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SFA-UK
UNINOT [Company address]
MAP OF NATIONAL CURRICULUM GRAMMAR AND SPELLING REQUIREMENTS AS APPLIED TO SFA WINGS TREASURE HUNTS AND WRITING
MODULES
1
INDEX
Page
Introduction 3
Guidance for usage 5
Wings 2, Phase 1 Treasure Hunts 7
Wings 2, Phase 1 Writing Modules 9
Wings 2, Phase 2 Treasure Hunts 10
Wings 2, Phase 2 Writing Modules 12
Wings 2, Phase 3 Treasure Hunts 13
Wings 2, Phase 3 Writing Modules 15
Wings 3, Phase 1 Treasure Hunts 16
Wings 3, Phase 1 Writing Modules 18
Wings 3, Phase 2 Treasure Hunts 19
Wings 3, Phase 2 Writing Modules 22
Wings 3, Phase 3 Treasure Hunts 23
Wings 3, Phase 3 Writing Modules 26
Wings 4, Phase 1 Treasure Hunts 27
Wings 4, Phase 1 Writing Modules 30
Wings 4, Phase 2 Treasure Hunts 31
Wings 4, Phase 2 Writing Modules 34
Wings 4, Phase 3 Treasure Hunts 35
Wings 4, Phase 3 Writing Modules 38
Wings 5, Phase 1 Treasure Hunts 39
Wings 5, Phase 1 Writing Modules 41
Wings 5, Phase 2 Treasure Hunts 42
Wings 5, Phase 2 Writing Modules 46
Wings 5, Phase 3 Treasure Hunts 47
Wings 5, Phase 3 Writing Modules 51
3
Introduction
This document is intended to give confidence that all elements of the National Curriculum (2014) Grammar and Spelling objectives can be comfortably aligned to the SFA Treasure Hunt materials. This map gives guidance on where the various objectives can be introduced/re-visited in order to ensure a complete curriculum coverage by the end of Year Six. It also gives guidance on how (at which points in the writing lesson) the skills can be most appropriately modelled and practised. The grammar and spelling objectives have been taken from the appendices of the National Curriculum and matched with a level-appropriate Treasure Hunt or Writing Module focus that gives the best opportunity to practise the desired skill. Each objective is revisited many times so that even if one Treasure Hunt is missed, there should be no resulting gaps in knowledge (also it is easy to check back on children’s expected prior knowledge by mapping against the books they are known to have covered). Effective teaching of grammar (and in particular, sentence-level skills), punctuation and spelling is based on the SFA Co-operative Learning Cycle of Instruction: teacher models how to e.g. construct a complex sentence, and guides practice as a whole group before allowing the children to practise the same skill in partnerships and then independently. This is teaching for the purpose of application to the children’s own writing – in this way the children get to see a clear link between what they are learning and the benefits of learning it (i.e. to make the meaning of their writing clearer and more comprehensible). Appropriate Expectations for Grammar Concepts As concepts are re-visited on a regular basis after first introduction, it is not essential that children fully master one aspect of grammar the first time they are exposed to it. There are plenty of opportunities for revision both over the course of the Wings levels that approximate the half-key stage descriptors in the National Curriculum and also in the levels above that. Once teachers are confident that children have fully mastered the skill described for a particular Treasure Hunt cycle, it is not necessary to keep revisiting; instead, they should introduce a skill at a higher-level (or return to an identified gap in the children’s knowledge). Below is a map that shows how the age-related expectations equate to SFA Treasure Hunt levels:
Wings 2, Phase 1 Year 2
Wings 2, Phase 2 Years 3 and 4 (plus revision of Year 2)
Wings 2, Phase 3 Years 3 and 4 (plus revision of Year 2)
Wings 3, Phase 1 Years 3 and 4 (plus revision of Year 2)
Wings 3, Phase 2 Years 3 and 4
Wings 3, Phase 3 Years 3 and 4
Wings 4, Phase 1 Years 3 and 4
Wings 4, Phase 2 Years 5 and 6 (plus revision of Years 3 and 4)
Wings 4, Phase 3 Years 5 and 6 (plus revision of Years 3 and 4)
Wings 5, Phase 1 Years 5 and 6 (plus revision of Years 3 and 4)
Wings 5, Phase 2 Years 5 and 6
Wings 5, Phase 3 Respond to gaps in children’s knowledge/areas that
require further practice
4
Explanation of Terms A ‘Wings 2.1’ Treasure Hunt is currently aligned to National Curriculum level 2 and is designed to be taught in the first phase (term) of delivering materials at this level. When all Wings 2.1 materials have been delivered, then the teacher moves onto delivering material in Wings 2.2 and then 2.3. When the class is assessed at being ready to move onto Level 3 material, the teacher should begin with Wings 3.1 Treasure Hunts and so on (regardless of when in the calendar year this occurs). This is because the expectations of prior learning (particularly at sentence level) build on each other throughout the three phases. Extended Writing Opportunities in Other Areas of the Curriculum It should be remembered that children write in almost all other areas of the curriculum (not just during literacy). When these opportunities arise, in whatever subject area, children should be reminded of the sentence-level, grammar and punctuation skills they have been practising in SFA (and opportunities taken for the teacher to model these in the same way too). Children should also be reminded that they already know how to structure writing for various purposes (e.g. a non-chronological report). If the children in a class group come from a wide range of SFA groups then the teacher should pitch wherever they feel is most appropriate for the needs of a significant proportion of the class. Paying attention on a regular basis to children’s use of exciting and adventurous vocabulary, ability to compose compound and complex sentences and use of cohesive devices is almost guaranteed to raise the standard of children’s writing in a relatively short period of time. Opportunities should be taken during writing in other curriculum areas to develop layout skills such as use of tables, bullet points etc. This is because these are not explicitly practised in SFA writing (as they do not directly feed into enhancing the overall quality of what is written).
5
Guidance for Usage
Grammar Teaching During Shared Writing/Drafting and Re-drafting It is essential that teachers use their Shared Writing (Active Instruction) time as a focused teaching opportunity for modelling aspects of grammar such as constructing more extended (compound and complex) sentences, use of punctuation to structure these and cohesive devices such as paragraphing and devices (e.g. connecting adverbs) to link ideas. Teachers should use Think-Alouds to model their thinking process as they write for and with the children. Children should then be encouraged to replicate the same structures when creating their own first drafts (and testing these out on their partners for feedback). Care should be taken to revisit the same aspects of grammar as a focus also for re-drafting (both as a modelled process and for the children’s own writing). It is very important that teachers use the correct terminology (listed at the top of each phase) when they talk about aspects of grammar. Grammar Teaching During Grammar Focus/Children’s Editing Teachers should use the time leading into children’s editing of their work to promote the mechanical skills of writing: spelling, punctuation and general syntactical checks such as subject/verb agreement and tense consistency. This can be modelled using either the appropriate lesson in the SFA Grammar for Editing manuals or as a group edit (enlarged version) of one child’s piece of writing. Again, it should be made clear that the purpose of this is to allow the meaning of what the children have written previously to shine through for their readers. SPaG Test The above is not a preparation for passing the KS2 SPaG test. Research has proven that the two skills of learning grammar for application to writing and learning grammar classification for the purpose of passing a test are not transferable. Formal classification of aspects of grammar should be taught as a class exercise in short but frequent slots. There are plenty of good interactive programmes and children’s workbooks available that present and give practice in these skills but as a general guide, children should be taught to identify one particular aspect of grammar (e.g. prepositions) – teachers should explain the function of the word class and give examples; then to classify (find other examples/pick other examples from a list of words); then to apply (synthesise) the aspect of grammar (e.g. by filling in blank spaces in a sentence). Spelling Teachers should use the SFA spelling programme as a guide to the methodology of teaching spelling, using the guidance given here as to which words/spelling patterns they should be covering. As above, once certain words/spelling patterns are mastered then either teach words from a higher age expectation or fill in identified gaps in the children’s spelling skills. In either case, children should be encouraged to look for general patterns and rules for spelling words in English.
6
Grammar and Spelling Teaching during Delivery of Year Six Revision Programme It is anticipated that during the second term of Year Six (from January), teachers will be teaching the Year Six children discretely in preparation for the SATs reading test and teacher-assessed writing. During the writing parts of the lessons, grammar and spelling foci should be modelled in exactly the same way (using years 5 and 6 descriptors of skills and, if necessary, filling in any gaps in knowledge relating to Years 3 and 4). Children Working Below Age-related Expectations Children who are assessed at needing tuition below the level that would normally be associated with their chronological age should still be placed in the appropriate Wings level for their needs (bearing in mind that placement should be at the challenge level for them – i.e. they are exposed to skills and concepts that they have not yet mastered rather than those with which they are already skillful) – as Success for All is an accelerated learning programme, the children should, by degrees, move at a pace that lessens the gap between them and their peers who are already working at age-expected levels. These children should be carefully monitored to ensure that their progress is as swift as possible and interventions put in place if this does not seem to be the case. Wings 5, Term 3/Children Working Towards Level 6 By Wings 5, term 3, all aspects of the required curriculum have been visited and revisited several times: for this reason, there is no direct guidance for spelling as to what aspects should be delivered to the children by this stage and the guidance for grammar is fluid; the teacher should focus on skills they have observed that the children need practice with. (In order to obtain Level 6 for Sentence Structure and Punctuation, children should be demonstrating that they can use a wide range of sentence structures and supporting punctuation as in Level 5, but the difference being that they should be completely fluent and accurate at this level.)
