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PILGRIMS’ WAY PRIMARY SCHOOL
English scheme of work
New curriculum 2014
Julie Ireland
2014
PILGRIMS’
WAY PRIMARY SCHOOL, MANOR GROVE, LONDON
Reading objectives: word reading:
-apply phonic knowledge and skills at the route to
decode words.
-respond speedily with the correct sound to
graphemes (letters or groups of letters) for all 40+
phonemes, including, where applicable, alternative
sounds for graphemes.
-read accurately blending sounds in unfamiliar
words containing GPCs that have been taught.
-read common exception words (tricky words)
noting unusual correspondences between spelling
and sound and where these occur in the word.
-read words containing GPCs and –s, -es, -ing, ed, -er and –est endings.
-read words of more than one syllable that contain
taught GPCs.
-read words with contractions (for example I’m, I’ll,
we’ll) and understand that the apostrophe
represents the omitted letter(s).
-read aloud accurately books that are consistent
with their developing phonic knowledge and that
do not require them to use other strategies to work
out words.
-re-read these books to build up their fluency and
confidence in reading words.
Reading objectives: comprehension:
-Develop pleasure in reading, motivation to read,
vocabulary and understanding by:
-Listening to and discussing a wide range of
poems, stories and non-fiction at a level
beyond that at which they can read
independently.
-Being encouraged to link what they read or
hear read to their own experiences.
-Becoming very familiar with key stories, fairy
2
Spelling objectives:
Please see spelling overview
Speaking and listening objectives:
-listen and respond appropriately to adults and their
peers.
-ask relevant questions to extend their understanding
and knowledge.
-use relevant strategies to build their vocabulary.
-articulate answers, arguments and opinions.
-structure descriptions, explanations and narratives
including expressing feelings.
-maintain attention and participate effectively in
collaborative conversations, staying on topic and
initiating and responding to comments.
-Use spoken language to develop understanding
through imagining and exploring ideas.
-speak audibly and fluently.
Participate in discussions, performances, role play and
improvisations.
-gain and maintain the interest of the listener(s)
-consider different viewpoints, attending to and
building on the contributions of others.
-use appropriate registers for effective communication.
Handwriting objectives:
HANDWRITING TO BE TAUGHT TWICE A WEEK.
Pupils should be taught to:
-Sit correctly at a table, holding a pencil
comfortably and correctly.
-Begin to form lower case letters in the correct
direction, starting and finishing in the right place.
-Form capital letters.
-Form digits 0-9.
-Understand which letters belong to which
Vocabulary, grammar and punctuation objectives:
-develop their understanding of:
-Leaving spaces between words.
-Joining words and clauses using ‘and’
-Beginning to punctuate sentences using a capital
letter and full stop, question mark or exclamation
mark.
-Using a capital letter for names of people, places,
the days of the week and using the personal
pronoun ’I’
stories and traditional tales, retelling them and
considering their particular characteristics.
-Recognising and joining in with predictable
phrases
-Learning to appreciate rhymes and poems,
and recite some by heart.
-Discussing word meanings, linking new
meanings to those already known.
-Understand both the books they can already
read accurately and fluently and those they
listen to by:
-Drawing on what they already know or
on background information and
vocabulary provided by the teacher.
-Checking that the text makes sense to
them as they read and correcting
inaccurate reading.
-Discussing the significance of the title
and events.
-Making inferences on the basis of what
is being said and done.
-Predicting what might happen on the
basis of what has been read so far.
-participate in discussion about what is read to
them, taking turns and listening to what others say.
-explain clearly their understanding of what is read
to them.
Writing: transcription:
-Spell:
-Words containing each of the 40+ phonemes
already taught.
-Common exception words.
-The days of the week.
-name the letters of the alphabet:
-Naming the letters of the alphabet in order.
-Using letter names to distinguish between
alternative spellings of the same sound.
-add prefixes and suffixes
-Using the spelling rule for adding –s or –es as the
3
handwriting ‘families’ (.e letters that are formed in
similar ways) and to practise these.
Composition:
-write sentences by:
-Saying out loud what they are going to write
about.
-Composing a sentence orally before writing it.
-Sequencing sentences to form short narratives.
-Re-reading what they have written to check it
makes sense.
-discuss what they have written with the teacher or
other pupils.
-read aloud their writing clearly enough to be heard by
their peers and the teacher.
(see vocabulary, grammar and punctuation
overview for more details)
plural marker for nouns and the third person
singular marker for verbs.
-Using the prefix un-Using –ing, -ed, -er and –est where no change is
needed in the spelling of root words [for example:
helping, helped, helper, eating, quicker, quickest]
-Apply spelling rules and guidance [see spelling
section]
-Write from memory simple sentences dictated by
the teacher that include words using the GPCs and
common exception words taught so far.
4
Spelling and phonics – Year One
Please highlight as the following objectives are covered – they may need to be revisited.
Whole class teaching
– content
Whole class/ Group
teaching
Phase 5 (Y1) revises phases 3 and 4
•
Reading phonetically decoded
two-syllable and three-syllable
words.
•
Using alternative ways of
pronouncing and spelling the
graphemes corresponding to the
long vowel phonemes.
•
Spelling complex words using
phonetically plausible attempts.
Alternative long vowels
Ai=a ay ea a-e eigh
Ee = e ea e-e y ie ey
Igh = I ie y i-e
Oa = o ow oe o-e
Oo = o u ue u-e ew ui
Or = aw au our augh
Ough
Air = ere ear are
Er = ur or ir ere ear
Ure = ear ire ng ve
Oi/oy
Ow/ou
Focus on oral work, learning
through games and active
involvement. Reinforces
through classroom contexts of:-
Ch/tch
j/g/ge/dge
m/mb
n/g/kn
r/wr
s/ss/se/c/ce
5
Shared reading
Shared writing (including
opportunities for the children to
write spellings or scribe)
Handwriting – link letter strings
and patterns to focus in
handwriting practice.
Explicit teaching to promote
analogy marking and problem
solving. Wordplay, rhyme,
promoting knowledge of sound
letter relationships, word
families.
Additional
games/activities from
L and S
whole class teaching
flashcards
quickwrite letters
quickwrite words
what’s in the box?
Countdown
Matching words and pictures
Tricky words
Two-syllable
Matching
Yes/no questions
Demo writing
Cvc
Cvcc
Ccvcc
Writing sequence
Phoneme frame
Split diagraphs
Alternatives
Flashcards
Quick copy
Countdown
Sentence substitution
HFW
Classroom routines
Resources
children write in collaboration
with others.
•
•
Class dictionary of words we use
a lot.
•
•
•
•
Routine for learning new
spelling:
• Exploring spelling
patterns.
• Practising
• Take away words to
practise
• Assessing patterns
Establish a look, cover, say,
write check approach.
Help children to develop a
range of spelling strategies
rather than just ‘sounding out’
• Syllabification –
•
•
•
•
•
Environmental print
Quality texts and
reading environment
Daily song and rhyme
Look cover write
Check flap cards
Display and classroom
environment which
stimulates an interest in
words.
Posters of ‘words we
use a lot’
Whiteboards
Letter fans
Computer hardware
and software
Magnetic letters
z/ze/se
To add –s or –es to nouns to make plurals
(see S for S)
To show that verbs change e.g - -ing,-ed, -er
To know that the prefix –un changes the
meaning of verbs and adjectives e.g kind,
unkind
6
Clapping
2 and 3 syllable
Yes/no questions
Homographs
Phoneme spotter
Rhyming word generation
Best bet
•
•
•
•
clapping.
Analogy – sounds like.
Onset and rime – at,
cat. Bat, that
Mind photos
Carrying a word across
the room.
Vocabulary, Grammar and Punctuation overview- Year one
Please highlight and date as the following objectives are covered.
Word
To use regular plural
noun suffixes –s or –
es [for example, dog,
dogs; wish, wishes]
including the effects
of these suffixes on
the meaning of the
noun.
• Recognise verbs as
action words.
• Know that suffixes
can be added to verbs
where no change is
needed in the spelling
of root words (eg:
helping, helped,
helper)
• How the prefix unchanges the meaning
of verbs.
• Recognise adjectives
as describing words.
• Recognise unchanges the meaning
of adjectives.
•
7
Sentence
Know that every
sentence has a
subject and a verb.
• Understand how
words can be
combined to make
sentences.
• To join words using
‘and’
• To join clauses using
‘and’
•
•
Text
Sequencing sentences
to form short
narratives.
•
•
•
•
•
•
•
•
•
Punctuation
Separate words with
spaces.
Use a capital letter at
the beginning of
every sentence.
Use a full stop at the
end of a sentence.
Use a question mark
at the end of a
question.
Use an exclamation
mark for a command
or a dramatic
sentence.
Use capital letters for
names of places.
Use capital letters for
names of people.
Use capital letters for
the days of the week.
Use a capital ‘I’ for
the personal pronoun.
Terminology for pupils
Please display this as part of
your literacy working wall:
Verb adjective subject
Letter capital letter word
singular plural sentence
Punctuation
Full stop
Question mark
Exclamation mark.
Texts to be used:
Term one
Term two
Term three
The Naughty Bus
The Best Picnic Ever
Handa’s Surprise
Room on the Broom
Noah’s Ark
This is the Bear and the Scary
Night
Lost in the Toy Museum
Hansel and Gretel
The 3 Little Pigs
On the way Home
This is our House
Writing links
All books are to be set up as a role play in the literacy area.
8
Text/writing type
The Naughty Bus
Draw and write a simple description of the naughty bus.
Write a caption about one of the pictures in the naughty bus.
Write a speech bubble for what one of the characters might say.
Put the events in the right order using sequencing words.
Write a story where the naughty bus goes on another adventure.
The Best Picnic Ever
Visit the park and write a simple recount.
Match captions and pictures together.
Create a picnic menu.
Create a story map for the best picnic ever.
Retell the story using the story map.
Write instructions for how to make a jam sandwich.
Send an invitation to a teddy about the picnic.
Write a recount of the picnic.
Room on the Broom
Draw and label a picture of the witch.
Write a description of the picture from Room on the Broom.
Write a spell.
Create a new character who the witch may meet in the story.
Handa’s surprise
This is the Bear
Lost at the Toy Museum
9
Writing ideas
Write sentences about what each animal did with the fruit in Handa’s surprise.
Create a story map about Handa’s surprise.
Write a fruit and vegetable diary.
Retell the story.
Make a list of the fruits the animals took using adjectives.
Write a missing poster.
Write sentences about how the bear feels at different parts of the story.
Write a description of all the sounds the teddy hears.
Retell the story.
Write own story where a toy gets lost – change the toy and the setting.
Write a description of one of the toys using a picture cue.
Make a list of what the toys usually do during the night.
Write a speech bubble about the toys’ feelings about doing the same thing
every night.
Write instructions for hide and seek.
Write a simple diary about Bunting’s journey across the sea.
Draw and label the land the toys arrive at.
Write a simple story about the next place they travel to.
On the way Home
Hansel and Gretel
The Three Little Pigs
This is our House
Write a simple character description of the wolf.
Write all the different ways the creatures try to take Claire.
Take one of the scenarios and write it as a simple story.
Draw and label an alien that was on the space ship.
Make a wanted poster for one of the characters who try and take Claire.
Retell the story.
Make up another thing that could have happened to Claire.
Write a sorry letter from one of the characters that tried to take Claire.
Write a character description.
Make a wanted poster of the witch.
Make up a recipe for the witch.
Write a description of the sweetie house.
Write speech bubbles showing the different characters’ feelings.
Retell the story.
Write a letter of apology from the father.
Retell the story.
Write a description of each of the different houses.
Write instructions for how to get rid of a wolf.
Send a warning letter from one of the pigs to another pig about the wolf.
Visit the park and write a recount.
Write own version of the story, changing reasons why characters are not allowed in
(act out first using toy figures.)
Write a message of help about the crashing of the aeroplane.
Draw and write a caption of one of the scenes from the book.
Write a simple diary about how George feels when he isn’t allowed n.
Write a set of rules about how you should treat people.
Topic writing links
Term one
-Draw and label the body.
-Write sentences about Autumn and
winter.
-Write a description of different fruits and
vegetables.
-Draw and label a map.
-write simple sentences about the local
10
Term two
-write a very simple postcard describing
one of the countries of the UK.
-write a list of the main features of the
capitals of the United Kingdom.
-create a simple play script using the
puppet pupils have created.
-write a description of their puppet.
Term three
-write a description of a home.
-write a short description of a village, a city and a
town.
- make a poster for a shop.
-write about the animals you find on a farm.
- write a recount about a hot summer’s day.
-send a postcard in the summer.
area.
-write a fact file about a member of family
in the past.
-write a shopping list for fruit and
vegetables.
- write simple directions using compass
points and directional language to get to a
specified place.
-write a simple description about school
and its grounds.
11
-write a simple fact file about Queen
Victoria.
-write a description of a present day toy
and an older toy.
-write a recount about a trip to the Toy
Museum.
- write a description about spring.
Reading objectives: word reading::
-Continue to apply phonic knowledge and skills as the
route to decode words until automatic decoding has
become embedded and reading is fluent.
-Read accurately by blending the sounds in words that
contain the graphemes taught so far, especially
recognising alternative sounds for graphemes.
• Read accurately by blending the sounds in words that
contain the graphemes taught so far, especially
recognising alternative sounds for graphemes.
• Read accurately words of two or more syllables that
contain the same graphemes as above.
• Read words containing common suffixes.
• Read further common exception words, noting
unusual correspondences between spelling and
sound and where these occur in the word.
• Read most words quickly and accurately, without
overt sounding and blending, when they have been
frequently encountered.
• Read aloud books closely matched to their improving
phonic knowledge, sounding out unfamiliar words
accurately, automatically and without undue
hesitation.
• Re-read these books to build up their fluency and
confidence in word reading.
