevant information, e.g. what, when, where

Contribute orally during a shared writing activity to create a poster Create a simple poster independently Possibly opportunity to use ICT



• Arrange information for effect e.g. slanted text

Report / Portrait Information

• Develop relevant vocabulary through shared reading

• Using planning tools e.g. mind map with pictures

• Develop the description in response to prompts or questions, e.g. What does he look like?

• Listen to and respond to simple questions, e.g. what type of hair does she have?

Contribute orally during a shared writing activity to write a simple portrait Create a simple portrait independently using simple sentence patterns



• Use spelling support such as phonic mats, flash cards and other resources, e.g. She has…, …likes to …

• Use familiar and high frequency words

Instructions • Hide an object and then give verbal instructions to find it.

• Use a clothes line to organize a series of pictures and explain orally

• Pie Corbett – learn and recite a simple instructions using gestures

• Give instructions to a peer on how to manoeuvre the Beebot

• Practice the activity , e.g. make a sandwich

Contribute orally to shared writing activity using simple sentence patterns (no expectation of independent writing)

• Oral use of simple sentence patterns, e.g. Firstly…, You need…, Then…, After…

Poetry • Recite and perform familiar poems by heart e.g. Pori Drwy Stori

• Play rhyming games e.g. Phase 1 Letters and Sounds

Contribute orally to shared writing activity creating a free verse poem (no expectation of independent writing)

• Encourage pupils to contribute orally

• Using phonological knowledge to think of rhyming c-v-c words e.g. pop, mop, top, cap, tap

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Story

• Pie Corbett - Opportunities to learn and recite a simple story using gestures

• Aled Apple – use of simple sentences

• Using sequencing cards to create a story orally

• Role Play / puppets

• Plan a simple story using a story map

• Story Sacks

Contribute orally during a shared writing activity to create a simple story Create a simple story independently using a story map



• Use sentence openers e.g. I, The, My, She, He

• Use spelling support such as phonic mats, flash cards and other resources, e.g. Aled Apple, the forest, storm, party

Report / Presenting Information (about a location, object, event or animal)

• Learn about the topic e.g. animal, through shared reading

• Draw a picture of the animal/object or location to encourage vocabulary

• Develop ideas through shared mind map activity using pictures and labels

Contribute orally during a shared writing activity to present simple information Write a simple information text independently using simple sentences



• Use sentence openers e.g. It, The, I, My

• Simple connectives e.g. and, but, so

• Use spelling support such as phonic mats, flash cards and other resources, e.g. ears, wheel, house

Invitation Persuasive

• Develop relevant vocabulary through shared reading

• Using planning tools e.g. mind map to decide where, when, what

• Agree on facts e.g. purpose, location, time

Contribute orally during a shared writing activity to create an invitation Create a simple invitation independently using short simple sentences and pictures Possibly opportunity to use ICT



• Use spelling support such as phonic mats, flash cards and other resources, e.g. Cake Sale, Reception Concert

• Consider: what, where, when

• Clear, short sentences e.g. Come to…., you will need…

• Use of capital letters for names and places

Poetry • Develop understanding of rhyme Listen to and select cvc words that rhyme

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Year 1– Term 1


Diary Recount

• Pie Corbett- to create a timeline /sequence of events with illustrations

• Shared Reading

• Role Play

• Shared writing to model key features of a diary

Write simple sentences using patterned language, words and phrases to write a personal diary (possibly shared writing) or Write simple sentences to match pictures illustrating the events

• Past tense e.g. I went… We had… It was…

• Chronological order – 1st person e.g. I have… I walked…

• Single adjectives e.g. sad, big, fun

Labels, lists and captions Information

• Develop relevant vocabulary through reading simple labels, lists and captions

Write labels and simple sentences (for pictures or drawings)

• Use spelling support such as picture dictionaries, spelling mats and other resources

• Use appropriate specific vocabulary

• Prepositions e.g. up, down, over, across, under

• Adjectives e.g. pretty, long, old

• Simple connectives e.g. but, so, and, (because, then, when)

Letter / Postcard

• Shared reading and writing to model key features of a postcard / letter

• Practice sentence structure orally e.g. through role play and hot seating

Write a simple letter or postcard (Possibly shared writing)

• Follow a prepared template with address/date in top right-hand corner


• Greet the reader

• Sentence openers e.g. The, I

• Include relevant information through simple sentences, words or pictures

• End with e.g. Lots of love, Bye for now

• Adjectives e.g. fun, tired, old, sad

• Simple connectives e.g. but, so, (because, then, when)

Poster Persuasive/ Information

• Shared reading and writing

• Look at different examples of posters

Create a poster Possibly opportunity to use ICT

• Short simple sentences to convey an instant message

• Use of pictures, words and diagrams

• Focus on one main idea

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• Develop relevant vocabulary through reading simple information texts and diagrams

• Use planning tools e.g. mind maps


• Adjectives e.g. sad, mad, old, hot, kind, good, tasty

Poetry - Vocabulary building

• Perform and read free verse in both Welsh and English

Write free verse • Rhythm and Rhyme

Poetry – Rhyming couplets

• Read and recite familiar poems by heart

• Rhyming couplets

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Year 1 – Term 2

Focus Oracy / Reading Written Outcome Language Features Exemplar Links with Framework

Blurb Persuasive

• Develop relevant vocabulary through guided and shared reading

• Use prompt cards/questions to develop sentence patterns e.g. this is good because…

• Show tell or question and/answer session

A simple blurb presenting information or a point of view


• Sentence openers e.g. I like… because, This is my favourite, I feel …when,

• Simple connectives e.g. because, when, but, so, then

• Adjectives e.g. fun, old, cool




• Using planning tools e.g. mind map. Collate information under headings e.g. appearance, interests etc

• Shared writing to model key features of a portrait

• Find out about a person by listening and following text as information books are read.

• Listen to and respond to a talk/presentation (by a teacher/visiting expert)

A simple non-chronological report with a series of simple sentences to describe a person (could include pictures)


• Adjectives e.g. big, kind, old, red, fun

• Sentence openers e.g. My, The, I

• Simple connectives e.g. because, so, then, when, but

• Arrange information i.e. appearance, likes/dislikes

Instructions • Develop relevant vocabulary through guided and shared reading of simple instructional text

• Give instructions for a partner to follow verbally e.g. build a Lego house

• Pie Corbett – learn and recite a simple instructions using gestures

Write simple instructions • Numerical Order with the use of numbers or bullet points.

• Simple ‘Bossy’ verbs e.g. put, get, mix, chop, add

• Label diagrams

• Prepositions e.g. in, out, up, on, into, by, down

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• Use a washing line to organise pictures/steps.

Poetry • Recite and perform familiar poems by heart

• Perform and read free verse

Write free verse as a shared activity

• Rhyme

• Choose suitable adjectives to create effect e.g. scary, cold, magical (within a shared writing activity)

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Year 1 – Term 3


Story (Could be based on Traditional Tales or Fairy tales)

• Pie Corbett and story mountain strategies

• Shared Reading

• Role Play

• Aled Apple – Large A3 picture books


• Story circles-one person in the circle to contribute to the story at a time.

Write a simple three part story

or

Write an adapted version of a traditional story / fairy tale

• Three part story -Opening -Problem /Dilemma -Ending / Resolution

• Sentence openers e.g. The, Then, Next

• Adjectives e.g. wild, small, dark, happy


Report / Presenting Information (about a location, object, event or animal)


• Using planning tools e.g. mind map.

• Shared writing to model key features of an informative text

• Find out about the location, object, event or animal by listening and following text as information books are read.

• Listen to and respond to a talk/presentation

• Develop the description in response to prompts or questions, e.g. What does it do?

A series of simple non-chronological sentences to share information on a particular aspect of a subject, using words, simple sentences and diagrams


• Sentence openers e.g. My, The, I

• Adjectives e.g. big, cold, dry, ugly, old, hard, red

• Simple connectives e.g. because, so, but, then, when, and

• Arrange information i.e.

purpose, appearance,

interesting facts

• Simple technical vocabulary

Invitation Persuasive


• Using planning tools e.g. mind map or template

• Shared writing to model key features of an invitation

• Agree on facts e.g. location, time, purpose.

Arrange and write an invitation to a real or fictional event. Could include menu for the occasion Possibly opportunity to use ICT

• Clear, short sentences

• Written in the first person e.g. Please come to my…., I am having…

• Simple persuasive language e.g. It would be great if you could…, please…

• Use of capital letters for days of the week, locations and names

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Poetry appreciation of a poet

• Recite and perform familiar poems by heart

• Shared reading of poems

• Express opinions, likes and dislikes

Simple sentences expressing an opinion


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Year 2– Term 1


Diary Recount

• Pie Corbett- to create a timeline/sequence of events with illustrations

• Shared Reading

• Role Play

• Shared writing to model key features of a diary

Write a series of chronological sentences using patterned language, words and phrases to compile a personal diary (independent writing)

• Openers relating to time e.g. First, Then, Next, Last

• Simple connectives e.g. but, so, then because, into, when

• Single adjectives e.g. dark, sharp, thin, wet, fair, unhappy, lonely

• Similes e.g. As big as… As cold as…

• Prepositions e.g. up, down, in, into, out, to, onto, over, under, behind, above

Report / Information Pamphlet or Booklet

• Find out about a subject by listening and following text as information books are read.



• Shared writing to model key features of a pamphlet

• Develop ideas and language patterns through oracy in response to prompts or questions, e.g. What does it eat?

• Using planning tools e.g. mind map

Create a pamphlet to present information on a chosen topic (Could include pictures, photographs, diagrams or tables)

• Use appropriate specific vocabulary

• Sentence openers e.g. This is… These are…. They…. It is…. There are…., If, Another thing, So, Often

• Prepositions e.g. up, down, in, into, out, to, onto, over, under, behind, before, above

• Use common nouns

• Adjectives e.g. dark, sharp, thin, wet, fair, old, silver, new, cross, loud, messy, curly, famous, old, bigger

• Use headings to categorise information

• Bullet points

• Usually present tense (Past tense if discussing an historical topic e.g. He was a bad King)

Letter • Shared reading and writing to model key features and format of a letter

• Practice sentence structure orally e.g. through role play and hot seating

Write a letter Following a model or using a template as a guide

• Address in top right-hand corner

• Date underneath address

• Greet the reader

• 3 part - Begin with a greeting, main points, end with a friendly statement, e.g. I'm looking forward to seeing you soon.

• Ask questions, e.g. Are you ok after your nasty fall?

• Idioms e.g. On cloud nine, Last straw, on the ball

• End with e.g. Lots of love, Bye for now

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Poster or Advertisement Persuasive

• Shared reading to look at different examples of posters / advertisements

• Shared writing to model key features


• Use planning tools e.g. mind maps

Create a poster or advertisement Possibly opportunity to use ICT

• Short, catchy sentences to convey an instant message e.g. Try our tasty mince pies!

• Use of pictures, words and diagrams

• Focus on one main idea


• Use persuasive vocabulary e.g. best, must, do not miss…

• Carefully chosen words/adjectives

• Alliteration and rhyme


• Perform and read free verse Write free verse • Rhythm and Rhyme

Poetry – Rhyming couplets

• Read and recite familiar poems by heart


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Year 2 – Term 2


Blurb Persuasive


• Use prompt cards/questions to develop sentence patterns e.g. this is good because…

• Show tell or question and/answer session

A simple blurb presenting information or a point of view (possibly with aspects of persuasion)

• Sentence openers e.g. I like…because, This is my favourite, I feel …when

• Connectives e.g. because, so, when, but, then

• Carefully chosen adjectives e.g. dark, sharp, thin, famous, interesting

• Similes e.g. as happy as…, as brave as…, as quiet as…,

• Persuasive language e.g. best ever, must have, can’t miss…




• Using planning tools e.g. mind map. Collate information under headings e.g. appearance, interests etc

• Shared writing to model key features of a portrait

• Find out about a person by listening and following text as information books are read.


A series of sentences to describe a person (could include pictures)

• Sentence openers e.g. One interesting fact, If, So, But, Another thing,

• Connectives e.g. because, so, then, when, if, also, however, but

• Adjectives e.g. messy, upset, curly, old, thin

• Arrange information i.e. basic information, appearance, likes/dislikes, and personality

• Similes / Idioms e.g. as tall as…, as scary as…, as beautiful as…, as green as…

• Alliteration e.g. big bonny baby

Instructions • Develop relevant vocabulary through guided and shared reading of instructional text

• Give instructions to partner to follow verbally e.g. build a Lego house

• Pie Corbett – learn and recite instructions using gestures

Write step by step instructions

• Ordering words e.g. First, then, next, second, third

• ‘Bossy’ verbs e.g. put, get, mix, chop, add

• Label diagrams

• Prepositions e.g. into, above, along, behind, between

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• Use washing line to organise pictures/steps.

• Read and follow simple sets of instructions

Poetry • Recite and perform familiar poems by heart


• Collect a bank of suitable words as a class/group activity

• Adapt a familiar poem e.g. changing adjectives or nouns.

