Y4&Y5 PE (NEW) + Cover - UCL Institute of...

The National Literacy Strategy

3

Year 4 and Year 5 Planning Exemplification

Contents

Years 4 and 5 Planning Exemplification 2

An example of Key Stage 1 and 2 medium-term planning – rationale 3

An example of Year 4 medium-term planning 5

An example of Year 5 medium-term planning 8

Teaching sequence 11

Year 3 Target statements for Writing 12



Year 3 Target statements for Reading 15



Introduction to transition units 18

Framework objectives 19

Year 4 Term 3: Issues and dilemmas 1 – Introduction 21

Framework objectives and outcomes 22

Unit plan: Year 4 Term 3: Issues and dilemmas 1 23

Year 4 Term 3: Issues and dilemmas 2 – Introduction 24


Unit plan: Year 4 Term 3: Issues and dilemmas 2 26

Year 5 Term 1: Narrative structure – Introduction 27


Unit plan 29

Example of annotated unit plan 30


4


Years 4 and 5 Planning ExemplificationNational Literacy Strategy (NLS) planning exemplification for both medium- and short-term

planning is on the website www.standards.dfes.gov.uk/literacy. There are medium-term plans

for Foundation Stage through to Year 6 entitled An example of National Literacy Strategy

medium-term planning. These plans consist of the NLS Framework objectives clustered into

units. Those for Years 4 and 5 are reproduced in this booklet on pages 5–10.

Four of the unit plans have been fully exemplified and resourced. There are

• Year 4 term 1 Plays

• Year 4 term 3 Issues and Dilemmas 1

• Year 4 term 3 Issues and Dilemmas 2 Transition unit

• Year 5 term 1 Narrative Structure

The Year 4 term 3 units and the Year 5 term1 unit have been created as a transition between the

two years, for use where children move from First to Middle schools. There are common

objectives in the units and the reading material has been chosen to create continuity. The

children keep a reading journal in Year 4 and take it with them to their new school. Although

originally intended for the transition between First and Middle schools, many teachers have

found these units helpful in the transition from Year 4 to Year 5 in the same school. The planning

for these units is reproduced in this booklet. The lesson notes and comprehensive teaching

resources are available to be downloaded from the web and from the attached CD-ROM.

The Year 4 term 1 unit (Plays) is available on the website only.

}


5


An example of Key Stage 1 and 2 medium-termplanning – rationale

1. An effective medium-term plan:

• assembles the text, sentence and word level objectives into coherent (mostly two-week) units;

• recognises that some sentence and word level objectives will be taught discretely and others will

be integrated into the theme of the unit;

• includes all objectives from the NLS Framework, repeating some as appropriate;

• indicates texts to be studied and pupil outcomes for each unit of work;

• indicates related speaking and listening emphases;

• orders the units in the term’s timetable to make explicit links to related work in other curriculum areas;

• assumes the teacher will be reading a novel (or other texts) to the class on a regular basis outside the literacy

hour throughout the term.

2. These units were assembled as follows:

• The related reading and writing text level objectives were clustered into themes – generally on the basis of

text-type into approximately six/seven blocked units per term, of an average length of two weeks.

• The range of texts was added and suitable outcomes decided as suggested by the objectives. These

outcomes are intended as suggestions for the tangible ‘end product’ of the unit that the children are

motivated to complete, e. g. a piece of writing, a discussion, presentation, debate, reading journal entry.

These are related to, but distinct from ‘learning outcomes’ which are linked to the teaching objectives and

also to specific curriculum targets for the class, group or individual.

• Those sentence and word level objectives that directly and specifically supported the text level objectives in

each unit were added and then further sentence level objectives were allocated to provide balanced

coverage. Teachers may wish to relocate some of the word and sentence level objectives once they have

decided the running order of the units and chosen texts.

• The word level objectives were allocated so that, depending on the key stage, all aspects of word level (e.g.

phonics, spelling, vocabulary, handwriting) were addressed in most units, and all aspects of spelling

(rules/conventions, strategies, practice and proofreading) were covered in every unit.

In Key Stage 1, the ‘phonological awareness, phonics and spelling’ objectives have been replaced by

Progression in phonics steps. The remaining word level objectives have been grouped as follows:

i) word recognition, graphic knowledge and spelling;

ii) vocabulary extension;

iii) handwriting.

In Key Stage 2, word level objectives are grouped as follows:

i) spelling conventions and rules;

ii) spelling strategies;

iii) vocabulary extension;

iv) handwriting.

• A limited number of speaking and listening emphases, drawn from the reading and writing text level

objectives, were constructed so that there was progression and coverage through the years.

continues . . .


6


3. In these medium-term plans the units are generally set out in the order in which the main text level objectives are

listed in the NLS Framework. The units are not placed in a recommended running order, although in Key Stage 1,

where there are two parts (e. g. Narrative 1 and 2), part 2 should not precede part 1. Each teacher will therefore

need to decide the order on the basis of a number of considerations. These might include the following:

• Cross-curricular links: any unit may be placed to coincide with teaching in another subject to be used as a

stimulus for writing. Non-fiction units may be placed so that the text-type is taught before being applied in

another subject or so that the content from the other subject is the basis of the writing in the English lesson.

• Reading a class novel could begin during a poetry or non-fiction unit, so that the novel is well underway

before using it in a narrative unit; on the other hand, there may be reasons for starting to read the novel to

coincide with the beginning of a narrative unit, e. g. if the objective is on ‘openings’.

• Building up learning, for instance a poetry unit in which figurative language is covered may be followed by a

narrative unit where this knowledge could be used.

• Linking outcomes to other events: in the summer term for Years 4 and 5 suggested outcomes include entries

in the Write Here Write Now 2003 writing awards. Full details are available on the Write Here Write Now web

site at www.writehere.org.uk or can be requested from the helpline on 0163 472 9825.

An example of Key Stage 1 and 2 medium-term planning – rationale (continued)

Key

PiP: Progression in phonics (DfES 0604/2001)

DEW: Developing early writing (DfES 0055/2001)

SB: Spelling bank (KS2) (DfES 0086/2001)

GfW: Grammar for writing (DfES 0107/ 2000)



7

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(s)

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of Y

ear 4

med

ium

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lann

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Term

1

Nar

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lot

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and

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Pla

ys

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spap

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mag

azin

es

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ruct

ions

Rep

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s

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, 9, 1

0, 1

5

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25)

1, 2

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12

7, 8

, 14

5, 6

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16, 1

7, 1

8, 1

9, 2

0,

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3, 2

4

22, 2

5, 2

6

27

4 (G

fW23

)

3 (G

fW22

)

2 (G

fW21

)

4 (G

fW23

)

5 (G

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)

1 (G

fW20

)

2 (G

fW21

)

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3, 4

ii)1,

6 (S

Bp

.22)

iii)

11

iv)

15, 1

6

i)2,

3, 4

ii)7

(SB

p.2

3), 8

(SB

p.2

4), 1

0

iii)

12

iv)

15, 1

7

i)2,

3, 4

ii)1,

9 (S

Bp

.25–

26)

iii)

11, 1

3

iv)

15, 1

6

i)2,

3, 4

ii)5,

10

iii)

11, 1

4 (S

Bp

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iv)

15, 1

7

i)2,

3, 4

ii)1,

9 (S

Bp

.25-

26)

iii)

11, 1

3, 1

4 (S

Bp

.27)

iv)

15, 1

6

i) 2

, 3, 4

ii) 6

(SB

p.2

2), 1

0

iii) 1

2

iv) 1

5, 1

7

i) 2

, 3, 4

ii) 1

, 7 (S

Bp

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, 8 (S

Bp

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iii) 1

1

iv) 1

5, 1

6

2 2 1 2 3 2 1

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8


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Text

(s)

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An

exam

ple

of Y

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med

ium

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m p

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Term

2

Nar

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Po

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No

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and

info

rmat

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text

s

Exp

lana

tio

n te

xts

1, 2

, 3, 4

, 10,

13

8, 9

, 12

4, 5

, 6, 7

, 11,

13

14, 1

5, 1

6, 1

7, 1

8,

21, 2

2, 2

3

19 (G

fW29

), 20

,

24, 2

5

1 (G

fW26

)

2 (G

fW27

)

2 (G

fW27

)

3, 4

(GfW

28)

4 (G

fW28

)

i)2,

3, 4

ii)1,

5 (S

Bp

.28)

iii)

10, 1

3

iv)

14

i)2,

3, 4

ii)7

(SB

p.3

0), 8

iii)

9, 1

3

iv)

14, 1

5

i)2,

3, 4

ii)1,

6 (S

Bp

.29)

iii)

11

iv)

14, 1

6

i)2,

3, 4

ii)7

(SB

p.3

0), 8

iii)

10, 1

2

iv)

14, 1

5

i)2,

3, 4

ii)1,

6 (S

Bp

.29)

iii)

13

iv)

14, 1

7

2 2 2 3 2

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)


9


Uni

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Wo

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(s)

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exam

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of Y

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med

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he u

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rece

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2’.