7
Wings 2.1 Treasure Hunts
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma
Writing Goal: Mini Lesson: Focus for Modelled/Guided Writing
Grammar/Editing Focus Suggested Spelling focus
Rita the Rescuer
Newspaper report Time connectives Adverbs
Complex sentences linked with when/because
Full stops/capital letters
Consistent past tense
Use of exclamation marks
Soft ‘g’ sound (age, badge, gem) Tricky words: they’re/there/their; here/hear; quite/quiet
The Little Polar Bear
Letter to describe a place Other uses of capitalisation
Compound sentences linked with and/but
Expanded noun phrases for description
Continuous present tense
Full stops/capital letters
Consistent present tense
Commas in lists
Suffixes – less Tricky words: kind, find, mind, behind, child/(children), wild, climb
China 1st person recount – a day in
the life of a child in China Writing in cohesive sections
Complex sentences linked with that/because
Continuous past tense
Full stops/capital letters
Consistent past tense
Apostrophes for possession
Soft ‘c’ sound (rice, cell, fancy) Tricky words: door, floor, poor, because
Jim and the Beanstalk
Write next part of story reflecting the giant’s thoughts and feelings about what happens
Recognising that sentences must make sense (verbs)
Creating adjectives to describe feelings using –ful
Compound sentences linked with or/but
Writing questions
Full stops/capital letters
Consistent past tense
Question marks
Suffixes –ful Tricky words: most, only, both, old, cold, gold, hold, told
Can't You Sleep Little Bear?
Write story opening Marking sentence boundaries
Complex sentences linked with if/because
Creating nouns using –ness (e.g. darkness)
Expanded noun phrases
Full stops/capital letters
Consistent past tense
Apostrophes for contraction
Suffixes – ness Tricky words: see/sea; bare/bear; one/won
Dumpling
Write character profile Linking words Compound sentences linked with and/but
Comparative / superlative adjectives
Full stops/capital letters
Consistent present tense
Commas in lists
Suffixes -er/-est/-ly added to a root word ending in –y with a consonant before it Tricky words: every, everybody, even, great, break, steak, pretty, beautiful
8
Floss Write story from Floss’ point of view
Consistent use of verb tense
Complex sentences linked with when/because
Writing commands
Full stops/capital letters
Consistent past tense
Apostrophes for contraction
inverted commas for speech
Suffixes -ing/-ed added to a root word ending in ‘e’ with a consonant before it Tricky words: after, father, last, past, fast, class*
What I like Write nonsense poem Play with sounds of words (predict)
Effective vocabulary choices
‘Flow’ of poem when read aloud
Capital letters to begin lines
The /n/ sound spelt ‘kn’ or ‘gn’ at the beginning of words Tricky words: sun/son; to/too/two; be/bee
Stars Twinkle Recount of moon landing Consistent use of past tense
Complex sentences linked with when/that
Expanded noun phrases
Full stops/capital letters
Consistent past tense
Commas in lists
The /r/ sound spelt ‘wr’ at the beginnings of words Tricky words: class, pass, grass, glass, plant, bath, path*
Stars Twinkle
Non-chron report (zig-zag book)
Secure use of sentences
Compound sentences linked with and/but
Comparative / superlative adjectives
Full stops/capital letters
Consistent past tense
Apostrophes for possession
Suffixes –er/-est/-y added to a word ending in ‘e’ with a consonant before it Tricky words: blue/blew; night/knight; they’re/there/their
*These are only tricky words if your regional accent pronounces the ‘a’ as an /ar/ sound – if your regional accent pronounces these as a short /a/ sound, then select other words to present as ‘tricky’.
9
Wings 2.1 Writing Modules
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma
Purpose To be used after Mini Lesson: Focus for Modelled/Guided Writing
Grammar/Editing Focus
Story-writing - characterisation
Jonah and the Whale/Dumpling
Characterisation Compound sentences linked with and/but
Consistent past tense
Full stops/capital letters
Story-writing - planning Can’t you Sleep Little Bear?
Planning Continuous past tense
Complex sentences linked with because
Full stops/capital letters
Apostrophes for possession
Story-writing – sequencing events
Rita The Rescuer Synonyms for ‘then’ Compound sentences linked with then/so
Consistent past tense
Question marks/exclamation marks
Non-chronological reports China/I Wonder Why Stars Twinkle
Layout of NF text Continuous present tense
Compound sentences linked with and/but
Consistent present tense
Commas in a list
1st
Person recount Floss/Little Polar Bear
Creating vivid mind movies (of settings)
Details to show thoughts and feelings
Adjectives for description
Consistent past tense
Apostrophes for possession
10
Wings 2.2 Treasure Hunts
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks)
Writing Goal: Mini Lesson: Focus for Modelled/Guided Writing
Grammar/Editing Focus* Suggested Spelling focus
Seaside Poems To write another poem on a seaside theme
To play with the sounds of words and phrases
Adverbs
Expanded noun phrases
Commas in lists Suffixes – ly Tricky words: hour, move, prove, improve, sure, sugar
Mrs Vole the Vet Lonely Hearts ad Capital letters Compound sentences linked with and/but
Expanded noun phrases for description
Modal verbs must/will
Consistent present tense
Commas in lists
Prefixes super- Tricky words: accident(ally), actual(ly), address, answer, appear, arrive
The Lonely Giraffe
To write a story that teaches a lesson
To add extra details to interest the reader
Complex sentences linked with when/after
Paragraphs to organise ideas
Consistent past tense
Exclamation marks
‘-le’ at end of words Tricky words: eye, could, should, would, who, whole
Dr Xargle’s Earthlets
To write a postcode from Earth
Word choices that reflect viewpoint
Creating adjectives to describe feelings using –ful
Complex sentences linked with while/so
Present perfect form of verbs (we have arrived..)
Consistent present tense
Apostrophes for contraction
Suffixes –ful Tricky words: believe, bicycle, breath, breathe, build, busy/business
Danger, Monsters, Aliens! Digitext
To write the next part of the story
Writing dialogue Complex sentences linked with before/while/so
Creating new words by joining words together (spacesuit)
Paragraphs organised by time sequence
Consistent past tense
Inverted commas for speech punctuation
Compound words (e.g. spacesuit/spacecraft) Tricky words: any, many, clothes, busy, people, water
Danger, Monsters Aliens!
To write a recount of the story from the point of view of two of characters
Adjectives and adverbs Adverbs: then/next/soon
Comparative / superlative adjectives
Consistent past tense
Apostrophes for possession
Prefixes anti- Tricky words: accept/except; affect/effect; ball/bawl
11
Fur and Feathers
To write a well-known story in the form of a play
Play script format Present perfect form of verbs
Writing commands
Consistent present tense
Apostrophes for contraction
Word families Tricky words: they’re/there/their; here/hear; quite/quiet
The Selfish Giant To write a letter to persuade Subject/verb agreement Prepositions of cause – because of
Present continuous tense (I am writing…)
Consistent present tense
Use of a/an
Adding suffixes beginning with vowel letters to words of more than one syllable** Tricky words: calendar, caught, centre, century, certain, circle
I wonder Why Spiders Spin Webs
To create an annotated life cycle of a butterfly
Consistent verb tense Paragraphs to organise material by stage of process
Expanded noun phrases
Consistent present tense
Commas in lists
‘-el’ at the end of words (camel, towel, tinsel, tunnel, squirrel, travel) Tricky words: all, ball, call, walk, talk, always
I wonder Why Spiders Spin Webs
To make a zig-zag book about bees
Writing in cohesive sections
Conjunctions when/after
Heading and sub-headings to organise material
Consistent present tense
Apostrophes for possession (plural)
Adding suffixes beginning with vowel letters to words of more than one syllable** Tricky words: complete, consider, continue, decide, describe, different
Bog Baby To write the story of how something came about
Consistent past tense Adverbs – then/next//therefore
Complex sentences linked with when/because
Continuous past tense (he was running)
Consistent past tense
Inverted commas for direct speech
‘-al’ at the end of words Tricky words: other, mother, brother, nothing, Monday
*If children remain insecure with use of full stops to structure sentences, then it is imperative to focus on this at every writing opportunity until this is embedded. **If the last syllable of word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any ending beginning with a vowel letter is added (forgetting, preferred); the consonant letter is not doubled if the syllable is unstressed (gardening, limited).
12
Wings 2.2 Writing Modules
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks)
Purpose To be used after Mini Lesson: Focus for Modelled/Guided Writing
Grammar/Editing Focus
Story-writing - characters
The Selfish Giant Characterisation Conjunctions for time/place/cause (when, before, after, while, so, because)
Continuous past tense
Apostrophes for possession
Inverted commas for direct speech
Story-writing – setting Dr Xargle’s Earthlets
Descriptive words and phrases
Prepositions for time/place/cause (before, after, during, in)
Present perfect tense (we have landed)
Commas in lists
Question marks/exclamation marks
Story-writing - sequence
The Honey Hunters Time connectives Adverbs for time/place/cause (then, next, soon)
Continuous past tense
Apostrophes for contraction
Inverted commas for direct speech
Non-chronological report
I Wonder Why Spiders Spin Webs
Supporting details for main ideas
Conjunctions for cause (because)
Headings and sub-headings
Apostrophes for possession
Commas in lists
Personal recount Mrs Vole the Vet Viewpoint (thoughts and feelings)
Adverbs for time/place/cause (then, next, soon)
Paragraphs to group events
Commas in lists
Question marks/exclamation marks
13
Wings 2.3 Treasure Hunts
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks)
Writing Goal: Mini Lesson: Focus for Modelled/Guided Writing
Grammar/Editing Focus* Suggested Spelling focus
The Paper Bag Princess
To retell story ending from Elizabeth’s point of view.
To extend sentences by adding extra detail.