Spelling objectives:
See overview
Speaking and listening objectives:
Reading objectives: comprehension:
-Develop pleasure in reading, motivation to read, vocabulary
and understanding by:
-Listening to, discussing and expressing views about a
wide range of contemporary and classic poetry, stories
and non-fiction at a level beyond that at which they can
read independently.
-Discussing the sequence of events in books and how
items of information can be related.
-Becoming increasingly familiar with a wider range of
stories, fairy stories and traditional tales.
Handwriting objectives:
Vocabulary, grammar and punctuation objectives:
-learn how to use both familiar and new
punctuation correctly including full stops, capital
letters, exclamation marks, question marks,
commas for lists and apostrophes for contracted
forms.
-learn how to use:
• Sentences with different forms: statement,
question, exclamation, command.
• Expanded noun phrases.
• Present and past tenses correctly and
12
TO BE TAUGHT TWICE A WEEK.
-form lower-case letters of the correct size relative to
one another.
-start using some of the diagonal and horizontal strokes
needed to join letters and understand which letters,
when adjacent to one another, are best left unjoined.
-write capital letters and digits of the correct size,
orientation and relationship to one another and to lower
case letters.
-use spacing between words that reflects the size of the
-listen and respond appropriately to adults and
their peers.
-ask relevant questions to extend their
understanding and knowledge.
-use relevant strategies to build their vocabulary.
-articulate answers, arguments and opinions.
-structure descriptions, explanations and
narratives including expressing feelings.
-maintain attention and participate effectively in
collaborative conversations, staying on topic and
initiating and responding to comments.
-Use spoken language to develop understanding
through imagining and exploring ideas.
-speak audibly and fluently.
Participate in discussions, performances, role play
and improvisations.
-gain and maintain the interest of the listener(s)
-consider different viewpoints, attending to and
building on the contributions of others.
-use appropriate registers for effective
communication.
-Being introduced to non-fiction books that are structured
in different ways.
-Recognising simple literary language in stories and
poetry.
-Discussing-their favourite words and phrases.
-Continuing to build up a repertoire of poems learnt by
heart, appreciating these and reciting some, with
appropriate intonation to make the meaning clear.
-Understand both the books that they can already read
accurately and fluently and those that they listen to by:
-Drawing on what they already know or on
background information and vocabulary provided by
the teacher.
-Checking that the text makes sense to them as they
read and correcting inaccurate reading.
-Making inferences on the basis of what is being said
and done.
-Answering and asking questions.
-Predicting what might happen on the basis of what
has been read so far.
-participate in discussion about books, poems and other
material, both those that they listen to and those that they
read for themselves.
letters.
Writing transcription:
-spell by:
• Segmenting spoken words into phonemes and
representing these by graphemes, spelling many
correctly.
• Learning new ways of spelling phonemes for which
one or more spellings are already known, and learn
some new words with each spelling, including a few
common homophones.
• Learning to spell common exception words.
• Learning to spell more words with contracted forms.
• Learning the possessive apostrophe (singular) [for
example, the girl’s book]
• Distinguishing between homophones and near
homophones.
• Add suffixes to spell longer words, including –ment, ness, -ful, -less and –ly.
Writing composition:
-Develop positive attitudes towards and stamina for
writing by:
• Writing narratives about personal experiences
and those of others (real and fictional)
• Writing about real events
• Writing poetry.
• Writing for different purposes
-consider what they are going to write before beginning
by:
• Planning or saying out loud what they are going
to write about.
• Writing down ideas and/or key words, including
new vocabulary.
• Encapsulating what they want to say, sentence
by sentence.
13
•
•
consistently including the progressive
form.
Subordination and co-ordination.
Some features of written Standard
English.
(See the vocabulary, grammar and punctuation
overview for more details)
Spelling and phonics overview –Year 2
Whole class
teaching – content
Whole class
teaching – content
Phase 5 (Y1 and Y2)
Support for spelling
To secure the reading and spelling
of different phonemes p13.
Ai – train, made
ee – meet, bean.
Igh – write, sigh.
Phase 5
Ai=a ay ea a-e eigh
Ee = e ea e-e y ie ey
Igh = I ie y i-e
Oa = o ow oe o-e
Oo = o u ue u-e ew ui
Or = aw au our augh
Ough
Air = ere ear are
Er = ur or ir ere ear
Ure = ear ire ng ve
Oi/oy
Ow/ou
Ch/tch
j/g/ge/dge
m/mb
n/g/kn
r/wr
s/ss/se/c/ce
z/ze/se
•
14
phase 6
Reading longer and less
To understand and begin to learn
the suffix ed for past tense and ing
for present tense. P16
To split compound words into
their component parts and use
this knowledge to support
spelling. P20.
To learn how to add common
suffixes to words.
E.g. – nouns into plurals to show
possession or to compare or alter
tenses – small, smaller, smallest
etc.
To add common prefixes to root
words and to understand how
they change meaning.p26.
Un, full, less, ed.
Games/activities
Letters and sounds games:
Split diagraphs
Alternatives
Flashcards
Quick copy
Countdown
Sentence substitution
HFW
2 and 3 syllable
Yes/no questions
Homographs
Phoneme spotter
Rhyming word generation
Best Bet
Just add ed p170 letters and
sounds.
Memory strategies
‘Take it apart and put it back
together’ p.178.
‘memory strategies ‘ p179-180
‘learning words’ p181-183.
Support for spelling Y2 games
Word sort p172
Add race p173
Classroom routines
Phonic flaps.
High interest dictionaries.
Word banks but not just topic.
Words-letter strings etc.
Focus on oral work, learning
through games and active
involvement. Reinforced through
classroom contexts of:
-shared writing.
-teacher to model using a spelling
strategy (including opportunities
for the children to write spellings
or scribe.)
Handwriting – link letter strings
and patterns to focus in
handwriting practice sessions.
Resources
•
•
•
•
•
•
•
•
•
•
•
Explicit teaching to promote
analogy making and problem
solving.
Wordplay, rhyme. Promoting
knowledge of sound letter
relationships, word families.
Environmental print
Quality texts and
reading environment
Daily song and rhyme
Look cover write
Check flap cards
Display and classroom
environment which
stimulates an interest in
words.
Posters of ‘words we
use a lot’
Whiteboards
Letter fans
Computer hardware
and software
Magnetic letters
High interest dictionaries and
thesauruses, class made
dictionaries and glossaries.
Common exception words
e.g past, last, fast, path and
familiar texts
independently and with
increasing fluency.
Children decode words
quickly and
independently using list
of 300 high frequency
words (letter and
sounds appendix p193195)
• Increase the pace of
reading.
• Read aloud and
silently.
• Introduce and teach
past tense.
• Investigate and learn
how to add suffixes.
• Teaching the spelling of
long words.
• Finding and learning
the difficult bits in
words.
s/es ed ing er/est f ly
ness ment ious tion
•
To discriminate syllables in multi
syllabic way as an aid to spelling.
P29.
Whole class/group teaching
Teaching to move towards a word
level focus on one day each week
by the end of Year 2.
• Make explicit strategies
for spelling new words e.g.
making analogies from
known words, use of
mnemonics to memorise
problematic spellings.
• Use of over articulation
(Wed-nes-day)
• Syllabify words where
appropriate.
• Focus on root words or
families.
• Draw on rules and
generalisations.
• List the ways a word could
be spelt Make decisions
on which version is
correct.
•
Informal
tests/dictations.
•
Shared reading and
writing – seeing and
discussing how words
work in practice.
Word of the week (e.g
apprehensive – what
•
15
spelling
Phoneme frame p171
Word sort p172
Add race p173
Adding suffixes p189-190
Suggested words p191
Words in words p175.
Words in words p175.
Adding suffixes to words p189p190.
Practice examples p191.
Appendix in Support for spelling.
Clapping.
Help children to develop range of
spelling strategies rather than just
‘sounding out.’
• Syllabification – clapping.
• Analogy – sounds like
• Onset and rime – at, cat,
bat, that
• Mind photos
• Carrying a word across the
room.
bath are not exceptions in
accents where the a in these
words is pronounced as in
cat.
Great, break and steak are
the only common words
where the ae sound is spelt
ea.
•
do you notice – can
you see any patterns,
words within the
word etc.)
Use of poetry to draw
attention to spellings
and rhyme.
New objectives to cover (from new framework)
Examples of words
The ‘s’ sound spelt c before e, I and y.
Race, ice, cell, city, fancy.
The /n/ sound spelt kn and (less often) gn at the
beginning of words.
Knock, knew, gnat, gnome
The /r/ sound spelt wr at the beginning of the word.
Write, written, wrote, wrong, wrap.
The /I/ sound spelt –y at the end of words
Cry, fly, dry, try
The /or/ sound spelt a before l and ll
All, ball, call, walk, talk, always
The /u/ sound spelt o
Other, mother, brother, nothing, Monday
The /y/ sound spelt –ey
Key, donkey,monkey,chimney,valley
Rules and guidelines
The silent letter was sounded out 100s of years ago.
The plural of these words is formed by the addition of –
s (donkeys, monkeys etc)
The ‘o’ sound spelt a after w and qu
Want, watch, wander, quantity
The /ur/ sound spelt or after w
Word, work, worm, world, worth
The /or/ sound spelt ar after w
War, warm, towards
The ‘or/ sound spelt ar after the w
16
Very few words spelt this way
The /z/ sound is spelt s
Television, treasure, usual
Focused teaching points
The suffixes –ment, -ness, -ful and –less
Enjoyment, sadness, careful, playful, hopeless,
plainness (plain+ness)
Contractions (teach using squared paper. Also use
concertina paper to show how original two words can
be contracted to one)
Can’t, didn’t, haven’t, hasn’t, couldn’t, it’s, I’ll
Words ending in –tion
Station, fiction, motion, national, section
Homophones and near homophones
There/they’re/their, here/hear, quite/quiet, see/sea,
bare/bear, one/won, sun/son, to/too/two, be/bee,
blue/blew, night/knight
SUMMER TERM: Possessive apostrophes (singular
nouns)
Megan’s, Ravi’s, the girl’s
17
Vocabulary, Grammar and Punctuation overview- Year two
Please highlight and date as the following objectives are covered.
•
•
•
•
•
•
•
Word
To know that a noun
is a naming word.
To create compound
words {for example
superman
whiteboard]
To change adjectives
into nouns by using –
ness
To change verbs into
nouns by adding –er
(eg: baker, robber)
To change verbs into
adjectives by adding –
ful and –less
Use the suffixes –er
and –est in adjectives
Use –ly in standard
English to turn
adjectives into
adverbs
•
•
•
•
•
•
•
18
Sentence
To use subordination
(when , if , that,
because)
to
join
clauses.
To use co-ordination
(or, and, but)
To
build
on
knowledge of nouns
and adjectives to
create
expanded
noun phrases(the blue
butterfly, plain flour,
the man in the moon)
To recognise that a
statement is a telling
sentence.
To recognise that a
question is an asking
sentence.
To recognise that an
exclamation is an
excited sentence.
To recognise that a
command
is
a
sentence giving an
order.
•
•
•
•
Text
To be able to use
present tense
consistently and
correctly.
To be able to use past
tense consistently and
correctly.
To choose correctly
when to use present
tense and when to
use past tense.
To use the
progressive forms of
verbs in the present
and past tense.(eg: he
was drumming, she
was shouting)
•
•
•
•
•
•
Punctuation
Terminology for pupils
Please display this as part of
To use full stops to
your literacy working wall.
demarcate
Noun adjective noun phrase
statements.
adverb
To use question
Statement question
marks to demarcate
command exclamation
questions.
Compound suffix
To use exclamation
marks to demarcate
Present tense past tense
exclamations and
Apostrophe comma
commands.
To use commas to
separate items in a
list.
To use apostrophes to
mark where letters
are missing in
spelling.
To use possessive
apostrophes to make
singular possession in
nouns. [for example:
the girl’s name.)
Texts to be used:
Term one
Term two
Term three
Misery Moo
Peace at Last
Gregory Cool
The Gigantic Turnip
The Twits
Master Money
The Rainbow Fish
Non-fiction unit: Writing instructions. Non fiction unit: Writing explanation Non-fiction unit: Writing nontexts.
chronological reports
Writing links
Text/writing type
Misery Moo
The Gigantic Turnip
19
Writing ideas
Write a diary from Misery Moo’s perspective.
Order events.
Write and draw about their favourite animal in the story.
Retell the story.
Write a description of Misery Moo.
Create own characters for own version of Misery Moo.
Write own version of Misery Moo substituting the characters.
Retell the enormous turnip
Write a diary from the farmer’s point of view (focus on time
adverbials)
The Rainbow Fish
Peace at Last
The Twits
Gregory Cool
Master Money
20
Write own version of the enormous turnip changing the vegetable.
Write a description of the rainbow Fish.
Write a diary as the rainbow fish.
Write sentences about the Rainbow fish using conjunctions to extend
them.
Write an interview with the rainbow Fish.
Write an alternative story to the Rainbow fish, using a different
animal.
Write sentences about Peace at Last with picture cues, using
conjunctions to extend sentences.
Retell the story, using past tense consistently and correctly.
Create a story board of the story using time adverbials and other
sequencing words.
Write a character description.
Write their own version of the story.
Draw and write a character description.
Write a diary from from Mrs Twit’s point of view.
Write an interview with Mr Twit.
Create a comic strip of a chapter.
Write a simple witness statement.
Write a simple police incident form.
Create a recipe to create a new disgusting menu.
Create a wanted poster.
Write a book review.
Make predictions about the story.
Write character descriptions about Gregory and Lennox.
Write a setting (Gregory’s bedroom in Jamaica.)
Write a diary about different events in the story.
Write a letter home asking parents to come and rescue Gregory.
Send a postcard from Gregory after the visit to the beach.
Write a description of the scene where Gregory is sat with Lennox as
the sun sets.