Write a free verse following a pattern or template

• Rhyme

• Choose suitable adjectives to create effect e.g. the sad, lonely, hungry frog

• Alliteration e.g. busy bumble bee

• Onomatopoeia e.g. pop, splat, ping, whiz, bang




Poetry – Rhyming Couplets


Write free verse • Rhyming couplets

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Year 2 – Term 3


Story (Could be based on Traditional Tales or Fairy tales)

• Pie Corbett and story mountain strategies

• Shared Reading

• Role Play

• Aled Apple – Large A3 picture books


• Story circles- one person in the circle to contribute to the story at a time.

Write a four part story (could be based on a traditional tale)

• Four part story – -Opening e.g. Once upon a time -Build-up e.g. One day… -Dilemma e.g. All of a sudden…,

Unfortunately … -Resolution/Ending e.g. In the

end..., Finally…

• Alliteration

• Adjectives e.g. wonderful, dark, large, tasty, magical

• Similes e.g. as ugly as…, as happy as…, as good as…, as beautiful as…

Report / Presenting Information (about a location, object, event or animal) OR Newspaper Report



• Shared writing to model key features of an informative text

• Find out about the location, object, event or animal by listening and following text as information books are read.


• Develop the description in response to prompts or questions, eg What does it do?

A series of simple non-chronological sentences to share information on a particular aspect of a subject, using words, simple sentences and diagrams

• Sentence openers e.g. Firstly,

Another thing, But, Although

• Adjectives e.g. great, old, large, tiny, golden, expensive

• Connectives e.g. when, so, but, however, if, because

• Arrange information i.e.

appearance, purpose, interesting

facts etc.

• Simple technical vocabulary

• Headings, sub-headings

Newspaper Report OR Presenting Information

• Develop relevant vocabulary through guided and shared reading of newspaper reports


A series of sentences to share information on a particular event

• Precise clear language to give information

• To arrange information (introduction to simple paragraphing) i.e. What? Who? When? Where?

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• Shared writing to model key features of a newspaper report

• Find out about the event by listening, discussing or reading information

• Develop the description in response to prompts or questions, e.g. When did it happen? Where? Who was there? How did …feel?

• Sentence openers e.g. First, Then, But, Also, Although, The last time

• Headline

• Adjectives e.g. stormy, scary, fun, loud, happy

• Connectives e.g. when, so, but, however, if, after

Questionnaire


• Using planning tools e.g. mind map, KWL boards –What I know, What I want to know and What I’ve learnt.

• Shared writing to model key features of a questionnaire

• Use of hot seating or role play to develop questioning techniques

• Use prompt cards e.g. How? When? Who? What? Why?

Create a questionnaire using a variety of sentence openers to a fictional or real person Possibly opportunity to use ICT Could include answers

• Question based sentence openers e.g. How…? When…?

• Use of question marks

• Relevant questions e.g. When were you born? Do you like…? Are you …?

• Arrange questions i.e. in order of preference or importance




Poetry appreciation of a poet




Simple sentences expressing an opinion


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Language and Literacy Scheme of Work - Key Stage 2

It is important to consider the following range of experiences for oracy, reading and writing when planning activities / lessons e.g. use

paintings, music, film, still and moving images as stimuli when providing opportunities for pupils to respond orally.

Range of Experiences - Oracy

Learners should be given opportunities to:

• orally rehearse for writing

• respond orally to continuous and non-continuous texts

• see and hear different people talk, including successful speakers and people with different dialects, and respond to what is being seen and heard

• increase their confidence in language use by drawing on their knowledge of English (including standard English), Welsh and other languages

• respond orally to a variety of stimuli and ideas, including written and dynamic texts

• communicate for a range of purposes, e.g. recount and present information, instruct, argue and explain a point of view, discuss an issue, persuade, question and explore interpretations, convey feelings

• speak and listen individually, in pairs, in groups and as members of a class

• use a variety of methods to present ideas, including ICT, dramatic approaches, discussion and debate

• present, talk and perform in formal and informal contexts and for a variety of audiences including teachers, peers, younger/older learners, familiar and unfamiliar adults

• engage in activities that focus on words, their derivation, meanings, choice and impact

• listen and view attentively, responding to a wide range of communication, e.g. written and dynamic texts, theatre and poetry performance, visiting speakers, explanations

• speak clearly, using intonation and emphasis appropriately, e.g. recitation, oral storytelling

• use appropriate vocabulary suitable for the situation or purpose

• use appropriate vocabulary and terminology to discuss, consider and evaluate their own work and that of others, e.g. authors, peers.

Learners should experience a language-rich environment across the key stage where oracy, reading and writing experiences are connected

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Debate, consider, evaluate information and develop ideas / methods

Voice and express opinions with supporting evidence

Diamond 9

Create mind maps to develop ideas

Compare orally written examples of instructional, persuasive explanation, recount,

information and discussion texts evaluating their effectiveness

Evaluate the use of language in a range of genres, including poetry e.g. the use of

rhetorical questioning

Describe own interpretation of stimulus e.g. poetry, films, paintings.

KWL Questioning grids e.g. teacher led discussion to reinforce / assess knowledge

and understanding orally

Hot seating

Adopt the role of a chosen character in real life and

imaginary situations e.g. to debate, recount, inform,

instruct

Interviews

Script and perform a dialogue

Listen to audio clips considering dialects when appropriate and

discuss key features of Traditional Tales

Power point presentation on a chosen subject

Watch and listen to third party recounts e.g. news / sports reports

on television, radio or podcast. Develop commentary orally to

recount events

Discuss graphs, tables, diagrams, data, spread sheets which are

presented electronically

Discuss information gathered from the internet e.g. google,

Wikipedia

Pie Corbett, Talk4Writing, Story Mountains, Big Writing

Shared reading, shared writing

Guided Reading

Recount real and imaginary events

Recite poetry

Deliver information on a chosen topic in a formal

situation e.g. presentation to parents

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Range of experiences - Reading


• read a wide range of continuous and non-continuous texts, in printed and dynamic format, as a basis for oral and written responses. These should include: extracts and complete texts

• information and reference texts

• traditional and contemporary poetry and prose

• classic children’s fiction and poetry

• graphic novels and picture books

• drama, including drama in performance

• texts written by Welsh authors, texts with a Welsh dimension and texts from other cultures

• texts that have challenging subject matter, which broadens perspectives and extends thinking

• texts with a variety of structures, forms, purposes, intended audiences and presentational devices

• texts that demonstrate quality and variety in language use

• texts that reflect individual choice of reading matter

• texts with a variety of social, historical and cultural contexts

• texts that extend learners’ intellectual, moral and emotional understanding

• texts with a variety of tone, e.g. humour, parody, word play

• texts that demonstrate the impact of technology on language use

• texts that present challenge

• read individually and collaboratively, e.g. paired reading, guided group reading, shared reading

• read for different purposes, e.g. for personal pleasure; to retrieve, summarise and synthesise key information; to interpret and integrate information; to verify information; to deepen understanding through re-reading; to identify language devices used by the writer in order to analyse purpose; to identify alternative readings of a text

• develop appropriate vocabulary and terminology to discuss, consider and evaluate their own work and that of others, e.g. authors, poets, peers in written and dynamic texts. Learners should experience a language-rich environment where oracy, reading and writing experiences are connected to ensure that they become enthusiastic, independent and reflective readers.

24

Read and re-tell

Guided reading using reading prompt questioning cards e.g.

to introduce texts, ask open question questions about the

text and characters, model language patterns that may be

unfamiliar, encourage prediction and occasionally address

letter-sound relationships or clusters.

Use of recall questions

Prompts for responding to the text e.g. sequencing, high

frequency words.

Letters and Sounds / SATPIN

Focus on specific content e.g. characterisation, language features / effects, dialogue, what’s inferred and structure in both fiction, non-

fiction and within the six text types

Read and re-tell a wide range of texts from a variety of media, including ICT and classic novels and those with Welsh dimensions e.g. myths and

tales

Language experience e.g. add adjectives, metaphors or similes to simple text to enhance the readers experience and understanding.

Shared book experience; including annotation and teacher question led discussion to ensure progression and understanding.

Model reading using punctuation for effect, drawing upon dialects and evoking the emotions of children.

Create spider charts, timelines, tables, boxing-up grids etc. to plan work,

categorize information and to create structure for final written

outcomes.


Supported reading of fiction and non-fiction to

refine and develop skills, knowledge and

understanding of texts.

Use past test papers and booklets to model

different question styles and possible answers both

orally and in writing.

Use the school library to select relevant material for

research and personal interest.


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Range of experiences - Writing


• write for a variety of purposes, including to: recount

• instruct

• inform

• explain

• argue/persuade

• discuss/analyse

• evaluate

• narrate

• describe

• empathise

• write in a range of continuous and non-continuous texts in a variety of forms, e.g. letters, diaries, articles, stories, reports, speeches, short plays and scripts, leaflets, advertisements, posters, web pages, questionnaires, reviews, soliloquies

• write for a range of authentic audiences, real or imagined, e.g. peers, younger learners, teachers, family members, publications, local politicians, historical and fictional characters

• produce poetic writing, using imagery and poetic devices

• use a wide range of written and dynamic stimuli, e.g. stories, picture books, images, poems, experiences, film, paintings and music

• use appropriate vocabulary and terminology to discuss, consider and evaluate their own work and that of others, e.g. authors, peers.

Learners should experience a language-rich environment where oracy, reading and writing experiences are connected.

26

Shared reading

Role Play

Hot Seating

Map a story/Retell – Pie Corbett

Change the story e.g. outcome of a dilemma

Cause and effect e.g. how to actions result in reactions

Story Breakdown – Setting, Theme, Characters, Events e.g.

Setting – wood, Grandmother’s house

Select genre/topic

Identify success criterea

Select content and plan and research the topic

Individual, paired and group tasks leading to writing

Draft

Improve text/make adjustments

Proof read and check spelling

Share with others

Assessment for learning throughout the process

Directionality – left to right, top to bottom

Spaces between words

Sentence structure

Spelling and Grammar

Use of vocabulary

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Activities should include when possible:

• Opportunities to develop and use a variety of punctuation within oracy, reading and writing tasks e.g. through shared reading and writing, Talk for Writing/ Pie Corbett strategies and VCOP pyramid.

• Opportunities to develop phonological knowledge through explicit teaching, including blending for reading and segmenting for spelling e.g. Letters and Sounds and purposeful planned opportunities to build on/reinforce skills within other areas of the curriculum.

• Opportunities to develop handwriting in accordance with the school policy and the requirements of the Literacy and Numeracy Framework.

• Opportunities to develop ICT skills.

• Opportunities to establish Learning Objectives, agree Success Criteria and redraft for improvement, using personal / on-line and formal dictionaries thesauruses when appropriate

28

Year 3 – Term 1

Spelling

Spell plural forms, e.g. –s, -es, -ies

Use past tense of verbs consistently e.g. consonant doubling before –ed

Spelling strategies – use strategies including knowledge of word families, roots, morphology and

graphic knowledge to spell words

Spell all high frequency words

Handwriting

Produce legible handwriting and present work appropriately joining

letters in some words

ICT

Use on-screen functions, e.g. font, colour, cut, paste, size, to present their

work in ways to interest the reader and enhance meaning

Year 3 – Term 1

Focus

Possible stimuli for Oracy, Reading and Writing Written Outcome Language Features/Continuum Links with Framework

Fiction -

Recount

Diary

Book Review

• Model reading using punctuation for effect, drawing

upon dialects and evoking the emotions of the listener.

• Encourage pupils to listen carefully to fables and ask

relevant questions to reinforce and build on

understanding e.g. characterisation, language features,

effects, dialogue, what’s inferred and structure.

Discuss relevant information and key ideas e.g. How

did the chosen character feel? What led to the day’s

events?

• Explore visual clues in fables e.g. to enhance

understanding.

• Recount a series of events in sequence using Pie

Corbett storytelling strategies e.g. A day in the life

of….

• Explore the key features of characters within fables

through role play; keeping in role and supporting

others.

• Track a character through a story and see how they

change during e.g. become wiser

• Independent and shared reading of diary extracts.

• Discuss and evaluate extracts from diaries e.g. layout,

use of language

• Shared writing to model key features of a diary.

• Recount information from fables in the form of a

written diary entry.

• Use a fable (myth, legend or parable) to write a

fictional diary of the chosen character.

• Proofread and give an opinion about their own written

work and that of others; identify ways to improve and

begin to edit

• Review and improve sections of their work

Use a fable (myth, legend or

parable) to write a fictional diary of

the chosen character.

Write a review of the literature

studied.

• First person

• Past tense

• Punctuation – full stops, question marks, exclamation marks

and commas for lists.

• Simple connectives e.g. and, but, so

• Sentence starters for coherence e.g. Firstly…, Next…,

Finally…

• Other sentence starters e.g. I felt so…

• Specific and descriptive language e.g. magical, kingdom

• Adverbs to describe actions e.g. gently, angrily, bravely,

carefully, foolishly, excitedly

• Adjectives to describe characters e.g. old, thin, young,

curly, kind, brave, untidy

• Adjectives to describe settings e.g. cosy, dusty, warm, cold

• Speech like phrases e.g. by the way, I should have told you

that, I think that, the best bit was, the worst part was.