Adverbs to express time – then/next/later
Complex sentences linked with when/because
Paragraphs organised in time sequence
Consistent past tense
Use of exclamation/question marks
Words ending in ‘-il’ Tricky words: again, half, money, Mr, Mrs, parents, Christmas
The Gruffalo
To describe the Gruffalo’s cousin
Commas to separate items in a list
Compound sentences linked with and/but
Expanded noun phrases for description
Paragraphs to organise material
Consistent present tense
Commas in lists
Adding suffixes beginning with vowel letters to words of more than one syllable**
Burglar Bill
To make a wanted poster Apt and adventurous vocab choices
Complex sentences linked with that/which
Pronouns he/his
Expanded noun phrases
Consistent present tense
Commas in lists
Exclamation marks
-y (cry, fly, fry, dry etc.) at the end of words Tricky words: want, wander, quantity, squash
Burglar Bill
To write another section of the story in the same style as the original
Linking words and phrases
Conjunctions – before/after/so
Compound sentences linked with or/but/and
Writing direct speech
Consistent past tense
Inverted commas for direct speech
The /i/ sound spelt ‘y’ (e.g. mystery, gym) Tricky words: young, touch, double, trouble, country
Rapunzel
To write the opening of a Fairy Tale
Punctuation for dialogue Conjunctions – because/so
Prepositions for time – during/before/after
Writing direct speech
Consistent past tense
Inverted commas for direct speech
Adding the endings –ed/-ing to words ending in ‘e’ with a consonant before it Tricky words: word, work, worm, world, worth
The Tiger Child
To write a letter to the author
Capitalisation Compound sentences linked with and/but
Comparative / superlative adjectives (good, better, best)
Consistent present tense
Commas in lists
Suffixes -er/-est Tricky words: berry/bury; brake/break; fair/fare
14
Amazing Grace
To write a new story about Grace
Powerful verbs Prepositions for time – before/after/during
Pronouns – she/her
Writing direct speech
Consistent past tense
Inverted commas for direct speech
Suffixes – ful Tricky words: can’t, didn’t, hasn’t, couldn’t, it’s, I’ll
Poems to be Read Aloud
To write another poem to be read aloud
Word choices in poems Adjective choices
Expanded noun phrases
Commas in lists Prefixes super-,, auto -, anti- Tricky words ; grate/great; groan/grown; its/it’s
The Lighthouse Keeper’s Catastrophe
Newspaper report Linking words and phrases
Complex sentences linked with when/that
Prepositions for place/direction – over/under/along/towards
Consistent past tense
Exclamation marks/question marks
Inverted commas for quotes
Adding –es to verbs ending in ‘y’ Tricky words: door, floor, poor, because
Exteme Weather Digitext
To write a speech against climate change
Apt and adventurous vocab choices.
Prepositions of cause (because of)
Language of rhetoric (e.g. rhetorical questions, addressing audience directly)
Consistent present tense
Apostrophes for possession
Suffixes –er/-est Tricky words: difficult, disappear, early, earth, eight/eighth
Oceans and Seas
To write a poem about life underwater
Adjectives Expanded noun phrases Commas in lists Adding –ing, -ed, -er, -est and –y to words of one syllable ending in a single consonant letter after a single vowel letter (e.g. pat/patting; hum/hummed) Tricky words: its/it’s; sea/see; bare/bear
Presentation Skills- Media
To use PowerPoint to deliver a presentation
Features of PowerPoint Headings and bullet points to organise material
(Speaking in extended sentences)
(Speaking in standard English)
Commas in lists
Negative prefixes un-, dis-, mis- Tricky words: here/hear; heel/heal/he’ll
*If children remain insecure with use of full stops to structure sentences, then it is imperative to focus on this at every writing opportunity until this is embedded. **If the last syllable of word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any ending beginning with a vowel letter is added (forgetting, preferred); the consonant letter is not doubled if the syllable is unstressed (gardening, limited).
15
Wings 2.3 Writing Modules
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks)
Purpose To be used after Mini Lesson: Focus for Modelled/Guided
Writing
Grammar/Editing Focus
Narrative – fairy tales 12 Dancing Princesses/The Paperbag Princess/Rapunzel
Writing a story ending
Conjunctions for time/place/cause (when, before, after, while, so, because)
Continuous past tense
Apostrophes for possession
Inverted commas for direct speech
Narrative - characterisation Amazing Grace Viewpoint (character’s thoughts and feelings)
Prepositions for time/place/cause (before, after, during, in)
Present perfect tense (She has gone out)
Inverted commas for direct speech
Apostrophes for contraction
Narrative –characterisation/plot The Gruffalo Effect on plot of introducing fantasy character
Adverbs for time/place/cause (then, next, soon)
Continuous past tense
Inverted commas for direct speech
Question marks/exclamation marks
Non-chronological report – cause and effect
Oceans and Seas Cause and effect conjunctions
Conjunctions for cause (because)
Headings and sub-headings
Apostrophes for possession
Commas in lists
Also in Phase 3 Consolidation Units (to be used as stand-alones towards end of Wings 2 year: personal recounts and letters (focus on any grammar features from 2.3 the children are still weak on).
16
Wings 3.1 Treasure Hunts
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks)
Writing Goal: Mini Lesson: Focus for Modelled/Guided Writing Grammar/Editing Focus Suggested Spelling focus
The Hodgeheg Write a conversation between Max and his Pa
Conventions of speech punctuation
Prepositions of time (before/after/during)
Adverbs of place (here/there/everywhere/nowhere)
Present perfect tense (I have given it to him.)
Inverted commas for direct speech
Capitalisation of proper nouns
Words ending in –ey Tricky words: find, kind, mind, behind, child/children; wild/climb
The Hodgeheg Write a radio advert for a road safety campaign
Sentence type and style in adverts
Prepositions of place (across/under/over)
Adverbs of time (often/always/usually/never)
Rhetorical questions
(introduction to commas to mark clauses)
Exclamation marks/question marks
Adding suffixes beginning with vowel letters to words of more than one syllable** Tricky words: knot/not; mail/male; main/mane
The Owl Who Was Afraid of the Dark
To write a story opening
To vary sentence openers Adverbial phrases to open sentences (place or time)
Pronouns – he/his; they/their
Paragraphs organised by time sequence/ place of action
Inverted commas for direct speech
Consistent past tense
Subject/ verb agreement
The /zh/ sound spelt ‘s’ (television, treasure, usual) Tricky words: every, everybody, even, great, break, steak, pretty, beautiful
The Owl Who Was Afraid of the Dark
To write the ending to a given story
To use a variety of sentence structures
Using variety of sentence structures (e.g. simple, complex, fronted adverbial)
Pronouns – he/his; they/their
Paragraphs organised by time sequence/ place of action
Inverted commas for direct speech
Consistent past tense
Subject/ verb agreement
Prefix in- (be sure to point out both meanings: ‘not’ (inedible) or ‘in’/’into’ (‘inhale’)
Incredible Insects
To write a booklet about insects
To identify and use features of NF text
Headings and sub-headings to organise ideas and material
Conjunctions of cause (because of/so)
Expanded noun phrases
Exclamation marks
Commas in lists
(commas to mark clauses)
Adding –es/-ed to nouns and verbs ending in ‘y’ Tricky words: after, fast, last, past, father, class, grass, glass, pass, plant, path, bath*
17
Shape Poems To write a shape poem with a watery theme
To classify words types and judge which are essential/non-essential to understanding text
Adverbs -ly
Continuous present tense
A/an
Consistent present tense
Suffix –ly Tricky words: half, money, parents, Mr, Mrs, Christmas
Grace and Family
To describe setting
Words to suggest viewpoint Continuous present tense (it is raining/the sun is shining)
Intensifying adverbs (really/very/quite)
Question marks/exclamation marks
(commas to mark clauses)
Adding –ing/-ed/-er/-est/-y to words of one syllable ending in a single consonant letter after a single vowel letter Tricky words: hour, move, prove, improve, sure, sugar
Natural Record Breakers
To write holiday brochure
Pronouns Headings and sub-headings to organise material
Adverbs of place (nearby/outside)
Prepositions of place (near/across/over)
Superlative adjectives (the hottest/the best)
Consistent present tense
Subject/verb agreement
Commas in lists (of adjectives)
Prefixes de-, dis- Tricky words: any, many, clothes, busy, people, water, again
Making Past in to Presents
To write instructions for board game
Imperative verbs Format of instructions
Imperative commands
Commas in lists
Imperative verbs
Subject/verb agreement
Adding –ed/-ing/-er and –est to a root word ending in –y with a consonant before it Tricky words: eye, could, should, would, who, whole
*These are only tricky words if your regional accent pronounces the ‘a’ as an /ar/ sound – if your regional accent pronounces these as a short /a/ sound, then select other words to present as ‘tricky’.
**If the last syllable of word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any ending beginning with a vowel letter is added (forgetting, preferred); the consonant letter is not doubled if the syllable is unstressed (gardening, limited).