Write a description of a treasure chest.
Write a thank you letter.
Write an invitation to a party.
Write a newspaper article about Mr Money becoming rich.
Write a description of a setting.
Write an interview between the police and Mr Money’s parents.
Write a diary about being kidnapped.
Retell the story.
Topic writing links
Term one
Term two
Term three
21
Write a character description for Guy Fawkes.
Make a wanted poster for Guy Fawkes.
Retell the story about the gunpowder plot.
Interview Guy Fawkes.
Write a very simple eye-witness account.
Write a poem about Bonfire Night.
Write a simple fact file about John Dunlop, Charles Mackintosh and John Macadam.
Write a simple diary from a soldier’s perspective.
Watch a remembrance day parade and write about it.
Write a poem about poppies.
Make a poster about model Guy Fawkes.
Create own treasure map and write directions using compass points.
Write a diary entry about the great fire of London.
Write a letter of apology from the maid who started the fire.
Write a description of the fire.
Write an explanation about why the fire started.
Send a postcard from a hot/cold place.
Write a recipe.
Keep a plant diary.
Create a healthy menu.
Write descriptions of Mary Seacole and Edith Cavell.
Write a letter from either of them about their experiences during the wars.
Write a set of instructions (linked to hygiene)
Write a letter of thank you to the nurses from the soldiers.
Send a postcard from Jamaica.
Write a very simple holiday guide about Jamaica.
Write about a port/harbour in Jamaica.
22
Reading objectives: word reading
Apply y their growing knowledge of root words, prefixes and suffixes
(etymology and morphology) both to read aloud and to understand the
meaning of new words they meet.
Read further exception words, noting the unusual correspondence
between spelling and sound, and where these occur in the word.
Spelling objectives:
See spelling overview
Speaking and listening objectives:
Reading objectives: comprehension
-Develop positive attitudes to reading and understanding of what they read
by:
-listening to and discussing a wide range of fiction, poetry, plays, nonfiction and reference books or text books.
--Reading books that are structured in different ways and reading for a
Handwriting objectives:
THIS NEEDS TO BE TWICE A WEEK
-use the diagonal and horizontal strokes that
are needed to join letters.
-increase the legibility, consistency and quality
of their handwriting [for example, by ensuring
Vocabulary, grammar and punctuation
objectives:
(See the vocabulary, grammar and
punctuation Year 3 overview for more
details.)
-extend the range of sentences with more
23
-listen and respond appropriately to adults
and their peers.
-ask relevant questions to extend their
understanding and knowledge.
-articulate and justify answers and
arguments.
-use relevant strategies to build their
vocabulary.
-give well-structured descriptions and
explanations for different purposes.
-maintain attention and participate
effectively in collaborative conversations,
staying on topic and initiating and
responding to comments.
-Use spoken language to develop
understanding through speculating,
imagining and exploring ideas.
-speak audibly and fluently with an
increasing command of Standard English.
Participate in discussions, presentations,
performances, role play and improvisations.
-gain and maintain the interest of the
listener(s)
-consider different viewpoints, attending to
and building on the contributions of others.
-select and use appropriate registers for
effective communication.
range of purposes.
-using dictionaries to check the meanings of words that they have read.
-increasing their familiarity with a wide range of books, including fairy
stories, myths and legends, and retelling some of these orally.
-identifying themes and conventions in a wide range of books.
-Preparing poems and play scripts to read aloud and perform, showing
understanding through intonation and action.
-Discussing words and phrases that capture the reader’s interest and
imagination.
-Recognising some different forms of poetry [for examples: free verse,
narrative poetry.]
-understand what they read, in books they can read independently, by:-Checking the text makes sense to them, discussing their understanding.
-Asking questions that improve their understanding of a text.
-Drawing inferences such as inferring characters’ feelings, thoughts and
motives through their actions.
-Predicting what might happen from details stated.
-Identifying main ideas drawn from more than one paragraph.
-Identifying how language, structure and presentation contribute to
meaning.
-retrieve and record information from non-fiction.
-participate in discussion about books that are read to them and those they
can read for themselves, taking turns and listening to what others say.
that the downward strokes of letters are
parallel and equidistant]
Writing transcription:
-use further prefixes and suffixes and understand how to add them
-spell further homophones.
-spell words that are often misspelt
-place the possessive apostrophe accurately in words with regular plurals [for
examples, girls’, boys’ ]
-use the first two letters in a word to check its spelling in a dictionary.
Write from memory simple sentences, dictated by the teacher, that include
words and punctuation taught so far.
Writing composition:
-plan their writing by:
-Discussing writing similar to that which
they are planning to write in order to
understand and learn from its structure,
vocabulary and grammar.
-Discussing and recording ideas.
-draft and write by
-Composing and rehearsing sentences
orally (including dialogue)
-Build up a varied and rich vocabulary to
use in writing.
-Using conjunctions to join clauses (when,
before, after, while, so, because)
-using adverbs that show time, place or
cause (then, next, soon, In the distance,
therefore)
-To use prepositions (before, after, during,
in, because of)
-Beginning to use paragraphs by grouping
related material.
24
than one clause by using a wider range of
conjunctions.
Using the present form of verbs {he has
gone out to play rather than he went out to
play]
-choosing nouns appropriately for the clarity
and cohesion and to avoid repetition.
-use conjunctions, adverbs and prepositions
to express time and cause.
-using inverted commas to punctuate direct
speech.
-In narratives, creating settings,
characters and plot.
-In non narrative material, using simple
organisational devices [for examples,
headings and sub-headings]
-evaluate and edit by
-Assessing the effectiveness of their own
and others’ writing and suggesting
improvements.
-Proposing changes to grammar and
vocabulary to improve consistency,
including the accurate use of pronouns in
sentences.
-Proof-read for spelling and punctuation
errors.
-read aloud their own writing, to a group, or a
whole class, using appropriate intonation.
25
Year 3 spelling overview
To be taught Autumn 2014.
Please highlight objectives covered. Some objectives will need to be revisited.
New objectives to cover (from new framework)
Examples of words
The ‘s’ sound spelt c before e, I and y.
Race, ice, cell, city, fancy.
The /n/ sound spelt kn and (less often) gn at the
beginning of words.
Knock, knew,gnat, gnome
The /r/ sound spelt wr at the beginning of the word.
Write, written, wrote, wrong, wrap.
The /I/ sound spelt –y at the end of words
Cry, fly, dry, try
The /or/ sound spelt a before l and ll
All, ball, call, walk, talk, always
The /u/ sound spelt o
Other, mother, brother, nothing, Monday
The /y/ sound spelt –ey
Key, donkey,monkey,chimney,valley
Rules and guidelines
The silent letter was sounded out 100s of years ago.
The plural of these words is formed by the addition of –
s (donkeys, monkeys etc)
The ‘o’ sound spelt a after w and qu
Want, watch, wander, quantity
The /ur/ sound spelt or after w
Word, work, worm, world, worth
The /or/ sound spelt ar after w
War, warm, towards
The ‘or/ sound spelt ar after the w
The /z/ sound is spelt s
Focused teaching points
26
Television, treasure, usual
Very few words spelt this way
The suffixes –ment, -ness, -ful and –less
Enjoyment, sadness, careful, playful, hopeless,
plainness (plain+ness)
Contractions (teach using squared paper. Also use
concertina paper to show how original two words can
be contracted to one)
Can’t, didn’t, haven’t, hasn’t, couldn’t, it’s, I’ll
Words ending in –tion
Station, fiction, motion, national, section
Homophones and near homophones
There/they’re/their, here/hear, quite/quiet, see/sea,
bare/bear, one/won, sun/son, to/too/two, be/bee,
blue/blew, night/knight
To be taught in the spring and summer terms
Whole class teaching – content
Support for spelling
P33 – To consolidate understanding of adding
suffixes and to investigate conventions related
to the spelling pattern –le, al, il, el.
Whole class teaching –
approaches
•
P36 – To spell regular verb endings and to learn
irregular tense changes (ed and ing)
e.g
carry/carries/carried/carrying/save/saved/saving.
P40 – To know what happens to the spelling of
nouns when –s is added.
Table-tables
Fly-flies.
•
P43 – To understand how words change when
suffixes are added.
Suffixes – ly/ful/less/er/able.
•
27
•
•
Make
explicit
strategies for spelling
new
words
e.g.
making analogies from
known words, use of
mnemonics
to
memorise problematic
spellings.
Use
of
over
articulation (Wed-nesday)
Syllabify words where
appropriate.
Focus on root words
or families.
Draw on rules and
generalisations.
Group work
Classroom routines to support
independence
Resources
Guided reading and writing.
Routine for learning new
spelling
• Exploring spelling
patterns,
• Practising
• Take away words to
practise
• Assessing patterns.
Word banks from class
topics.
Focusing on word
structures: sorting/collecting
words that sound alike and
look alike; sound alike but
don’t look alike; look alike
but don’t sound alike.
Print hunt – using a
newspaper and highlighter
pens – find as many as you
can with these letter string
in (eg: ly – quickly,
strangely etc)
Word and language study –
e.g word meanings (sign,
signal, signature)
Using spelling journals to
• Keep a log of their
own tricky words,
personal spelling lists
to learn.
• Aides memoire of
spelling conventions.
• Spelling attempts.
Informal tests , short
Word mats/phonic flaps for
some children.
Displays showing
collections of words e.g
with common prefixes,
suffixes and their
meanings.
Word banks of words
using same letter strings.
A range of dictionaries and
thesauruses.
Specialist dictionaries to
P46 – To embed the correct use and spelling of
pronouns.
e.g I/my/mine/me
you/your/yours
p49 – To develop knowledge of prefixes to
generate new words from root words.
e.g pre/de/mis
•
List the ways a word
could be spelt Make
decisions on which
version is correct.
•
Informal
spelling
tests/dictations.
•
Shared
reading
and writing –
seeing
and
discussing
how
words work in
practice.
Word of the week
(e.g apprehensive
– what do you
notice – can you
see any patterns,
words within the
word etc.)
Use of poetry to
draw attention to
spellings
and
rhyme.
•
•
Collect as many words as
possible with a common
prefix.
Make word web of roots –
e.g inter-view, international, inter-rupt.
Investigate spelling
patterns/other word
collections and
investigations.
Word games which
emphasise visual memory
e.g pairs using common
letter patterns.
Poster collections of words
from other countries in
common use.
Range of games e.g loop
the loop.
dictations, self-marking
dictations and editing and selfcorrecting.
Teach the use of dictionaries.
support specific learning
needs – dyslexic
dictionaries, spell checkers
in ICT.
Children working with
spelling/writing partners.
Look , cover, write and
check flap cards.
Ensure a standardised
approach to proof reading and
responding to writing.
Create an editing table
with appropriate resources
(e.g wordbanks,
dictionaries)
Establish a look, cover, say,
write approach.
Targeted individual support
and intervention during the
writing process (e.g –g guided
writing)
Use of phonics flaps – see
resource folder.
Posters of ‘words we use a
lot’
Charts with examples of
handwriting.
A range of high interest
alphabet books.
Help children to develop a
range of spelling strategies
rather than just ‘sounding out.’
• Syllabification –
clapping.
• Analogy – sounds like.
• Onset and rime – cat,
bat, at, rat.
• Mind photos
• Carrying a word
across a room.
Spellings that are to be learnt in Year 3 (please send a selection of these home to learn every other week)
28
actual(ly)
appear
arrive
breath
breathe
build
caught
centre
29
circle
consider
decide
describe
different
early
earth
enough
famous
forward(s)
fruit
group
guard
heard
heart
imagine
interest
learn
length
mention
minute
natural
notice
often
perhaps
popular
position
possible
probably
promise
question
recent
regular
remember
sentence
special
strange
therefore
though/although
weight
woman
women
Vocabulary, Grammar and Punctuation overview- Year three
Please highlight and date as the following objectives are covered.
Word
-formation of nouns using a
range of prefixes [for
example super-, anti-, auto-]
-To distinguish between
consonants and vowels.
- use the forms a or an
according to whether the
next word begins with a
consonant or vowel.
-word families based on
common words, showing
how words are related in
form and meaning (solve,
solution, solver, dissolve,
insoluble)
Texts to be used:
30
Sentence
- use conjunctions to express
time (before, after, when,
while)
-use conjunctions to express
cause (so, because)
- use adverbs to express time
(then, next, after, soon, later,
meanwhile)
-use adverbs to express place
(Far away, in the distance,
next to, near to)
-use adverbs to express cause
(therefore, due to the fact
that, as long as)
-use prepositions (before,
after, during, in, because of)
Text
-To begin to group related
material into paragraphs.
-To use headings and subheadings when organising
writing.
-Use the present perfect
form of verbs (He has gone
out to play, I have been to
Mexico before, he has seen
the play many times)
Punctuation
-To use inverted commas to
punctuate direct speech.
-To use the possessive
apostrophe accurately for
regular plurals.
Terminology for pupils
Please display on your
literacy working wall.
Preposition conjunction
word family prefix clause
subordinate clause
direct speech
consonant
consonant letter vowel
vowel letter
inverted commas (also
known as speech marks)
Term one
Term two
Term three
-Ugg by Raymond Briggs.
-Fantastic Mr Fox
- The Iron Man
-The Frog Prince
-Romulus and Remus
-Kick in the Head
-The Frog Prince continued.
-Even my ears are smiling.
-The stinky cheese and other fairly
stupid stories.
-Mangoes and Bananas.
-The Enchanted Horse
Non-fiction unit – write a non-chronological report about
Skara Brae.
o
o
o
o
o
o
o
31
To understand the distinction between fact and
fiction, and to use the terms ‘fact’ and ‘fiction’ and
‘non-fiction’ appropriately.
To notice the difference between the style and
structure of fiction and non-fiction writing.
To compare the way information is presented.
To locate information, using: contents page, index,
headings, sub-headings, page numbers,
bibliographies.