• Adverbs to start a diary sentence with e.g. Hopefully,

Luckily, Thankfully.

• Rhetorical questions e.g. You’ll never guess what happened?

Non-fiction OR

Fiction

Instructions

Leaflet.

Poster

• Shared reading to model and identify the key features

of instructional writing e.g. states a goal to be

achieved, lists materials required in sequence, provides

simple, clear instructions and includes diagrams or

illustrations for clarity.

• Identify the topic and main ideas of some instructional

writing, using highlighting techniques, to identify key

words etc.

• Read and follow a set of written instructions,

evaluating their effectiveness.

• Research specific information in texts using contents,

indexes, glossaries and dictionaries e.g. playground

games

• Create questionnaires to gather further information

• Work in small groups, sharing ideas and information to

prepare a set of oral instructions on ‘How to…’

• Give clear oral instructions to another group, using

relevant vocabulary and terminology e.g. How to…

Write clear instructions within a

leaflet.

For example

Non Fiction – How to look after a

rabbit. Write a set of step by

step instructions on how to care for

them daily.

OR

Fiction – How to catch a dragon

Write a set of step by step

instructions.

• Present tense

• Description for precision



• Titles

• Subject specific technical vocabulary

• Sentence statements e.g. Be careful if you…, Remember

to…, Try not to…, try to…

• Imperative verbs e.g. First, next, after, lastly

• Prepositions e.g. before, after, next, onto, inside

• Common nouns

• Connectives e.g. also, if, because, so

• Numbers/Bullet points

• Headings / Sub-headings

• Diagrams with arrows / labelled diagrams

• Use of negative commands e.g. Do not use glue at this time

• Additional advice or suggested alternatives e.g. it’s a good idea

to leave it overnight if you have time.

29

• Skim to gain an overview of leaflets e.g. topic, purpose,

layout, language features

• Explore visual clues in leaflets to enhance

understanding and discuss the layout, structure and

language used.

• Plan and create a ‘How to guide’ in the form of a leaflet

which includes visual information e.g. labelled diagrams,

questionnaires.



begin to edit


Create a poster which summarises

the steps in the process e.g. include

visual information e.g. labelled

diagrams

Non-fiction –

Persuasion

Formal Letter

Writing

Invitation

• Create mindmaps on a chosen topic e.g. The effects of

pollution

• Small group discussion on the chosen topic e.g. The

main causes of pollution and what can be done to

prevent further damage to the environment.

• Listen carefully to others and make connections with

what they are learning and already know. Encourage

pupils to ask relevant questions/make comments to

reinforce understanding.

• Further research the topic in texts using contents,

indexes, glossaries and dictionaries

• Develop relevant vocabulary through exploring a wide

range of simple persuasive texts, reading information

texts and diagrams

• Edit mindmaps, adding any relevant information that

has been gathered.

• Discuss the importance of speaking clearly when

presenting a point of view and varying expression in

order to persuade others e.g. peers, visitors to the

school.

• Role play and drama – explore particular persuasive

scenarios and discuss the effectiveness of different

strategies used e.g. the use of formal and informal

language.

• Shared reading of persuasive formal letters to model

and identify the key features

• Compare orally written examples of persuasive formal

letters, evaluating their effectiveness.

• Plan and present a point of view in the form of a formal

letter.



begin to edit


Present a point of view in the form

of a formal letter e.g. letter to the

school council asking for new

resources for the school playground.

• Simple present tense

• Phrases using ‘that’ e.g. I think that…,



• Select appropriate style and vocabulary

• Adverbs of time to aid sequencing e.g. now, then, tonight,

tomorrow, yesterday (if a sequence of events is described in

support of an argument)

• Rhetorical questions e.g. Don’t you think…?

• Sentence starters e.g. I think…, I don’t think…, I believe…, I

don’t believe…

• Connectives e.g. also, if, because, so

• Openings e.g. I write to you because…, I would like to…,

Thank you for

• Phrases to finish of e.g. Lastly…, I would like to say…, I

believe that…, I look forward to hearing from you…

Poetry -

Vocabulary

building

• Describe the effect a poem has and suggest possible

interpretations.

• Discuss the choice of words and their impact, noticing

how the poet creates ‘sound effects’ e.g. alliteration

• Read, recite and perform free verse, varying volume,

experimenting with expression and use of pauses for

effect.

• Language forms associated with spoken language, relying more

on the patterns of speech than on poetic conventions of rhyme

and metre.

Poetry Structure

Free Verse –

Acrostics

• Read and recite Acrostic

• Express personal likes and dislikes.

Write Acrostics • The first letter of each line spells out a word or sentence

30

31

Year 3 – Term 2

Spelling



Spelling strategies – use strategies including knowledge of word families, roots, morphology and graphic

knowledge to spell words


Handwriting

Produce legible handwriting and present work appropriately

joining letters in some words

ICT



Year 3 – Term 2

Focus Possible stimuli for Oracy, Reading and Writing Written Outcome Language Features/Continuum Links with Framework

Fiction -

Dialogue with 2

characters

• Shared reading of dialogues to model key features and

deduce the main ideas developed

• Identify a scenario to be explored and developed

through the dialogue e.g. daily chores undertaken by the

warriors.

• Role Play e.g. re-enact dialogues, using appropriate and

relevant vocabulary for the task e.g. greetings, level of

formality. Keep in role and support others.

• Evaluate a range of dialogues, noting the effectiveness

of key features, such as; choice of vocabulary, use of

punctuation for effect e.g. exclamation mark and

choice of dialogue tags.

• Plan and write a dialogue between 2 fictional characters

which develops the key points and ideas explored

through the chosen topic



begin to edit


Write a dialogue between 2 fictional

characters.

• Use appropriate and relevant vocabulary for the task

e.g. greetings, level of formality

• Use dialogue to increase the tension, ( move the story

forward if within a narrative) and reveal character’

relationships to one another.

• Punctuation – full stops, question marks, exclamation

marks and commas for lists.

• Use of connectives e.g. first of all…, after that…, at

the end of the day…

• Dialogue tags other than “said” e.g. asked, cried, lied,

sang, replied, laughed

• Connectives e.g. and, but, so, when, then, because,

when, if

Non-fiction –

Information

Portrait

• Explore the key features of historical portraits;

including the use of past tense, layout, information

included and language features

• Model correct use of simple research and note taking

techniques using information and ICT texts.

• Small groups to research and gather information on a

specific characteristic of a chosen historical e.g.

Group 1 – personality

Group 2 – features

Group 3 – hobbies

Group 4 – important facts

• Read and explore simple informative texts to locate

information and develop relevant vocabulary; these

should include ICT, historical texts, charts, timelines

and diagrams where appropriate.

• Explore visual clues in historical texts to enhance

understanding e.g. pictures, photographs, diagrams,

timelines

• Each group to create a fact file on the gathered

evidence.

• Hot Seating activities to explore the historical

characters e.g. Groups 1,2 and 3 ask a member of group

4 (who had adopted the role of the chosen character)

questions which will reveal important facts about

his/her life.

• Each group to compile suitable questions to ask in

advance and listen carefully to the evidence provided

Compile a portrait of an historical

character.

• Time connectives e.g. as a child…, many years later…

• Chronological order – 1st person

• Past tense



• Adjectives e.g. gentle, brave, clever, heroic, proud,

caring

• Similes e.g. as brave as a lion, as happy as a lark

• Idioms e.g. in a pickle,

• Comparative language to describe and differentiate e.g.

taller, smaller, braver, older, sadder

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through answers, making notes of any new or relevant

information gathered.

• Pupils to organise the key points gathered into a table

e.g. facial features, family, hobbies, likes and dislikes

• Use collated evidence to compile a portrait of an

historical character.



begin to edit


Non-fiction OR

Fiction

Explanation –

‘why’ something

happens

Encyclopaedia

Entry

• Explore the key features of explanation texts e.g. a

general statement to introduce the topic and clear

steps or phases on a process explained logically and in

order through shared reading, developing relevant

vocabulary and discussing key features such as language

features, layout and sequence.

• Encourage pupils to reflect on things that are

happening around them so that they begin to think

about causes and effects, e.g. Why the ice melted?

Why didn’t the wolf eat the third little pig?

Individually sequence an explanation orally.

• Listen carefully to others and make connections with

what they are learning and already know. Encourage

pupils to ask relevant questions/make comments to

reinforce understanding.

• See and hear an oral explanation of a process using a

flowchart.

• Read flowcharts / diagrams which explain other

processes.

• Brainstorm ideas on the chosen topic -‘Why something

happens.’

• Research the ‘Why?’ question’ through: reading

captions, pictures, diagrams and text in books and the

world around them e.g. wall displays that explain a

process.

• Explore visual clues in explanation texts to enhance

understanding.

• Collaborate and discuss within groups in order to

compile relevant information on the task. Summarise

the information in flow charts and/or make notes of

stages in a process, ensuring items are clearly

sequenced.

• Use the assembled evidence to write an explanation of

‘why’ something happens e.g. Why some things float,

whilst others sink?



begin to edit


Create diagrams e.g. flow charts to

summarise or make notes of stages in a

process, ensuring items are clearly

sequenced.

Use the assembled evidence to write an

explanation of ‘why’ something happens

For example:

Non-fiction

Why do some things float, whilst others

sink?

OR

Fiction

Why does the tooth fairy only come at

night?

• Logical sequence /Time connectives e.g. First, then,

following, finally

• Opening statements e.g. I will try to…, Firstly I

will…, I am going to…



• Causal connectives e.g. so…, because…

• ‘Timeless’ present tense e.g. are, turns, happens

• Action verbs – e.g. falls, rises, changes

• Conjunctions – when, then, first, after this, so

• Heading

Poetry -

Vocabulary

building

• Describe the effect a poem has and suggest possible

interpretations.

• Discuss the choice of words and their impact, noticing

how the poet creates ‘sound effects’ e.g. alliteration

• Read, recite and perform free verse

• Language forms associated with spoken language,

relying more on the patterns of speech than on poetic

conventions of rhyme and metre.

Poetry structure

Free Verse

Poetry – List

Poem

• Read and perform list poetry

Write a list poem • A simple list of words, phrases or sentences, often

preceded by a ‘starter’ sentence, such as ‘Happiness

is…’

33

Year 3 – Term 3

Spelling



Spelling strategies – use strategies including knowledge of word families, roots, morphology

and graphic knowledge to spell words


Handwriting

Produce legible handwriting and present work appropriately joining

letters in some words

ICT



Year 3 – Term 3

Focus

Possible stimuli for Oracy, Reading and

Writing

Written Outcome Language Features/Continuum Links with Framework

Fiction - Fiction -

Adventure story

• Shared reading to identify common

features and themes in stories with

familiar settings; analyse plots and

suggest reasons for actions and events.

• Compare settings in different stories.

• Collect evidence from stories to build a

picture of an imagined world. Note

examples of descriptive language, talk

about the mood or atmosphere they

create and make predictions about how

characters will behave in such a place

• Identify with characters and make links

with own experiences

• Explore ideas through role play; keeping in

role and supporting others.

• Explore orally dilemmas for characters

• Explore how dilemmas are resolved.

Encourage pupils to draw parallels with

real events from their own lives.

• Use a basic structure to plan and write a 3

part adventure story focusing on plot.

• Proofread and give an opinion about their

own written work and that of others;

identify ways to improve and begin to edit


Write an adventure story focusing on plot • Three part story –

Introduction – set the scene (location and characters)

Problem / Dilemma – describe the problem and how it came

about.

Ending – what is the resolution/outcome?

• Alliteration e.g. roaring river, cosy cottage, mysterious

monstrous mountain, vibrant villagers, desolate desert.

• Prepositions e.g. before, after, next, onto, inside

• Adjectives to describe settings e.g. dusty, drab, warm,

glum, cosy, beautiful, windy, sunny, scary, dark, cold

• Adverbs to describe actions e.g. gently, angrily, bravely,

carefully, foolishly, excitedly

• Adjectives to describe characters e.g. old, thin, young,

curly, kind, brave, untidy



• Similes e.g. as cold as ice, as flat as a pancake, as busy

as a bee, as quiet as a mouse.

• Metaphors e.g. a bright idea, jumping for joy

• Repetition of 3 for effect and rhythm e.g. he ran and he

ran and he ran

• Idioms e.g. raining cats and dogs, in a pickle, on cloud

nine.

• Connectives e.g. and, but, so, when, then, because, when,

if

• Words/phrases to signify the passage of time e.g. before

long, soon, at that moment, in a flash, next day

• Words/phrases to change the focus of the story e.g.

Suddenly, All of a sudden

Non-fiction –

Information

News Paper Article

Advertisement

• Read and listen to a range of newspaper

articles, identifying how they are

organised e.g. paragraph headings,

pictures, graphs, the use of questions as

titles.

• Group discussion on a particular topic e.g.

The importance of eating healthily. What

do they know? What do they need to

research? How will they undertake their

research?

• Research the topic e.g. listen to and

discuss related texts, watch videos on the

topic, interview a member of the public

(policeman, resident of a housing estate,

doctor), visit the place to gain deeper

understanding of the issues (countryside

where proposed housing development is to

be built).