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1

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2

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and

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g a

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dis

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suas

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0,

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1, 3

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11,

20,

24

8, 9

, 12,

20,

24

2, 1

3

16, 1

7, 2

0, 2

1, 2

2,

23, 2

4

18, 1

9, 2

5

1 (G

fW30

)

1 (G

fW30

), 2

2, 3

(GfW

31)

2, 3

(GfW

31),

4 (G

fW32

)

1, 4

(GfW

32)

3 (G

fW31

), 4

(GfW

32)

i)2,

3, 4

ii)1,

6 (S

Bp

.33)

iii)

11, (

SB

p.3

8)

iv)

13, 1

5

i)2,

3, 4

ii)1,

5 (S

Bp

.31-

32)

iii)

–

iv)

13, 1

4

i)2,

3, 4

ii)9

(SB

p.3

6)

iii)

–

iv)

13, 1

4

i)2,

3, 4

ii)8

(SB

p.3

5), 1

0 (S

Bp

.37)

iii)

12 (S

Bp

.39)

iv)

13, 1

4

i)2,

3, 4

ii)1,

7 (S

Bp

.34)

, 10

(SB

p.3

7)

iii)

11 (S

Bp

.38)

iv)

13, 1

5

i)2,

3, 4

ii)8

(SB

p.3

5), 9

(SB

p.3

6)

iii)

12 (S

Bp

.39)

iv) 1

3, 1

5

2 2 2 3 3 2

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10


Uni

tTe

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vel

Sen

tenc

e le

vel

Wo

rd le

vel

Wk

Text

(s)

Sug

ges

ted

out

com

e(s)

An

exam

ple

of Y

ear 5

med

ium

-ter

m p

lann

ing

Term

1

Nar

rati

ve s

truc

ture

Pla

ys

Asp

ects

of n

arra

tive

Po

etry

No

te-t

akin

g a

nd

reco

unt

Inst

ruct

ions

1, 2

, 4, 9

, 13,

14

(GfW

38)

5, 1

8, 1

9, 2

0

3, 1

0, 1

1, 1

2,

13, 1

5

6, 7

, 8, 1

6, 1

7

21, 2

3, 2

4, 2

6, 2

7

22, 2

5

3, 6

(GfW

34)

2 (G

fW33

), 5,

7

(GfW

36)

4 (G

fW35

), 5,

7

(GfW

36)

1, 4

1, 3

(GfW

34),

4 (G

fW35

), 5

(GfW

36),

8 (G

fW37

)

3 (G

fW34

), 9

i)1,

2, 3

ii–

iii)

9

i)1,

2, 3

ii)5

(SB

41-4

2)

iii)

10

i)1,

2, 3

ii)5

(SB

p.4

1-42

)

iii)

7, 1

0

i)1,

2, 3

ii)6

(SB

p.4

3)

iii)

9

i)1,

2, 3

ii)4

(SB

p.4

0)

iii)

8 (S

Bp

.44)

i)1,

2, 3

ii)6

(SB

p.4

3)

iii)

8 (S

Bp

.44)

2 2 2/3 2 3 1

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its re

late

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11


Uni

tTe

xt le

vel

Sen

tenc

e le

vel

Wo

rd le

vel

Wk

Text

(s)

Sug

ges

ted

out

com

e(s)

An

exam

ple

of Y

ear 5

med

ium

-ter

m p

lann

ing

Term

2

Trad

itio

nal s

tori

es

and

fab

les

Po

etry

Myt

hs a

nd le

gen

ds

No

te-t

akin

g a

nd

exp

lana

tio

n te

xts

No

n-ch

rono

log

ical

rep

ort

1, 2

, 3, 9

, 11,

14

4, 5

, 6, 7

, 10,

12

1, 2

, 8, 1

0, 1

1, 1

3

15, 1

6, 1

7, 2

0, 2

1,

22, 2

4

16, 1

7, 1

8, 1

9, 2

2,

23, 2

4

2 (G

fW33

)

6 (G

fW41

)

4, 1

0 (G

fW39

)

1 (G

fW28

, 31)

, 3

(GfW

35)

8, 9

(GfW

40)

5, 7

, 9 (G

fW40

)

i)1,

2, 3

ii)5

(SB

p.4

8)

iii)

12

i)1,

2, 3

ii)6

(SB

p.4

9), 7

(SB

p.5

0)

iii)

11, 1

2

i)1,

2, 3

ii)4,

(SB

p.4

5–4

7), 8

(SB

p.5

1)

iii)

10

i)1,

2, 3

ii)4

(SB

p.4

5–4

7), 7

(SB

p.5

0)

iii)

9

i)1,

2, 3

ii)6

(SB

p.4

9)

iii)

9

2 2 3 2 2

•Tr

aditi

onal

sto

ries,

fab

les

•Lo

nger

cla

ssic

poe

try

•N

arra

tive

poe

try

•M

yths

and

lege

nds

•R

ange

of e

xpla

nato

ry te

xts

linke

d to

oth

er c

urric

ulum

are

as

•R

ange

of n

on-c

hron

olog

ical

rep

orts

•W

ritte

n ve

rsio

n of

fab

le

•O

ral r

etel

ling

•C

hora

l per

form

ance

•A

dd

ition

al v

erse

of p

oem

•M

yth

and

/or l

egen

d

•N

otes

•E

xpla

nato

ry te

xt fo

r a y

oung

er

aud

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13


Teaching sequencefor shared reading and writing through a unit

• establishing purpose for reading;• e.g. activating prior learning, experience or reading;• e.g. predicting content of book from cover and title.

• the ‘searchlights’: phonic skill and knowledge, graphic knowledge, context,word recognition; fluency;

• e.g. skimming, scanning, paragraphs and topic sentences, page layout;• e.g. predicting, deducing, inferring, speculating, making connections.

Children use all of these strategies when they read. However, in Key Stage 1, theteaching focus is mostly on the basic skills toolkit, moving into a focus onnavigating techniques in Years 3 and 4 and comprehension strategies in Years 5and 6.

It is important that the teacher demonstrates the use of a new strategy. Forinstance, you could demonstrate how to scan a paragraph looking for a specificfact, thinking aloud as you do so. Then tell the children a fact and ask them to scanfor it. Ask the children to tell the class the process they went through.

• e.g. likes and dislikes, what puzzles you and questions you would like to ask the author.

• e.g. Year 4 Term 1 T1 to identify social, moral or cultural issues in stories, and todiscuss how the characters deal with them; to locate evidence in text.

• analysing texts for structural and language features;• deriving principles of effective writing from these text models.

This is an investigative activity which you would do in shared reading and then askthe children to repeat in pairs using another text during independent time. Theirconclusions would be brought back to the plenary.

• gathering content for writing or transferring it from another curriculum area, for either fiction or non-fiction writing or stimulating writing through experienceor discussion;

• deciding purpose and audience for writing and choosing the form of writing tofulfil purpose and match audience.

Here the children are applying the principles they gleaned from their analysis oftexts. They plan using the knowledge they have of text structure. When theycompose (draft and revise) they use the sentence structures and language featuresto convey their meaning effectively. They are also applying their word level learning(drafting and editing).

The use of demonstration, scribing and supported composition as described inGrammar for Writing is well established as a series of teaching strategies forteaching drafting. These strategies are equally important for teaching planningand could be used in teaching revising and editing.

Introduction to text

Reading strategies• applying the searchlights model;• techniques to navigate texts;• comprehension strategies;

Response to text

Development of specific readingobjective(s)

Analysing text(reading for writing)

Introduction to writing(on the basis of specific writingobjective)

Writing processplanning, drafting, revising, editing


14


Year 3 Target statements for WritingAs for Year 2 and:

WO

RD

SE

NT

EN

CE

TE

XT

• Attempt to spell unfamiliar words using known conventions and rules and arange of strategies including phonemic, morphemic and etymological.