To identify main points of a text by noting or
underlining key words or phrases.
To make a simple record of information from texts
read.
Write simple non-chronological reports from known
information.
Non-fiction unit – write information book about Italy or the
Romans.
o
o
o
o
o
o
o
o
Review the difference between fiction and nonfiction.
Locate information using contents and index.
Navigate a book using headings and sub-headings.
Read information for gist or main points.
Compare the way information is presented in
different types of texts.
Make a simple record from more than one source.
Write simple reports for a known audience.
Use notes to organise and present text.
Non-fiction unit – write instructions (link into work in D.T)
o
o
o
o
o
o
o
o
Identify the different purposes of instructional texts
Discuss the merits and limitations of instructional
texts.
Know how simple instructions are organised.
Read and follow simple instructions.
Write instructions.
Recognise the importance of correct sequencing.
Use organisational devices (e.g. bullet points)
Evaluate the instructions to check that they make
sense..
Writing links
Text/writing type
Writing ideas
Term one
The Frog Prince
The Frog Prince continued
Ug
32
Create a character description of Prince Humperdinck
Write a diary entry about the fall into the pond from Poppy’s point
of view.
Frog to write a letter about all his requests when he visits the
palace.
Write an invitation to Prince Humperdinck inviting him to dinner.
Write a menu for when Prince Humperdinck comes to dinner.
Retell the scene when the frog arrives at the palace.
Write an apology letter from Poppy to the frog about her
treatment of him.
Write an interview with the prince.
Write a recount of the wedding.
Write an illustrated class retelling of the story.
Write a description of one of the settings.
Write a postcard from one of the settings
Write an agony-aunt style letter from the Prince’s/princess's point
of view.
Write up an interview with the Frog Prince.
Write a dialogue between the frog prince and one of the witches.
Write a diary entry from one of the character’s points of view.
Write a speech the frog prince may give expressing his wish for
independence.
Write a sequel to the story.
Write a character description of one of the characters.
Write a set of instructions for a recipe to have at a royal tea party.
Send a letter of invitation to a royal tea party.
A simple letter explaining all the things Ug doesn’t like about the stone age
and the reasons why.
A character description of Ug.
A diary entry about when Ug played with his friends.
Letter of help from Ug’s parents about the problems they are having with
him.
Write instructions for how to start a fire using two stones (watch a youtube
Fantastic Mr Fox
Romulus and Remus
The Iron Man
Stinky cheese man
clip)
Interview Ug about one of his inventions.
Design Ug a pair of soft trousers and write a simple advert about them.
A letter to Ug telling him about some of the main things that have been
invented.
See additional sheet for more detailed information
Write a letter from the king about the birth of the twins – include
descriptions of them.
Write a diary from Amulus’s point of view, explaining his feelings and
what he did to the boys.
Write a letter from the shepherd about the adoption of the boys.
Write a report about Romulus’s/Remus’s upbringing – include sections
such as home/family/food/hobbies etc.
Write a description of the battle between Romulus, Remus and
Amullius.
Create own city – draw a plan and write a description of it.
Write an apology letter from Romulus to Remus about killing him.
Write a news report about the death of Remus.
Interview Romulus about the killing of Remus.
Write a diary in role.
Write a letter in role.
Create a play script of a scene.
Write a newspaper report.
Create and label own monster.
Write a description of own monster.
Create a fact file about the Iron Man.
Create a menu for the Iron Man.
Write a weather report.
The princess and the bowling ball – write a letter from the prince about his cunning plan.
The Really Ugly duckling – use the picture cue to write a description.
The other frog prince – write a diary from the princess’s point of view about how she
was tricked.
Little Red Running shorts – children to use the précis and write the story of Little Red
Running Shirts.
Jack’s story – children to create their own story to tell to the giant.
Cinderrumpelstiltskin - children to create a spell to transform Cinderella.
The tortoise and the hair – children to write an advert for a hair growing potion.
The stinky cheese man – rewrite as a play script
Interview the little Red Hen
33
Topic writing links
Term
Term one
Term two
Term three
34
Writing opportunities
Write a description of people from the different ages.
Write a diary from a hunter-gatherer’s and early farmer’s point of view.
Write a speech given to someone worshipped in bronze age times.
Write a description of bronze age travel.
Write a brochure about Stonehenge.
Write about a typical day living at Danebury Hill fort.
Choose a country from a different time zone and write a postcard.
Write an explanation about the sun’s position and the Earth’s rotation.
Write a contrast between what happens at daytime and what happens at nighttimes.
Write labels for the different types of rocks, using associated Scientific vocabulary.
write an explanation of how an animal becomes fossilised (using time adverbials)
write a poem about the dark.
Write a short fact file about the main Roman leaders.
Write an interview with one of the main Roman leaders.
Write a description of the Roman army.
Write a letter home from a Roman centurion’s point of view.
Write an eye witness account about Caesar’s invasion.
Write a rap about Boudiicca.
Write a guide to Pompeii.
Write a comparison about life in Britain before and after Romanisation – split into sub-headings.
Write a non-chronological report about the Romans – focus on food, houses, religion etc.
Write an eye witness account of a volcano erupting.
Write a postcard from Naples.
Write a non chronological report about Naples (food, energy, minerals and water)
Create a diagram with captions about a volcano.
Write an Italian menu ( link in with food grown in Naples)
Write an explanation about how magnets are used in Veolia recycling centre.
To write a diary from the viewpoint of one of the workers in the tunnel.
To write a simple biography about Brunel.
To write an invitation to the opening of the Rotherhithe tunnel.
To write an explanation of some of Brunel’s major inventions.
Write an advert about the fair at Rotherhithe Tunnel.
Send a postcard from one of the seaside areas connected to Rotherhithe by rail.
Create a map of Rotherhithe.
Write a guide to Rotherhithe.
Write a poem about the river.
Write recipes for a healthy sandwich.
Fantastic Mr Fox – writing ideas
Chapter
Chapter one
Create a character description of each of the farmers.
Chapter two
Create a wanted poster about Mr Fox.
Chapter three
Diary entry from Mr Fox’s point of view and a diary entry from the farmer’s point of view.
Chapter four
Write a letter from Mrs Fox’s point of view about nearly being dug out of their den.
Chapter five/six
Chapter seven
Chapter eight
Chapter ten
Chapter twelve
Write an eye-witness account about the digging.
Interview one of the farmers.
Write one of the messages sent by the farmers.
Retell the chapter using dialogue accurately.
Write a diary entry about the smell of the food.
Write a recipe for a chicken dish.
Chapter thirteen
Create an invitation to the feast
Write a diary from Badger’s point of view about meeting Mr Fox (include description)
Write a list of all the things taken from the store house using expanded noun phrases.
Chapter fourteen
Write a persuasive letter to Badger about why it is ok to steal the food.
Chapter fifteen
Chapter sixteen
Chapter seventeen
End of book
35
Writing ideas
Read up to P73 – write a diary from Badger’s/Mr Fox’s point of view about the meeting of the rat – what
might Rat do?
Write an advert for the sale of cider (but call it apple juice!)
Children to continue to write the rest of the chapter – what do they think will happen next?
Use the picture cue in the story and write a character description of Mabel.
Create a social media profile for Mabel.
Create a song about Fox’s victory.
Use the picture cue to write a description of the feast.
Write a speech given by the Badger about Mr Fox
Write a book review
The Enchanted Horse
Chapter one
Write a description of the village.
Make a list of the things Irina might want for Christmas using expanded noun phrases.
Write a story of how the horse ended up broken in the toy shop.
Chapter two
Write a description of the shop owner.
Create a poster for a toy which might be found in the shop.
Retell the story of how Black Jack treated Bella.
Write a letter from Bella to a friend about her trip to the village and how she got the horse.
Diary from mum’s point of view about the changes up to Irina (up to p34)
Write instructions for how to clean a rocking horse.
Chapter four
Chapter five
Retell a dream.
Chapter six
Write a letter about when Irina discovers Bella has become real.
Write about an adventure Irina might go on with Bella – where does she go and what happens?
Write a diary about the day after – include Irina’s different feelings at different parts of the day.
Read up to p61. Children to write a description of what they think is in the parcel.
Write a guide about how to look after a horse (use iPads for research)
Write a pen pal letter to Irina.
Write an interview with Irina about the disappearance of Bella.
A letter from dad seeking advice on what to do about Irina.
Chapter seven
Chapter eight
Chapter nine
Chapter ten
Chapter eleven
36
Write about a winter setting.
Write a diary about Bella’s return.
Write a letter of advice to Irina about what to do with the foal.
Write a letter to the parents explaining exactly what happened to the toy horse.
Reading objectives: word reading
-apply their growing knowledge of root words, prefixes
and suffixes (etymology and morphology) both to read
aloud and to understand the meanings of the new words
they meet.
-read further exception words, noting the unusual
correspondences between spelling and sound, and
where these occur in the word.
Spelling objectives:
Please see spelling overview
Speaking and listening objectives:
Reading objectives: comprehension
PLEASE NOTE: THESE OBJECTIVES ARE VERY
SIMILAR TO Y3-BUT MORE COMPLEX FORMS OF
WRITING SHOULD BE USED.
-Develop positive attitudes to reading and
understanding of what they read by:
-Listening to and discussing a wide range of fiction,
poetry, plays, non-fiction and reference books or
text books.
--Reading books that are structured in different
ways and reading for a range of purposes.
-Using dictionaries to check the meanings of words
that they have read.
-Increasing their familiarity with a wide range of
Handwriting objectives:
THIS NEEDS TO BE TAUGHT TWICE A WEEK.
-use the diagonal and horizontal strokes that are
needed to join letters.
-increase the legibility, consistency and quality of their
handwriting [for example, by ensuring that the
downward strokes of letters are parallel and equidistant;
that lines of writing are spaced sufficiently so that the
ascenders and descenders do not touch.]
Vocabulary, grammar and punctuation objectives:
(See the Y4 vocabulary, grammar and punctuation Year
4 overview for more guidance)
-use conjunctions to write sentences with more than one
clause including when, because, if , although
-choose nouns or pronouns appropriately for clarity and
cohesion and to avoid repetition.
-use fronted adverbials at the beginning of sentences.
-use a comma after a fronted adverbial.
-indicate possession by using the possessive
apostrophe with plural nouns.
-using and punctuating direct speech.
37
Listen and respond appropriately to adults and their
peers.
-ask relevant questions to extend their understanding
and knowledge.
-articulate and justify answers and arguments.
-use relevant strategies to build their vocabulary.
-give well-structured descriptions and explanations for
different purposes.
-maintain attention and participate effectively in
collaborative conversations, staying on topic and
initiating and responding to comments.
-Use spoken language to develop understanding
through speculating, imagining and exploring ideas.
-speak audibly and fluently with an increasing
command of Standard English.
Participate in discussions, presentations, performances,
role play and improvisations.
-gain and maintain the interest of the listener(s)
-consider different viewpoints, attending to and
building on the contributions of others.
-select and use appropriate registers for effective
communication.
books, including fairy stories, myths and legends,
and retelling some of these orally.
-Identifying themes and conventions in a wide range
of books.
-Preparing poems and play scripts to read aloud
and perform, showing understanding through
intonation, tone, volume and action.
-discussing words and phrases that capture the
reader’s interest and imagination.
-Recognising some different forms of poetry [for
examples: free verse, narrative poetry.]
-understand what they read, in books they can read
independently, by:-Checking the text makes sense to them, discussing
their understanding and explaining the meaning of
words in context.
-Asking questions that improve their understanding
of a text.
-Drawing inferences such as inferring characters’
feelings, thoughts and motives through their actions,
and justifying inferences with evidence.
-Predicting what might happen from details stated
and implied.
-Identifying main ideas drawn from more than one
paragraph.
-Identifying how language, structure and
presentation contribute to meaning.
-retrieve and record information from non-fiction.
-participate in discussion about books that are read to
them and those they can read for themselves, taking
turns and listening to what others say.
Writing transcription:
-use further prefixes and suffixes and understand how
to add them
-spell further homophones.
-spell words that are often misspelt
-place the possessive apostrophe accurately in words
with irregular plurals (for example: children’s]
-use the first three letters in a word to check its spelling
in a dictionary.
38
Writing composition:
-plan their writing by:
-Discussing writing similar to that which they are
planning to write in order to understand and learn
from its structure, vocabulary and grammar.
-Discussing and recording ideas.
-draft and write by:
-Composing and rehearsing sentences orally
(including the correct layout of dialogue)
Write from memory simple sentences, dictated by the
teacher, that include words and punctuation taught so
far.
39
progressively building on a varied and rich
vocabulary.
-Organise paragraphs around a theme.
-In narratives, create descriptions of settings
and characters using expanded noun phrases.
-In narratives, create a plot.
-In non narrative material, use organisational
devices.
-evaluate and edit by:
-Assessing the effectiveness of their own and
others’ writing and suggesting improvements.
-Proof-read for spelling and punctuation errors.
-Read aloud their own writing, to a group or the
whole class, using appropriate intonation and
controlling the tone and volume so that the meaning
is clear.
Year 4 spelling overview
Whole class teaching –content
P53 – To distinguish between the
spelling and meanings of
homophones
e.g be/bee
new/knew
right/write
through//threw
hole/whole
p56 To investigate, collect and
classify spelling patterns related to
the information of plurals.
e.g plurals f/fe thief –thieves half-halves
irregular plurals
person – people
Whole class teaching –
Approaches
Guided reading and writing.
•
•
•
•
•
p59 To investigate and learn to spell
words with common letter strings.
e.g kn as know/mb as lamb/ wr as
wrinkle ugh/as in taught ugh
pronounced ‘f’ as tough and cough.
P62 To understand how suffixes
change the function of words.
e.g into verbs (-ate/ -en/ -ify/ -ise)
apology – apologise.