• Continually discuss the information as it is

being collected, recording key points in

Factual based Newspaper article e.g. The

importance of a healthy diet.

Include supporting simple graphs, tables

and imported images to summarise

information.

Create an advertisement for the

Newspaper e.g. for a new healthy drink

Article


• Introduction to set the scene




• Degree of formality

• Opening Statements e.g. I am going to…, I will try…

• Factual sentence starters for information e.g. This is a …,

…are…, …is…, They are…, They are also…, They like to…,

They don’t like…, It can…, It doesn’t…

Advertisement

• Starting sentences with a verb e.g. Don’t…, Try a..., You

will be…

• Persuasive statements e.g. it will…, you will be…

• Adjectives e.g. amazing…, incredible

34

note form e.g. mind map, diagrams,

highlighting key words of texts.

• Work in small groups to collate information

under specific headings e.g. positive,

negative effects.

• Write a newspaper article that draws

attention to the topic being discussed,

include supporting simple graphs, tables

and imported images to summarise

information.





Non-fiction OR Fiction

Explanations/Invitation

How…

• Guide pupils to reflect on processes and to

sequence an explanation orally.

• See and hear an oral explanation of a

process using a flowchart.

• Orally explain how to

make…/create…/build….

• Listen carefully to others and make

connections with what they are learning

and already know. Encourage pupils to ask

relevant questions during

discussion/presentations and to make

comments to reinforce understanding.

• Develop relevant vocabulary through

independent, guided and shared reading of

simple explanation texts and invitations.

• Read explanations in the form of captions,

pictures, diagrams and text in books and

the world around them e.g. wall displays.

• Look for specific information in texts

using contents, indexes, glossaries and

dictionaries.

• Explore visual clues to enhance

understanding e.g. diagrams, charts

• Undertake a practical task and produce a

flow chart, ensuring content is clearly

sequenced leading to final written outcome

and compile a class book of explanations

e.g. on ‘How we recycled materials to make

something useful’

• Read and discuss a variety of invitations to

different events; identifying the main

features e.g. language, layout

• Create individual invitations e.g. to a sale

where the recycled objects will be sold to

raise money.





Produce a flow chart, ensuring content is

clearly sequenced leading to final written

outcome and compile a class book of

explanations.

For example:

Non-fiction

Class book - How materials can be recycled

into something useful.

Create individual invitations to a sale

where the recycled objects will be sold

to raise money.

OR

Fiction

Class book - How magic spells are created.

Create individual invitations to magic

show.

Explanation

• Logical sequence /Time connectives e.g. First, then,

following, finally

• Opening statements e.g. I will try to…, Firstly I will…, I

am going to…



• Causal connectives e.g. so…, because…


• Action verbs – e.g. falls, rises, changes


• Heading

• Use of diagrams or pictures

Invitation

• Polite directives e.g. please come to…, it will take place

at…, it starts at…, it finishes at… we’re looking forward

to…



• More advanced language constructions e.g. we/I would like

to invite you…, during the afternoon we/I will be…, at

around…, it would be good if…, we/I hope that you will…

• Time connectives e.g. first of all…, later…, at about…,

following that…, at the end of the afternoon…, finally

Poetry - Vocabulary

building

• Recite and perform familiar poems by

heart



• Explain the pattern of simple forms.

• Rhythm and Rhyme

Poetry Structure –

Haiku

• Read and write Haiku and Tanka poetry Write Haiku and Tanka poetry • Haiku – 3 lines: syllable pattern 5, 7, 5

35

Year 4 – Term 1

Spelling

Use strategies including knowledge of word families, roots, morphology, derivations and graphic knowledge to spell

words e.g. words with more complex patterns

Handwriting

Produce handwriting which is clear and legible and may be cursive

ICT

Explore and use appropriately the different

forms of writing on-screen to interact with

others, e.g. websites, e-mails, blogs

Year 4 – Term 1

Focus

Possible stimuli for Oracy, Reading and Writing Written Outcome Language Features /Continuum Links with Framework

Fiction -

Recount

Diary

Book Review

• Encourage pupils to listen carefully to myths or legends and ask

relevant questions to reinforce and build on understanding e.g.

characterisation, language features, effects, dialogue, what’s

inferred and structure. Discuss relevant information and key

ideas e.g. How did the chosen character feel? What led to the

day’s events?

• Shared reading of a myth or legend, encouraging pupils to use

understanding of sentence structure and punctuation to make

meaning.

• Accurately identify the main points and supporting information in

the myth/legend e.g. highlighting, annotating key words/features

• Independent and shared reading of diary extracts to identify

how they are organised and to discuss the key features e.g. how

the verbs used for speech help you work out characters

personality.

• Role play, monologue describing another character from the text.

• Guided writing to model key features of a diary and how to

include main ideas with supporting details.

• Use evidence collected to write a diary. Adopt the role of a

character and write a diary describing another key character

from a story, play, myth or legend; focusing on effective

characterisation.

• Proofread their own work and that of others, assessing and

identifying ways to improve before editing

• Improve writing, checking for clarity and organisation

Adopt the role of a character from a

story, play, myth or legend. Write a

diary describing another key character

focusing on effective characterisation.

Write a review of the literature studied.

• First Tense

• Punctuation – full stops, commas and apostrophes e.g. he’d

• Adverbs to start a sentence e.g. anyway, lately, luckily

• Adverbs to describe actions e.g. boldly, caringly, clumsily, accidentally, firmly

• Simple connectives e.g. but, so, then, because, when

• Speech like phrases e.g. By the way…, I hope that…, I think that

• Adjectives to describe characters e.g. caring, bold, gentle, nasty

• old, thin, young, curly, kind, brave, untidy

• Adjectives to describe settings e.g. drab, rural, mysterious, bleak

• Reorientation e.g. a closing statement that may include elaboration (I hope he

continues to defend my kingdom from danger as he did today)

• Evoke senses – ‘The foul smell of smoke lingered in his hair.’

• Verbs are used when expressing opinions, e.g. I think …. I do believe… They

say that he / she…….

• Write in the past tense and in Chronological Order

• To help the reader empathise with you use pronouns such as .I, We, Us, We’re

and I’m.

• Personal language including thoughts and feelings.

• Rhetorical questions e.g. Have you ever …?

• Speculative sentence starters e.g. I wonder if …

• Other sentence starters e.g. I felt so…, Sometimes…, At times…, At least

Non-fiction OR

Fiction

Instructions

Recipes

Poster

• Display an example of instructional writing within a brochure or

pamphlet on the Interactive Whiteboard. Class discussion

encouraging pupils to identify the main topic, structure and

language features e.g. states a goal to be achieved, lists

materials required in sequence, provides simple, clear instructions

and includes diagrams or illustrations for clarity.

• Teacher led annotation of a text; highlighting key features, use

of language and organisation of text.

• Look at a range of brochures or pamphlets, encouraging pupils to

respond orally and explain information and key ideas.

• Read and follow a set of written instructions, evaluating their

effectiveness.

• Research specific information on the chosen ‘How to…’ topic from

web pages, using search methods, considering the most efficient

methods.

• Create a set of oral instructions based on the researched topic.

Individually explain the instructions orally to peers within small

group situations, using relevant vocabulary. Listen carefully to

the presentations of others and show understanding of the main

points, responding and giving views on what the speaker has said.

• Compile a class book based on the researched topic; ensuring that

information and instructions are presented clearly. Include

illustrations and diagrams for clarity of meaning.

Compile a class recipe book.

For example:

Non-fiction - Our healthy recipes.

Fiction – Our marvellous potions for a

range of ailments

Individuals to compile instructions on the

chosen topic. Collate into a class book

which includes a cover, contents page,

glossary of terms and illustrations.

Create a poster advertising the launch of

the book.

• Formal

• Present tense

• Titles

• Punctuation – full stops, commas, exclamation marks

• Subject specific vocabulary

• Sentence statements e.g. Be careful if you…, Remember to…, Think about…,

Consider…

• Procedural phrases e.g. To start with…, Afterwards…, At this point…, Lastly

• Prepositions e.g. before, after, next, onto, inside, through, during

• Common nouns

• Connectives e.g. also, if, because, so, after, however

• Bullet points


• Diagrams with arrows / labelled diagrams to introduce sections/paragraphs

• Use of negative commands e.g. Do not eat food with high sugar content.

• Additional advice or suggested alternatives e.g. it’s a good idea to leave it

overnight if you have time.

36




Non-fiction –

Persuasion

Formal Letter

Writing

Book blurb

• Gather ideas on a chosen topic through discussion e.g. The

effects of pollution

• Small group discussion on the chosen topic e.g. The main causes

of pollution and what can be done to prevent further damage to

the environment.

• Listen carefully to others and make connections with what they

are learning and already know. Encourage pupils to ask relevant

questions/make comments to reinforce understanding.

• Develop skimming techniques through further research on the

chosen topic. Read and analyse a range of persuasive texts to

identify key features e.g. letters to newspapers, discussions of

issues in books. Encourage pupils to record relevant information

to use in their writing.

• Listen to audio clips of people talking persuasively. Discuss the

use of persuasive language and use role play to consolidate

understanding.

• Use notes gathered to prepare a short talk to highlight the main

points of the chosen argument. Present the talk to younger

members of the school,

• Shared reading and writing to model key features of a formal

letter

• Analyse how a particular view can most convincingly be presented,

e.g. ordering points, visual aids, graphs, images, etc. can be used

to support or reinforce arguments and investigate how style and

vocabulary are used to convince the reader.

• Plan and present a point of view in the form of a formal letter.




Write a persuasive letter from own point

of view e.g. A letter to the local council

which outlines the need for better

amenities for children in the area.


• Punctuation – full stops, commas, exclamation marks, question marks and

apostrophes e.g. I’ve

• Phrases using ‘that’ e.g. I believe that…, It is clear that…,


• Adverbs of time to aid sequencing e.g. now, then, tonight, tomorrow,

yesterday

• Rhetorical questions e.g. Isn’t it clear that…? I can’t believe that…?

• Sentence starters e.g. I believe…, I don’t believe…, In my opinion

• Connectives e.g. also, if, because, so, after, however

• Openings e.g. I write to you because… , I would like to…, I wish to…, Thank

you for…

• Phrases to finish off e.g. Lastly…, I would like to say…, I believe that…My

last point is…

Poetry -

Vocabulary

building

• Describe the impact of poetry and explain own interpretation of

poems.

• Comment on the use of expressive language to create images,

sound effects and atmosphere

• First person

• Recount or explanation of a personal viewpoint.

• Address the reader directly e.g. by asking questions or using language as if the

reader is taking part in a conversation with the writer – “Is it hard to believe?”

Poetry Structure

-Conversation

• Read and recite Conversation poems.

• Vary volume, pace and use expression when performing.

• Use actions, sound effects, musical patterns and images to

enhance a poem’s meaning.

Write Conversation Poetry • Two or more voices present.

• Dialogue taking place or a series of questions and answers e.g. as in ‘Who killed

Cock Robin?”

37

Year 4 – Term 2

Spelling

Use strategies including knowledge of word families, roots, morphology, derivations and graphic knowledge to

spell words e.g. words with more complex patterns

Handwriting


ICT




Year 4 – Term 2

Focus


Fiction -

Dialogue with

more characters

• Guided reading of dialogues to identify conventions for

punctuation and layout. Careful questioning to encourage

pupils to consider what dialogues reveal about characters’

feelings, actions and relationships.

• Evaluate a range of dialogues, noting the effectiveness of

key features, such as; choice of vocabulary, use of

punctuation for effect e.g. exclamation mark and choice of

dialogue tags.

• Listen to audio clips of dialogue. Discuss content and

important features of speech e.g. dialect, level of

formality. What effect does this have on the listener?

How do we portray the characters?

• Plan and write a conversation between two fictional

characters from a story, highlighting a dilemma or problem

• Small groups to perform their dialogues to the class using

props. Experiment with varying the pitch and tone of their

voice as appropriate.




Write a conversation between two fictional

characters from a story, highlighting a

dilemma or problem

• Use appropriate and relevant vocabulary for the task e.g. greetings, level of formality

• Punctuation – full stops, commas, exclamation marks, question marks, speech

marks and apostrophes e.g. I’ve

• Use dialogue to increase the tension, (move the story forward if within a narrative)

and reveal character’ relationships to one another.

• Punctuation: quotation marks, commas, explanation marks

• Dialogue tags other than “said” e.g. agreed, argued, begged, giggled, screamed,

sobbed, yelled, replied

• Connectives e.g. and, but, so, when, then, because, when, if, after, while, as well

as, also.

• Apostrophes for omission e.g. she’s, he’s,

Non-fiction

Information

Portrait

• Explore further the key features of historical portraits;

including the use of past tense, layout, information

included and language features discussing their

effectiveness in character portrayal

• Orally recall existing knowledge on the chosen character

and compile a class mind map to capture the information.

• Compose questions to ask in order to locate further

information e.g. When was he/she born? How old was he

when he became king?

• Analyse a number of report/information from texts and

web pages on a chosen historical character and note their

function, form and typical language features. Consider

which are the most effective methods and choose two for

closer study.