• Spell words containing common prefixes and suffixes, e.g. un-, dis-, -ly, -ful.• Spell inflected forms of words containing short vowel, doubling the final

consonant where necessary, e.g. win – winning, beg – begged.

• Write legibly with a joined hand, maintaining consistency in size and spacing.

• Use interesting vocabulary; vary use of adjectives and verbs for impact.• Select nouns to be specific, e.g. poodle rather than dog.• Use terminology appropriate to text type.

• Write simple and compound sentences.• Begin to use some subordinators, e.g. if, so, while, though, since.• Vary openings of sentence to avoid repetition.

• Demarcate sentence in the course of writing, using full stops, capital letters,question and exclamation marks, usually accurately.

• Begin to use speech marks and capital letters for a range of purposes.• Secure the use of commas in a list.

• Use 1st or 3rd person and tense consistently.• Use a range of connectives that signal time.• Vary story openings to create effects, such as building tension and

suspense, creating moods, establishing character and scene setting.• Begin to address reader, for instance by using questions in non-fiction.• Write narrative with a build-up and with complication that leads towards a

defined ending, using a paragraph for each.• In non-fiction, begin using basic structure, e.g. introductory and concluding

statements in non-chronological reports.• Sequence sentence to extend ideas logically.• Use language and structures from different text types for own writing.

• Generate and collect suitable words and phrases before writing.• Use different planning formats, e.g. charting, mapping, flow charts,

simple storyboards.• Make and use notes.• Identify and consider audience and how this affects writing.• Mentally rehearse writing, and cumulatively re-read, making adaptations

and corrections.• Be able to improve own writing and correct errors.• Use IT to polish and present.

Phonics and spelling

Handwriting

Style: language effects

Style: sentenceconstruction

Punctuation

Purpose andorganisation

Process


15



WO

RD

SE

NT

EN

CE

TE

XT

• Attempt to spell unfamiliar words using known conventions and rules, and arange of strategies including phonemic, morphemic and etymological.

• Spell the words for Y4 in Appendix List 2 in the NLS Framework.• Distinguish the spelling of common homophones, e.g. hear and here.• Use the dictionary to check spelling of words.• Use the apostrophe for omission.

• Use fluent joined handwriting for all writing except where other special forms are required.

• Use adjectives and adverbs selectively to create variety and add interest.• Use powerful verbs to show character or add impact.• Use language precisely and selectively in relation to text types, for instance

to persuade or convey information.

• Write simple and compound sentences and begin to use relative clauses.• Vary sentences showing characteristics of chosen form, adding phrases to

enhance meaning.

• Demarcate at least half of a written composition correctly, using the Y3 range of punctuation marks.

• Begin to use the apostrophe for possession.• Use commas to separate phrases and clauses within sentences.• Use punctuation effectively in a range of text types.

• Maintain consistent person and tense.• Use main features of story structure to organise events, varying opening,

build-ups, conflicts and endings.• Use setting and characterisation to engage reader’s interest, such as using

the weather to create atmosphere.• In non-fiction, use basic features of test types, such as introductory

statements, followed by clear points leading to a conclusion.• Use paragraphs to structure narrative, for instance isolating an initiating

event or introduction. Use appropriate layout conventions for non-fiction.• Show imagination through use of detail (e.g. to describe setting, build

tension or show character’s feelings or motives), creating interest, humour or suspense.

• In non-fiction, attempt to interest, instruct, persuade or amuse the reader.

• Use different ways to plan writing, e.g. notes, diagrams, etc.• Mentally rehearse writing and re-read as a matter of habit.• Edit in relation to audience and purpose, enhancing or deleting,

justifying choices.

Spelling

Handwriting

Style: language effects


Punctuation

Purpose and organisation

Process


16



WO

RD

SE

NT

EN

CE

TE

XT

• Spell the words for Y5 in Appendix List 2 in the NLS Framework.• Spell words containing more complex prefixes and suffixes, e.g. circum-, ir-, im-,

tion, -cian.• Have strategies for spelling unstressed vowels in polysyllabic words, e.g.

etymological, mnemonic.• Spell inflected forms of words containing short vowels and split digraphs, e.g. hop

and hope, doubling the final consonant where necessary, e.g. hopping, orreplacing the final ‘e’, e.g. hoping.

• Use the apostrophe accurately for words ending in ‘s’, e.g. Dad’s shoes: Theirdads’ tickets were invalid (possession); Dad’s in the bath’ (contraction); Their dadswere all going to the match (plural).

• Use well-chosen phrases and vocabulary to engage the reader.• Use appropriate grammatical features for different text types.

• Write complex sentences, selecting and using a wide range of subordinators.• Adapt or rearrange sentences in relation to text types, using subordinate clauses

to add information, to give reasons and to explain.• Select appropriate word order in sentences to create interest and to increase

precision, clarity and economy.• Write using direct and reported speech.

• Demarcate at least three out of four sentences correctly using the Y4 range ofpunctuation marks.

• Use punctuation to create effects, e.g. slowing the pace of a sentence.• Make more use of commas to separate items in a list, clauses and phrases.• Use speech marks, with new lines for speaker and correct punctuation.• Secure apostrophe for omission and possession.

• Use a repertoire of causal and logical connectives as well as those that signaltime, e.g. however, therefore, next, meanwhile.

• Secure grammatical agreement and coherence to avoid ambiguities andcontradiction.

• Draw writing, both narrative and non-fiction forms, towards a defined conclusion.• Suggest insights into character development through describing how characters

look, react, talk or behave, rather than by telling the reader.• Use setting to create and reflect changes in mood.• In non-fiction, apply features of non-fiction types for use in other curriculum

subjects, e.g. instructional texts for technology.• Use paragraphs to structure plot, by shifting paragraphs for change of time,

scene, action, mood or person.• In non-fiction, elaborate the basic structures of text types in order to make writing

more effective in relation to audience and purpose.• Interest the reader through, for instance, including the narrator’s viewpoint, the

use of humour, gaining suspense through delay, or by the use of specific detail.• Adapt writing to be concise and clear, and use an impersonal style.

• Log ideas for writing in a journal.• Map text structures and lines of development.• Review and edit writing to produce final form, matched to the needs of an

identified reader.• Refine own writing and evaluate work.

Spelling

Style: languageeffects


Punctuation

Purpose and organisation

Process


17


Year 3 Target statements for ReadingAs for Year 2 and:

• Recognise a range of prefixes and suffixes to construct the meanings of words in context.• Recognise the function of the apostrophe for omission and pronounce contracted forms

correctly.• Recognise the full range of consonant digraphs, e.g. kn, wr, ph.

• Read aloud with intonation and expression taking account of punctuation, e.g. commasto mark pauses and grammatical boundaries.

• Understand how pronouns in 1st, 2nd, 3rd person forms are used in sentences and applythis information to maintain understanding when reading.

• Understand how dialogue is punctuated and laid out and read with appropriate expression.

• Know how language is used to create effects, e.g. adjectives and adverbs for descriptionand use to create detailed mental images.

• Use bibliographic knowledge, e.g. indexes to scan texts and locate specific information.

• Understand the difference between prose and playscript.• Understand the features of page layout in non-fiction texts, e.g. titles, subheadings,

labels, diagrams and charts.• Understand how to use indexes to locate specific information.

• Explore underlying themes and ideas, making clear reference to text.

• When reading aloud show awareness and understanding of the different voices in stories.• Discuss the actions of the main characters and justify views using evidence from the text.

• Identify the main point and summarise orally the content of a passage of text.• Use notes to summarise the main points from a passage or text.• Evaluate the usefulness of information, e.g. follow instructions to see if they work.

• Sustain silent reading to include longer, more complex texts.• Draw on knowledge of authors and types of books they write to inform choices.• Read aloud confidently to an audience, e.g. playscript, a performance poem or favourite

passage from a selected text.

Word recognition andphonic knowledge

Grammatical awareness

Use of context

Knowing how texts work

Interpretation and response

Library text

Non-fiction

Attitude


18



• Use knowledge of word formation and a more extensive range of prefixes and suffixes toconstruct the meaning of words in context.

• Read aloud with intonation and expression taking account of punctuation, e.g. commas,dashes, hyphens.

• Use knowledge of how commas, connectives and full stops are used to join and separateclauses to maintain fluency and understanding when reading.