Into nouns (-tion/ -ity/ -ness) happyhappiness.
Words changed by adding –ible/ -able
Horror – horrible.
Break – breakable.
P65 To understand the use of the
apostrophe in contracted forms of
40
Group work
•
Make explicit strategies
for spelling new words
e.g. making analogies
from known words, use
of
mnemonics
to
memorise problematic
spellings.
Use of over articulation
(Wed-nes-day)
Syllabify words where
appropriate.
Focus on root words or
families.
Draw on rules and
generalisations.
List the ways a word
could be spelt Make
decisions on which
version is correct.
•
Informal
spelling
tests/dictations.
•
Shared reading and
writing – seeing and
discussing
how
words
work
in
practice.
Word of the week
(e.g apprehensive –
what do you notice
•
Focusing on word structures:
sorting/collecting words that
sound alike and look alike;
sound alike but don’t look
alike; look alike but don’t
sound alike.
Print hunt – using a newspaper
and highlighter pens – find as
many as you can with these
letter string in (eg: ly – quickly,
strangely etc)
Word and language study –
e.g word meanings (sign,
signal, signature)
Collect as many words as
possible with a common prefix.
Make word web of roots – e.g
inter-view, inter-national, interrupt.
Investigate spelling
patterns/other word collections
and investigations.
Word games which emphasise
visual memory e.g pairs using
common letter patterns.
Poster collections of words
Common routines to
support independence
Routine for learning new
spelling
• Exploring spelling
patterns,
• Practising
• Take away words to
practise
• Assessing patterns.
Using spelling journals to
• Keep a log of their
own tricky words,
personal spelling lists
to learn.
• Aides memoire of
spelling conventions.
• Spelling attempts.
Informal tests , short
dictations.
Teach the use of dictionaries.
Children working with
spelling/writing partners.
Resources
Word banks from class topics.
Word mats/phonic flaps for
some children.
Displays showing collections
of words e.g with common
prefixes, suffixes and their
meanings.
Word banks of words using
same letter strings.
A range of dictionaries and
thesauruses.
Look , cover, write and check
flap cards.
Create an editing table with
appropriate resources (e.g
wordbanks, dictionaries)
Posters of ‘words we use a
lot’
Ensure a standardised
approach to proof reading and
responding to writing.
Charts with examples of
handwriting.
Establish a look, cover, say,
write approach.
A range of high interest
alphabet books.
words.
e.g cannot – can’t
they are – they’re
you have – you’ve
p67 To revise and investigate links
between meaning and spelling when
using affixes
mis-meaning not : misread.
Ex – meaning outside : explode.
Re – meaning again : retake.
Other prefixes –
auto/circ/bi/tele/trans/mini/ette/ling/micro
•
– can you see any from other countries in
patterns,
words common use.
within the word Range of games e.g loop the
etc.)
loop.
Use of poetry to
draw attention to
spellings and rhyme.
Some useful spelling
guidelines p187 ‘word sort’
p172 ‘letters and sounds’
New objectives to cover (from new
framework)
Examples of words
To add the suffix ‘ly’
Sadly, completely, angrily, simply.
To learn the spelling string /ure/ and /sure/
Measure, treasure, furniture, picture
To learn words with a /k/ sound spelt ch
Scheme, chorus, chemist
To learn the words with the /ai/ sound spelt /ei/ey/eigh
Vein, weigh, obey
Targeted individual support
and intervention during the
writing process (e.g –g guided
writing)
Use of phonics flaps – see
resource folder.
Help children to develop a
range of spelling strategies
rather than just ‘sounding out.’
• Syllabification –
clapping.
• Analogy – sounds like.
• Onset and rime – cat,
bat, at, rat.
• Mind photos
• Carrying a word
across a room.
Rules and guidelines
Ly is added to an adjective to form an adverb.
Spellings that are to be learnt in Year 4 (please send a selection of these home to learn every other week)
41
accidentally
address
answer
believe
bicycle
business
calendar
century
certain
42
complete
continue
difficult
disappear
eight/eighth
exercise
experience
extreme
favourite
February
grammar
guide
height
history
increase
important
island
knowledge
library
material
medicine
naughty
occasion(ally)
opposite
ordinary
particular
peculiar
possession
potatoes
pressure
purpose
quarter
reign
separate
straight
strength
suppose
surprise
thought
through
various
Vocabulary, Grammar and Punctuation overview- Year four
Please highlight and date as the following objectives are covered.
-
-
-
43
Word
To consolidate
understanding that
we can use –s to
indicate plurals.
To consolidate
understanding that
we can also use –s to
indicate possession.
To distinguish
between when a
possessive –s or plural
–s has been used.
Sentence
To expand noun
phrases by adding
modifying adjectives,
nouns and
prepositional phrases
(eg the teacher
expanded to the strict
maths teacher with
curly hair or the cat
being expanded to
the shy cat with a
stripy black and white
tail)
- Use fronted
adverbials at the
beginning of
sentences (adverbs
tell us the time, place
or manner of an
action) [eg: Later on
that day, the girl went
to bed. In the far
distance, I could see
birds flying around.
Suddenly, the squirrel
began to run)
-
Text
-use paragraphs to organise
ideas around a theme.
-choose an appropriate
pronoun within and across
sentences to aid cohesion
and avoid repetition.
-choose an appropriate noun
within and across sentences
to aid cohesion and avoid
repetition.
Punctuation
-use inverted commas to
indicate direct speech.
- use a comma after the
reporting clause (The
conductor shouted, “Sit
down!”
- end punctuation within
inverted commas. (“It’s not
fair!” shouted the boy.)
-use a comma after a fronted
adverbial (Before he could
move, the lion pounced;
Excitedly, she opened her
presents; Next to the statue,
a man stood waiting for his
friend)
Terminology for pupils
Please display on your
literacy working wall.
Determiner
Pronoun
Possessive pronoun
adverbial
Texts to be used:
Term one
Term two
Term three
Beowulf
I was a Rat
Stories from other cultures: Tales
told in tents (Black history month)
Collected poems for children
There’s a Viking in my Bed
Collected Grimm tales
I had a little cat
Aesop’s fables
The Ice Palace
Non fiction unit: writing an information text (link
in with DT pop up book)
Prepare for factual research by reviewing what is
known and what is needed.
Scan texts and make notes.
Make short notes by identifying key words and
leaving out superfluous words.
Fill out brief notes into connected prose.
Present information from a variety of sources in one
simple format.
Edit down and reword a sentence or a paragraph.
44
100 best poems
Non fiction unit: writing recounts (base on trips/
recounts of Viking raids)
Write recounts based on a historical event.
Make notes from secondary sources and make
abbreviations.
Identify the features of a recount.
Use time adverbials when sequencing a recount.
Know that a recount is written in past tense.
Have a clear introduction and conclusion.
Non fiction unit: advert writing (link into products
made in art/D.T)
From examples of persuasive writing,
investigate style and vocabulary.
Evaluate adverts for their impact, appeal and
honesty.
Focus on the presentation of the advert.
Design an advertisement on paper.
Present a point of view in writing.
Select style and vocabulary appropriate to the
reader.
Writing Links
Text/writing type
I was a Rat
Beowulf
There’s a Viking in my bed
The Ice Palace
Writing ideas
SEE ADDITIONAL SHEET FOR MORE DETAILED GUIDANCE
Write a description of the feast.
Create a wanted poster.
Write a letter asking for Beowulf’s help.
Write an application form to become a warrior.
Write a diary/letter in role.
Write an interview
Eyewitness account of the killing of Grendel.
SEE ADDITIONAL SHEET FOR MORE DETAILED GUIDANCE
Write a letter in role
Write a diary in role
Create own imaginary setting
Descriptive letter about the Ice Palace
Problem page reply giving advice to Ivan
Poem about winter
Persuasive letter explaining why the king of winter shouldn’t take Ivan’s
brother.
Interview with the king of winter.
Eyewitness account of a the kidnapping.
Topic writing links
Term
Term one
45
Writing opportunities
Pretend to be a settler leaving their homeland and write a letter about their settlement in another
country.
Write a description of an Anglo-Saxon settlement.
Write a diary from an Anglo-Saxon’ raider’s point of view.
Write an eye witness account of an Anglo-Saxon invasion (link in with work on Beowulf)
Write a description of Canterbury Cathedral.
Write a description of the importance of Canterbury Cathedral to be included in a tourist guide.
Write a recount of daily life in an Anglo-Saxon village.
Create an information booklet about the Anglo-Saxons.
Write a simple biography about Lowry
Term two
Term three –
Design and write a postcard from one of the major cities of the UK.
Create a website page from one of the cities of the UK explaining why people settled there.
Create a poster inviting people to visit one of the counties.
Write up a recipe for making chocolate crispy cakes.
Write a simple booklet about the water cycle.
Create an information booklet about the Vikings.
Write an eye-wines account of a Viking raid.
Create an inventory of some of the possessions taken by the Vikings during a raid.
Write a diary from the perspective of a Viking raider and then a Viking conqueror.
Write a set of rules that people living in the Danelaw had to abide by.
Write a letter describing living in the Danelaw.
Write a fact file about Edward the Confessor and Alfred the Great.
Write a description of a Viking feast.
Create a wanted poster of a Viking warrior.
Write a diary entry from a Villager’s point of view about being attacked by the Vikings.
Write a travel brochure for a place which was a Viking settlement.
Write a list of trades to be exchanged between Viking countries.
Create an advert of a product that is to be traded .
Create a fact file about the different types of settlement.
Children to write about their preferred place of settlement and reasons why they would like to live
there.
Write instructions about how to clean teeth.
Create a top trumps style card about an Ancient Greek fighter.
Write a description of the different Gods.
Create an information book about the Ancient Greeks.
Write an eye witness account about the Battle of Marathon.
Create a playscript to be performed at a Greek theatre.
Create a powerpoint about the Olympics.
Write a simple information guide to the Parthenon or the Acropolis.
Write an advert persuading people to visit a tour of the Parthenon or the
Acropolis.
Write a simple speech about why democracy is important.
Write an advert for alarmed box for Elgin’s marbles.
Write a simple guide book to Russia.
Write a postcard from Russia/Greece.
Create a set of instructions about buried treasure using the 8 compass points.
As a group, write a presentation about one of the continents.
Create a booklet about the different plants found in the local area.
Write about the changes that have occurred to the environment (link to ‘Windows’ by Jeannie
Baker)
46
I was a Rat – writing opportunities.
Please note: you will not be able to complete all these writing ideas – it is up to you to select from the choices. Please ensure that the children get to practise a wide range of
writing types.
CHAPTER NAME
I was a rat
WRITING IDEAS
Letter from Joan to her niece describing the arrival of the boy – look at the description of his appearance and his actions.
Diary from the boy’s point of view about his arrival at Bob and Joan’s home – what is strange about it from his point of view?
The Privy
The City Hall
The Orphanage
The Police station
Letter of apology for destroying the bedding with an explanation why.
Fill in a missing child form – look at appearance/height/weight/background/likes/dislikes.
Description of the orphanage.
Create a wanted poster in the style of one you may find in a police station (children to create their own villain.)
Use the wanted poster to write a character description of the villain.
Chapter six: Newspaper
article/The hospital/The School
Write a description of one of the refurbished rooms in the palace (done in the style of an estate agent’s details)
Write a diary entry from Roger’s point of view about the day at school. (use time adverbs to sequence work – First/after/next etc)
A curious and interesting case
Mr Tapscrew
You want ‘em nauseated.
47
A letter from the Philosopher Royal to Bob and Joan explaining what he wants to do to Roger.
Character description of Mr Tapscrew (using expanded noun phrases)
Create a poster about Mr Tapscrew’s fair.
Draw and label Rat Boy’s costume.
Write an invitation to the grand opening of the Rat Boy exhibition.
The Wonder of the Age
Write a description of a fairground setting (using expanded noun phrases)
Create a list of foods that Rat Boy would like – use this to create a menu for him.
Goose Weather
Well, Where has he Gone?
Retell the scene between Billy and Roger using dialogue correctly.
Play script of the scene between Bob, Joan and Mr Tapscrew.
Create a missing poster.
The Sharp Article
Removals
Who’s that?
Hunched and malevolent,
radiating pure evil.
Watch a clip from the film ‘Oliver’ showing Fagin’s den. Discuss the similarities. Children to write a description of the cellar.
Write a recount about eating the chilli (consider getting the children to try a chilli first but get permission from the parents)
Write a report from the policeman’s perspective about the burglary.
Create a character that fits the above title and write a description of them.
Write up an interview between the reporter and the sewage workers.
Don’t be Deceived
Our children are in danger
The Tribunal
Children to create a care plan for Roger whilst he is in quarantine.
Have a class debate – should the monster be destroyed? Children to write a persuasive speech to give and record it on iPads.
Write an eye-witness account about the court scene (include reported speech)
Create ‘Save Roger’ posters
Princess Mary Jane
Wish as hard as you like
Children to retell the original Cinderella story – including dialogue.
Write a retelling of the transformation from Ratty to Roger.
Children to write their own story of when they were transformed into something else.
Tasted cheese
48
Write a letter home from Bob and Joan’s perspective about having Roger home.
There’s a Viking in my Bed
Chapter one
Write an eye witness report about Sigurd falling overboard.
Write a diary from Sigurd’s point of view about arriving at Flotby.
Chapter two
Create a poster to attract people to stay at the Viking Hotel.
Write a letter of complaint from Mrs Tibblethwaite about her train
journey. Look at logical connectives to sequence writing (Firstly, in
addition etc)
Create a found poster for Sigurd.
Letter from Zoe to the British museum asking for verification that
Sigurd is a real Viking.
Write up the interview between Sigurd and the policeman.
Create a new menu for Sigurd – focusing on adjectives (link with DT
work?)
Write instructions for having a bath.
Write a diary from Sigurd’s point of view about cleaning the plates.