• Gather ideas using contents, index, headings and sub-

headings to build a character profile which includes

relevant and significant information on the chosen

character. Record information in note form on a timeline,

including illustrations where appropriate.

• Guided writing of a portrait of a historical character to

highlight how to present information in an unbiased way

that is easy to understand. Modelling correct use of

language and paying attention to typical structure.

• Present the information in a portrait of a historical

character based on notes gathered from 2 different

sources.



• Improve writing, checking for clarity and organisation .

Compile a portrait of a historical character

based on notes gathered from 2 different

sources.


apostrophes e.g. he’d

• Time connectives e.g. At a young age…, As a teenager…, By the end of his/her

life…

• Other starters e.g. Sometimes he/she…,


• Past tense

• Adjectives e.g. caring, gentle, violent, wealthy, confident, aggressive

• Similes e.g. as cunning as a fox, as stubborn as a mule

• Idioms e.g. pull the wool over…eyes, saved by the bell

• Comparative language to describe and differentiate e.g. angrier, more/most evil,

richer, longer, more/most powerful

38

Non-fiction OR

Fiction

Explanation

Why something

happens

Question and

answer leaflets

• Read and analyse explanatory texts to identify key

features. e.g. a general statement to introduce the topic

and clear steps or phases on a process explained logically

and in order

• Distinguish between explanatory texts, reports and

recounts. Recognise that some forms of writing might

contain examples of various texts e.g. recipes, brochures

• Summarise processes following practical activities and

collate evidence in flowcharts which show the sequence of

events/actions.

• Discuss ‘titles’ and their importance in explanatory texts.

Are some more successful than others in highlighting what

the writer is explaining.

• Discuss the use of images to support explanatory texts e.g.

flow chart, photographs, diagrams

• Read opening paragraphs in explanation texts, highlighting

the key language features used and their effectiveness in

introducing what is being explained.

• Contribute to the shared writing of an explanation where

the teacher acts as scribe and models the use of

paragraphs, connectives and the other key language and

structural features appropriate to explanatory writing,

• After oral and written rehearsal, write explanatory texts

independently from a flowchart, using the conventions

modelled in shared writing, ensuring content is clearly

sequenced leading to final written outcome and compile a

class book of explanations e.g. Why do rivers dry up? Why

is the coastline changing?







sequenced.

Use the assembled evidence to write an

explanation of ‘why’ something happens

For example:

Non-fiction

Why is the coastline changing?

OR

Fiction

Why did the ugly sisters dislike Cinderella?

• Punctuation – full stops, commas, exclamation marks, speech marks, question


• Opening statement e.g. I will attempt to…This explanation will…

• Logical sequence/Time connectives e.g. To begin with…, Next…, Before long…,

Finally…

• Causal connectives e.g. this is because, this leads to, as a result


• Action verbs – e.g. introduce, improve, effect, explore, persuade, provide,

promote, delay


• Heading and sub headings

Poetry -

Vocabulary

building

• Describe the impact of poetry and explain own

interpretation of poems.

• Comment on the use of expressive language to create

images, sound effects and atmosphere

• Language forms associated with spoken language, relying more on the patterns of

speech than on poetic conventions of rhyme and metre.

Poetry Structure

–Riddles

• Read, recite and respond to limericks

Write Limericks • 5 line rhyming form

• Humorous subject matter

• Rhyme pattern usually AABBA

• First line is typically …”There once was a …from …”

39

Year 4 – Term 3

Spelling

Use strategies including knowledge of word families, roots, morphology, derivations and graphic knowledge to

spell words e.g. words with more complex patterns

Handwriting


ICT




Year 4 – Term 3

Focus


Fiction -

Adventure story

on a chosen theme

• Listen carefully to an adventure story, responding and

giving views e.g. plot, characterisation and dialogue

• Discuss language used by the author to persuade the

reader to like/dislike characters

• Predict how characters will behave in stories and

whether their actions were justified.

• Role Play to explore dilemmas and resolutions.

• Identify with characters and make links with own

experiences

• Interview story characters.

• Analyse dialogue – what does it reveal about

relationships? Personal traits?

• Role play dialogue between characters

• Language study e.g. tense, phrases used to introduce

chapters or paragraphs, sentences of three for

description

• Discuss the structure of a 5 part adventure story.

• Use Pie Corbett and story mountain strategies to

recount a story, recognising the stages in a story.

• Use story starters to inspire writing e.g. Teachers TV,

Digi-flip clips, good quality pictures, music, and

inspiration boxes.

• Plan and write a 5 part adventure story – sequence

events clearly using paragraphs.

• Proofread their own work and that of others, assessing

and identifying ways to improve before editing


Write a story on a chosen theme,

focusing on setting and plot

• Five part story –

Introduction – detailed description of setting

Build-up – build in suspense towards the problem or dilemma

Problem / Dilemma - include detail of actions/dialogue

Resolution – link with the problem

Ending – link back to the start e.g. how the character or situation has changed

from the beginning.

• Punctuation – full stops, commas, exclamation marks, speech marks, question


• Metaphors e.g. run like the wind, heart of gold, boiling mad

• Alliteration e.g. crowded café, dreary dungeon, luxurious loft, peaceful park

• Prepositions e.g. after, before, by the side of, next to, in front of, during,

through, throughout

• Similes e.g. like a bull in a china shop, as happy as a lark, as light as a

feather, as hard as rock.

• Adjectives to describe settings e.g. dusty, drab, warm, glum, cosy, beautiful,

windy, sunny, scary, dark, cold, bleak, cramped, dingy, lively

• Adjectives to describe characters e.g. caring, bold, gentle, nasty

• old, thin, young, curly, kind, brave, untidy

• Adverbs to describe actions e.g. boldly, caringly, clumsily, accidentally, firmly

• Idioms e.g. the last straw, on the ball, a piece of cake, if pigs could fly

• Repetition of 3 for effect and rhythm e.g. he screamed and he screamed and he

SCREAMED!

• Connectives e.g. and, but, so, when, then, because, when, if

• Words/phrases to signify the passage of time e.g. before long, soon, at that

moment, in a flash, next day

• Words/phrases to change the focus of the story e.g. Suddenly, All of a sudden

Non-fiction

Discussion/Report

Informative

Article for the

local newspaper

• Analyse a range of newspaper articles identifying the

main points and supporting information e.g. visual clues

• Develop relevant vocabulary through guided and shared

reading of newspaper articles

• Watch and listen to third person reports such as news

or sports reports on television or radio. Recount the

information to peers.

• Explore the expression of different views through

discussion, role play and drama.

• Gather ideas to plan for writing, categorising ideas

under headings e.g. for and against.

• Work in small groups to consider different sides of an

argument based on notes gathered from several sources.

Adopt a particular viewpoint and debate orally.

• Write an independent article for the local newspaper

summarising reasons for choices in an article e.g. The

impact of a new housing development on the community.

Discussion: Consider different sides of

an argument e.g. on a local topical

subject; based on notes gathered from

several sources

Information: Write an independent report

for the local newspaper summarising

reasons for choices in an article e.g.

the impact of a new housing development

on the community

Write a job advertisement e.g. asking

for a range of skilled craftsmen to build

the new estate.


apostrophes

• Expressive language to engage reader / viewer


• Introduction to simple paragraphing


• Present tense (The argument is written in the timeless present tense. This might

change to the past if historical background to the issue was being given. If

predictions are being made the tense might change to the future).

• The writer uses repetition of words, phrases and concepts deliberately, for

effect.

• Strong effective adjectives e.g. pollute, clutter, cramped, crowded.

• Rhetorical questions e.g. How would you feel? How would you react? What

would you do?

• Opening Statements e.g. Firstly I will…, This article will…

• Factual sentence starters for information texts e.g. As a rule…, Usually…, They

avoid …because…, This is a…, Sometimes…, Often…, They are usually…, It is

usually…, They are never…, It is never…, Most…

40

Advertisement

Include supporting evidence e.g. tables, diagrams,

images that add or summarise information.

• Proofread their own work and that of others, assessing

and identifying ways to improve before editing


• Use of pronouns (I, we, us) to manipulate the reader to agree with the position

argued.

• Use of emotive language i.e. words that will appeal to the reader's feelings,

e.g. concern, unreasonable, should.

• Connectives e.g. without any warning, presently, after that, eventually

• Indirect speech e.g. he/she agreed that…, he/she claimed…, he/she went on

to say…, he/she also spoke of…

Advertisement

• Starting sentences with a verb e.g. Imagine…, Find out…

• Persuasive statements e.g. it will…, you will be…,

• Adjectives e.g. amazing…, incredible, attractive, unique

Fiction OR Non-

fiction

Explanations –

How…

• Develop relevant vocabulary through guided and shared

reading of explanation texts. Encourage pupils to explain

information and ideas. Create a flow charts e.g. How solids

can change to liquids

• Find information and ideas from web pages, using different

search methods to explain a process.

• Encourage pupils to skim and scan different sources if

information on the topic e.g. reference books, web pages

and leaflets. Summarise the information and orally explain

the process to their peers in small group situations.

• After oral rehearsal, write explanatory texts

independently from a flowchart, notes and/or diagrams

using the conventions modelled in shared writing, ensuring

content is clearly sequenced leading to final written

outcome and compile a class book of explanations e.g. Our

wacky classroom experiments.

• Create individual invitations e.g. To a Science evening in the

school




Produce a flow chart, ensuring content

is clearly sequenced leading to final

written outcome and compile a class

book of explanations on ‘how ‘to do

something e.g. Our Wacky Classroom

Experiments.

For example:

Non-fiction

How liquids can be changed into solids.

Create individual invitations to a Science

evening in the school

OR

Fiction

How can a giant spider trap its prey?

Create individual invitations to the

unveiling of the new school terrarium.

Explanation


apostrophes

• Opening statement e.g. I will attempt to…This explanation will…

• Logical sequence/Time connectives e.g. To begin with…, Next…, Before long…,

Finally…



• Action verbs – e.g. introduce, improve, effect, explore, persuade, provide,

promote, delay



Invitation


apostrophes e.g. I’ve

• Polite directives e.g. please come to…, it will take place at…, it starts at…, it

finishes at… we’re looking forward to…

• More advanced language constructions e.g. we/I would like to invite you…, during

the afternoon we/I will be…, at around…, it would be good if…, we/I hope

that you will…, Don’t forget to…

• Time connectives e.g. first of all…, later…, at about…, following that…, at the

end of the afternoon…, finally…

Poetry -

Vocabulary building


• Describe poem’s impact and explain own interpretation



• Rhythm and Rhyme

Poetry Structure –

Tanka

• Read and write Haiku and Tanka poetry Simple sentences expressing an opinion • Tanka – 5 lines: syllable pattern 5, 7, 5, 7, 7.

41

Year 5 – Term 1

Spelling

Use a variety of strategies to spell words with complex regular patterns, e.g. exercise, competition

Handwriting

Produce legible, cursive handwriting with increasing fluency

ICT

Explore the layout of web pages to create material using available tools

Year 5 –

Term 1

Focus


Fiction -

Recount

Diary

Book Review

• Encourage pupils to listen carefully to myths or legends and

ask relevant questions to reinforce and build on understanding

e.g. characterisation, language features, effects, dialogue,

what’s inferred and structure. Discuss relevant information

and key ideas e.g. How do different characters perceive the

main character?

• Shared reading of a myth or legend, encouraging pupils to

identify how punctuation relates to sentence structure and

how meaning is constructed in complex sentences.

• Small groups to brainstorm ideas and create a mind map or

flowchart showing how different characters perceive the main

character

• Identify with characters and make links with own experiences

when judging their actions.

• Independent and shared reading of diary extracts to identify

how they are organised and to discuss the key features.

• Guided writing to model how to write with a clear purpose e.g.

characterisation and how to expand main ideas with supporting

reasons. Look at complex sentence construction and when

simple sentences are needed for effect!

• Collate the evidence and use planning to write a series of diary

accounts that highlight the key points from different

character perspectives.

• Proofread their own work and that of others, assessing it and

making appropriate recommendations for improvement;

edit/redraft work to show progression

• Revise and improve writing, explaining why they have made

changes

Consider the main character of a story,

myth or legend.

How do different characters perceive the

main character?

Adopt the role of 2 different characters

from the chosen literature and write 2

diary accounts that highlight key points

from different perspectives.


• First Tense

• Punctuation – full stops, commas, exclamation marks,

question marks and apostrophes

• Adverbs to start a sentence e.g. eventually, thankfully,

recently, hopefully

• Adverbs for action e.g. wisely, gratefully, spitefully,

proudly, instantly

• Simple connectives e.g. but, so, then, because, when

• Speech like phrases e.g. To be honest…, I must tell you

about…, In truth…

• Adjectives to describe characters e.g. cautious, stern,

stubborn, vicious, enthusiastic

• Adjectives to describe settings e.g. colourful, gloomy,

crowded, peaceful,

• Reorientation e.g. a closing statement that may include

elaboration (I hope I can defend my kingdom again from

danger as I did today)

• Evoke senses – ‘The foul smell of smoke lingered in his

hair.’

• Verbs are used when expressing opinions, e.g. I think …. I do

believe… They say that he / she…….