• Apply knowledge of the different uses of the apostrophe to maintain understanding.

• Understand narrative order and chronology, tracking the passing of time in stories.• Know how style and vocabulary are linked to the purpose of the text, e.g. exaggerated

writing in persuasive text.

• Understand how chapters and paragraphs are used to collect, order and build up ideas.• Make use of non-fiction features, e.g. contents to scan, assess for relevance for

intended purpose.• Identify the features of difference types of text, e.g. newspaper reports, non-chronological

reports, explanations, persuasion and ICT texts and use appropriate reading strategies,e.g. scrolling through an ICT text.

• Identify and discuss issues locating evidence in the text.

• Interpret the effect the choice of language has to create moods, build tension, etc.• Identify the use of expressive, descriptive and figurative language in prose and poetry

and interpret the effect of the choice of language to create mood, build tension, etc.• Respond critically to issues raised in stories, location evidence in text, and explore

alternative courses of action and evaluate the author’s solution.

• Prepare for factual research by evaluating what is known and locating relevant source to use.

• Evaluate specific texts with reference to text types, e.g. is an advert successful at persuading?

• Distinguish between fact and opinion and recognise the point of view being presented in a text.

• Develop different reading styles for different text types, e.g. sustained silent reading for longer fiction and close reading for non-fiction.

• Describe and review own reading habits.• Take part in peer group discussion on books.



Use of context


Interpretation and response

Library text

Non-fiction

Attitude


19



• Use knowledge of word, roots, derivations and spelling patterns to read unknown words.• Know how to work out the pronunciation of homophones using the context of the sentence.

• In longer texts, maintain understanding by applying knowledge of the use of pronounswithin sentence and between paragraphs.

• Understand how complex sentence are constructed and punctuated and use this todeepen understanding when reading.

• Understand how stories may vary, e.g. in pace, build up, sequence, complication and resolution.

• Use bibliographical knowledge of fiction and non-fiction genres to make and confirmpredictions of either structure/content or whilst reading.

• Identify features of different fiction genres, e.g. science fiction, adventure, myths, legends.• Know structures and grammatical features of a range of non-fiction text types, e.g.

explanations, recounts, persuasion.• Make use of features that enable the reader to locate specific information, e.g. contents,

sections, headings.

• Infer meanings and critically evaluate text using a broad range of information andexperience.

• Identify the point of view from which a story is told and respond to this by, e.g. retellingfrom a different point of view.

• Understand the difference between literal and figurative language, e.g. by discussing theeffects of imagery in poetry and prose.

• Recognise how characters are presented in different ways and respond to this withreference to the text.

• Infer meaning with reference to text but also applying wider experience, e.g. why acharacter is behaving in a particular way.

• Locate information confidently and efficiently by using appropriate skills, e.g. skimming,scanning text marking, using ICT resources.

• Evaluate texts critically by comparing how different sources treat the same information.

• Develop an active response to own reading, e.g. by empathising with characters,imagining events.

• Use the blurb, front cover, reviews, etc., to make informed decisions about which booksto read.

• Take part in peer group discussions and be prepared to widen reading experience basedon recommendation.



Use of context


Interpretation andresponse

Literary text

Non-fiction

Attitude


20


Introduction to transition unitsThese transition units have been produced in response to requests from LEAs with middle schools

where the children move from their first schools at the end of Year 4.

The object of the units is to create a bridge between the two school settings and help to alleviate the

potential disruption of the change in environment, and often, organisational structure. The work is

based on narrative reading and writing in both years. A connecting feature of the units is the use of a

reading journal to deepen children’s understanding of their reading. The reading journals will move with

the children and give the Year 5 teachers an additional insight into the children’s level of attainment. The

title of the Year 4 unit is ‘Issues and dilemmas’ and it is in two parts. The title of the Year 5 unit is

‘Narrative structure’. These units are part of a medium-term plan in which each term’s objectives are

clustered into themes (see page 4).

The objectives for the Year 4 and Year 5 units with a speaking and listening emphases are listed in full

on pages 5 and 6.

There are plans for each unit and detailed lesson notes and resources to support the teacher. Teachers

will wish to adapt these plans to their own circumstances.

Year 4 unit

The Year 4 unit is in two parts: Issues anddilemmas 1 and 2. Each part is a fortnight’s work.

The unit is built around the following texts:

Part 1• Short story: The Balaclava Story from The

Fib and Other Stories by George Layton• Poem: I Did a Bad Thing Once in Please

Mrs Butler by Allan Ahlberg

Part 2• Novel: Woof! by Alan Ahlberg• Short story: The Balaclava Story from The

Fib and Other Stories by George Layton

It is essential that the novel is read to thechildren during the fortnight before the start ofPart 2.

It is not necessary for each child to have a copyof these texts. You will need to enlarge the poemand some pages of the novel and short story forshared reading. All other resources are provided.

Year 5 unit

This unit is a fortnight’s work and is built aroundthe following texts:

• Short story: The Fib from The Fib and OtherStories by George Layton

• Short story: The Mouth Organ Boys from A Thief in the Village by James Berry

• Novel: The Lottie Project by JacquelineWilson

It is not necessary for each child to have a copy of these texts. You will need to enlarge somepages of the novel and the short stories forshared reading. All other resources are provided.


21


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s;

•ve

rb te

nses

;

•ad

diti

ons

and

/or d

elet

ions

of w

ord

s;

•ch

ange

s to

pun

ctua

tion.

2to

iden

tify

mis

-sp

elt w

ord

s in

ow

n w

ritin

g; to

keep

ind

ivid

ual l

ists

(e.g

. sp

ellin

g lo

gs) t

o le

arn

to

spel

l the

m.

3to

use

ind

epen

den

t sp

ellin

g st

rate

gies

, inc

lud

ing:

•so

und

ing

out a

nd s

pel

ling

usin

g p

hone

mes

.

1to

ana

lyse

the

feat

ures

of a

goo

d o

pen

ing

and

com

par

e a

num

ber

of s

tory

op

enin

gs.

2to

com

pare

the

stru

ctur

e of

diff

eren

t sto

ries,

to

dis

cove

r how

they

diff

er in

pac

e, b

uild

-up

,

seq

uenc

e, c

omp

licat

ion

and

reso

lutio

n.

4to

con

sid

er h

ow te

xts

can

be

root

ed in

the

writ

er’s

exp

erie

nce.

9to

dev

elop

an

activ

e at

titud

e to

war

ds

read

ing:

seek

ing

answ

ers,

ant

icip

atin

g ev

ents

, em

pat

hisi

ng

with

cha

ract

ers

and

imag

inin

g ev

ents

that

are

des

crib

ed.

13to

reco

rd th

eir i

dea

s, re

flect

ions

and

pre

dic

tions

abou

t a b

ook,

e.g

. thr

ough

a re

adin

g lo

g or

jour

nal.

14to

map

out

text

s sh

owin

g d

evel

opm

ent a

nd

stru

ctur

e, e

.g. i

ts h

igh

and

low

poi

nts,

the

links

bet

wee

n se

ctio

ns, p

arag

rap

hs, c

hap

ters

.

3to

dis

cuss

, pro

of-r

ead

and

ed

it th

eir o

wn

writ

ing

for c

larit

y an

d c

orre

ctne

ss, e

.g. b

y cr

eatin

g m

ore

com

ple

x se

nten

ces,

usi

ng a

rang

e of

con

nect

ives

,

sim

plif

ying

clu

msy

con

stru

ctio

ns.

6to

und

erst

and

the

need

for p

unct

uatio

n as

an

aid

to

the

read

er, e

.g. c

omm

as to

mar

k gr

amm

atic

al

bou

ndar

ies;

a c

olon

to s

igna

l, e.

g. a

list

.

1to

iden

tify

mis

-sp

elt w

ord

s in

ow

n w

ritin

g; to

keep

ind

ivid

ual l

ists

(e.g

. sp

ellin

g lo

gs) t

o le

arn

to

spel

l the

m.

2to

use

kno

wn

spel

lings

as

a b

asis

for s

pel

ling

othe

r

wor

ds

with

sim

ilar p

atte

rns

or re

late

d m

eani

ngs.