Should Sigurd stay or go? Children to put forwards their arguments in
form of a speech.
Write a letter from Mr Ellis asking Sigurd to return.
Write up Sigurd’s adventure as a story ( focus on dialogue)
Write a diary from Zoe’s/Tim’s perspective about the return of Sigurd.
Write a news report about the marriage of Sigurd and Mrs Tibblethwaite
– look at using quotations accurately.
Chapter three
Chapter four
Chapter five
Chapter six
Chapter seven
49
Aesop’s fables – by Michael Rosen.
Mouse and Lion
Cockerel, Dog and Fox
Fir Tree and Thornbush
The Axe and the Trees
Partridge and the Fighting Cocks
Town mouse and Country mouse
Fox and the Grapes
50
Write an eye witness report.
Write the story about Mouse helping Lion.
Retell the fable from Mouse’s perspective.
Write a thank you letter from Lion.
Rewrite as a play script.
Write a description of the forest the animals sleep in.
Retell the fable using different animals.
Write a description of the two trees.
Write a letter of advice to the fir tree about why it is wrong to boast.
Write a diary about how it felt being tricked.
Write a story about a really nasty character (emphasise the use of
accurate dialogue)
Interview the cockerels/partridge.
Create a menu for when country mouse visits town mouse – look at
appropriate adjectives when describing food.
Who has a better life? Children to write an argument for their choice.
Write a modern day version, using a human rather than an animal.
Reading objectives: word reading:
-apply their growing knowledge of root
words, prefixes and suffixes
(morphology and etymology) both to
read aloud and to understand the
meaning of new words that they meet.
Spelling objectives:
Please see spelling overview
Speaking and listening objectives:
Reading objectives: comprehension
PLEASE NOTE: THESE OBJECTIVES
ARE VERY SIMILAR TO Y3/4-BUT
MORE COMPLEX FORMS OF
WRITING SHOULD BE USED.
-maintain positive attitudes to reading
and understanding of what they read by:
-Continuing to read and discuss an
increasingly wide range of fiction,
poetry, plays, non-fiction and
Handwriting objectives:
THIS NEEDS TO BE TAUGHT TWICE A WEEK
-write legibly, fluently and with increasing speed by:
Choosing which shape of a letter to use when given choices and
deciding whether or not to join specific letters.
Vocabulary, grammar and punctuation objectives:
(See the vocabulary, grammar and punctuation Year 5
overview for more detail)
-use the perfect form of verbs to mark relationships of time
and cause(have/has)
-using expanded noun phrase to convey complicated
information concisely.
Using modal verbs to indicate possibility.
Using relative clauses beginning with who, which, where,
when, whose, that or with an implied (i.e.) omitted relative
51
Listen and respond appropriately to adults and their peers.
-ask relevant questions to extend their understanding and
knowledge.
-articulate and justify answers and arguments and
opinions.
-use relevant strategies to build their vocabulary.
-give well-structured descriptions, explanations and
narratives for different purposes.
-maintain attention and participate effectively in
collaborative conversations, staying on topic and initiating
and responding to comments.
-Use spoken language to develop understanding through
speculating hypothesising, imagining and exploring ideas.
-speak audibly and fluently with an increasing command of
Standard English.
Participate in discussions, presentations, performances,
role play and improvisations and debates.
-gain and maintain the interest of the listener(s)
-consider and evaluate different viewpoints, attending to
and building on the contributions of others.
-select and use appropriate registers for effective
communication.
reference books or textbooks.
-Reading books that are structured
in different ways and reading for a
range of purposes.
-Increasing their familiarity with a
wide range of books, including
myths, legends and traditional
stories, modern fiction, fiction from
our literacy heritage, and books from
other cultures and traditions.
-Recommending books that they
have read to their peers, giving
reasons for their choices.
-Identifying themes and conventions
in and across a wide range of
writing.
-Making comparisons within and
across books.
-Learning a wider range of poetry by
heart.
-Preparing poems and plays to read
aloud and to perform, showing
understanding through intonation,
tone and volume.
-understanding what they read by:
-Checking that the book makes
sense to them, discussing the
understanding and exploring the
meaning of words in context.
-Asking questions to improve their
understanding.
-Drawing inferences such as
inferring characters’ feelings,
thoughts and motives through their
actions.
-Predicting what might happen from
details stated.
-Summarising the main ideas drawn
from more than one paragraph,
identifying key details that support
the main ideas.
-Identify how language, structure
and presentation contribute to
meaning.
-discuss and evaluate how authors use
52
pronoun.
-Using commas to clarify meaning.
language. Including figurative language.
-distinguish between statements of fact
and opinion.
-retrieve, record and present information
from non-fiction.
-participate in discussion about books
that are read to them and those they can
read for themselves, building on their
own and others’ ideas.
-explain and discuss their understanding
of what they have read, including
through formal presentations and
debates.
-provide reasoned justifications for their
views.
Writing transcription:
-use further prefixes and suffixes and
understand the guidance for adding
them.
-spell some words with ‘silent’ letters
[for example, knight, psalm]
- continue to distinguish between
homophones.
-use knowledge of morphology and
etymology in spelling and understand
that the spelling of some words needs to
be learnt specifically
-use the first three or four letters of a
word to check the spelling, meaning or
both of these in a dictionary.
-To find synonyms in a thesaurus.
53
Writing composition:
-plan their writing by:
• Identifying the audience for and the purpose of writing,
selecting the appropriate form and using other similar writing
models as their own.
• noting and developing initial ideas.
• In writing narratives, consider how authors have developed
characters and settings in what pupils have read, listened to
or seen performed
-draft and write by:
-Selecting appropriate grammar and vocabulary, understanding
how such choices can change meaning.
-In narratives, describing settings, character and integrating
dialogue to convey the character.
-Précising longer passages.
-Using devices to build cohesion within and across paragraphs.
-Using further organisational and presentational devices to
structure text and guide the reader {eg: headings, bullet points,
underlining.]
-evaluate and edit by:
-Assessing the effectiveness of their own and others’ writing.
-Proposing changes to vocabulary, grammar and punctuation to
clarify meaning.
-Ensuring the consistent and correct use of tense through a
piece of writing including the use of modal verbs.
-Ensuring correct subject and verb agreement when using
singular and plural, distinguishing between the language of
speech and writing.
-Proof-read for spelling and punctuation errors.
Year 5 spelling overview
Whole class teaching –
content
P71 – To spell unstressed
vowels in polysyllabic words.
Eg Wednesday
P74 To spell words with
common letter strings and
different pronunciations
Igh, ear, oo, ough, ie, our
P77 To explore the spelling
patterns of consonants and to
formulate rules
Revisit Y2 and Y3 rules – e.g
ing, ful
ci-, ce-, cy-, ca-, cop79 To explore less common
prefixes and suffixes
un-, dis-, mis-, anti-, non-, de-,
In-, Im-, Ir-, Il-, ad-, ap-, af0, ag-,
al-, asp82: To investigate and learn
spelling rules for adding
suffixes to words ending in –
e, words ending in –y and
words containing ie
vowel suffixes
-ing, -ed, -est, -er, -able, -ish
Consonant suffixes
-ful, -ment, -less, -ness, -ly, -ous
P85: To identify word roots,
54
Whole class teaching –
approaches
Group work
Guided reading and writing.
•
•
•
•
•
•
Make explicit strategies
for spelling new words e.g.
making analogies from
known words, use of
mnemonics to memorise
problematic spellings.
Use of over articulation
(Wed-nes-day)
Syllabify words where
appropriate.
Focus on root words or
families.
Draw on rules and
generalisations.
List the ways a word could
be spelt Make decisions
on which version is
correct.
•
Informal
tests/dictations.
•
Shared reading and
writing – seeing and
discussing how words
work in practice.
Word of the week (e.g
apprehensive – what
do you notice – can
•
spelling
Focusing on word structures:
sorting/collecting words that
sound alike and look alike;
sound alike but don’t look alike;
look alike but don’t sound alike.
Print hunt – using a newspaper
and highlighter pens – find as
many as you can with these
letter string in (eg: ly – quickly,
strangely etc)
Word and language study – e.g
word meanings (sign, signal,
signature)
Collect as many words as
possible with a common prefix.
Make word web of roots – e.g
inter-view, inter-national, interrupt.
Investigate spelling
patterns/other word collections
and investigations.
Word games which emphasise
visual memory e.g pairs using
common letter patterns.
Classroom routines to support
independence
Routine for learning new spelling
• Exploring spelling
patterns,
• Practising
• Take away words to
practise
• Assessing patterns.
Using spelling journals to
• Keep a log of their own
tricky words, personal
spelling lists to learn.
• Aides memoire of
spelling conventions.
• Spelling attempts.
Informal tests , short dictations.
Teach the use of dictionaries.
Resources
Word banks from class topics.
Word mats/phonic flaps for
some children.
Displays showing collections of
words e.g with common
prefixes, suffixes and their
meanings.
Word banks of words using
same letter strings.
A range of dictionaries and
thesauruses.
Look , cover, write and check
flap cards.
Children working with
spelling/writing partners.
Create an editing table with
appropriate resources (e.g
wordbanks, dictionaries)
Ensure a standardised approach
to proof reading and responding
to writing.
Posters of ‘words we use a lot’
Establish a look, cover, say,
write approach.
Targeted individual support and
intervention during the writing
Charts with examples of
handwriting.
A range of high interest alphabet
books.
derivation and spelling
patterns as a support for
spelling.
Prefixes: mis-, over-, reRoot=take
Suffixes: -en, -ing
Prefixes: dis-, reRoot=appear
Suffixes : -ance
, -ing, -ed
Latin roots: prim, mob, auto,
graph, audi, trans
•
you see any patterns, Poster collections of words from
words within the other countries in common use.
word etc.)
Range of games e.g loop the
loop.
Use of poetry to draw
attention to spellings
and rhyme.
Some useful spelling guidelines
p187 ‘word sort’ p172 ‘letters
and sounds’
New objectives to cover (from new framework)
Endings spelt –cious or –tious
process (e.g –g guided writing)
Use of phonics flaps – see
resource folder.
Help children to develop a range
of spelling strategies rather than
just ‘sounding out.’
• Syllabification –
clapping.
• Analogy – sounds like.
• Onset and rime – cat,
bat, at, rat.
• Mind photos
• Carrying a word across
a room.
Examples of words
Vicious, precious, conscious, delicious, malicious,
suspicious
Ambitious, cautious, fictitious, infectious, nutritious
Rules and guidelines
Not many common words end like this.
If the root word ends in –ce, the sh sound is usually
spelt as c – eg vice – vicious, grace-gracious, space –
spacious malice-malicious.
Exception: anxious
Endings which sound like /le/
Official, special, artificial, partial, confidential, essential
Cial is common after a vowel letter and –tial after a
consonant letter, but there are some exceptions.
Exceptions: initial, financial, commercial, provincial (the
spelling of the last three is clearly related to finance,
commerce and province)
Words containing the letter string ough
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Ought, bought, thought, nought, brought, fought
Rough, tough, enough
Cough
Though, although, dough
Through
Thorough, borough
Ough is one of the trickiest spellings in English – it
can be used to spell a number of different sounds.
plough
Spellings that are to be learnt in Year 5 (please send a selection of these home to learn every other week)
according
achieve
aggressive
ancient
apparent
attached
awkward
bruise
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competition
convenience
criticise (critic +
ise)
desperate
determined
develop
dictionary
disastrous
equip (-ped, -ment)
especially
excellent
forty
frequently
government
hindrance
identity
individual
leisure
lightning
marvellous
muscle
nuisance
occur
persuade
physical
profession
programme
queue
recognise
relevant
rhyme
rhythm
shoulder
soldier
stomach
symbol
system
twelfth
vehicle
yacht
Vocabulary, Grammar and Punctuation overview- Year five
Please highlight and date as the following objectives are covered.
Word
-Convert nouns or adjectives
into verbs using suffixes (for
example, -ate, -ise, -ify)
-Use verb prefixes [for
example,dis-, de-, mis-, overand re-]
57
Sentence
-Use relative clauses
beginning with who, which,
where, when, whose, that or
an omitted relative pronoun
(eg: This is the skirt I bought
in the sales)
-Indicate degrees of
possibility using adverbs [for
example, perhaps, surely]
or modal verbs [for example,
might, should, will, must]
-use the perfect form of
verbs (I have finished; he has
walked in; we will have been
running for an hour)
Text
-Use devices to build
cohesion within a paragraph
[for example, then,after that,
this, firstly]
-Link ideas across paragraphs
using adverbials of time [for
example, later] place[for
example, nearby] and
number [for example,
secondly] or tense choices
[for example, he had seen
her before]
Punctuation
-use brackets, dashes or
commas to indicate
parenthesis.
-use commas to clarify
meaning or avoid ambiguity.
Terminology for pupils
Please display on your
Literacy working wall.
Modal verb, relative
pronoun, relative clause,
parenthesis, bracket, dash,
cohesion, ambiguity.
Texts to be used:
Term one
Carrie’s War
Rose Blanche
The Oxford book of story poems
Stories from other cultures: African tales
Non-fiction unit: Newspaper reports
Identify the main features of newspaper
reports and magazines.
To investigate voice, layout and organisation.
To predict newspaper stories from given
headlines.
To write newspaper style reports.
Use IT to draft and lay out reports.
Edit stories to fit into a particular space.
To use headings, lists, bullet points and
captions.
Term two
Oliver Twist (abridged version)
There’s a Girl in the Boy’s Bathroom
Jabberwocky
Non-fiction unit: Instructions (link into making
pizza)
Read a variety of instructional texts.
Identify the key features of instructional texts.
Identify the purposes of instructional texts.
Follow and evaluate a range of instructional texts
according to their purpose, organisation and layout,
clarity and usefulness.
Write instructional texts and test them out.