• Write in the past tense and in Chronological Order”

• To help the reader empathise with you use pronouns such as I,

We, Us, We’re and I’m.

• Personal language including thoughts and feelings.

• Rhetorical questions e.g. Have you ever …?

• Speculative sentence starters e.g. Maybe…

Non-fiction –

Instructional

PowerPoint

Poster

• Look at a range of instructional PowerPoint presentations and

encourage pupils to explore their features e.g. use of

vocabulary, gesture, and format. Ask pupils to highlight

different features, noting any relevant information regarding

structure, choice of language and how the topic is developed

through writing.


effectiveness.

• Study a wide range of information on the chosen ‘How to…’

topic from trusted sources, on-screen and on paper, selecting

and downloading any relevant information.

Use flow charts, diagrams and photographs to note findings.

• Create a set of oral instructions based on the researched

topic. Individually explain the instructions orally to the class,

using supportive resources e.g. on-screen and web based

materials. Listen carefully to the presentations of others

using techniques to remember the main points e.g. making notes

and summarising. Encourage pupils to ask questions and

respond to both the content.

Plan and create a PowerPoint presentation

For example

Non-fiction

How to cross the road safely.

OR

Fiction

How to train a crocodile

Prepare an instructional guide in the form

of a PowerPoint presentation and invite

younger members of the school to a talk

on the chosen subject.

• Present tense


question marks, speech marks and apostrophes

• Description for precision rather than to create an emotional

response, including the language of comparison and contrast

• Titles


• Sentence statements e.g. More than half…, Less than

half…, Most…

• Advanced language constructions e.g. Begin by…, Continue

by…, Do this until…, Be careful of…, Don’t forget to…

• Prepositions e.g. underneath, towards, beneath, since,

beyond

• Common nouns

• Connectives e.g. even though, besides, however, as well as

• Bullet points/Numbered lists



• Use of negative commands e.g. Do no………. Avoid….

42

• Compare the different sources of information to plan,

compose, edit and refine a PowerPoint presentation which

includes a variety of elements e.g. reporting chart, list of

instructions, labelled explanatory diagram.

• Proofread their own work and that of others, assessing it

and making appropriate recommendations for improvement;


Create an instructional poster to display

in the Foundation Phase.

• Additional advice or suggested alternatives e.g. it’s a good

idea to leave it overnight if you have time.

Non-fiction –

Persuasion

Formal

Letter

Writing

Flyer

• Create mind maps on a chosen topic to plan for writing e.g. The

effects of pollution

• Small group discussion on the chosen topic e.g. The main

causes of pollution and what can be done to prevent further

damage to the environment.

• Listen carefully to others and make connections with what they

are learning and already know. Encourage pupils to ask relevant

questions/make comments to reinforce understanding.

• Research information from a wide range of media using

strategies for skimming to locate the main points, key words

and phrases. Download any useful information to use in their

writing later, highlighting parts which are of significance.

• Construct an argument in note form to persuade others and

present the case to the class, answering questions clearly and

as logically possible.

• Draft and write individual letters on emotive topics, including

relevant details to support the argument/point of view.





changes

Following research write a persuasive letter

on an emotive topic e.g. Letter from a

school child in Victorian times (Maestir

School) to persuade councillors to allow

them to speak Welsh and to abolish the

Welsh Not.


• Phrases using ‘that’ e.g. It appears that…, There is no doubt

that…

• Punctuation – full stops, commas, bullet points, exclamation

marks, question marks, speech marks and apostrophes



tomorrow, yesterday, daily

• Rhetorical questions e.g. Isn’t it clear that…? Does anyone

really believe…?

• Sentence starters e.g. As I see it…, Clearly…, In my

opinion…

• Connectives e.g. even though, besides, however, as well as

• Opening e.g. I wish to express…, I would like to inform you

that…, I would like to thank you for…

• Phrases to finish of e.g. Lastly…, I would like to say…, I

believe that…, Finally…, It is my belief that…, I look

forward to hearing from you…, Thank you once again for…

• Useful expressions e.g. I wonder if…, I would be grateful

if…, I hope that…

• Phrases followed by a comma e.g. Firstly, secondly,

• Phrases to provide evidence e.g. For example…, My evidence

to support this is…

Poetry -

Appreciation

• Discuss poet’s possible viewpoint, explain and justify own

response and interpretation.

Poetry

Structure –

Raps

• Read and respond to raps,

• Perform raps varying pitch, pace, volume, expression and use of

pauses to create impact

Write raps focusing on social commentary

e.g ‘bulling’

• A mix of poetry, talk and song.

• Central elements of hip hop

43

Year 5 – Term 2

Spelling


Handwriting


ICT

Explore the layout of web pages to create material using available tools

Year 5 – Term 2

Focus


Fiction -

Dialogue

• Analyse dialogues at particular points in stories and

summarise its purpose e.g. to explain plot, show character or

relationships.

• Evaluate a range of dialogues, noting the effectiveness of key

features, such as the choice of vocabulary and sentence

construction for narrative to set the scene.

• Discuss dialect in plays and unfamiliar language that is native

to a certain area or particular period of time in history.

• Use role play to explore characters, setting and events in

stories. Use appropriate and relevant vocabulary for the task

e.g. greetings, level of formality,

• Plan and write a series of short dialogues for different

purposes e.g. to explain plot, show character or relationships.





changes

• ICT: explore the layout of web pages to create material

using available tools

Write a series of short dialogues for

different purposes e.g. to explain

plot, show character or/and

relationships.

• Use appropriate and relevant vocabulary for the task e.g.

greetings, level of formality

• Use dialogue to increase the tension, move the story forward

and reveal character’ relationships to one another



• Dialogue tags other than “said” e.g. admitted, answered,

bragged, confessed, demanded, , promised, pleaded,

sighed, whispered

• Connectives e.g. and, but, so, when, then, because, when,

if, after, while, as well as, also., besides, even though

• Apostrophes for omission e.g. they’ve, we’ve, couldn’t,

wouldn’t, shouldn’t, didn’t

• Adjectives to set the scene e.g. blustery, sunny, wintery,

chilly, glorious, bleak, tranquil, secluded, scenic, dreary

Non-fiction –

Information

Portrait

• Read a wide range of historical portraits, discussing and

annotating the use of language e.g. time connectives, legacy

statements and past tense.

• Prepare for factual research by reviewing what is known and

unknown about the chosen historical character and which

resources are available for the task.

• Work in small groups to skim and scan a range of sources e.g.

information from the web, television documentaries, audio

clips and texts to research a particular line of enquiry e.g.

characters’ social standing, education, family tree and

personal traits. Write personal notes to record selected

information e.g. mindmaps, timelines, tables, flowcharts,

illustrations.

• Group discussion on the selected information leading to the

planning of an oral presentation on the chosen topic to the

other members of the class. Each member of the group to

take some responsibility for completing the task well..

• Listen carefully to group oral presentations editing and

refining notes as applicable.

• Individually draft a portrait of the historical character

based on the notes gathered from a range of different

sources.



edit/redraft work to show progression.

Evaluate a range of evidence based on

notes gathered from different

sources to build an informative and

accurate portrait of a historical

character e.g. King Arthur



• Time connectives e.g. during his early life, Soon

afterwards, Many years later, Towards the end of his life…

• Other starters e.g. As it happened…, Once he/she had…

• Making statements e.g. One of the most interesting things

about…was…

• Legacy statements e.g. His/her life was…, He /she will be

remembered for…, His/her life was…


• Past tense

• Adjectives e.g. aggressive, bashful, dishonest, humble,

spiteful, impatient

• Similes e.g. as stubborn as a mule, as tough as leather

• Idioms e.g. the best of both worlds, see eye to eye


angrier, more anxious, smarter

44


changes



Non-fiction OR

Fiction

Explanation

Why something

happens

Non-fiction book

entry

• Read and analyse a range of explanatory texts a general

statement to introduce the topic and clear steps or phases on

a process explained logically and in order; investigating and

noting features of impersonal style e.g. complex sentences;

passive voice; technical vocabulary

• Summarise processes following practical activities and collate

evidence in flowcharts which summarise the sequence of

events/actions

• Research a particular topic from a range of sources, including

web based information.

• Discuss the information gathered with peers, building on

ideas

• Use techniques in planning writing e.g. mindmapping,

sequencing, and placemat activities.

• In shared writing and independently plan, compose, edit and

refine explanatory texts, using reading as a source, focusing

on clarity. Explain ‘why’ something happens, documenting the

process e.g. Why are cogs and levers needed within certain

designs

• Independently plan, compose, edit and refine explanatory

texts, using reading as a source, focusing on clarity. Explain

‘why’ something happens, documenting the process e.g. Why

are cogs and levers needed within certain designs.

• Explore different ways to present the information, revising,

improving and explaining why changes have been made.





changes






sequenced.

Use the assembled evidence to write

an explanation of ‘why’ something

happens

For example:

Non-fiction

Why are cogs and levers needed with

certain designs?

OR

Fiction

Why do heroes always win in stories?



• Opening statements e.g. This explanation is designed to…

• Logical sequence/Time connectives e.g. To begin with…, After

a minute…, When…, At this point…, Finally

• Causal connectives e.g. this is because, this leads to, as a

result, therefore

• Other useful phrases e.g. this causes…, this helps…, this

ensures…, this must….


• Action verbs – e.g. reduce, provide, support, direct, activate,

expand, guide, maintain

• Heading and sub headings.

Poetry -

Vocabulary

building

• Explain the use of unusual language choices and effects e.g.

metaphor and personification; comment on how this effects

imagery.

Poetry Structure

Cinquains

• Read, recite and respond to Cinquains

• Use actions, sound effects and dramatic interpretation to

perform cinquains

Write cinquains experimenting with

rhyme and syllabification.

• Five-line poem

• Syllable pattern for each line 2, 4, 6, 8, 2

45

Year 5 – Term 3

Spelling


Handwriting


ICT

Explore the layout of web pages to create material using

available tools

Year 5 – Term 3

Focus Possible stimuli for Oracy /Reading Written Outcome Language Features/Continuum Links with Framework

Fiction - Story with

a theme

• Listen and contribute to the reading of an adventure story or

story with a theme.

• Map out texts showing how key points are developed e.g.

setting, suspense, dilemma, resolution, ending. Compare how

these are developed in different texts.

• Discuss the main ideas developed in stories and make

inferences about what is written and implied.

• Identify features of typical settings and how language is used

to evoke images, description and characterisation.

• Discuss how characters change during the course of stories

e.g. become braver, wiser or more adventurous.

• Re-cap on the structure of a 5 part story and how events are

sequenced in paragraphs.

• Plan and tell stories orally using Pie Corbett and story mountain

strategies.

• Use role play to explore different points of view of characters

in a particular scenario e.g. when facing a moral dilemma. Will

the choices they make lead to a satisfactory resolution?

• Experiment with different ways to start a story e.g. simile,

sentence of three, dialogue, question. Discuss the

effectiveness of the strategies.

• Use language to create effect e.g. suspense, drama, fear

• Use story starters to inspire writing e.g. Teachers TV, Digi-flip

clips, good quality pictures, music, and inspiration boxes.

• Plan and re-write a 5 part story





changes

Plan and re-write a familiar story from

an alternative point of view e.g. Gwion

and the Witch from the witch’s point

of view.

• Five part story –

Introduction – detailed description of setting




Ending – link back to the start e.g. how the character or situation has

changed from the beginning.

• Punctuation – full stops, commas, bullet points, exclamation marks,


• Commas for sentence of 3 description e.g. The house was almost

invisible, hiding under a blanket of snow and the dark shadows of

the trees above.

• Dialogue to advance the action e.g. “What was that Noise?”

• Alliteration e.g. eerie exterior, magnificent moment, racing river,

rural retreat, polluted pond, savage sea,

• Prepositions e.g. underneath, since, towards, beneath, beyond,

• Similes e.g. as tough as leather, as old as the hills, as fresh as a

daisy, as clean as a whistle, as safe as houses

• Adjectives to describe settings e.g. bleak, colourful, deserted,

dreary, eerie, gloomy, isolated, mysterious,

• Adverbs for action e.g. wisely, gratefully, spitefully, proudly,

instantly

• Adjectives to describe characters e.g. cautious, stern, stubborn,

vicious, enthusiastic

• Idioms e.g. I’ve got a bone to pick with you, once in a blue moon,

hit the nail on the head, it cost an arm and a leg

• Connectives e.g. however, besides, as well as, after which, even

though, despite

• Words/phrases to signify the passage of time e.g. instantly, soon,

after a while, much later, within seconds, as the sun set,

eventually

• Words/phrases to change the focus of the story e.g. some distance

away, meanwhile, suddenly

46

Non-fiction –

Recount/Discussion

Report

Newspaper Article

Advertisement

• Analyse a number of newspaper articles and note their

function, form and typical language features e.g. introduction,

short statements, specific technical language and develop

relevant vocabulary through guided and shared reading of

newspaper

• Discuss a topical issue, identifying questions posed by the

subject.

• Research and locate information in text and on screen,

considering points of view and evaluating orally how different

sources portray the same information. Discuss viewpoints.