Yea

r 4

Term

3Is

sues

and

dile

mm

as 1

Yea

r 4

Term

3Is

sues

and

dile

mm

as 2

Yea

r 5

Term

1N

arra

tive

str

uctu

re


22


Fram

ewor

k ob

ject

ives

(con

tinue

d)

Sp

eaki

ng a

nd

liste

ning

emp

hase

s(d

evis

ed fo

r

thes

e un

its)

•co

rrec

t sp

ellin

g an

d re

adin

g of

hig

h fr

eque

ncy

wor

ds

from

KS

1 an

d Y

3;

•id

entif

ying

syl

labi

c pa

tter

ns in

mul

ti-sy

llabi

c

wor

ds;

•us

ing

pho

nic/

spel

ling

know

led

ge a

s a

cue,

toge

ther

with

gra

phic

, gra

mm

atic

al a

nd c

onte

xtua

l

know

led

ge w

hen

read

ing

unfa

mili

ar te

xts;

•re

calli

ng th

e hi

gh fr

eque

ncy

wor

ds

lear

nt in

KS

1

and

Y3.

2to

iden

tify

mis

-sp

elt w

ord

s in

ow

n w

ritin

g; to

kee

p

ind

ivid

ual l

ists

(e.g

. sp

ellin

g lo

gs) a

nd le

arn

to

spel

l the

m.

3to

use

ind

epen

den

t sp

ellin

g st

rate

gies

, inc

lud

ing:

•so

und

ing

out a

nd s

pel

ling

usin

g p

hone

mes

;

•us

ing

visu

al s

kills

, e.g

. rec

ogni

sing

com

mon

lett

er s

trin

gs a

nd c

heck

ing

criti

cal f

eatu

res

(i.e.

doe

s it

look

righ

t, s

hap

e, le

ngth

, etc

?);

•b

uild

ing

from

oth

er w

ord

s w

ith s

imila

r pat

tern

s

and

mea

ning

s, e

.g. m

edic

al, m

edic

ine;

•sp

ellin

g b

y an

alog

y w

ith o

ther

kno

wn

wor

ds,

e.g.

ligh

t, fr

ight

;

•us

ing

wor

d b

anks

, dic

tiona

ries.

5to

exp

lore

the

occu

rren

ce o

f cer

tain

lett

ers,

e.g

.

‘v’ a

nd ‘k

’ and

lett

er s

trin

gs e

.g. ‘

wa’

, (e.

g. s

wat

,

wat

er),

‘wo’

(e.g

. wor

ship

, won

) and

‘ss’

(e.g

.

good

ness

, his

s, m

issi

le) w

ithin

wor

ds;

ded

uce

som

e of

the

conv

entio

ns fo

r usi

ng th

em a

t the

beg

inni

ngs,

mid

dle

s an

d e

ndin

gs o

f wor

ds.

13to

use

join

ed h

and

writ

ing

for a

ll w

ritin

g ex

cep

t

whe

re o

ther

sp

ecia

l for

ms

are

req

uire

d.

•to

use

dis

cuss

ion

to e

xplo

re d

ilem

mas

in s

torie

s;

•to

exp

ress

thou

ghts

and

feel

ings

cle

arly

;

•to

use

focu

sed

que

stio

ning

to o

bta

in; f

urth

er

info

rmat

ion

or in

sigh

t.

•us

ing

visu

al s

kills

, e.g

. rec

ogni

sing

com

mon

lett

er s

trin

gs a

nd c

heck

ing

criti

cal f

eatu

res

(i.e.

doe

s it

look

righ

t, s

hap

e, le

ngth

, etc

?);

•b

uild

ing

from

oth

er w

ord

s w

ith s

imila

r pat

tern

s

and

mea

ning

s, e

.g. m

edic

al, m

edic

ine;

•sp

ellin

g b

y an

alog

y w

ith o

ther

kno

wn

wor

ds,

e.g

.

light

, frig

ht;

•us

ing

wor

d b

anks

, dic

tiona

ries.

4to

pra

ctis

e ne

w s

pel

lings

regu

larly

by

‘look

, say

,

cove

r, w

rite,

che

ck’ s

trat

egy.

9to

reco

gnis

e an

d s

pel

l the

suf

fixes

: -ib

le, -

able

, -iv

e,

-tio

n, -

sion

.

14to

bui

ld u

p s

pee

d a

nd e

nsur

e co

nsis

tenc

y in

siz

e

and

pro

por

tions

of l

ette

rs a

nd s

pac

ing

bet

wee

n

lett

ers

and

wor

ds.

•to

use

dis

cuss

ion

to e

xplo

re d

ilem

mas

in s

torie

s;

•to

exp

ress

thou

ghts

and

feel

ings

cle

arly

;

•to

use

focu

sed

que

stio

ning

to o

bta

in fu

rthe

r

info

rmat

ion

or in

sigh

t.

3to

use

ind

epen

den

t sp

ellin

g st

rate

gies

, inc

lud

ing:

•b

uild

ing

up s

pel

lings

by

sylla

bic

par

ts, u

sing

know

n p

refix

es, s

uffix

es a

nd c

omm

on le

tter

strin

gs;

•ap

ply

ing

know

led

ge o

f sp

ellin

g ru

les

and

exce

ptio

ns;

•b

uild

ing

wor

ds

from

oth

er k

now

n w

ord

s, a

nd

from

aw

aren

ess

of th

e m

eani

ng o

r der

ivat

ions

of

wor

ds;

•us

ing

dic

tiona

ries

and

IT s

pel

l che

cks;

•us

ing

visu

al s

kills

, e.g

. rec

ogni

sing

com

mon

lett

er s

trin

gs a

nd c

heck

ing

criti

cal f

eatu

res

(i.e.

doe

s it

look

righ

t, s

hap

e, le

ngth

etc

).

9to

col

lect

and

cla

ssify

a ra

nge

of id

iom

atic

phr

ases

,

clic

hés

and

exp

ress

ions

, e.g

. the

mor

e th

e b

ette

r,

und

er th

e w

eath

er, p

ast h

is p

rime,

giv

en u

p th

e

ghos

t, ta

ken

for a

rid

e, n

ot u

p to

it, p

ut o

n a

bra

ve

face

, ove

r the

top

, bea

t ab

out t

he b

ush,

in fo

r a

pen

ny, p

ar fo

r the

cou

rse,

put

ting

his

back

up.

Com

pare

,dis

cuss

, sp

ecul

ate

abou

t mea

ning

/

orig

ins

and

che

ck in

dic

tiona

ries;

use

in o

wn

writ

ing

and

be

awar

e of

whe

n it

is a

pp

rop

riate

to u

se th

ese

in s

pee

ch a

nd w

ritin

g.

•to

use

dis

cuss

ion

to e

xplo

re th

e st

ruct

ure

of s

torie

s;

•to

use

dis

cuss

ion

to e

xplo

re th

e re

latio

nshi

p

betw

een

pers

onal

exp

erie

nce

and

writ

ing;

•in

resp

ond

ing

to w

ritin

g, to

exp

ress

thou

ghts

and

feel

ings

cle

arly

.

Yea

r 4

Term

3Is

sues

and

dile

mm

as 1

Yea

r 4

Term

3Is

sues

and

dile

mm

as 2

Yea

r 5

Term

1N

arra

tive

str

uctu

re


23


Unit plan

The plan of the unit is loosely based on a teaching sequence which starts by exploring the reading

objectives and moves into writing. Some sentence and word level objectives are integrated into the

shared text work; others are taught discretely. Speaking and listening are essential components of all

teaching and learning but are given a particular focus in some elements of the plan.

Outcomes and assessment

The written outcomes from this part of the unit are the entries in the children’s reading journals and a

short story. Through these outcomes it will be possible to assess children on the objectives of the unit.

Assessment opportunities can also be found in the children’s contributions to discussion and other

speaking and listening activities during the shared text work and plenary.

Resources

TextsThis part of the unit is built around the following texts:

• Short story: The Balaclava Story from The Fib and Other Stories by George Layton

• Poem: I Did a Bad Thing Once in Please Mrs Butler by Allan Ahlberg

Note If you are going to run the two parts of the unit as a month’s work, you should start to read Woof!

by Allan Ahlberg now.

Resource sheetsThese include a page of ideas on reading journals and a number of texts for use with the children. For

each text to be shared with the children there is an annotated version showing the points in the text to

bring out for teaching the objective – whether these be for analysis or demonstration writing.

Year 4 Term 3: Issues and dilemmas 1 – Introduction


24


Framework objectives and outcomes

Speaking and listening emphases (devised for this unit)• to use discussion to explore dilemmas in stories;• to express thoughts and feelings clearly;• to use focused questioning to obtain further information or insight.

