ENGLISH MEDIUM TERM PLANNING Reading – Writing – comprehension transcription (spelling, handwriting, presentation) L5/6: use Level 6 SAT to guide the type and complexity of question. L4: Read beyond the text AF3+ type questions. L3:Skim and scan and find key words. L3: sequence events in text to demonstrate understanding. L3: use phonetic strategies to read unknown words. L3: strategies to work out meaning of unknown words English plan, page 1 L2 and 3 -­‐ Use cursive script accurately. L4: as well as being legible speed should be increasing. (Helped by dictation) Use dictionaries to check the spelling and meaning of unknown words. Continue AM spellings. Different set of AM spelling for LA Date/class: Year 6, Spring 1 Writing -­‐ composition
Writing -­‐ vocabulary, grammar and punctuation Books/Topic L5:
Well structured and organized.
Different conventions used in
letters, newspapers, info text.
L5: Can use appropriate informal
and formal styles with
confidence (eg conversational,
colloquial, dialectic, standard
English)
L5:
Can use different techniques to
conclude work appropriately (eg
opinion/thought/ hope/wish letter, summary – info text
justification – letter or
newspaper, comment newspaper)
L4 – add opinion, humour and interest to writing. L3: follow criteria for genre of
text, have you written a
newspaper report, have you
written a diary.
L5: Can select from a wide range of known imaginative and ambitious vocabulary and
use precisely specific to WWs.
Range and genres: 1) Newspaper (First News) 2) Letter (resource/woodland) 3) Persuasive poster Distance write: Letter as an evacuee L3: Can usually use correct grammatical structures in sentences (nouns and verbs
agree generally) – past tense being used in newspapers
L5: Use passive verbs to affect the presentation of information in a sentence.
L5: Use hyphens to avoid ambiguity
L5: Use semi-colons (GH 6:19), colons or dashes (GH 6:20) to mark boundaries
between independent clauses and colons to introduce a list
L4: Can use more sophisticated connectives (eg although, however, never the
less)
L4: Can attempt to establish simple links between paragraphs and sections (e.g.
Firstly, Next, parachute sentences)
L4: Different ways to open paragraphs.
L4: Can produce thoughtful and considered writing (uses simple explanation –
letter, newspaper, info text, opinion - letter, justification – letter, quality over
quantity ( deduction)
L3: Can adapt form and style for purpose (eg clear difference between formal and
informal letters, abbreviated sentences in notes and diaries)
L4: Can use or attempt grammatically complex structures (eg expansion before
and after the noun use of ENP (expanded noun phrases – ie. two adjectives) ‘The little old man, who lived on the hill, caught a ball’ subordinating clauses etc
L4: Can use apostrophes and inverted commas, usually accurately
L4: Can use connectives to give order or emphasis (eg ‘if…then’, ‘We…so as to…’
– apply to info text about surviving war.
L4: Can advise assertively, although not confrontationally, in factual writing (eg ‘An
important thing to think about before deciding…,’ ‘we always need to think
about…’) – apply to info text about surviving war.
L4: Can select interesting strategies to move a story forward (eg characterization
(the feelings of that character at different stages adds to and moves the story on, it
also dictates where it goes), dialogue with audience etc)
L4: Use the perfect form of verbs to mark relationships of time and cause.
L4: Use expanded noun phrases to convey complicated information concisely
L4: Use modal verbs or adverbs to indicate degrees of possibility
L4: Evaluate and edit by: ensuring the consistent and correct use of tense
throughout a piece of writing
English plan, page 2 L3: lay out writing correctly,
does it start appropriately (ie
dear …) does it finish
appropriately (ie yours ….)
L3 Is experimenting with a wide range of punctuation, (eg commas; inverted
commas; exclamation marks; apostrophes, full stops, capital letters).
L3 Can use adjectives and adverbs for description
L3 Can develop characters and describe settings, feelings and emotions etc
L3: Learn how to use subordination using when, if, that, because and co-ordination
using or, and, but
L3: Learn how to use the present and past tenses correctly and consistently
including in the progressive form
L3 Proof read for punctuation errors.
L3 Read aloud own writing to a group or whole class using appropriate intonation
and controlling tone and volume so that the meaning is clear.
L3 Use the perfect form of verbs in contrast to the past tense
L3 Choose nouns or pronouns appropriately for clarity & cohesion & to avoid
repetition e.g. Harry (the noun) is appropriately replaced by the pronoun ‘he’, ‘him’,
‘his’ etc)
L3 Use fronted adverbials followed by commas
L2 : Use connectives other than and to join 2 or more simple sentences. (eg but,
so, then)
L2 Use carefully selected adjectives and descriptive phrases.
L2 Use interesting and ambitious words.
L2 Can link ideas and events e.g. last time, also, another thing, then, soon, after
L2 Can always use capital letters and full stops to demarcate sentences.
L2 Vary sentence length and use punctuation for effect ( to make writing
interesting and lively)
L2 Re-read what you have written to check that it makes sense.
L2 Read aloud writing clearly enough to be heard by peers and the teacher.