• Following careful consideration of the evidence gathered

debate two sides of an argument logically.

• Evaluate orally by comparing how different sources treat the

same information

• Draft and write individual, group or class reports for real

purposes and put a point of view, comment on an emotive issue

or protest e.g. The impact of wind farms on the local

environment.

• Explore how ICT can support the effectiveness of the report

e.g. graphs to display statistics.





changes

Write a newspaper article which

includes detailed facts , reasoned

views and supporting visual evidence

e.g. A day in the life of a homeless

person

Explore how ICT can support the

effectiveness of the report e.g.

graphs to display statistics.

Create an advertisement in support of

the article e.g. for volunteers to help

in the local Food bank/Soup kitchen



• Paragraphs which include main ideas and related details

• Headings and sub-heading

• Present tense (The argument is written in the timeless present

tense. This might change to the past if historical background to the

issue was being given. If predictions are being made the tense might

change to the future).

• The writer uses repetition of words, phrases and concepts

deliberately, for effect.



• Opening Statements e.g. The purpose of this article…,The

following information…, I will attempt to…, Each paragraph…

• Factual sentence starters for information texts e.g. Usually…,

Normally…, Instead they…, They are rarely…, It is rarely…,

They are a very…, It is a very…, Although…, Despite…, Often…,

More than half…, Less than half…

• Strong effective adjectives e.g. pollute, clutter, cramped,

crowded.

• Rhetorical questions e.g. How would you feel? How would you

react? What would you do?

• Use of pronouns (I, we, us) to manipulate the reader to agree with

the position argued.

• Use of emotive language i.e. words that will appeal to the reader's

feelings, e.g. unfairly, alarmed,

• Connectives e.g. unfortunately, fortunately, without any warning,

presently, eventually.

• Indirect speech e.g. he/she disputed…, he/she also claimed

that…, he/she reported that



• Questions for titles e.g. Are wind farms beneficial to the

environment?

• Summary and conclusion

Advertisement

• Starting sentences with a verb e.g. Imagine…, Find out…,

Consider…, Take a moment…

• Persuasive statements e.g. it will…, you will be…, just think how

• Adjectives e.g. amazing…, incredible, attractive, unique

• Rhetorical questions e.g. Do you think that…? Why not…? Have you

ever thought about…?

Non-Fiction OR

Fiction

Explanations –

reference books

• Look at a range of explanation texts; discussing and identifying

key features of layout, text, language and supporting details e.g.

graphs

• Watch a documentary on the chosen topic and make

notes/summarise key points. Discuss the use of language and

the speakers’ viewpoints. Was the speakers’ viewpoint supported

by factual evidence? How do we know?

• Research for further information on the chosen topic e.g. in

reference books, on the web, through discussion with members

of the public.

• Compile the evidence and prepare an oral explanation of the

process from own notes.

• Independently plan, compose, edit and refine explanatory texts,

using reading as a source, focusing on clarity. Explain ‘how’

something happens, documenting the process e.g. How volcanoes

erupt.

• Compile a class book e.g. Natural Disasters and explore in groups

and as a class different ways to present the information,

Individually research and plan a page

for a reference book on one aspect of

a class topic.

Compile a class reference book e.g.

Natural Disasters.

Create individual invitations to

parents, governors etc. to the unveiling

to the new reference section in the

school library, where the book will be

displayed.

For example:

Non-fiction – How volcanoes erupt.

Explanation

• Logical sequence/Time connectives e.g. To begin with…, Next…,

Before long…, Finally…

• Opening statements e.g. This explanation is designed to…



• Action verbs – e.g. introduce, improve, effect, explore,

persuade, provide, promote, delay



Invitation

• Polite directives e.g. please come to…, it will take place at…, it

starts at…, it finishes at… we’re looking forward to…, it will

be…,

• More advanced language constructions e.g. we/I would like to

invite you…, during the afternoon we/I will be…, at around…, it

47





changes

• Create individual invitations e.g. To the unveiling of the new

reference in the school library.

Fiction – How future inventions will

change the world.

would be good if…, we/I hope that you will…, Don’t forget to…,

you are welcome to provide suggestions….

• Time connectives e.g. first of all…, later…, at about…, following

that…, at the end of the afternoon…, finally…

Poetry -

Vocabulary

building

• Compare different forms of Free Verse and describe impact.

Poetry Structure

– Rhyming

Couplets

• Read, recite and respond to rhyming couplets Write rhyming couplets, for parts of a

poem that is longer than two lines long

e.g. at the end of a verse or stanza

• Two lines, each with the same metre and rhyme

• Rhythm

• Experiment with humour in the rhyme

48

Year 6 – Term 1

Spelling

Use strategies to spell correctly polysyllabic, complex and irregular words

Handwriting

Produce fluent and legible handwriting

ICT

Explore different ways to present work and use them

appropriately, e.g. moving image, slides, voice-over

Year 6 –

Term 1

Focus

Oracy, Reading and Writing Written Outcome Language Features/Continuum Links with Framework

Fiction -

Soliloquy

Book Review

• Encourage pupils to listen carefully to the chosen literature

and ask relevant questions to reinforce and build on

understanding e.g. characterisation, language features,

effects, dialogue, what’s inferred and structure. Discuss

relevant information and key ideas e.g. How did the chosen

character feel? What led to the day’s events?

• Shared reading of the chosen literature, encouraging pupils

to understand how punctuation can vary and so affect

sentence structure and meaning

• Pupils to read a range of texts both on screen and on paper

to create a character profile, highlighting the main ideas and

significant details to include in their soliloquy

• Independent and shared reading of soliloquy extracts to

identify how they are organised and to discuss the key

features.

• Guided writing to model how to write purposeful soliloquy

• Write a creative soliloquy based on the chosen literature e.g.

The train in ‘Goodnight Mr Tom’, The bookcase from ‘Anne

Frank’

• Proofread their own work and that of others, assess and

evaluate it and make clear recommendations for improvement;


• Reflect on, edit and redraft to improve their writing

• ICT: Explore different ways to present work and use them


Write a creative soliloquy based on the chosen

literature e.g. from the perspective of the train in

‘Goodnight Mr Tom’ The bookcase from ‘Anne Frank’


• Paragraphs


question marks and apostrophes

• Adverbs to start a sentence e.g. fortunately, unfortunately,

incidentally,

• Speech like phrases e.g. in truth, I expect that, I imagine

that

• Adverbs for actions e.g. anxiously, determinedly, forcefully,

nervously, defiantly, lazily, wisely, patiently

• Evoke senses – ‘The foul smell of fear lingered in the

darkness.’

• Start with a simile e.g. As cunning as a fox, he crept

through the darkness

• Metaphors for direct comparison e.g. it was music to my

ears, I was frozen with fear, it was a heated debate

• Comparative adjectives e.g. powerful, bravest, strongest,

saddest, happiest

• Long sentences to enhance description or information

• Short sentences to move events on quickly

• Sentence of 3 for description e.g. His face was almost

invisible, hiding under a wide brimmed hat and a mop of

dark curly hair.

• Powerful verbs e.g. scare, tremble

• Boastful language e.g. unbelievable, exciting

• Speculative sentence starters e.g. I wonder whether

Non-fiction –

Report

Instructions

Technical

Manual

Poster

• Look at a range of technical manuals and encourage pupils to

explore their features e.g. use of vocabulary, gesture, visual

aids. Ask pupils to highlight different features, noting any

relevant information regarding structure, choice of language

and how the topic is developed through writing.


effectiveness.

• Study a wide range of information on the chosen ‘How to…’

topic from trusted sources, on-screen and on paper, selecting

and downloading any relevant information.

• Create a set of oral instructions based on the researched

topic. Individually explain the instructions orally to the class,

using supportive resources e.g. on-screen and web based

materials. Listen carefully to the presentations of others

using techniques to remember the main points e.g. making

notes and summarising. Encourage pupils to ask questions

and respond to both the content.

• Compare the different sources of information to plan,

compose, edit and refine a page for a technical manual with a

variety of elements e.g. reporting chart, list of instructions,

labelled explanatory diagram. Collate individual work into a

class book.

Compare different sources of information to plan,

compose, edit and refine a Technical manual

For example:

Non-fiction – How to change a battery

Fiction- How to build a robot

Collate individual work into a class book and create a

poster which includes details of a ‘Book Launch’

`

• Present tense

• Punctuation – full stops, commas, bullet points/numbered

lists, exclamation marks, question marks and apostrophes

• Description for precision rather than to create an emotional

response, including the language of comparison and contrast

• Titles


• Sentence statements e.g. More than half…, Less than half…,

Most…, Frequently they…

• Advanced language constructions e.g. Begin by…, Continue

by…, Do this until…, Avoid…, Don’t forget to…, Whatever

you do don’t…, To conclude…

• Prepositions e.g. underneath, towards, beneath, since,

beyond

• Common nouns

• Connectives



• Use of negative commands e.g. Do not rush this stage of a

process.

• Additional advice or suggested alternatives e.g. Use the time

you are waiting to…

49

Wikipedia

entry





changes

Non-fiction –

Persuasion

Formal

Letter

Writing

• Use a range of strategies to research and collate ideas on an

emotive topic. Record relevant facts and details for oral and

written persuasive arguments e.g. notes, diagrams,

flowcharts.

• Small group discussion on the chosen topic e.g. The main

causes of pollution and what can be done to prevent further

damage to the environment.

• Listen carefully to others and make connections with what

they are learning and already know. Encourage pupils to ask

relevant questions/make comments to reinforce

understanding.

• Use internet searches carefully to find information on the

chosen topic. Use skimming strategies for gaining the gist of

a text and scanning for more detail when relevant.

• Use reading to investigate conditionals, e.g. using if…then,

might, could, would, and their persuasive uses

• Recognise how persuasive texts are organised e.g. expression,

emotive language, developing points logically.

• Prepare one side on an argument to debate a topic orally,

using Standard English and the conventions and language of

debate. Pre-empting or answering potential objections

• Collate the evidence collected and refine and edit the

information to draft and write a persuasive letter which

outlines an argument/point of view. Pre-empting or answering

potential objections


evaluate it and make clear recommendations for improvement;



• ICT: explore different ways to present work and use them


Construct an argument in note form to persuade others

of a point of view and present the case to the class or

group e.g. The effects of a new housing development on

the countryside.

Write a persuasive letter outlining your argument e.g.to

the local council




• Phrases using ‘that’ e.g. It appears that…, There is no doubt

that…, I am convinced that…, It is obvious that…, There is

no doubt that…



tomorrow, yesterday, daily, yearly

• Rhetorical questions e.g. Isn’t it the case that…? Isn’t it

any wonder that…?

• Sentence starters e.g. As I see it…, Clearly…, In my

opinion…, Inevitably…, Obviously…

• Connectives e.g. in addition to…, despite…, contrary to…

• Openings e.g. It has come to my attention that…, I am

grateful to you for…, It is with regret that…, I would like

to inform you that…

• Phrases to finish of e.g. In conclusion…, In summary…, It is

my sincere belief that….

• Closing remark e.g. Please do not hesitate to contact me…,

I look forward to hearing from you…

• Useful expressions e.g. I trust that…, I would be grateful

if…, As I see it…, It is for this reason that….

• Phrases followed by a comma e.g. In addition, Furthermore

• Phrases to provide evidence e.g. For example…, My evidence

to support this is…, I would draw your attention to…, I

would refer to…

Poetry

Appreciation

• Research a particular poet and his/her use of metaphors and

personification

• Comment on poems’ structures and how these influence

meaning, explaining the impact of expressive language

• Perform poetry to a wider audience

Use simple metaphors and personification to create free

verse based on real or imagined events.

• Figurative and expressive language

• Metaphors

50

Year 6 – Term 2

Spelling


Handwriting

Produce fluent and legible handwriting

ICT

Explore different ways to present work and use them


Year 6 – Term 2

Focus Oracy, Reading and Writing Written Outcome Language Features Links with Framework

Fiction -

Dialogue

• Read and evaluate a range of plays, noting the

effectiveness of key features; including ellipses, layout,

descriptive language and instructional writing for stage

setting and/or for the actor.

• Watch a play in a theatre or on television. Recount the

plot and discuss what it revealed about characters’

feelings, motives and relationships. How did degrees of

formality within speech portray character relationships

within the play?

• Re-enact the play in small groups , using appropriate and

relevant vocabulary for the task e.g. greetings, level of

formality,

• Plan, write and perform a fictional play, including

narrative to set the scene.


evaluate it and make clear recommendations for

improvement; edit/redraft work to show progression


Write and perform a play, including narrative to set the

scene.

• Instructional writing e.g. for stage setting and/or for the

actor

• Two or Three Acts - Every time the setting of the play changes,

a new scene is started

• Description of setting at the beginning of each new scene

• Ellipsis (…) to demonstrate that the person is thinking or

stuttering. It can also be used to develop suspense.

• Present tense (used for setting scenes and describing actions)

• Appropriate formality of speech

• Character names should be bold and CAPITALS

• Character names contained in stage directions should be

ITALIC AND CAPITALS

• Dialogue is indented from the character name

• Stage directions are to be in italics

• Stage directions within dialogue should be (in brackets and

italics)


marks, question marks and apostrophes

Non-Fiction

Information

Portrait

• Read a wide and varied range of historical portraits to

secure understanding of the form, language conventions

and grammatical features of the genre. Consider the

effectiveness of the texts in conveying information and

ideas.