Texts• Short story: The Balaclava Story from The Fib and Other Stories by George Layton• Poem: I Did a Bad Thing Once in Please Mrs Butler by Allan Ahlberg

Outcomes• a three-section story, exploring a dilemma;• two reading journal entries.

Text level1 to identify social, moral or cultural issues in stories, and to discuss how the characters deal with them; to locate

evidence in text;3 to understand how paragraphs or chapters are used to collect, order and build up ideas;

10 to describe and review own reading habits and to widen reading experience;11 to explore the main issues of a story by writing a story about a dilemma and the issues it raises for the characters;20 to summarise a sentence or paragraph by identifying the most important elements and rewording them in a limited

number of words;24 to summarise in writing the key ideas from, e.g. a paragraph or chapter.

Sentence level1 to understand that some words can be changed in particular ways and others cannot, e.g. changing verb endings,

adding comparative endings, pluralisation and that these are important clues for identifying word classes;2 to identify the common punctuation marks including commas, semi-colons, colons, dashes, hyphens, speech marks,

and to respond to them appropriately when reading.

Word level1 to read and spell words through:

• identifying phonemes in speech and writing;• blending phonemes for reading;• segmenting words into phonemes for reading;• correct spelling and reading of high frequency words from KS1 and Y3;• identifying syllabic patterns in multi-syllabic words;• using phonic/spelling knowledge as a cue, together with graphic, grammatical and contextual knowledge when

reading unfamiliar texts.2 to identify mis-spelt words in own writing; to keep individual lists (e.g. spelling logs) and learn to spell them.3 to use independent spelling strategies, including:

• sounding out and spelling using phonemes;• using visual skills, e.g. recognising common letter strings and checking critical features (ie does it look right, shape,

length, etc?);• building from other words with similar patterns and meanings, e.g. medical, medicine;• spelling by analogy with other known words, e.g. light, fright;• using word banks, dictionaries.

5 to explore the occurrence of certain letters, e.g. ‘v’ and ‘k’ and letter strings e.g. ‘wa’, (e.g. swat, water), ‘wo’ (e.g.worship, won) and ‘ss’ (e.g. goodness, hiss, missile) within words; deduce some of the conventions for using them atthe beginning, middle and endings of words.

13 to use joined handwriting for all writing except where other special forms are required.


25


Uni

t pla

n: Y

ear 4

Ter

m 3

: Iss

ues

and

dile

mm

as 1

Day

sW

hole

cla

ss w

ork

Who

le c

lass

wo

rkIn

dep

end

ent/

gui

ded

wo

rkP

lena

ry

1S

pel

ling

Sha

red

text

wo

rk –

read

ing

and

S&

LR

ead

ing

and

S&

LR

ead

ing

and

S&

LS

pel

ling

ban

kin

vest

igat

ion

pag

e 31

W5

Rea

d T

he B

alac

lava

Sto

ryp

ages

1–6

Pag

es 4

–6 T

he B

alac

lava

Sto

ry.

Pai

rs,

Cla

ss d

iagr

am o

f evi

den

ce o

f con

tras

ting

(fo

cus

on p

arag

rap

h st

ruct

ure)

. Dis

cuss

text

mar

k th

ough

ts/f

eelin

gs –

dia

gram

of

feel

ings

. Dis

cuss

ion

of th

e b

oy’s

act

ion,

b

oy’s

pro

ble

m a

nd th

e d

ilem

ma

he fa

ces

evid

ence

of c

ontr

astin

g fe

elin

gs T

1an

d li

kely

con

seq

uenc

es T

1af

ter t

he th

eft.

T1,

T3

2S

hare

d te

xt w

ork

– re

adin

g, s

ente

nce

leve

l and

S&

LS

&L

S&

LR

ead

rest

of T

he B

alac

lava

Sto

ryw

ith th

e ch

ildre

n. F

ocus

on

the

use

of p

unct

uatio

n,

Hot

-sea

t in

pai

rs a

t var

ious

poi

nts

in s

tory

.P

air e

nact

hot

-sea

t. C

lass

dis

cove

r poi

nt

par

ticul

arly

of t

he s

pee

ch a

nd p

arag

rap

hs. D

iscu

ssio

n –

dile

mm

a an

d th

e b

oy’s

C

hoos

e on

e p

oint

for p

rese

ntat

ion

in

in te

xt c

hose

n. R

epea

t.

resp

onse

. R

erea

d p

ages

3–4

and

hot

-sea

t as

the

boy

. Rer

ead

7–8

and

chi

ld h

ot-s

eat.

p

lena

ry T

1D

iscu

ssio

n –

com

par

e, c

ontr

ast a

nd

Mod

el q

uest

ioni

ng.

Eva

luat

e ch

ildre

n’s

que

stio

ns a

nd c

hild

’s a

nsw

ers

T1, T

3, S

2ge

nera

lise

abou

t the

dile

mm

a T1

3S

hare

d te

xt w

ork

– S

&L

Sen

tenc

e le

vel w

ork

Sen

tenc

e le

vel w

ork

S

ente

nce

leve

l wo

rk

Dis

cuss

– re

adin

g ha

bits

T10

Gra

mm

ar fo

r Writ

ing

Uni

t 30

(pag

es 9

4-95

) S1

Gra

mm

ar fo

r Writ

ing

Uni

t 30

S1

Gra

mm

ar fo

r Writ

ing

Uni

t 30

S1

4S

pel

ling

Sha

red

text

wo

rk –

resp

ond

ing

to re

adin

gW

ritin

gR

ead

ing

Iden

tify

‘tric

ky’ b

its in

list

of h

igh

freq

uenc

y R

ead

and

ana

lyse

read

ing

jour

nal e

ntry

on

Rea

din

g jo

urna

l ent

ry –

read

ing

hab

its T

10R

ead

poe

m I

Did

a B

ad T

hing

Onc

e

and

con

tent

wor

ds

and

est

ablis

h re

adin

g ha

bits

. Dem

o-w

rite

par

t of j

ourn

al

Dis

cuss

ion

– co

mp

are

and

con

tras

t with

stra

tegi

es fo

r lea

rnin

g an

d re

call

W3

entr

y on

ow

n re

adin

g ha

bits

T10

them

e of

The

Bal

acla

va S

tory

T1

5S

hare

d te

xt w

ork

– re

adin

g a

nd p

lann

ing

Sen

tenc

e le

vel w

ork

S

ente

nce

leve

l wo

rkS

ente

nce

leve

l wo

rkfo

r w

ritin

g A

naly

se s

truc

ture

of p

oem

I G

ram

mar

for W

ritin

g U

nit 3

0 S

1G

ram

mar

for W

ritin

gU

nit 3

0S

1G

ram

mar

for W

ritin

g U

nit 3

0 S

1D

id a

Bad

Thi

ng O

nce

as b

asis

for t

hree

p

art s

tory

. Pla

n st

ory

A T

3, T

11

6S

hare

d te

xt w

ork

– p

lann

ing

for

wri

ting

Sp

ellin

gS

pel

ling

Sp

ellin

gP

lan

stor

y B

on

thre

e p

art s

truc

ture

T3,

T11

Sp

ellin

g b

ank

pag

e 32

W5

Sp

ellin

g b

ank

pag

e 32

W5

Sp

ellin

g b

ank

pag

e 32

W5

7S

hare

d te

xt w

ork

– w

ritin

g, s

ente

nce

and

wo

rd le

vel

Wri

ting

Rea

din

g a

nd S

&L

Dem

o-w

rite

scrib

e fir

st s

ectio

n fr

om s

tory

pla

n A

– o

pen

ing

and

set

up

dile

mm

a. F

ocus

W

rite

first

sec

tion

usin

g st

ory

pla

n B

.S

hare

2 o

r 3 v

ersi

ons

of s

ectio

n; d

iscu

sson

pun

ctua

tion.

Re-

read

sec

tion

and

dis

cuss

T3, T

11, S

2, W

1R

evis

e an

d e

dit

T3, T

11, W

1, 2

& 3

T3, T

11

8S

pel

ling

Sha

red

text

wo

rk –

wri

ting

, sen

tenc

e an

dW

ritin

g

Rea

din

g a

nd S

&L

Iden

tify

‘tric

ky’ b

its in

wor

ds

for l

earn

ing

W3

wo

rd le

vel

Rea

d a

nd a

naly

se s

econ

dW

rite

seco

nd s

ectio

n us

ing

stor

y p

lan

B.