18
Wings 3.1 Writing Modules
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks)
Purpose To be used after Mini Lesson: Focus for Modelled/Guided Writing
Grammar/Editing Focus
Instructions Making the Past into Presents
Clarity and accuracy Writing for clarity
Imperative verbs
Commas in lists
Story-writing - dialogue The Hodgeheg Synonyms for ‘said’ Present perfect tense (She has gone out)
Standard/non-standard English
Inverted commas for direct speech
Apostrophes for contraction
Story-writing - settings The Willow Pattern Story/Grace and Family
Adjectives to enhance description
Adverbs for time/place/cause (then, next, soon)
Continuous past tense
Inverted commas for direct speech
Question marks/exclamation marks
Non-chronological reports
Natural Record Breakers
Sub-headings to organise ideas
Conjunctions for cause (because)
Headings and sub-headings
Question marks/exclamation marks
Commas in lists
19
Wings 3.2 Treasure Hunts
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial
Writing Goal: Mini Lesson: Focus for Modelled/Guided Writing
Grammar/Editing Focus Suggested Spelling focus
Robin Hood Write another adventure for RH
Conventions of dialogue Adverbial phrases to open sentences
Continuous past tense/simple past tense/ past perfect (the men were sleeping/the men slept/the men had slept)
Inverted commas and end punctuation for direct speech
Commas after fronted adverbials
Adding suffixes beginning with vowel letters to words of more than one syllable*
Robin Hood Write a magazine-style profile of RH
Adjectives Expanded noun phrases with modifying adjectives and prepositional phrases (the famous outlaw with the big heart)
Paragraphs to organise material around by theme
(introduction to commas to mark clauses)
Exclamation marks/question marks
Prefixes en-, em- Tricky words: enough, exercise, experience, experiment, extreme, famous
Fairy Tales
Rewrite story from POV of queen
First and third person Adverbial phrases to open sentences (place or time)
Pronouns – he/his, she/her, they/their
Paragraphs organised by change of mood in story
Inverted commas and end punctuation for direct speech
Consistent past tense
Subject/ verb agreement (we were, I did)
Suffix –ation Tricky words: meet/meat; medal/ meddle; missed/mist
20
Fairy Tales
Redraft FT to include more features of genre
Varying sentence types Using variety of sentence structures (e.g. simple, complex, fronted adverbial)
Pronouns – he/his, she/her, they/their
Inverted commas and end punctuation for direct speech
Consistent past tense
Subject/ verb agreement (we were/she did)
Words ending –ture Tricky words: favourite, February, forward(s), fruit, grammar, group
Feargal Fly Digitext
To continue one of the newspaper reports in the Digitext
Commas Paragraphs to organise material by theme
Conjunctions of cause (because /so)
Expanded noun phrases with modifying adjectives and preposition phrases (the valuable gem with the checkered history)
Sensational language choices
Apostrophes for possession (including plural nouns)
Apostrophes for contraction
Commas to (begin to) mark clauses
Words ending –sion Tricky words: peace/piece; plain/plane; rain/rein/reign
101 Ways to Save the Earth/Save the Planet before Bedtime
Write a report on an ideal ‘green’ environment
Conventions of punctuation
Expanded noun phrases with modifying adjectives and preposition phrases (the natural grass roof over the main hall)
Intensifying adverbs (really/very/quite/extremely/hardly)
(Introduction to passive voice)
General punctuation
Subject/verb agreement
Prefixes il-, im-, ir- Tricky words: guard, guide, heard, heart, height, history
101 Ways to Save the Earth/Save the Planet before Bedtime
Write instructions for an experiment
Imperative Conventions of instructional writing
Imperative commands
Commas in lists and to (begin to) mark clauses
Prefixes re- Tricky words: imagine, increase, important, interest, island, knowledge
Play scripts
To rewrite a story in the form of a play
Conventions of play scripts
Adverbs –ly
Prepositions of place (near/across/over)
Non-standard English for dialogue (characters’ voices)
Subject/verb agreement
Question marks and exclamation marks
Prefixes sub-, inter-, super- Tricky words: seen/scene; weather/whether; who’s/whose
21
Amazing Creatures
To produce a persuasive flyer
Cohesive paragraphing Paragraphs to organise material around a theme
Modal verbs (should, must, could, would)
Rhetorical questions
Subject/verb agreement
Question marks and exclamation marks
Suffix –ous Tricky words: learn, length, library, material, medicine, mention
Amazing Creatures
To produce an information leaflet
Varying sentence types Adverbial phrases to open sentences
Extended sentences with a variety of co-ordinating and subordinating conjunctions
Commas after fronted adverbials
Apostrophes for possession (including plural nouns)
Words which sound like /shoon/ spelt -tion, -sion, -ssion Tricky words: minute, natural, naughty, notice, occasion(ally), often
Noisy Poems
To write a noisy poem
Identify word types Appropriate word choices
‘Flow’ of poem when read out loud
Exclamation marks
Commas to guide reader
Words which sound like /shoon/ spelt --cian Tricky words: opposite, ordinary, particular, peculiar, perhaps, popular
The Willow Pattern Story
To write a description of a setting
Adjectives Prepositions of place (near/across/over/behind)
Adverbs of place (nearby/everywhere)
Commas in lists and to (begin to) mark clauses
Subject/verb agreement
Words with the /k/ sound spelt ‘ch’ (e.g. school) Tricky words: position, possess(ion), possible, potatoes, pressure, probably
*If the last syllable of word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any ending beginning with a vowel letter is added (forgetting, preferred); the consonant letter is not doubled if the syllable is unstressed (gardening, limited).
22
Wings 3.2 Writing Modules
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial
Purpose To be used after
Mini Lesson: Focus for Modelled/Guided Writing
Grammar/Editing Focus
Story-writing - legends Robin Hood Characterisation Preposition phrases (the lovable rogue with the green suit)
Nouns/pronouns (Robin/he)
Inverted commas for direct speech (and end punctuation)
Subject/verb agreement
Story-writing – traditional tales
Fairy Tales Cohesion Fronted adverbials (later that day, the next afternoon)
Complex sentences linked with when/because
Apostrophes for possession (including plural nouns)
Commas after fronted adverbials
Story-writing – traditional tales
Fairy Tales Descriptive words and phrases
Paragraphs organised by theme
Prepositions of time/ place/cause (while/during/after/past/over/because of)
Commas in a list
Consistent past tense
Play-script Play-scripts 1. Dialogue to move action forward
2. Stage directions
Adverbs (-ly)
Modal verbs (could, might)
Apostrophes for contraction
Question marks/exclamation marks
Personal recount (Any) Structure of recount Expanded noun phrases to enhance viewpoint
Apostrophes for possession (including plural nouns)
Question marks/exclamation marks
Non-chronological report 101 Ways to Save the Earth
(No mini lesson but in-depth planning focus)
Complex sentences linked with a variety of conjunctions
Commas in lists
Subject/verb agreement
23
Wings 3.3 Treasure Hunts
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial
Writing Goal: Mini Lesson: Focus for Modelled/Guided Writing Grammar/Editing Focus Suggested Spelling focus
Flat Stanley
To rewrite part of the story from Arthur’s point of view
Conventions of speech punctuation
Adverbial phrases to open sentences
Continuous past tense/simple past tense/ past perfect (we were walking/we walked/we had walked)
Inverted commas and end punctuation for direct speech
Commas after fronted adverbials
Subject/verb agreement
Adding suffixes beginning with vowel letters to words of more than one syllable* Tricky words: accept/except; affect/effect; ball/bawl
Flat Stanley
To write another adventure for Stanley
Adverbs Adverbs to convey point of view (-ly)
Adverbs of intensity (very/quite/hardly/almost)
Paragraphs to organise material around by theme
Inverted commas and end punctuation for direct speech
Commas after fronted adverbials
Subject/verb agreement
Prefixes anti-, auto-, inter- Tricky words: promise, purpose, quarter, question, recent, regular
George’s Marvellous Medicine
To write the next part of the Magic Finger
To use adverbs to change the mood of a piece of writing.
Adverbial phrases to open sentences (place, time or mood)
Adverbs of intensity (very/quite/hardly/almost)
Paragraphs organised by change of mood in story
Inverted commas and end punctuation for direct speech
Commas after fronted adverbials
Subject/ verb agreement
Prefixes trans-, under-, semi- Tricky words: reign, remember, sentence, separate, special, straight
George’s Marvellous Medicine
To review the work of Roald Dahl.
To replace ‘weak’ verbs with more powerful ones.
Using variety of sentence structures (e.g. simple, complex, fronted adverbial)
Pronouns to avoid repetition – he/his, she/her, they/their
Authoritative voice
Consistent present tense
Subject/ verb agreement
Apostrophes for possession (including plurals)
Words with /sh/ sound spelt ‘ch’ Tricky words: strange, strength, suppose, surprise, therefore, though/although
George’s Marvellous Medicine
To write a new ending for the story.
Powerful verbs. Paragraphs to organise material by mood of story
Expanded noun phrases with modifying adjectives and preposition phrases (the brave little hero full of pluck)
Apostrophes for possession (including plural nouns)
Apostrophes for contraction
Commas to (begin to) mark clauses
Words with the /s/ sound spelt ‘sc’ Tricky words: berry/bury; brake/break; fair/fare
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Cliffhanger
To write a new story about the characters
Powerful adjectives Expanded noun phrases with modifying adjectives and preposition phrases (the friendly dog with the waggy tail)
Intensifying adverbs (really/very/quite/extremely/hardly)
Adverbial phrases to open sentences
Inverted commas and end punctuation for direct speech
Subject/verb agreement
Commas after fronted adverbials
Words with the /g/ sound spelt ‘-gue’ and the /k/ sound spelt ‘–que’ Tricky words: thought, through, various, weight, woman, women
Cliffhanger
To continue last week’s story concentrating on building tension
Commas to structure sentences
Short, simple sentences to increase pace/longer extended sentences to decrease pace
Paragraphs to organise material by change of mood
Inverted commas and end punctuation for direct speech
Subject/verb agreement
Commas to (begin to) mark clauses
Words ending –tion, -sion, -ssion Tricky words: grate/great; groan/grown; here/hear
Understanding TV
To write autocue script for breakfast show
Future tense Prepositions of time (before/after/during)
Non-standard English for chatty and informal tone
Subject/verb agreement
Apostrophes for contraction
Words ending –tion, -sion, -ssion Tricky words: accident(ally), actual(ly), address, answer, appear , arrive
Understanding TV
To write presenter’s script for game show
Superlatives
Intensifying adverbs (really/very/quite/extremely/nearly)
Non-standard English for chatty and informal tone
Apostrophes for contraction
Question marks and exclamation marks
Words with the /i/ sound spelt ‘y’ Tricky words: here/hear; heel/heal/he’ll; knot/not; male/mail
25
How a Book is Made
To write a letter to an author
To vary sentences for clarity, purpose and effect
Paragraphs to organise material around a theme
Extended sentences with a variety of co-ordinating and subordinating conjunctions
Commas after fronted adverbials
Apostrophes for possession (including plural nouns)
Prefixes in-, im-, il- Tricky words: believe, bicycle, breath, breathe, build, busy/business
The Search for Tutankhamen
To write a newspaper report.