• Class brainstorming session to pool known facts on a

chosen historical character.

• Class discussion to consider how she/he was perceived by

others. What evidence do we have to support this?

• Research further, locating evidence which provides

evidence of how the character was perceived by others

e.g. Henry V111 from the perspective of some of his

wives, Record findings in a table, summarising the

viewpoints of various characters in note form.

• Record supporting evidence effectively e.g. timeline of

events, significant dates

• Use notes gathered to explore scenarios through

sustained role play e.g. the events leading to the death

of one of Henry V111’s wives.

• Collate and consider the evidence gathered from

different sources to draft and write a series of

portraits of the chosen historical character.

Write a series of portraits of an historical character

from different perspectives based on information

gathered from different sources e.g. Henry V111

from the perspective of some of his wives,

• Time connectives e.g. At a young age…, As a teenager

he/she …, In 1878, at the age of…he/she…, In his/her

final years…

• Other starters e.g. Sometimes he/she…, what is clear is

that he/she…, Nobody is sure why…

• Making statements e.g. One of the most remarkable facts

about…was…, Another unusual thing about…was…

• Legacy statements e.g. His/her life was…, He /she will be

remembered for…, His/her life was… He/She will never be

forgiven…




• Past tense

• Adjectives e.g. ambitious, arrogant, bold, cautious,

considerate, inconsiderate, defiant, disrespectful, hostile,

resilient,

• Similes e.g. as tough as old boots, as poor as a church

mouse, as clean as a whistle

• Idioms e.g. bite of more than he/she could chew,


angrier, more anxious, smarter, darker,

51




• Reflect on, edit and redraft to improve their writing .

• Expressing a viewpoint e.g. In my view…, As I see it…, It’s

difficult to understand why… I find it hard to believe…

Non-fiction

OR Fiction

Explanation

why something

happens

Encyclopaedia

entry

• Read and analyse explanatory texts to identify key

features of explanation texts e.g. a general statement

to introduce the topic and clear steps or phases on a

process explained logically and in order

• Distinguish between explanatory texts, reports and

recounts. Recognise that some forms of writing might

contain examples of various texts e.g. recipes, brochures

• Summarise processes following practical activities and

collate evidence in flowcharts which summarise the

sequence of events/actions

• Discuss the use of images to support explanatory texts

e.g. flow chart, photographs, diagrams

• Contribute purposefully to group discussions about ‘why’

something happens. Include supporting evidence to

elaborate on key points

• Read opening paragraphs to explanation, highlighting the

key language features e.g. use of ‘timeless present tense,

sequencing of ideas, specific technical vocabulary

• Use the language conventions and grammatical features of

explanatory text to write an explanation on the chosen

topic e.g. Why it is important to recycle household

goods?





Research and plan explanatory text on a chosen topic

e.g. Why it is important to recycle household goods?

Use the assembled evidence to write an explanation of

‘why’ something happens

For example:

Non-fiction

Why it is important to recycle household goods?

OR

Fiction

Why will teachers no longer be required in the future?

• Logical sequence e.g. Firstly…, To begin with…, Finally…,

Subsequently…, when…, next…

• Opening statements e.g. The purpose of this explanation is

to …, Firstly I will…., Following that I intend to…

• Causal connectives e.g. this is because, this leads to, as a

result, therefore…, Furthermore

• Other useful phrases e.g. In addition…, Everyone

understands that…, Many people believe that…, It is true

to say…




• Action verbs – e.g. compile, monitor, interpret, reduce,

modify, formulate, increase, accelerate, adjust, produce,

collect


• Labelled diagrams

Poetry

Appreciation

• Interpret poems, explaining how the poet creates shades

of meaning

• Justify own views and explain underlying themes

Use language imaginatively to create amusing and

inventive poetry.

• Pitch

• Pace

• Volume

• Rhythm and expression

52

Year 6 – Term 3

Spelling


Handwriting

Produce fluent an d legible handwriting

ICT

Explore different ways to present work and use

them appropriately, e.g. moving image, slides,

voice-over

Year 6 –

Term 3

Focus

Oracy, Reading and Writing Written Outcome Language Features Links with Framework

Fiction -

Science

Fiction

Story

• Compare a story with a film or TV adaptation. Discuss how the characters are

portrayed. Do they come across differently on screen? Explore possible

reasons for this.

• Analyse a range of scenes from Science Fiction stories, scanning to highlight

key points and specific language conventions. Annotate text for future

reference when planning own stories.

• Identify the structure of Science Fiction stories e.g. imaginary settings, time

travel, heroes as the main characters, the use of unfamiliar language in

dialogues e.g. for aliens

• Discuss the role of dialogue in stories to develop plot, show relationships,

resolve dilemmas

• Explore unfamiliar scenarios through role play e.g. time travel, the future,

alien worlds

• Group collaboration and research on the future. How will the environment

look? Which inventions will be central to our daily lives? What will our day

entail? Collect information from discussion, texts and Internet search

engines. Collate findings in mind maps, grouping ideas under headings.

Integrate relevant information into their stories for effect.

• Use language to create effect e.g. suspense, drama, fear

• Use story starters to inspire writing e.g. Teachers TV, Digi-flip clips, good

quality pictures, music, and inspiration boxes.

• Plan and write a 5 part science fiction story or extended adventure story –

develop a theme clearly through a sequence of events using clearly linked

paragraphs.

• Proofread their own work and that of others, assess and evaluate it and make

clear recommendations for improvement; edit/redraft work to show

progression


• ICT: explore different ways to present work and use them appropriately, e.g.

moving image, slides, voice-over

Write a Science Fiction story • Five part story –

Introduction – detailed description of setting/characters




Ending – link back to the start e.g. how the character or situation

has changed from the beginning.

• Commas for sentence of 3 description e.g. The alien’s face was

almost unrecognisable, hiding under a funny wide brimmed hat and

a pair of star shaped glasses.

• Dialogue to advance the action e.g. “What was that Noise?”

• Alliteration e.g. mysterious meteor, polluted planet, bleak

boulder, desolate dimensions, scenic solar system, anxious

astronaut, cantankerous controller

• Prepositions e.g. parallel to, adjacent to, vertically, horizontally,

beyond, towards, at,

• Similes e.g. as clear as crystal, as sick as a dog, as fast as a

bullet, as quick as lightening

• Idioms e.g. a shot in the dark, bite off more than you can chew,

best of both worlds, see eye to eye, add salt to the wound,

• Adjectives to describe settings e.g. bleak, barren, desolate,

deserted, dreary, eerie, gloomy, isolated, mysterious, secluded,

tranquil, vibrant

• Adverbs for actions e.g. anxiously, determinedly, forcefully,

nervously, defiantly, lazily, wisely, patiently

• Adjectives to describe characters e.g. generous, aggressive,

dynamic, energetic, gallant, reckless, ruthless

• Connectives e.g. even though, never the less, in addition to,

contrary to, despite, besides, however, so as to

• Words/phrases to signify the passage of time e.g. Within seconds,

just at that moment, simultaneously presently, eventually, finally,

in a flash,

• Words/phrases to change the focus of the story e.g. some distance

away, meanwhile, suddenly, not far away, during

• Punctuation – full stops, commas, exclamation marks, question

marks, speech marks and apostrophes

Non-fiction

Discussion

Debate

Report

Newspaper

article

• Consolidate understanding of the layout and language features of non-

chronological reports.

• Research a controversial issue/topic., summarising both sides of an argument

before reaching a conclusion e.g. Was Henry V111 justified in executing his

wives Anne Boleyn and Catherine Howard?

• Compile detailed notes during research, categorising information in a variety

of ways e.g. written notes, diagrams, flowcharts, tables

• Use own notes to construct a case for or against an issue. Present a reasoned

oral report to the group and/or argue a point of view during a class debate.

• Plan how to organise the information in a newspaper article e.g. paragraphs,

headings, sub-headings

Research a controversial issue/topic and

prepare a balanced newspaper article,

summarising both sides of an argument and

reaching a conclusion e.g. Was Henry

V111 justified in executing his wives

Anne Boleyn and Catherine Howard?

Advertisement e.g. A new wife for

Henry V111



• Introduction to simple paragraphing

• Headings and sub-headings

• Present tense (The argument is written in the timeless present

tense. This might change to the past if historical background to the

issue was being given. If predictions are being made the tense might

change to the future).

• Opening Statements e.g. The purpose of this article is to …,, The

information presented will…, This article is designed to…,, It can

be difficult to…so…

53

Advertisement

• Discuss some of the key features used to ‘hook’ readers e.g. rhetorical

questions, emotive language, questions as headings

• Work in pairs to draft an opening paragraph which captures the readers’

interest and provide a clear outline of the topic to be discussed in the article.

• Write a newspaper article which includes detailed facts, reasoned views and

supporting visual evidence.



progression


• Factual sentence starters for information texts e.g. Like many…,

Unlike…, Generally…, Normally…, Frequently…, Despite the fact

that…, Even though…, Rarely…,

• The writer uses repetition of words, phrases and concepts

deliberately, for effect.

• Strong effective adjectives e.g. conceited, formidable, obstinate,

cantankerous, malicious, loathsome, impatient

• Rhetorical questions e.g. Was this an act of madness? Was there

another way? Was he too impatient?



• Use of emotive language i.e. words that will appeal to the reader's

feelings, e.g. aggravated, agonized, alarmed, agitated

• Connectives e.g. fortunately, unfortunately, without any warning,

foolishly, predictably

• Indirect speech e.g. he/she claimed that…, he/she spoke of…,

he/she refused to accept…, A spokesman stated…

• Questions for titles e.g. Friend or Foe? Right or wrong?



• Summary and conclusion

Advertisement

• Starting sentences with a verb e.g. Imagine…, Find out…,

Consider…, Take a moment…, Guaranteed to…

• Persuasive statements e.g. it will…, you will be…, just think how…, for

the rest of your life

• Adjectives e.g. amazing…, incredible, attractive, unique, unmissable,

sensational, outrageous

• Rhetorical questions e.g. Do you think that…? Why not…? Have you

ever thought about…? Bored by…? Haven’t you always longed…?

Non-Fiction

Explanations

Reference

book/

PowerPoint

presentation

• Read and analyse explanatory texts to identify key features of explanation

texts.

• Create a mindmap on what they already know about the chosen topic.

• Research for information on the chosen topic, deciding on which sources of

information are most reliable/useful e.g. contain more useful facts,

illustrations

• Summarise processes orally following practical activities and choose how to

collate evidence in order summarise the sequence of events/actions e.g.

annotated illustrations, flowchart…

• Evaluate how explanations are presented in PowerPoint presentations and

discuss orally how they’d like their finished presentations to look.

• Discuss the use of images to support explanatory texts e.g. flow chart,

photographs, diagrams. How can these be used in the PowerPoint?

• Use the language conventions and grammatical features of explanatory text to

prepare a PowerPoint presentation to inform parents and members of the

community e.g. How erosion occurs and invite them through formal written

invitations to an educational afternoon on the topic.

• Create explanatory educational displays which include pictures, diagrams,

graphs and photographs to enhance the invitees experience during the

informative event.



progression

• Reflect on, edit and redraft to improve their writing.

Prepare a PowerPoint presentation to

inform parents and members of the

community e.g. How erosion occurs and

create invitations to an educational

afternoon on the topic.

Create explanatory educational displays

which include pictures, diagrams, graphs

and photographs to enhance the invitees

experience during the informative event.

Explanation

• Logical sequence/Time connectives e.g. To begin with…, Next…,

Before long…, Finally…

• Opening statements e.g. The purpose of this explanation is to …,

Firstly I will…., Following that I intend to…



• Action verbs – e.g. introduce, improve, effect, explore, persuade,

provide, promote, delay





Invitation

• Polite directives e.g. please come to…, it will take place at…, it starts

at…, it finishes at… we’re looking forward to…, it will be…, we are/I

am holding this event because…

• More advanced language constructions e.g. I/we would like to invite

you…, During the afternoon I/we will be…, at two o’clock there will

be…, There will also be…, The easiest way to get here is…, I expect

that…, It is anticipated that we will finish around…, If you can

remember to…

• Time connectives e.g. first of all…, later…, at about…, following

that…, afterwards…, next, we will…, at the end of the

afternoon/evening…, finally…,

54

Poetry

• Read, recite and perform various poetry

• Discuss possibilities within small groups e.g. expressive language, sound effects,

atmosphere

• Use actions, sound effects, musical patterns and images to enhance a poem’s

meaning

Plan and create poetry individually or as

part of a group which displays features of

other text types, e.g. lists, dialogues,

questions and answers.

Create a class book of poetry e.g. to sell at

the Summer Fair

• Punctuation

• Rhythm and rhyme

• Metre

• Alliteration

• Metaphors and personification

• Similes

Documents

Language and Literacy Scheme of Work Reception …...persuasive advertisement NF –Explanations How something happens PowerPoint F –Compose poetry that features other text types