Sha

re 2

or 3

ver

sion

s of

sec

tion;

dis

cuss

sect

ion

of s

tory

A.

Look

at p

unct

uatio

nR

evis

e an

d e

dit

T3, T

11, W

1, 2

& 3

T3

, T11

T3, T

11, S

2, W

1

9S

hare

d te

xt w

ork

– w

ritin

g, s

ente

nce

and

wo

rd le

vel

Wri

ting

Rea

din

g a

nd S

&L

Dem

o-w

rite

scrib

e th

ird s

ectio

n fr

om s

tory

pla

n A

– c

limax

and

reso

lve

dile

mm

a. F

ocus

W

rite

third

sec

tion

usin

g st

ory

pla

n B

. S

hare

2 o

r 3 v

ersi

ons

of s

torie

s. D

iscu

ss

on p

unct

uatio

n. R

e-re

ad s

tory

and

dis

cuss

T3,

T11

, S2,

W1

Rev

ise

and

ed

it T3

, T11

, W1,

2 &

3d

ilem

ma.

Con

nect

with

oth

er s

torie

s T1

, T11

10S

hare

d te

xt w

ork

– re

adin

g, S

&L

and

wri

ting

Wri

ting

Rea

din

g a

nd S

&L

Rea

d o

ne c

hild

’s c

omp

lete

d s

tory

. Dis

cuss

effe

ctiv

enes

s. D

emo-

writ

e su

mm

ary

of c

hild

’sW

rite

sum

mar

y fo

r The

Bal

acla

va S

tory

Rea

d s

ome

of s

umm

arie

s. A

sses

s, th

roug

h st

ory

T1, T

11 T

24T1

, T11

, T24

dis

cuss

ion,

lear

ning

ab

out d

ilem

ma

T20,

T1

Sp

eaki

ng a

nd L

iste

ning

em

pha

ses

(dev

ised

for t

his

unit)

Text

sO

utco

mes

•to

use

dis

cuss

ion

to e

xplo

re d

ilem

mas

in s

torie

sS

hort

sto

ry: T

he B

alac

lava

Sto

ryfr

om T

he F

ib a

nd O

ther

Sto

ries

•a

stor

y, e

xplo

ring

a d

ilem

ma

•to

exp

ress

thou

ghts

and

feel

ings

cle

arly

by

Geo

rge

Layt

on

•tw

o re

adin

g jo

urna

l ent

ries

•to

use

focu

sed

que

stio

ning

to o

bta

in fu

rthe

r inf

orm

atio

n or

insi

ght

Poe

m: I

Did

a B

ad T

hing

Onc

ein

Ple

ase

Mrs

But

lerb

y A

llan

Ahl

ber

g


26


Year 4 Term 3: Issues and dilemmas 2 – Introduction

Unit plan

The text focus for this unit picks up on the themes in the unit Issues and dilemmas 1. It will be

necessary for the children to have been listening to Woof! by Allan Ahlberg during the preceding weeks

as their class novel. It would also be useful to have a display of books by Allan Ahlberg that the children

can browse through and make choices from for their independent reading.

In this unit the children start by developing their ability to read with understanding and to respond to

reading by using a reading journal; looking at issues and dilemmas in further stories; exploring alternative

courses of action; and looking at the work of a particular author. They will develop their narrative

writing skills by focusing on story endings and composing alternative endings for particular stories.

Some sentence and word level objectives are integrated into the shared text work; others are taught

discretely. Speaking and listening are essential components of all teaching and learning but are given a

particular focus in some elements of the plan.


The written outcomes from this part of the unit are the entries in the children’s reading journals and

alternative endings to stories. Through these outcomes it will be possible to assess children on the

objectives of the unit. Assessment opportunities can also be found in the children’s contributions to

discussion and other speaking and listening activities during the shared text work and plenary.

Resources


• Novel: Woof! by Allan Ahlberg. Puffin Modern Classics 1998.

• Short story: The Balaclava Story from The Fib and Other Stories by George Layton.

Macmillan Children’s Books 1978.

• Poems: selected from Please Mrs Butler and Heard it in the Playground by Allan Ahlberg.

Puffin Books.

Note Teachers may wish to note that another short story The Fib by George Layton is introduced in

the sequel to this unit in Year 5 Term 1.

Resource sheetsThese include a number of texts for use with the children. For some of these there is an annotated

version showing the points in the text to bring out for teaching the objective – whether these be for

analysis or demonstration writing.


27


Speaking and listening emphases (devised for this unit)• to use discussion to explore dilemmas in stories;• to express thoughts and feelings clearly;• to use focused questioning to obtain further information or insight.

Texts• Novel: Woof! by Allan Ahlberg;• Short story: The Balaclava Story from The Fib and Other Stories by George Layton;• Poem: Poem: I Did a Bad Thing Once in Please Mrs Butler by Allan Ahlberg.

Outcomes• Alternative endings to stories;• Reading journal.

Text level8 to write critically about an issue or dilemma raised in a story, explaining the problem, alternative courses of action

and evaluating the writer’s solution;9 to read further stories and poems by a favourite writer, making comparisons and identifying familiar features of the

writer’s work;20 to summarise a sentence or paragraph by identifying the most important elements and rewording them in a limited

number of words;12 to write an alternative ending for a known story about a dilemma and the issues it raises for the character;24 to summarise in writing the key ideas from, e.g. a paragraph or chapter.

Sentence level2 to identify the common punctuation marks including commas, semi-colons, colons, dashes, hyphens, speech

marks, and to respond to them appropriately when reading;3 to understand how the grammar of a sentence alters when the sentence type is altered, when e.g. a statement is

made into a question, a question becomes an order, a positive statement is made negative, noting e.g.:• the order of words;• verb tenses;• additions and/or deletions of words;• changes to punctuation.

Word level2 to identify mis-spelt words in own writing; to keep individual lists (e.g. spelling logs) to learn to spell them;3 to use independent spelling strategies, including:

• sounding out and spelling using phonemes;• using visual skills, e.g. recognising common letter strings and checking critical features (ie does it look right,

shape, length, etc?);• building from other words with similar patterns and meanings, e.g. medical, medicine;• spelling by analogy with other known words, e.g. light, fright;• using word banks, dictionaries;

4 to practise new spellings regularly by ‘look, say, cover, write, check’ strategy;9 to recognise and spell the suffixes: -ible, -able, -ive, -tion, -sion;

14 to build up speed and ensure consistency in size and proportions of letters and spacing between letters and words.



28


Sp

eaki

ng a

nd L

iste

ning

em

pha

ses

(dev

ised

for t

his

unit)

Text

sO

utco

mes

•to

use

dis

cuss

ion

to e

xplo

re d

ilem

mas

in s

torie

sN

ovel

: Woo

f!b

y A

llan

Ahl

ber

g•

Alte

rnat

ive

end

ings

to s

torie

s•

to e

xpre

ss th

ough

ts a

nd fe

elin

gs c

lear

lyS

hort

sto

ry: T

he B

alac

lava

Sto

ryfr

om T

he F

ib a

nd O

ther

Sto

ries

•R

ead

ing

jour

nal

•to

use

focu

sed

que

stio

ning

to o

bta

in fu

rthe

r inf

orm

atio

n or

insi

ght

by

Geo

rge

Layt

onP

oem

: I D

id a

Bad

Thi

ng O

nce

in P

leas

e M

rs B

utle

rby

Alla

n A

hlb

erg

Uni

t pla

n: Y

ear 4

Ter

m 3

: Iss

ues

and

dile

mm

as 2

Day

sW

hole

cla

ss w

ork

Who

le c

lass

wo

rkIn

dep

end

ent/

gui

ded

wo

rkP

lena

ry

1S

pel

ling

Sha

red

text

wo

rk –

read

ing

and

S&

LS

&L

and

wri

ting

Rea

din

g a

nd S

&L

Sp

ellin

g b

ank

inve

stig

atio

n p

age

36.

W9

Rea

d th

e jo

urna

l ent

ry fo

r Bal

acla

va.