L2 Discuss what you have written with an adult or other pupils
English plan, page 3 L2 Use capital letters for names of people, places, days of the week, personal
pronoun ‘I’
L2 Distinguish between homophones and near homophones. 1/
2 L4: Read beyond the text AF3+ type questions. L3: sequence events in text to demonstrate understanding. L2 and 3 -­‐ Use cursive script accurately. L4: as well as being legible speed should be increasing. (Helped by dictation) Use dictionaries to check the spelling and meaning of unknown words. Continue AM spellings. Different set of AM spelling for LA L5:
Can use different techniques to
conclude work appropriately (eg
opinion/thought/ hope/wish letter, summary – info text
justification – letter or
newspaper, comment newspaper)
L2 : Use connectives other than and to join 2 or more simple sentences. (eg but,
so, then)
L2 Can link ideas and events e.g. last time, also, another thing, then, soon, after
L3: Can usually use correct grammatical structures in sentences (nouns and verbs
agree generally) – past tense being used in newspapers
Newspaper based on Franz Ferdinand Text: ‘Assassination of Franz Ferdiand Info text from resources. L4: Can use more sophisticated connectives (eg although, however, never the
less, despite)
L4: Can attempt to establish simple links between paragraphs and sections (e.g.
Firstly, Next, parachute sentences)
L4: Can produce thoughtful and considered writing (uses simple explanation )
L4: Can use apostrophes and inverted commas, usually accurately compared to
reported speech.
L4: Can advise assertively, although not confrontationally, in factual writing (eg ‘An
important thing to think about before deciding…,’ ‘we always need to think
about…’) – apply to info text about surviving war.
3/
4 L5/6: use Level 6 SAT to guide the type and complexity of question. L4: Read beyond the text AF3+ type questions. L3:Skim and scan and find key words. L3: sequence events in text to demonstrate understanding. L3: use phonetic strategies to read unknown words. L3: strategies to work English plan, page 4 L2 and 3 -­‐ Use cursive script accurately. L4: as well as being legible speed should be increasing. (Helped by dictation) Use dictionaries to check the spelling and meaning of unknown words. Continue AM spellings. Different set of AM spelling for LA L5: Can use appropriate informal
and formal styles with
confidence (eg conversational,
colloquial, dialectic, standard
English)
L5:
Can use different techniques to
conclude work appropriately (eg
opinion/thought/ hope/wish letter, summary – info text
justification – letter or
newspaper, comment newspaper)
L4 – add opinion, humour and interest to writing. L3: lay out writing correctly,
does it start appropriately (ie
dear …) does it finish
L5: Can select from a wide range of known imaginative and ambitious vocabulary
and use precisely specific to WWs.
L5: Can select from a wide range of known imaginative and ambitious vocabulary and
use precisely specific to WWs.
L4: Different ways to open paragraphs.
L4: Can produce thoughtful and considered writing (uses simple explanation –
letter, , opinion - letter, justification – letter,
L4: Can use or attempt grammatically complex structures (eg expansion before
and after the noun use of ENP (expanded noun phrases – ie. two adjectives) ‘The little old man, who lived on the hill, caught a ball’ subordinating clauses etc
L4: Can use connectives to give order or emphasis (eg ‘if…then’, ‘We…so as to…’
– apply to info text about surviving war.
L3: Can adapt form and style for purpose (eg clear difference between formal and
informal letters, abbreviated sentences in notes and diaries)
L3 Can use adjectives and adverbs for description
Informal letter, letter home form the trenches Text: ‘Life in the Tenches’ BBC. Video of Trench life. out meaning of unknown words appropriately (ie yours ….)
L3 Can develop characters and describe settings, feelings and emotions etc
L2 Use carefully selected adjectives and descriptive phrases.
L2 Can link ideas and events e.g. last time, also, another thing, then, soon, after
L5/6: use Level 6 SAT to guide the type and complexity of question. L4: Read beyond the text AF3+ type questions. L3:Skim and scan and find key words. L3: sequence events in text to demonstrate understanding. L3: use phonetic strategies to read unknown words. L3: strategies to work out meaning of unknown words 5/
6 L2 and 3 -­‐ Use cursive script accurately. L4: as well as being legible speed should be increasing. (Helped by dictation) Use dictionaries to check the spelling and meaning of unknown words. Continue AM spellings. Different set of AM spelling for LA L5:
Well structured and organized.
L5:
Can use different techniques to
conclude work appropriately (eg
opinion/thought/ hope/wish letter, summary – info text
L3: follow criteria for genre of
text, have you written a
newspaper report, have you
written a diary.
L3: lay out writing correctly,
does it start appropriately (intro,
bullet points, conclusion)
L2 Vary sentence length and use punctuation for effect ( to make writing
interesting and lively)
L4: Can produce thoughtful and considered writing (uses simple explanation –info
text,
L4: Can use connectives to give order or emphasis (eg ‘if…then’, ‘We…so as to…’
– apply to info text about surviving war.
L4: Can advise assertively, although not confrontationally, in factual writing (eg ‘An
important thing to think about before deciding…,’ ‘we always need to think
about…’) – apply to info text about surviving war.
L3: Can adapt form and style for purpose, laid out as an information text.
L3 Is experimenting with a wide range of punctuation, (eg commas; inverted
commas; exclamation marks; apostrophes, full stops, capital letters).
L2 : Use connectives other than and to join 2 or more simple sentences. (eg but,
so, then)
L2 Use interesting and ambitious words.
L2 Can link ideas and events e.g. last time, also, another thing, then, soon, after
L2 Can always use capital letters and full stops to demarcate sentences.
L2 Vary sentence length and use punctuation for effect ( to make writing
interesting and lively)
English plan, page 5 Explanation text: How to survive WW2: Rationing, shelters Text: Resource pack. War Boy