Sentence structure and punctuation
Pronouns to avoid repetition
Adverbial phrases to open sentences
Sensational language
Commas to (begin to) mark clauses
Apostrophes for possession (including plural nouns)
Prefix un- Tricky words: calendar, caught, centre, century, certain, circle
Extreme Habitats Digitext
To write a magazine feature comparing and contrasting two habitats
Language of comparison
Extended noun phrases (including prepositional phrases)
Adverbs of comparison (Similarly/however/on the other hand)
Commas in lists and to (begin to) mark clauses
Commas in lists (e.g. of adjectives) and after fronted adverbials
Suffix –ly Tricky words: complete, consider, continue, decide, describe, different
*If the last syllable of word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any ending beginning with a vowel letter is added (forgetting, preferred); the consonant letter is not doubled if the syllable is unstressed (gardening, limited).
26
Wings 3.3 Writing Modules
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial
Purpose To be used after Mini Lesson: Focus for Modelled/Guided Writing
Grammar/Editing Focus
Narrative – extra chapter for known book
Flat Stanley Analysing various drafts of same chapter
Preposition phrases (the silly boy in the green hat)
Nouns/pronouns (Stanley/he)
Inverted commas for direct speech (and end punctuation)
Subject/verb agreement
Short story in style of known author
George’s Marvellous Medicine
Roald Dahl’s style
Fronted adverbials (later that day, the next afternoon)
Complex sentences linked with when/because
Apostrophes for possession (including plural nouns)
Commas after fronted adverbials
Narrative - mystery Julian Secret Agent/Cliffhanger
Managing mood Paragraphs organised by theme
Prepositions of time/ place/cause (while/during/after/past/over/because of)
Commas in a list
Consistent past tense
Also in Phase 3 Consolidation Units (to be used as stand-alones towards end of Wings 3 year: letters, description, persuasion (focus on any grammar features from 3.3 the children are still weak on).
27
Wings 4.1 Treasure Hunts
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial
Writing Goal: Mini Lesson: Focus for Modelled/Guided Writing Grammar/Editing Focus Suggested Spelling focus
The Wreck of the Zanzibar
Write Description of Storm
Synonyms Adverbial phrases to open sentences
Use of pronouns to avoid repetition
Continuous past tense/simple past tense/ past perfect (we were walking/we walked/we had walked)
Inverted commas and end punctuation for direct speech
Commas after fronted adverbials
Subject/verb agreement
Adding suffixes beginning with vowel letters to words of more than one syllable* Tricky words: difficult, disappear, early, earth, eight, eighth
The Wreck of the Zanzibar
Write a Newspaper Report
To use a range of connectives in sentences
Use of pronouns to avoid repetition
Range of sentence types using variety of co-ordinating and subordinating conjunctions
Paragraphs to organise material around by theme
Commas after fronted adverbials
Subject/verb agreement
Suffix –ation Tricky words: meet/meat; medal/meddle; missed/mist
The Silver Swan
Describe place that children know well
Cohesiveness within and between paragraphs
Paragraphs organised by theme
Linking words and phrases within and between paragraphs
Expanded noun phrases (including prepositional phrases – the sunny meadow across the stream)
Subject/ verb agreement
Commas in lists (of adjectives) and to (begin to) mark clauses
Prefixes ir-, il- Tricky words: enough, exercise, experience, experiment, extreme, famous
28
The Good Time Boys
Character Sketch
Language of comparison and contrast
Extended sentences with a variety of co-ordinating and subordinating conjunctions
Use of pronouns to avoid repetition
Adverbs (and adverbial phrases) of comparison (Similarly/on the other hand/unlike his brother)
Consistent present tense
Subject/ verb agreement
Apostrophes for possession (including plural nouns)
Prefix re- Tricky words: young, touch, double, trouble, country
The Good Time Boys
Write a Play script
Function of adverbs Adverbs –ly
Adverbs of place and time (nowhere/everywhere; sometimes/never/usually)
Prepositions of place and time (near/across/over; before/after during)
Non-standard English for dialogue (characters’ voices)
Subject/verb agreement
Apostrophes for contraction and possession (including plural nouns)
Words ending –ture Tricky words: favourite, February, forward(s), fruit, grammar, group
The Good Time Boys
Instructions for scenery and costumes
Imperative verbs Language and format of instructions
Use of pronouns to avoid repetition
Subject/verb agreement
Commas in lists and to (begin to) mark clauses
Words ending –sure Tricky words: piece/peace; plain/plane; rain/rein/reign
Poems about the Sea ( Under the Moon Over the Sea)
Write poem in style of another
Adjectives Vocabulary choices for effect
‘Flow’ of poem when read out loud
Exclamation marks
Use of commas to guide reader
Prefixes sub-, inter-, super- Tricky words: guard, guide, heard, heart, height, history
Drag ‘n’ Drop Digitext
recounts and video diary to relate events from perspective of more than one character
Commas to separate clauses
Adverbs of time (including adverbial phrases)
Non-standard English for chatty and informal tone
Apostrophes for contraction and possession (including plural nouns)
Commas to (begin to) mark clauses and after fronted adverbials
Words ending –sion Tricky words: scene/seen; weather/whether; whose/who’s
Life in Space Write an imaginary diary entry
Writing to show thoughts and feelings
Intensifying adverbs (really/very/quite/extremely/nearly)
Paragraphs to organise material around a theme
Non-standard English for chatty and informal tone
Apostrophes for contraction and possession (including plural nouns)
Commas to (begin to) mark clauses and after fronted adverbials
Suffix –ous Tricky words: imagine, increase, important, interest, island, knowledge
29
*If the last syllable of word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any ending beginning with a vowel letter is added (forgetting, preferred); the consonant letter is not doubled if the syllable is unstressed (gardening, limited).
30
Wings 4.1 Writing Modules
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial
Purpose To be used after
Mini Lesson: Focus for Modelled/Guided Writing
Grammar/Editing Focus
Story-writing The Wreck of the Zanzibar
Characterisation Fronted adverbials (later that day, the next afternoon)
Nouns/pronouns/varied references to same thing
Paragraphs to organise ideas by theme
Inverted commas for direct speech (and end punctuation)
Commas after fronted adverbials
Non-Chronological report (information leaflet)
Life in Space Planning (main ideas)
Prepositions of time/ place/cause (while/during/after/past/over/because of)
Complex sentences linked with various conjunctions
Apostrophes for possession (including plural nouns)
Subject/verb agreement
Play-script – developing a problem and solution
The Good Time Boys
Developing problem and solution
Adverbs (-ly)
Preposition phrases (you over there with the funny face)
Apostrophes for contraction
Consistent present tense
Instructions No book – use as a stand-alone (deconstruct e.g. cookbooks to introduce)
Writing for clarity and precision
Imperative verbs
Writing for clarity and precision
Layout of instructions
Commas in lists
31
Wings 4.2 Treasure Hunts
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity
Writing Goal: Mini Lesson: Focus for Modelled/Guided Writing Grammar/Editing Focus Suggested Spelling focus
Room 13
To write the beginning of a horror story
Speech Punctuation Adverbial phrases to open sentences
Use of pronouns to avoid repetition
Use of tense choice to sequence events and reference backwards and forwards (he had a horrible feeling something had happened to Ellie while he had been asleep/she hoped Dad wouldn’t be late home tonight)
Inverted commas and end punctuation for direct speech
Commas after fronted adverbials
Subject/verb agreement
Words with /k/ sound spelt ‘ch’ Tricky words: learn, length, library, material, medicine, mention
Room 13
To write an extract from a sci-fi story
Precise noun choices Variety of references to the same thing to avoid repetition (Alfred/the boy/he/the youngster)
Range of sentence types using variety of co-ordinating and subordinating conjunctions
Paragraphs to organise material around by theme
Commas to mark clauses and to avoid ambiguity/clarify meaning
Subject/verb agreement
Words ending –cious Tricky words: descent/dissent; desert/dessert; draft/draught
Room 13
To write the continuation of an adventure story
Creating tension and suspense
Paragraphs organised by theme
Linking words and phrases within and between paragraphs (then/after that/later that evening)
Expanded noun phrases (including prepositional phrases – the red planet covered in a swirling yellow dust cloud)
Commas to mark clauses and to avoid ambiguity/clarify meaning
Speech punctuation
Adding suffixes beginning with vowel letters to words of more than one syllable* Tricky words: accept/except; affect/effect; ball/bawl
32
Room 13
To set the scene for a fantasy story
Adjectives Extended sentences with a variety of co-ordinating and subordinating conjunctions
Variety of references to the same thing to avoid repetition (Grampy/the old man/he/the old-timer)
Adverbials of place to link ideas across paragraphs (nearby/further away)
Commas to mark clauses and to avoid ambiguity/clarify meaning
Apostrophes for contraction and possession (including plural nouns)
Words ending –tious Tricky words: accommodate, accompany, according, achieve, aggressive, amateur
The Amazing Story of Adolphus Tips
Recount of imaginary evacuation
Adventurous and precise vocabulary
Adverbials of time to link ideas across paragraphs (later/earlier that day)
Prepositions of place, time and cause (near/across/over; before/after during; because of)
Non-standard English for dialogue (characters’ voices)
Speech punctuation
Apostrophes for contraction and possession (including plural nouns)
Words with the /sh/ sound spelt ‘ch’ Tricky words: minute, natural, naughty, notice, occasion(ally), often
The Amazing Story of Adolphus Tips
Series of diary entries from the point of view of another character
Adverbs and impact on mood of writing
Show point of view using powerful verbs
Variety of references to the same thing to avoid repetition (Alfred/the boy/he/the youngster)
Relative clauses (with or without relative pronouns)
Commas to mark clauses and to avoid ambiguity/clarify meaning
Parenthesis (brackets/dashes) to indicate extra information
Words ending –cial Tricky words: ancient, apparent, appreciate, attached, available, average
The Amazing Story of Adolphus Tips
Write a letter from Ivy to Barry
Vary Sentence Structures
Vocabulary choices for effect
Variety of references to the same thing to avoid repetition
Relative clauses (with or without relative pronouns)
Commas to mark clauses and to avoid ambiguity/clarify meaning
Parenthesis (brackets/dashes) to indicate extra information
Prefixes inter-, super-, under- Tricky words: berry/bury; brake/break; fair/fare
Medieval Knight
Letter requesting help
Plurals
Relative clauses (with or without relative pronouns)
Cohesive devices within and between paragraphs
Modal verbs
Commas to mark clauses and to avoid ambiguity/clarify meaning
Parenthesis (brackets/dashes) to indicate extra information
Words ending –tial Tricky words: advice/advise; device/devise; practice/practise
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Have your Say 1
Letter to persuade
Connecting words and phrases
Intensifying adverbs (really/very/quite/extremely/nearly)
Cohesive devices within and between paragraphs
Modal verbs (should/would/must)
Standard English for formal tone
Apostrophes for contraction and possession (including plural nouns)
Commas to mark clauses and to avoid ambiguity/clarify meaning
Prefixes anti-, auto- Tricky words: opposite, ordinary, particular, peculiar, perhaps, popular
Have your Say 2
Discursive report
Have your Say 2
Modal verbs (should/would/must)
Relative clauses (with or without relative pronouns)
Standard English for formal tone
Commas to mark clauses and to avoid ambiguity/clarify meaning
Parenthesis (brackets/dashes) to indicate extra information
Words ending –ant, -ance, -ancy Tricky words: principal/principle; profit/prophet; stationary/stationery
Caribbean Poetry (Uses Under the Moon and Over the Sea and The Works)
To write a poem in the style of one of those read
Caribbean Poetry (Uses Under the Moon and Over the Sea and The Works)
Use of commas to guide reader/avoid ambiguity
Invented words to convey a mood or idea
Commas to guide the reader and to avoid ambiguity/clarify meaning
Words with the /g/ ending spelt ‘-que’ Tricky words: vein, weigh, eight, eighth, neighbour, they, obey
Spooky Poems (Uses Under the Moon and Over the Sea and the Works)
To write a spooky poem
Spooky Poems (Uses Under the Moon and Over the Sea and the Works)
Use of commas to guide reader/avoid ambiguity
Invented words to convey a mood or idea
Commas to guide the reader and to avoid ambiguity/clarify meaning
Words ending –ent, -ence, -ency Tricky words: awkward, bargain, bruise, category, cemetery, committee
*If the last syllable of word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any ending beginning with a vowel letter is added (forgetting, preferred); the consonant letter is not doubled if the syllable is unstressed (gardening, limited).