Term three
Journey to the River Sea
ADD RAINFOREST BOOKS
Non-fiction unit: persuasive writing (link to the
work on the rainforest)
Read and evaluate letters, newspapers and
magazines intended to inform and protest.
From reading, collect persuasive devices.
Write and draft protest letters based on an
environmental issue.
Write a commentary on an issue for the screen or
radio.
Construct an argument in note form and present it
to the class in a group.
Writing Links
Text/writing type
Carrie’s War
58
Writing ideas
A letter home from Carrie’s point of view contrasted with a letter home from Nick’s
point of view.
Diary entry from different characters’ perspectives when Nick steals the biscuits.
Retelling of the legend.
Reply to a problem page letter about Aunt Lou’s change in appearance and
behaviour.
Write a postcard from Wales.
Create own curse story.
A recount of the journey to Wales.
Oliver Twist
Jabberwocky
Journey to the River Sea
A description of the workhouse
A problem page from the uncle about Oliver going missing
Diary/letter from a character in role
Play script of one of the chapters
Description of Mr Brownlow’s house/Fagin’s den
Eye witness report about when Nancy steals Oliver
Write ‘A life in the day’ of Oliver’s experiences in the workhouse
Interview with Artful Dodger
Write a recount of a day stealing from character’s point of view
Persuasive letter/write a speech about why Nancy shouldn’t kidnap Oliver.
Write a description of the Jabberwocky for identification purposes.
Write an eyewitness report about the slaying of the jabberwocky.
Write an encyclopaedia report about the jabberwocky.
Create a comic strip of the poem.
Write a letter of thanks to the boy.
A wanted poster
A diary entry from two contrasting characters’ points of view.
Write a report about how to look after a Jabberwocky.
SEE ADDITIONAL SHEET FOR MORE DETAILED GUIDANCE
Topic writing Links
Term
Term one
59
Writing ideas
Write a diary from the perspective of an evacuee.
write a speech given by an army general.
Write a report on the changes to everyday life during the Battle of Britain.
Write a letter from a parent to an evacuee about life in the city during the
Battle of Britain.
Create own propaganda style posters.
Create a leaflet on the mountains, hills, rivers, lakes and streams.
Create own map of a settlement including key topographical features and
write a guide about it.
Write a description of being somewhere very cold.
Write a set of instructions for making an Anderson shelter.
Create an information card about the sculpture created.
Write a fact file about Elgar.
Write a description of different materials using appropriate scientific
language.
Write a report on some of the materials invented during WW”.
Write a very simple biography about Spencer Silver or Ruth Benerito.
Write up a Scientific experiment (looking at the passive voice)
Term two
Term three
60
Write a life in the day from a Mayan perspective.
Write a booklet about the common beliefs of the Maya.
Write about Stephen’s and Catherwood’s work on the Maya.
Create a report about everyday life in Mayan times.
Send a postcard from a Day of the Dead festival.
Write an advert for a Day of the Dead festival.
Write an explanation of why the Maya disappeared from their cities.
Write a letter from an invader arriving at Meso-America for the first time.
Write a simple guide to Mexico.
Write a report contrasting life in Mexico city to life in London.
Write a recipe for making pizza.
Write a story for a blues/jazz song.
Create own blues/jazz lyrics.
Create a simple biography about Ptolemy, Alhazen or Copernicus.
Write a description of the rainforest.
Send a letter from the rainforest.
Create a report on one of the animals which live in the rainforest.
Create a poster encouraging people to visit the rainforest.
Write an explanation of the different layers of the rainforest.
Take one of the environmental issues affecting the rainforest and write a
persuasive speech about it.
Write a poem/rap about saving the rainforest.
Write about the life cycle of one of the animals found in the rainforest.
Create a fact file about David Attenborough.
Write up the experiments connected to forces.
There’s a Boy in the Girl’s Bathroom
Chapter one
Children to write a speech they would give themselves if they were new to a school.
Write a letter explaining to Jeff why no-one wants to sit next to Bradley (children to think about different bullying scenarios)
Chapter two
Write a diary from Bradley’s point of view about his encounter with his teacher and offering friendship to Jeff.
Chapter three
Chapter four
Chapter seven
Write a letter of advice to Jeff about what he should do about Bradley.
Chapter eight
Create a poster about what to do if you/re bullied (display around the school)
Chapter nine
Rewrite the meeting between Carla and Bradley from either of their perspectives – ensure dialogue is set out correctly.
Chapter eleven
Chapter fourteen
Chapter fifteen
Chapter seventeen
Chapter nineteen
Chapter twenty
Chapter twenty two
Chapter twenty three
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What personality characteristics has Bradley shown so far? Children to label and explain why – use this to write a character profile.
Collect all of the lies Bradley has told so far – children to invent more lies he night tell.
Find out about a zoo (Bronx zoo? Central Park Zoo?) –children to research and write an information leaflet (link into topic work on America)
Write a school report on Bradley from Mrs Bevel’s perspective (just core subjects and general comment – use own school’s report format to give it more authenticity)
Write a guide for Bradley about hot to behave in school.
Write a diary from Melinda’s perspective about her fight with Bradley.
Write an eye-witness account of the fight between Melissa and Bradley.
Interview Melissa or Bradley about the fight.
Letter of explanation from Bradley about why he blamed Jeff.
Have a class debate – is Jeff’s treatment of Bradley fair? Children to write up argument using logical connectives (firstly, also, in addition, furthermore) to structure argument.
Write up the notes of the meeting between Carla and Jeff ( get a learning mentor form from Mikael to make it more realistic)
Children to create a poem about all the things they like about themselves.
Children to choose a topic they would like to talk about – then research and give a two minute presentation on it.
Write a story about trick or treating.
Write a play script of the bullying that happens with Bradley and the rest of the class.
Create and write a description of the monster from outer space.
Chapter twenty four
Write a letter to a friend about Bradley’s encounter with the girls – why has he changed so much?
Chapter twenty five
Write a recount of all the different ways Bradley tries to get a gold star.
Chapter twenty six
Chapter twenty eight
Write a diary entry from Bradley’s perspective about Bradley’s family helping him – how did it make him feel?
Chapter twenty nine
Write a letter from Bradley to the teacher explaining why he hasn’t handed in his homework –focus on the expression of emotions through actions.
Chapter thirty
Write own version of the opening scene of the story ‘My parents didn’t steal an elephant’ changing some of the elements (e.g. type of drink, pet name from uncle, reasons why
parents are in jail)
Chapter thirty two
Write a diary from Jeff’s point of view about making up with Bradley.
Chapter thirty four
Write a letter of invitation from Colleen to Bradley.
Chapter thirty six
Chapter thirty eight
Chapter forty
Chapter forty seven
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Children to write about their feelings about Bradley being bullied – does he deserve it? Look at it as a balanced argument.
Create a programme for Colleen’s party.
Write a letter from Carla to Bradley about all the ways he has changed.
Diary entry about getting a gold star – look at the contrast of emotions- joy for getting the star but despair over Carla leaving.
Write a letter from Carla about her new life.
Reading objectives: word reading:
-apply their growing knowledge of root words, prefixes and suffixes
(morphology and etymology) both to read aloud and to understand the
meaning of new words that they meet.
63
Spelling objectives:
Please see overview
Speaking and listening objectives:
Listen and respond appropriately to
adults and their peers.
-ask relevant questions to extend
their understanding and knowledge.
-articulate and justify answers and
arguments and opinions.
-use relevant strategies to build
their vocabulary.
-give well-structured descriptions,
explanations and narratives for
different purposes.
-maintain attention and participate
effectively in collaborative
conversations, staying on topic and
initiating and responding to
comments.
-Use spoken language to develop
understanding through speculating
hypothesising, imagining and
exploring ideas.
-speak audibly and fluently with an
increasing command of Standard
English.
Participate in discussions,
presentations, performances, role
play and improvisations and
debates.
-gain and maintain the interest of
the listener(s)
-consider and evaluate different
viewpoints, attending to and
building on the contributions of
others.
-select and use appropriate registers
for effective communication.
Reading objectives: comprehension
PLEASE NOTE: THESE OBJECTIVES ARE VERY SIMILAR TO Y3/4-BUT
MORE COMPLEX FORMS OF WRITING SHOULD BE USED.
-maintain positive attitudes to reading and understanding of what they read
by:
-Continuing to read and discuss an increasingly wide range of fiction,
poetry, plays, non-fiction and reference books or textbooks.
-Reading books that are structured in different ways and reading for a
range of purposes.
-Increasing their familiarity with a wide range of books, including myths,
legends and traditional stories, modern fiction, fiction from our literacy
heritage, and books from other cultures and traditions.
-Recommending books that they have read to their peers, giving reasons
for their choices.
-Identifying and discussing themes and conventions in and across a wide
range of writing.
-Making comparisons within and across books.
-Learning a wider range of poetry by heart.
-Preparing poems and plays to read aloud and to perform, showing
understanding through intonation, tone and volume so the meaning is
clear to the audience.
-understanding what they read by:
-Checking that the book makes sense to them, discussing the
understanding and exploring the meaning of words in context.
-Asking questions to improve their understanding.
-Drawing inferences such as inferring characters’ feelings, thoughts and
motives through their actions, and justifying inferences with evidence.
-Predicting what might happen from details stated and implied.
-Summarising the main ideas drawn from more than one paragraph,
identifying key details that support the main ideas.
-Identify how language, structure and presentation contribute to
meaning.
-discuss and evaluate how authors use language including figurative
language, considering the impact on the reader.
-distinguish between statements of fact and opinion.
-retrieve, record and present information from non-fiction.
-participate in discussion about books that are read to them and those they
can read for themselves, building on their own and others’ ideas and
challenging views courteously.
-explain and discuss their understanding of what they have read, including
through formal presentations and debates.
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Handwriting objectives
THIS NEEDS TO BE TAUGHT TWICE A WEEK.
-write legibly, fluently and with increasing speed by:
-Choosing which shape of a letter to use when
given choices and deciding whether or not to join
specific letters.
--choosing the writing implement that is best
suited for a task.
Vocabulary, grammar and
punctuation objectives.
-Develop their understanding of:
-Recognising vocabulary and
structures that are appropriate
for formal speech and writing,
including subjunctive forms.
-Using passive verbs to affect
the presentation of information in
a sentence.
-Indicate grammatical and other
features by
-Using commas to clarify
meaning or avoid ambiguity in
writing.
-Using hyphens to avoid
ambiguity.
-Using brackets, dashes or
commas to indicate parenthesis.
-Using semi-colons, colons or
dashes to mark boundaries
between independent clauses.
-Using a colon to introduce a list.
-punctuating bullet points
consistently.
-provide reasoned justifications for their views.
Writing transcription:
-use further prefixes and suffixes and understand the guidance for adding
them.
-To extend the bank of words spelt with a silent letter {eg: solemn]
- continue to distinguish between homophones.
-use knowledge of morphology and etymology in spelling and understand
that the spelling of some words needs to be learnt specifically
-use a dictionary with confidence to check the spelling and meaning of
words.
-To use a thesaurus and use the words found in the thesaurus in a
meaningful context.
65
Writing composition:
plan their writing by:
-Identifying the audience for and the purpose of
writing, selecting the appropriate form and using
other similar writing models as their own.
-Noting and developing initial ideas.
In writing narratives, consider how authors have
developed characters and settings in what pupils have
read, listened to or seen performed.
-draft and write by:
-selecting appropriate grammar and vocabulary,
understanding how such choices can change and
enhance meaning.
-In narratives, describing settings, character and
atmosphere and integrating dialogue to convey
the character.
-Précising longer passages.
-Using devices to build cohesion within and across
paragraphs.
-Using further organisational and presentational
devices to structure text and guide the reader {eg:
headings, bullet points, underlining.]
-evaluate and edit by:
-assessing the effectiveness of their own and
others’ writing.
-Proposing changes to vocabulary, grammar and
punctuation to enhance effects clarify meaning.
-Ensuring the consistent and correct use of tense
through a piece of writing.
-Ensuring correct subject and verb agreement
when using singular and plural, distinguishing
between the language of speech and writing and
choosing appropriate register.
-Proof-read for spelling and punctuation errors.
Year 6 spelling overview
New objectives to cover (from new framework)
Words ending in –ant, -ance/--ancy, -ent, -ence, -ency
Examples of words
Observant, observance, (observation), expectant
(expectation), hesitant, hesitancy (hesitation), tolerant,
tolerance (toleration), substance (substantial),
Innocent, innocence, decent, decency, frequent,
frequency, confident, confidence (confidential),
assistant, assistance, obedient, obedience,
independent, independence.
Words ending in –ible and –able
Adorable (adoration), applicable (application),
considerable (consideration), tolerable (toleration),
changeable, noticeable, forcible, legible
understandable, reasonable, enjoyable, reliable,
possible, horrible, terrible, visible, incredible, sensible.
Adding suffixes beginning with vowel letters to words
ending in –fer
Referring, referred, referral, preferring, preferred,
transferring, transferred, reference, referee, preference,
transference.
66
Rules and guidelines
Use –ant and –ance/-ancy if there is a related words
with /er/ or /i/ sound in the right position; -ation endings
are often a clue.
Use –ent and –ence/-ency after soft c (/s/ sound), soft g
(/j/ sound) and qu, or if there is a related word with a
short /e/ sound In the right position.
There are many words however where the above
guidelines don’t help. These words just have to be
learnt.
The –able ending is far more common that the –ible
ending.
As with –ant and –ance/-ancy, the –able ending is used
if there is a related word ending in –ation.
If the –able ending is added to a word ending in –ce or –
ge, the e after the c or g must be kept as those letters
would otherwise have their ‘hard’ sounds (as in cap and
gap) before the a of the –able ending.
The –able ending is usually but not always used if a
complete root word can be heard before it, even if there
is no related word ending in –ation. The first five
examples are obvious; in reliable, the complete word
rely is heard, but the y changes to i in accordance with
the rule.