34
Wings 4.2 Writing Modules
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity
Purpose To be used after Mini Lesson: Focus for Modelled/Guided Writing
Grammar/Editing Focus
Non-chronological report Any NF book (adjust prompt to fit topic)
Collaborative writing Devices to build cohesion within paragraph
Nouns/pronouns/varied references to same thing
Paragraphs to organise ideas by theme
Commas to clarify meaning (mark clauses)
Brackets/dashes/commas for parentheses
Story-writing Room 13 Story structure Relative clauses
Complex sentences linked with various conjunctions
Linking ideas across and within paragraphs using tense choices
Inverted commas for direct speech (including end punctuation)
Commas to clarify meaning (mark clauses)
Collaborative story-writing
Room 13 1. Collaborative writing
2. Managing suspense
Fronted adverbials (later that day, the next afternoon
Adverbs to indicate degrees of possibility (perhaps, maybe, certainly)
Paragraphs to organise ideas by theme
Subject/verb agreement
Inverted commas for direct speech (including end punctuation)
Personal recount Stand-alone Powerful verbs and adverbs (viewpoint)
Paragraphs to organise ideas by theme
Linking ideas across paragraphs (adverbials of time)
Modal verbs to indicate degree of possibility
Commas to clarify meaning (mark clauses)
Brackets/dashes/commas for parentheses
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Wings 4.3 Treasure Hunts
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity
Writing Goal: Mini Lesson: Focus for Modelled/Guided Writing Grammar/Editing Focus Suggested Spelling focus
Secret Friends
To write a letter to persuade
Vary sentences for clarity, purpose and effect
Adverbs of possibility (perhaps/maybe/surely)
Use a range of sentence types: simple and complex using a range of conjunctions
Modal verbs (should/would/must)
Standard English for formal tone
Commas to mark clauses and to avoid ambiguity/clarify meaning
Parenthesis to indicate extra information
Suffix –ous Tricky words: grate/great; groan/grown; here/hear
Secret Friends
To write an alternative ending to the story
Commas to separate clauses
Variety of references to the same thing to avoid repetition
Range of sentence types using variety of co-ordinating and subordinating conjunctions
Paragraphs to organise material by change of mood
Commas to mark clauses and to avoid ambiguity/clarify meaning
Speech punctuation
Words ending –able, -ably Tricky words: communicate, community, competition, conscience, conscious, controversy
The Suitcase Kid
To write the opening of a story about an issue
Showing and telling sentences
Cohesive devices within and between paragraphs (including tense choices)
Relative clauses (with or without relative pronouns)
Commas to mark clauses and to avoid ambiguity/clarify meaning
Speech punctuation
Suffix –ation Tricky words: position, possess(ion), possible, potatoes, pressure, probably
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The Suitcase Kid
To resolve the story begun last week
Powerful paragraphs Range of sentence types using variety of co-ordinating and subordinating conjunctions
Variety of references to the same thing to avoid repetition
Adverbials of time to link ideas across paragraphs
Commas to mark clauses and to avoid ambiguity/clarify meaning
Apostrophes for contraction and possession (including plural nouns)
Words ending –ible, -ibly Tricky words: steal/ steel; wary/weary; who’s/whose; its/it’s
The Suitcase Kid
To write critically about an issue
Powerful paragraphs Devices to build cohesion within a paragraph
Prepositions of cause (because of)
Relative clauses (with or without relative pronouns)
Standard English for authoritative voice
Commas to mark clauses and to avoid ambiguity/clarify meaning
Parenthesis to indicate extra information
Words ending –sion Tricky words: knot/not; mail/male; main/mane
Poems to Perform (uses the Works)
To write a poem based on one of the poems read
Punctuation and line breaks
Vocabulary choices for effect
‘Flow’ of poem when read aloud
Commas to mark clauses and to avoid ambiguity/clarify meaning
Parenthesis to indicate extra information
Adding suffixes beginning with vowel letters to words ending –fer** Tricky words: father/farther/further; guessed/guest; heard/herd
Please Mrs Butler
To write a poem based on one of the poems read
To recognize which words are essential to the poem
Vocabulary choices for effect
‘Flow’ of poem when read aloud
Commas to mark clauses and to avoid ambiguity/clarify meaning
Parenthesis to indicate extra information
Words ending –sure Tricky words: promise, purpose, quarter, question, recent, regular
When Jessie Came Across the Sea
Diary entries Adverbs Use a range of sentence types: simple and complex, using a range of conjunctions
Adverbs of possibility (perhaps/maybe/surely)
Cohesive devices within and between paragraphs
Commas to mark clauses and to avoid ambiguity/clarify meaning
Parenthesis to indicate extra information
Use of hyphen (e.g. co-operate) Tricky words: convenience, correspond, criticise, curiosity, definite, desperate
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Film Narrative Media
Film synopsis Present tense Cohesive devices within and between paragraphs
Précising information
Tense choices (present continuous/present perfect/future) to refer backwards and forwards
Apostrophes for contraction and possession (including plural nouns)
Commas to mark clauses and to avoid ambiguity/clarify meaning
Words ending –ssion, -tian, -cian Tricky words: meet/meat; medal/meddle; missed/mist
Roman Chronicles
To write a letter to persuade
Comparatives and superlatives
Adverbs of possibility (perhaps/maybe/surely)
Use a range of sentence types: simple and complex, using a range of conjunctions
Modal verbs
Standard English for formal tone
Commas to mark clauses and to avoid ambiguity/clarify meaning
Parenthesis to indicate extra information
Words with the /ee/ sound spelt ‘ei’ after ‘c’ Tricky words: determined, develop, dictionary, disastrous, embarrass, environment
Roman Chronicles
To complete a story
To use commas to create complex sentences
Relative clauses (with or without relative pronouns)
Use a range of sentence types: simple and complex using a range of conjunctions
Fragmented sentences for speech
Speech punctuation
Commas to mark clauses and to avoid ambiguity/clarify meaning
Prefixes un-, dis-, mis- Tricky words: reign, remember, sentence, separate, special, straight
Ice Brick and Straw Digitext
To create an informative poster about a new building material
Language of instruction
Relative clauses (with or without relative pronouns)
Précising information
Commas to mark clauses and to avoid ambiguity/clarify meaning
Parenthesis to indicate extra information
Prefixes (general) Tricky words: doubt, island, lamb, solemn, thistle, knight
*If the last syllable of word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any ending beginning with a vowel letter is added (forgetting, preferred); the consonant letter is not doubled if the syllable is unstressed (gardening, limited).
**The ‘r’ is doubled if the –fer is still stressed when the ending is added; the ‘r’ is not doubled if the –fer is no longer stressed.
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Wings 4.3 Writing Modules
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity
Purpose To be used after Mini Lesson: Focus for Modelled/Guided Writing
Grammar/Editing Focus
Newspaper report
The Roman Chroncicles
Opening paragraph Devices to build cohesion within and between paragraphs
Nouns/pronouns/varied references to same thing
Commas to clarify meaning (mark clauses)
Brackets/dashes/commas for parentheses
Narrative - plot Secret Friends Plot development Relative clauses
Complex sentences linked with various conjunctions
Linking ideas across and within paragraphs using tense choices
Inverted commas for direct speech (including end punctuation)
Commas to clarify meaning (mark clauses)
Personal Recount
The Suitcase Kid Cohesive devices Modal verbs (could, should, might)
Adverbs to indicate degrees of possibility (perhaps, maybe, certainly)
Paragraphs to organise ideas by theme
Subject/verb agreement
Commas to clarify meaning (mark clauses)
Brackets/dashes/commas for parentheses
Also in Phase 3 Consolidation Units (to be used as stand-alones towards end of Wings 4 year: Planning, powerful paragraphs, prompt interpretation (focus on any grammar features from 4.3 the children are still weak on).