The –ible ending is common if a complete root word
can’t be heard before it but it also sometimes occurs
when a complete word can be heard (eg sensible)
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.
Use of the hyphen
Words with the /ie/ sound spelt ei after c
Words with ‘silent’ letters (i.e. letters whose presence
cannot be predicted from the pronunciation of a word)
Homophones and other words that are often confused
67
Hyphens can be used to join a prefix to a root word,
especially if the prefix ends in a vowel letter and the root
one also begins with one.
Deceive, conceive, receive, perceive, ceiling
Doubt, island, lamb, solemn, thistle, knight
In these pairs of words, nouns end –ce and verbs end –se.
Advice and advise provide a useful clue as the word advise
(verb) is pronounced with a /z/ sound – which could not be
spelt c.
aisle: a gangway between seats (in a church, train, plane)
isle: an island
aloud: out loud
allowed: permitted
affect: usually a verb (e.g. The weather may affect our plans.)
effect: usually a noun (e.g. It may have an effect on our
plans.). If a verb, it means ‘bring about’ (e.g. He will effect
changes in the running of the business.).
altar: a table-like piece of furniture in a church
alter: to change
ascent: the act of ascending (going up)
assent: to agree/agreement (verb and noun)
bridal: to do with a bride at a wedding
bridle: reins etc. for controlling a horse
cereal: made from grain (e.g. breakfast cereal)
serial: adjective from the noun series – a succession of things
one after the other
compliment: to make nice remarks about someone (verb) or
the remark that is made (noun)
complement: related to the word complete – to make
something complete or more complete (e.g. her scarf
complemented her outfit)
descent: the act of descending (going down)
dissent: to disagree/disagreement (verb and noun)
desert: as a noun – a barren place (stress on first syllable); as
a verb – to abandon (stress on second syllable)
Co-ordinate, re-enter, co-operate, co-own
The ‘I before e except after c’ rule applies to words
where the sound spelt by ei is /ie/
Exceptions: caffeine, seize, either, neither (if
pronounced with an initial /ie/ sound)
Some letters which are no longer sounded used to be
sounded hundreds of years ago: e.g in knight there was
a /k/ sound before the /n/ and the gh used to represent
the sound that ‘ch’ represents in the Scottish word loch.
advice/advise
device/devise
licence/license
practice/practise
prophecy/prophesy
eligible: suitable to be chosen or elected
illegible: not legible (i.e. unreadable)
eliminate: get rid of/exclude
illuminate: light up
farther: further
father: a male parent
guessed: past tense of the verb guess
guest: visitor
heard: past tense of the verb hear
herd: a group of animals
led: past tense of the verb lead
lead: present tense of that verb, or else the metal which is
very heavy (as heavy as lead)
morning: before noon
mourning: grieving for someone who has died
past: noun or adjective referring to a previous time (e.g. In
the past) or preposition or adverb showing place (e.g. he
walked past me)
passed: past tense of the verb ‘pass’ (e.g. I passed him in the
road)
precede: go in front of or before
proceed: go on
principal: adjective – most important (e.g. principal ballerina)
noun – important person (e.g. principal of a college)
principle: basic truth or belief
dessert: (stress on second syllable) a sweet course after the
main course of a meal
disinterested: not having a personal stake in the matter (a
World Cup referee must be disinterested – i.e. must not be
from one of the countries playing in the match)
uninterested: not interested, bored (a referee should be
interested, not uninterested, in football)
draft: noun – a first attempt at writing something; verb – to
make the first attempt; also, to draw in someone (e.g. to
draft in extra help) draught: a current of air
profit: money that is made in selling things
prophet: someone who foretells the future
stationary: not moving
stationery: paper, envelopes etc.
steal: take something that does not belong to you
steel: metal
wary: cautious
weary: tired
who’s: contraction of who is or who has
whose: belonging to someone (e.g. Whose jacket is that?)
Spellings that are to be learnt in Year 6 (please send a selection of these home to learn every other week)
accommodate
accompany
amateur
appreciate
available
average
bargain
category
cemetery
committee
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communicate
community
conscience
conscious
controversy
curiosity
definite
disastrous
embarrass
environment
exaggerate
existence
explanation
familiar
foreign
guarantee
harass
immediate(ly)
interfere
interrupt
language
mischievous
necessary
neighbour
occupy
opportunity
parliament
prejudice
privilege
pronunciation
recommend
restaurant
sacrifice
secretary
sincere(ly)
sufficient
suggest
temperature
thorough
variety
vegetable
Vocabulary, Grammar and Punctuation overview- Year six
Please highlight and date as the following objectives are covered.
Word
-Know the difference
between vocabulary typical
of informal speech and
vocabulary appropriate for
formal speech and writing
[for example, find out –
discover; ask for- request; go
in – enter]
-understand how words are
related by meaning as
synonyms and antonyms [for
example, big, large, little]
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Sentence
-Use the passive to affect the
presentation of information
in a sentence [for example, I
broke the window in the
greenhouse versus The
window in the greenhouse
was broken by me]
-know the difference
between structures typical of
informal speech and
structures appropriate for
formal speech and writing
[for example, the use of
question tags: He’s your
friend, isn’t he?, or the use of
subjunctive forms such as If I
were or Were they to come in
some very formal writing and
speech.]
Text
-Link ideas across paragraphs
using a wider range of
cohesive devices: repetition
of a word or phrase,
grammatical connections {for
example, the use of
adverbials such as on the
other hand, in contrast or as
a consequence], and ellipsis.
-Use layout devices [for
example, headings, subheadings, columns, bullets or
tables to structure text]
Punctuation
-Use the semi-colon, colon
and dash to mark the
boundary between
independent clauses [for
example, it’s raining; I’m fed
up]
-Use a colon to introduce a
list and use of semi-colons
within lists.
-Use bullet points to list
information
-Understand how hyphens
can be used to avoid
ambiguity [for example, man
eating shark versus maneating shark, or recover
versus re-cover]
Terminology for pupils
Please display on your
literacy working wall.
Subject, object, active,
passive, synonym, antonym,
ellipsis, hyphen, colon, semicolon, bullet points.
Texts/ Types of writing to be covered:
Term one
Fire, bed and bone
Stories from other cultures: Hardin and the sea of
stories
The Highwayman
Non fiction unit: explanatory texts (how coasts
are formed)
Secure understanding of an explanatory text.
To identify key features of impersonal, formal
language.
Secure control of impersonal writing.
To appraise a text quickly and effectively.
To skim and scan.
To review a range of non fiction types and their
characteristics.
Term two
Clockwork
Tales of Ancient Egypt (Michael Rosen)
Paint me a poem
Term three
Biographies and Autobiographies
Shakespeare stories
Orange silver sausage
Non fiction unit: persuasive writing (creating a
holiday brochure for Egypt)
Recognise devices to argue, persuade, mislead and
sway the reader.
Maintain view points
Use stylistic devices found in holiday brochures.
Use paragraphs to achieve pace and emphasis.
Use superlatives when describing resorts.
Use varied structures to shape and organise texts
coherently.
Non fiction unit: Biographies and autobiographies
Distinguish between auto-biography and
biography.
Recognise how the first or third person can
affect the reader.
Distinguish between fact, fiction and opinion.
To distinguish between implicit and explicit
points of view.
To develop the skills of biographical and autobiographical writing in role.
To compose a biographical account based on
research.
To describe one person from different
perspectives.
Writing Links
Text/writing type
Fire, Bed and Bone
The Highwayman
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Writing ideas
SEE ADDITIONAL SHHET FOR MORE DETAILED GUIDANCE
Collect metaphors throughout the poem – create a metaphor poem
Create a wanted poster about the Highway Man .
Collect verbs that describe movement in the poem – write an
alternative poem using these verbs .
Write love letter from Bess to the Highwayman explaining how she
misses him.
Letter from the Ostler persuading Bess to marry him instead of the
Highway man.
Create a lonely hearts style profile for the ostler (using the picture in
Persuasive writing (link into holiday brochures)
Clockwork
Term
Term 1 –
71
1st
the book as a cue)
Write a diary from Bess’s point of view about the conversation she
had with the Highway man – how does she feel about his mission?
Eye witness account about the arrival of the army.
Write a letter of explanation from Bess’s point of view about why she
killed herself.
Create a report about the Highway man’s crimes (links to history work
on crime and punishment)
Diary from the Highway’s man perspective on seeing Bess dead.
Create a comic strip of the poem.
Retell the poem as a narrative.
Create a holiday brochure for place in Egypt
Write an advert for one of the attractions in Ancient Egypt
Write a description of a hotel in Egypt
Create a webpage from the Egyptian tourist board persuading people to
visit Egypt.
Write a description of the Clock tower and the village.
Write a diary from different characters’ perspectives.
Write a speech about whether Karl does or doesn’t deserve to die.
Write an advert for Sir Ironsoul
Write a letter in role
Write a reply to a problem page
Create a character description of Dr Kalmenius
Write an interview with one of the characters
Write an eyewitness report of the death of Karl
Write a newspaper article about the opening of the clock tower.
Writing ideas
half
Write a postcard from a sandy beach area/ a shingle beach area describing
the setting.
Write a report on the causes of erosion.
Write a speech persuading people against the different human activities
which cause erosion.
Write a recount about Reculver Bay.
Write a tourist guide/ trip advisor review about Reculver Bay.
Write an explanation of Roam crimes.
Create a glossary connected to crime and punishment.
Term 2
Term 3
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Retell Robin Hood.
Write a diary entry about the destruction of the monasteries in Tudor times.
Write a letter home from someone deported to Australia.
Write an eye witness account from a court scene.
Write a prosecution speech about why a famous criminal (Dick Turpin?)
should be hanged.
Write a description of a chosen habitat.
Create a fact file that thrives in the above habitat.
Write a biography about Charles Darwin, Mary Anning or Alfred Wallace.
Write instructions for making a periscope.
Create a play script for a shadow puppet performance.
Write an explanation of embalmment.
Write a biography of Tutankhamen.
Interview Howard Carter.
Write a newspaper article about the curse of Tutankhamen.
Write a life in the day from an Ancient Egyptian perspective.
Create a booklet about the water cycle.
Write a description of a river setting.
Write a postcard from the River Nile.
Create an advert for the pyramid created in D.T.
Write a poem based on a river collage.
Create a poster about the importance of exercise.
Create a leaflet about a chosen from of exercise.
Write a healthy menu with collaboration with Ana.
Write a play script about saying no to peer pressure.
Write a diary entry from someone at the Antarctic research station.
Write about the Inuit way of life.
Write a description of each biome.
Write persuasively about what people need to do to protect the biome.
Create an information booklet about one of the biomes.
Send a letter from one of the biomes.
Choose an animal from a chosen biome and write a description of it for
identification purposes.
Write an advert for arctic gloves created in D.T
Create a video about the life and works of Carl Linnaeus.
Fire, Bed and Bone
Please note: you will not be able to complete all these writing ideas, so please select from the following – ensuring the children get the
opportunity to practise a wide range of writing types.
Chapter
Chapter 1/2
Chapter 3
Chapter 4
Chapter 5
Write a letter announcing the birth of the new pups – include a description of each pup.
Write a diary from Rufus’s point of view about the plague.
Write a set of instructions about how to stay safe during the plague.
Write a speech that the preacher gives to the Lord of the manner.
Write an atmospheric description of the woods(look at personification)
Write a persuasive letter about the abolishment of serfdom.
Interview with some of the people taken away and what happened to them (link with history work on
punishment)
Wanted poster – Watt Tyler (children to research him first)
Eye-witness account of the arrival of the soldiers at Comfort’s and
Rufus’s house.
Write a report about what happened in court.
Chapter 6
Letter from Comfort/Rufus about their time in jail.
Chapter 7
Diary from the sick man’s perspective – include description and the
reason why he is living in the woods (children to use deduction)
Play script of the scene between Will Cudweed and the sick man.
Chapter 8
Chapter 9
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Writing Ideas
Letter of complaint about Lupus’s treatment of the dog.
Guide on how to look after a dog. (children to research this)
Retelling of the chapter from Lupus’s point of view.
Chapter 10
A recount of Gretchen’s life – from her meeting with Lupus to what daily life is like living with him.
Chapter 11
Diary entry about the journey told from the soldier’s point of view then the prisoners’ point of view. (Focus:
use of reported speech.)
Biography of John Ball ()children to research)
Interview different people involved in the riots and create a news report (use iPads to record them)
Chapter 12
Chapter 13
Chapter 20
Retelling of the main events from chapter – change perspective for each main event (first fleabane, then the
hunting dog, then Serlo)
Create a menu from foods that can be foraged from the forest.
Write a letter of advice about how to survive in the forest (Bear Gryll’s style)
Write a description of the shadow people –using atmosphere and suspense.
Diary entry from Comfort’s point of view – and her trust in King Richard’s promise.
Short summary of Ede’s life (an obituary)
Link in with work on crime and punishment – children to take names from book and create a record of
punishments given.
Stop at P94. “Then we heard them at the door.” Children to use their prediction skills to write the rest of the
scene.
Write a description of the prison. (Look at the use of prepositional phrases)
Eye witness account of Rufus’s hanging.
Write a story/more detailed account using one of the memories the dog has of her time with Rufus (write it
in flashback style)
Write a letter of explanation about the killing of the rag man.
Write about a typical day from the viewpoint of the forest people (base it on the style of the life in the day
articles in the Sunday Times)
Create a potion the witch may make.
Letter about what life has been like for Comfort since Rufus has been hanged.
Retelling of the scene when Lupus returns for the dog – include dialogue.
Write a speech about how the children should be treated when working.
Eye-witness account of the death of Will Cudweed.
Chapter 21
Write a book review
Chapter 14
Chapter 15
Chapter 16
Chapter 17
Chapter 18
Chapter 19
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