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Wings 5.1 Treasure Hunts
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity, (colon, semi-colon)
Writing Goal: Mini Lesson: Focus for Modelled/Guided Writing Grammar/Editing Focus Suggested Spelling focus
Kensuke’s Kingdom
To write a character profile
Complex sentences Range of sentence types using variety of co-ordinating and subordinating conjunctions
Variety of references to the same thing to avoid repetition
Commas to mark clauses and to avoid ambiguity/clarify meaning
Parenthesis to indicate extra information
Adding suffixes beginning with vowel letters to words of more than one syllable* Tricky words: strange, strength, suppose, surprise, therefore, though, although
Kensuke’s Kingdom
To write another character into the story
Varying sentence lengths for accuracy, clarity and interest
Paragraphs to organise material by change of mood
Cohesive devices within a paragraph (referring forwards and backwards)
Use a range of sentence types: simple and complex, using a range of conjunctions
Commas to mark clauses and to avoid ambiguity/clarify meaning
Speech punctuation
Words ending –cious Tricky words: ought, bought, thought, nought, brought, fought
Kensuke’s Kingdom
Book review More complex sentences
Cohesive devices within and between paragraphs (including adverbs of number)
Relative clauses (with or without relative pronouns)
Commas to mark clauses and to avoid ambiguity/clarify meaning
Apostrophes for possession (including plural nouns)
Suffix –ous Tricky words: peace/piece; plain/plane; rain/rein/reign
Johnny and the Dead
To write an additional scene for the play
Standard and non-standard English
Characterisation in dialogue – non standard English, fragmented sentences etc.
Use of adverbs and prepositions to guide stage directions
Commas to mark clauses and to avoid ambiguity/clarify meaning
Apostrophes for contraction and possession (including plural nouns)
Words ending –tious Tricky words: practice/practise; prophecy/prophesy; licence/license
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Johnny and the Dead
To write advice to the actor
Modal verbs Devices to build cohesion within and between paragraphs (e.g. adverbs of number)
Adverbs of possibility (perhaps/maybe/surely)
Modal verbs
Commas to mark clauses and to avoid ambiguity/clarify meaning
Parenthesis to indicate extra information
Prefixes in-, im- Tricky words: thought, through, various, weight, woman, women
Johnny and the Dead
To write a review of the play
Subordinate clauses Adverbs of intensity (very/quite/fairly)
Relative clauses (with or without relative pronouns) ‘
Commas to mark clauses and to avoid ambiguity/clarify meaning
Parenthesis to indicate extra information
Words ending –cial Tricky words: rough, tough, enough, cough
Film Stars
Write a letter to a celebrity
Complex punctuation Range of sentence types using variety of co-ordinating and subordinating conjunctions
Variety of references to the same thing to avoid repetition
Adverbials of time to link ideas across paragraphs
Commas to mark clauses and to avoid ambiguity/clarify meaning
Semi-colons
Prefixes il-, ir- Tricky words: scene/seen; weather/whether; whose/who’s
I Like this Poem
Write poem based on structure of ‘The Sound Collector’
Adjectives
Effective vocabulary choices
‘Flow’ of poem when read aloud
Commas to mark clauses and to avoid ambiguity/clarify meaning
Words ending –tial Tricky words: equip(-ped, -ment), especially, exaggerate, excellent, existence, explanation
Anne Frank
Write journal entry for memorable day
Punctuation
Cohesive devices within and between paragraphs (including adverbs of time/prepositions of time)
Tense choices (past continuous/past perfect/present) to refer backwards and forwards
Commas to mark clauses and to avoid ambiguity/clarify meaning
Apostrophes for contraction and possession (including plural nouns)
Words with /k/ sound spelt ‘ch’ Tricky words: vein, weight, eight, neighbor, they, obey
The Daily Life of a WW2 Evacuee
Leaflet to persuade
Modal verbs Use a range of sentence types: simple and complex using a range of conjunctions
Adverbs of possibility (maybe/certainly/perhaps)
Modal verbs
Standard English for formal tone
Commas to mark clauses and to avoid ambiguity/clarify meaning
Colons/semi-colons
Words ending –ant, -ance, -ancy Tricky words: though, although, dough, through
*If the last syllable of word is stressed and ends with one consonant letter which has just one vowel letter before it, the final consonant letter is doubled before any ending beginning with a vowel letter is added (forgetting, preferred); the consonant letter is not doubled if the syllable is unstressed (gardening, limited).
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Wings 5.1 Writing Modules
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity, (colon, semi-colon)
Purpose To be used after Mini Lesson: Focus for Modelled/Guided Writing
Grammar/Editing Focus
Story-writing Journey to Jo’Burg Developing problem and solution
Devices to build cohesion within and between paragraphs
Nouns/pronouns/varied references to same thing
Inverted commas for direct speech (including end punctuation)
Commas to clarify meaning (mark clauses)
Story-writing Kensuke’s Kingdom Descriptive language to enhance characterisation
Relative clauses
Complex sentences linked with various conjunctions
Linking ideas across and within paragraphs using tense choices
Inverted commas for direct speech (including end punctuation)
Commas to clarify meaning (mark clauses)
Personal recount Zlata’s Diary/Anne Frank
Structure and language of personal recount
Modal verbs (could, should, might)
Adverbs to indicate degrees of possibility (perhaps, maybe, certainly)
Paragraphs to organise ideas by theme
Subject/verb agreement
Commas to clarify meaning (mark clauses)
Brackets/dashes/commas for parentheses
Play-script Johnny and the Dead Characterisation Devices to build cohesion within and between paragraphs
Nouns/pronouns/varied references to same thing
Commas to clarify meaning (mark clauses)
Brackets/dashes/commas for parentheses
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Wings 5.2 Treasure Hunts
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity, colon, semi-colon, ellipsis, hyphen, bullet points, subject, object, active, passive, synonym, antonym
Writing Goal: Mini Lesson: Focus for Modelled/Guided Writing Grammar/Editing Focus Suggested Spelling focus
Greek Myths To plan a new myth and write part of it
Sentence openers Range of sentence types using variety of co-ordinating and subordinating conjunctions and fronted adverbials
Variety of references to the same thing to avoid repetition
Linking ideas across paragraphs using, e.g. repetition
Commas to mark clauses and to avoid ambiguity/clarify meaning
Parenthesis to indicate extra information
Words ending –ent, -ence, -ency Tricky Words: thorough, borough, plough, bough
Space Probe Digitext
To write sci-fi story
Cohesion (sentence openers and pronouns)
Paragraphs to organise material by change of mood
Cohesive devices between paragraphs (e.g. referring forwards and backwards, grammatical connections, ellipses)
Range of sentence types: simple and complex, using a range of conjunctions
Commas to mark clauses and to avoid ambiguity/clarify meaning
Speech punctuation
Ellipses
Adding suffixes beginning with vowel letters to words ending –fer** Tricky words: familiar, foreign, four/forty, frequently, government, guarantee
The Mousehole Cat
To write the opening passage to a story including figurative language
Figurative language Relative clauses (with or without relative pronouns)
Range of sentence types: simple and complex, using a range of conjunctions
Synonyms
Commas to mark clauses and to avoid ambiguity/clarify meaning
Use of colon and semi-colon to indicate relationship between independent clauses
Words with the /ee/ sound spelt ‘ei’ after ‘c’ Tricky words: led/lead; morning/mourning; passed/past; precede, proceed
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The Highwayman
To write narrative poem
Conventions (incl. punctuation) to guide reader
Vocabulary associated with a period in history/to give a sense of occasion
Synonyms
Linking ideas across stanzas using, e.g. repetition
Commas to mark clauses and to avoid ambiguity/clarify meaning
Use of colon and semi-colon to indicate relationship between independent clauses
Words ending -ible, -ibly Tricky words: harass, hindrance, identify, immediately, individual, interfere
The Lady of Shalott
Refine (last week’s) poem with addition of poetic devices
Vocabulary choices Vocabulary associated with a period in history/to give a sense of occasion
Synonyms
Linking ideas across stanzas using, e.g. repetition
Commas to mark clauses and to avoid ambiguity/clarify meaning
Use of dash to mark relationship between independent clauses
Words ending –able, -ably Tricky words: interrupt, language, leisure, lightning, marvellous, mischievous
Quakes, Floods and Other Disasters
To write a newspaper report
Pronouns Adverbs of intensity (very/quite/fairly)
Relative clauses (with or without relative pronouns)
Vocabulary associated with formal/informal speech and writing
Passive voice
Use of colon and semi-colon to indicate relationship between independent clauses
Parenthesis to indicate extra information
Use of hyphen (e.g. re-enter) Tricky words: muscle, necessary, neighbour, nuisance, occupy, occur
Journey to Jo’burg
To write a new scene for the book
Synonyms Range of sentence types using variety of co-ordinating and subordinating conjunctions
Variety of references to the same thing to avoid repetition
Adverbials of time and place to link ideas across paragraphs
Synonyms
Commas to mark clauses and to avoid ambiguity/clarify meaning
Speech punctuation
Words ending –cious, -tious Tricky words: opportunity, parliament, persuade, physical, prejudice, privilege
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Journey to Jo’burg
To write an alternative ending for the book
Viewpoint Cohesive devices between paragraphs (including repetition, grammatical connections and ellipses)
Structures of formal/informal speech (characterisation through dialogue)
Vocabulary associated with formal/informal speech and writing
Commas to mark clauses and to avoid ambiguity/clarify meaning
Use of dash to mark relationship between independent clauses
Ellipses
Words ending –tial, -cial Tricky words: profession, programme, pronunciation, queue, recognise, recommend
Becoming Media Savvy
Write script for established chat show in style of another
Tone Structures of formal/informal speech (characterisation through dialogue)
Vocabulary associated with formal/informal speech and writing
Synonyms
Commas to mark clauses and to avoid ambiguity/clarify meaning
Apostrophes for contraction and possession
Words ending –ant, -ance, -ancy Tricky words: relevant, restaurant, rhyme, rhythm, sacrifice, secretary
Becoming Media Savvy
Create cinema ad for new soft drink
Persuasive words and phrases
Use a range of sentence types: simple and complex, using a range of conjunctions
Adverbs of possibility
Vocabulary associated with formal/informal speech and writing
Commas to mark clauses and to avoid ambiguity/clarify meaning
Use of colon and semi-colons to introduce items in a list
Words ending –ent, -ence, -ency Tricky words: shoulder, signature, sincere(ly), soldier, stomach, sufficient
Spy School
Create a spy training manual
Punctuation Structures and vocabulary associated with formal speech and writing
Passive voice
Subjunctive tense (if you were to find yourself in a tight situation..)
Commas to mark clauses and to avoid ambiguity/clarify meaning
Use of colon and semi-colons to introduce items in a list
Words ending –ent, -ence, -ency Tricky words: suggest, symbol, system, temperature, thorough, twelfth
St George and the Dragon
Writing legend in the style of original
Plural nouns/verbs Use a range of sentence types: simple and complex using a range of conjunctions
Cohesive devices between paragraphs (including repetition, grammatical connections and ellipses)
Tense choices (past continuous/past perfect/present) to refer backwards and forwards
Use of colon and semi-colon to indicate relationship between independent clauses
Parenthesis to indicate extra information
Speech punctuation
Adding suffixes beginning with vowel letters to words ending –fer** Tricky words: variety, vegetable, vehicle, yacht, although, though
45
*The ‘r’ is doubled if the –fer is still stressed when the ending is added; the ‘r’ is not doubled if the –fer is no longer stressed.
46
Wings 5.2 Writing Modules
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity, colon, semi-colon, ellipsis, hyphen, bullet points, subject, object, active, passive, synonym, antonym
Purpose To be used after Mini Lesson: Focus for Modelled/Guided Writing
Grammar/Editing Focus
Story-writing - legends St George and the Dragon/The Mousehole Cat
Characterisation Language structures of informal speech (e.g. fragmented sentences/question tags)/narration
Varied references to same thing to avoid repetition
Inverted commas for direct speech (including end punctuation)
Commas to clarify meaning (mark clauses)
Story-writing - myths Greek Myths Building suspense Language structures of informal speech (e.g. fragmented sentences/question tags)/narration
Linking ideas across and within paragraphs using tense choices
Inverted commas for direct speech (including end punctuation)
Commas to clarify meaning (mark clauses)
Non-chronological report
Quakes, Floods and other Disasters
Formal and impersonal style
Formal language choices
Passive voice
Commas to clarify meaning (mark clauses)
Colon/semi-colon to mark independent clauses
Discursive report Stand-alone (no book)
Discursive language Devices to build cohesion within and between paragraphs
Varied references to same thing to avoid repetition
Subjunctive tense
Commas to clarify meaning (mark clauses)
Colon to introduce list and semi-colon to separate items in list
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Wings 5.3 Treasure Hunts
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity, colon, semi-colon, ellipsis, hyphen, bullet points, subject, object, active, passive, synonym, antonym
Writing Goal: Mini Lesson: Focus for Modelled/Guided Writing Grammar/Editing Focus Suggested Spelling focus
The Firework Maker’s Daughter
To rewrite part of the story from another POV
Powerful verbs Paragraphs to organise material by change of mood
Cohesive devices between paragraphs (e.g. referring forwards and backwards, grammatical connections, ellipses)
Synonyms
Ellipses
Use of colon and semi-colon to indicate relationship between independent clauses
(Respond to gaps in children’s knowledge) Tricky words: take from common mistakes in children’s writing
The Firework Maker’s Daughter
To write a book review
Powerful paragraphs Structures and vocabulary associated with formal speech and writing
Passive voice
Subjunctive tense
Commas to indicate parentheses
Use of dash to indicate relationship between independent clauses
(Respond to gaps in children’s knowledge) Tricky words: take from common mistakes in children’s writing
The Firework Maker’s Daughter
To rewrite ending
Meaningful sentences Paragraphs to organise material by change of mood
Cohesive devices between paragraphs (e.g. referring forwards and backwards, grammatical connections, ellipses)
Synonyms
Commas to mark clauses and to avoid ambiguity/clarify meaning
Attention to end punctuation in speech
(Respond to gaps in children’s knowledge) Tricky words: take from common mistakes in children’s writing
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Classic Extracts
To add details (including dialogue) to a scene from ‘Little Women’
Speech punctuation Range of sentence types using variety of co-ordinating and subordinating conjunctions
Vocabulary associated with a period in history
Synonyms
Commas to mark clauses and to avoid ambiguity/clarify meaning
Use of colon and semi-colon to indicate relationship between independent clauses
(Respond to gaps in children’s knowledge) Tricky words: take from common mistakes in children’s writing
Classic Extracts To write an additional scene for ‘Black Beauty’
Prepositions Vocabulary associated with a period in history
Range of sentence types using variety of co-ordinating and subordinating conjunctions
Cohesive devices between paragraphs (e.g. referring forwards and backwards, grammatical connections, ellipses)
Commas to indicate parentheses
Use of dash to mark relationship between independent clauses
(Respond to gaps in children’s knowledge) Tricky words: take from common mistakes in children’s writing
Poems from Different Times
To write an old-fashioned sounding poem
Archaic Language/language devices
Vocabulary associated with a period in history
Synonyms
Cohesive devices between stanzas, e.g. repetition
Use of semi-colon to indicate relationship between independent clauses
(Respond to gaps in children’s knowledge) Tricky words: take from common mistakes in children’s writing
Poems to be Performed
To write a monologue
Conventions of poetry writing
Synonyms
‘Flow’ of poem when read aloud
Commas to mark clauses and to avoid ambiguity/clarify meaning
Use of colon, semi-colon and dash to indicate relationship between independent clauses
(Respond to gaps in children’s knowledge) Tricky words: take from common mistakes in children’s writing)
Poems to be Performed
To write a collaborative poem to be performed
Word order Synonyms
‘Flow’ of poem when read aloud
Commas to mark clauses and to avoid ambiguity/clarify meaning
Use of dash to mark relationship between independent clauses
Ellipses
(Respond to gaps in children’s knowledge) Tricky words: take from common mistakes in children’s writing
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How to Persuade People
To write a persuasive letter
Building complex sentences
Vocabulary and sentence structures associated with formal/informal speech and writing
Range of sentence types using variety of co-ordinating and subordinating
Subjunctive tense
Modal verbs
Commas to indicate parentheses
Use of colon, semi-colon and dash to indicate relationship between independent clauses
(Respond to gaps in children’s knowledge) Tricky words: take from common mistakes in children’s writing)
How to Persuade People
To write the script for a radio advert
Commas to separate clauses
Use a range of sentence types: simple and complex using a range of conjunctions
Adverbs of possibility
Vocabulary and sentence structures associated with formal/informal speech and writing
Commas to mark clauses and to avoid ambiguity/clarify meaning
Use of colon and semi-colons to introduce items in a list
(Respond to gaps in children’s knowledge) Tricky words: take from common mistakes in children’s writing
Lost Boy Digitext
To rewrite part of the story in conventional form
Punctuation skills Cohesive devices between paragraphs (e.g. referring forwards and backwards, grammatical connections, ellipses)
Use a range of sentence types: simple and complex using a range of conjunctions
Structures and vocabulary of informal speech (characterisation through dialogue)
Commas to mark clauses and to avoid ambiguity/clarify meaning
Commas to indicate parentheses
(Respond to gaps in children’s knowledge) Tricky words: take from common mistakes in children’s writing
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Fields of Glory Digitext
To write autobiography
Cohesion within and between paragraphs
Use a range of sentence types: simple and complex using a range of conjunctions and relative clauses
Cohesive devices between paragraphs (including repetition, grammatical connections and ellipses)
Tense choices (past continuous/past perfect/present) to refer backwards and forwards
Use of colon and semi-colon to indicate relationship between independent clauses
Parenthesis to indicate extra information
(Respond to gaps in children’s knowledge) Tricky words: take from common mistakes in children’s writing
*The ‘r’ is doubled if the –fer is still stressed when the ending is added; the ‘r’ is not doubled if the –fer is no longer stressed.
N.b. Instruction on layout devices (e.g. headings, sub-headings, columns, bullets and tables) to structure text is not provided for in the above scheme (as it is does not feed directly into improving writing skills) – this will need to be covered in other curriculum areas (e.g. science).
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Wings 5.3 Writing Modules
Noun, noun phrase, statement, question, exclamation, command, compound, suffix, adjective, adverb, verb, tense (past, present), apostrophe, comma, preposition, conjunction, word family, prefix, clause, subordinate clause, direct speech, consonant, consonant letter, vowel, vowel letter, inverted commas (or speech marks), determiner, pronoun, possessive pronoun, adverbial, modal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity, colon, semi-colon, ellipsis, hyphen, bullet points, subject, object, active, passive, synonym, antonym
Purpose To be used after Mini Lesson: Focus for Modelled/Guided Writing
Grammar/Editing Focus
Narrative Classic Extracts Context (setting) Language structures of informal speech (e.g. fragmented sentences/question tags)/narration
Varied references to same thing to avoid repetition
Inverted commas for direct speech (including end punctuation)
Commas to clarify meaning (mark clauses)
Narative - plot The Firework Maker’s Daughter
Plot development Language structures of informal speech (e.g. fragmented sentences/question tags)/narration
Linking ideas across and within paragraphs using tense choices
Inverted commas for direct speech (including end punctuation)
Colons and semi-colons to mark independent clauses
Also in Phase 3 Consolidation Units (to be used as stand-alones towards end of Wings 5 year: planning, powerful paragraphs, prompt interpretation (focus on any grammar features the children are still weak on).