Pai

rs –

dis

cuss

alte

rnat

ive

cour

ses

of

Dis

cuss

alte

rnat

ive

sugg

estio

ns. E

valu

ate

Focu

s on

the

3rd

& 4

th p

aras

. Dis

cuss

actio

n. M

ake

note

s an

d p

rep

are

to fe

ed

with

refe

renc

e to

text

. Com

par

e w

ith th

e al

tern

ativ

es to

the

thef

t. T

8, T

20b

ack

to g

roup

. T8

auth

or’s

sol

utio

n. T

8

2S

hare

d te

xt w

ork

– re

adin

g a

nd S

&L

Sen

tenc

e le

vel w

ork

Sen

tenc

e le

vel w

ork

Sen

tenc

e le

vel w

ork

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iew

cla

ss n

ovel

Woo

f!D

iscu

ss c

omm

onG

ram

mar

for W

ritin

g U

nit 3

1 (p

ages

96–

97).

Gra

mm

ar fo

r Writ

ing

Uni

t 31

. S

3G

ram

mar

for W

ritin

g U

nit 3

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3th

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in h

is p

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d th

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. T9

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xt w

ork

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&L

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ting

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din

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nd w

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gLo

ok a

t the

way

cha

pte

rs 1

–3 a

re u

sed

to b

uild

up

to th

e d

ilem

ma

– su

mm

aris

e. R

e-re

adC

ontin

ue re

adin

g ch

apte

r 4, i

den

tifyi

ng

Col

lect

toge

ther

wor

k on

cha

pte

r 4. D

evis

e b

egin

ning

of c

hap

ter 4

, pos

ing

que

stio

ns a

nd m

akin

g no

tes

abou

t Eric

’s d

ilem

ma.

dile

mm

as, s

eeki

ng e

vid

ence

from

text

and

a 1–

2 se

nten

ce s

umm

ary

of c

hap

ter.

T24

Iden

tify

and

att

end

to p

unct

uatio

n m

arks

. S

2, T

8, T

20, T

24su

mm

aris

ing.

T8,

T24

4S

pel

ling

Sha

red

text

wo

rk –

resp

ond

ing

to re

adin

gR

ead

ing

and

resp

ond

ing

Rea

din

g a

nd S

&L

Iden

tify

‘tric

ky’ b

its in

list

of h

igh

freq

uenc

yR

ead

ext

ract

from

Ch.

7 an

d th

e p

oem

Dog

Com

par

e b

ooks

with

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hem

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ook

Dra

w c

oncl

usio

ns a

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t com

mon

them

es

and

con

tent

wor

ds

and

est

ablis

h st

rate

gies

in th

e P

layg

roun

d. D

iscu

ss h

ow d

ogs

are

for l

inks

. Pre

par

e la

bel

s fo

r an

auth

or-f

ocus

in

the

text

s. E

ncou

rage

furt

her b

row

sing

fo

r lea

rnin

g an

d re

call

W1,

W3,

W4

pre

sent

ed in

Ahl

ber

g’s

wor

k an

d e

xplo

re

boo

k d

isp

lay.

T9

and

read

ing.

T9

othe

r the

mes

. T9

5S

hare

d te

xt w

ork

– re

adin

g a

nd S

&L

Sen

tenc

e le

vel w

ork

Sen

tenc

e le

vel w

ork

Sen

tenc

e le

vel w

ork

Sum

mar

ise

oral

ly a

nd d

iscu

ss w

ay in

G

ram

mar

for W

ritin

g U

nit 3

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3G

ram

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ritin

g U

nit 3

1. S

3G

ram

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for W

ritin

g U

nit 3

1. S

3w

hich

dile

mm

a is

reso

lved

in W

oof!

T8, T

24

6S

hare

d te

xt w

ork

– re

adin

g/p

lann

ing

Sp

ellin

gS

pel

ling

Sp

ellin

gD

iscu

ss w

hat m

akes

an

effe

ctiv

e en

din

g –

S

pel

ling

ban

kp

age

36.

W9

Sp

ellin

g b

ank

pag

e 36

.W

9S

pel

ling

ban

kp

age

36.

W9

alte

rnat

ive

end

ing

to B

alac

lava

. T1

2

7S

hare

d te

xt w

ork

– w

ritin

gW

ritin

g

Sp

eaki

ng a

nd li

sten

ing

Rev

iew

feat

ures

of e

ffect

ive

end

ings

. Dem

o-w

rite

a fu

rthe

r alte

rnat

ive

end

ing

for B

alac

lava

. T12

Alte

rnat

ive

end

ing

to B

alac

lava

. T1

2D

iscu

ss a

nd c

omp

are

alte

rnat

ive

end

ings

. D

raw

att

entio

n to

sen

tenc

e ty

pe,

revi

ewin

g. S

3T1

2

8S

pel

ling

Sha

red

text

wo

rk –

pla

nnin

gW

ritin

gS

pel

ling

and

revi

sing

Iden

tify

‘tric

ky’ b

its in

list

of h

igh

freq

uenc

yD

emon

stra

te h

ow to

pla

n an

alte

rnat

ive

Beg

in to

writ

e an

alte

rnat

ive

end

ing

toC

hild

ren

read

thro

ugh

thei

r writ

ing

so fa

r.

and

con

tent

wor

ds

and

est

ablis

h st

rate

gies

end

ing

to W

oof!

T12

Woo

f! us

ing

the

feat

ures

of a

n ef

fect

ive

Rev

iew

sp

ellin

gs w

ith p

artic

ular

refe

renc

e

for l

earn

ing

and

reca

ll. W

1, W

2, W

4st

ory

end

ing.

T12

to ‘t

ricky

’ bits

. W

1, W

2

9S

hare

d te

xt w

ork

– w

ritin

gW

ritin

gR

ead

ing

and

S&

LR

evie

w a

chi

ld’s

alte

rnat

ive

end

ing

to

Chi

ldre

n to

com

ple

te a

ltern

ativ

e en

din

g to

Woo

f!–

revi

se a

nd e

dit.

T12

Exa

min

e d

iffer

ent e

ndin

gs fo

r Woo

f! fo

r W

oof!

T12

exam

ple

s of

effe

ctiv

e en

din

gs.

T12

10S

hare

d te

xt w

ork

– S

&L

and

wri

ting

Wri

ting

Rev

iew

ing

lear

ning

Con

sid

er a

ltern

ativ

e en

din

gs fo

r Woo

f! D

iscu

ss th

e p

ros

and

con

s of

bei

ng a

boy

or a

Jo

urna

l Ent

ry –

lett

er to

Eric

from

one

of t

he

Refl

ect o

n co

nten

t of u

nit.

Ask

chi

ldre

n to

dog

with

refe

renc

e to

the

text

. Wor

k in

role

as

a ch

arac

ter f

rom

the

stor

y –

try

to c

onvi

nce

char

acte

rs tr

ying

to c

onvi

nce

him

to b

e id

entif

y w

hat t

hey

have

lear

nt a

nd s

et

Eric

of a

par

ticul

ar p

oint

of v

iew

. T8

, T12

eith

er a

dog

or a

boy

. T8

, T12

targ

et fo

r fur

ther

imp

rove

men

t. T

8, T

10, T

12


29


Unit plan

The plan of the unit (page 10) is loosely based on a teaching sequence which starts by exploring the

reading objectives and moves into writing (see page 8 for an explanation of the teaching sequence).

Some sentence and word level objectives are integrated into the shared text work; others are taught

discretely. Speaking and listening are essential components of all teaching and learning but are given a

particular focus in some elements of the plan. You may wish to adapt these plans to your own class.

Examples of two teachers’ adapted plans appear on pages 30–32.


The written outcomes from this part of the unit are the entries in the children’s reading journals, planning

of a complete story and a worked opening of a story. Through these outcomes it will be possible to

assess children on the objectives of the unit. Assessment opportunities can also be found in the

children’s contributions to discussion and other speaking and listening activities during the shared text

work and plenary.

Resources


• Short story: The Balaclava Story from The Fib and Other Stories by George Layton. Macmillan

Children’s Books 1978

• Short story: The Mouth-organ Boys from A Thief in the Village by James Berry. Puffin Books

• Novel: The Lottie Project by Jacqueline Wilson. Corgi Yearling Books

Note Only one copy of each of these texts is required to teach the unit although some classroom

copies are recommended for the children to read to themselves.

Resource sheetsThese include a page of ideas on reading journals and a number of texts for use with the children. For

each text to be shared with the children there is an annotated version showing the points in the text to

bring out for teaching the objective – whether these be for analysis or demonstration writing.

Year 5 Term 1: Narrative structure – Introduction


30


Speaking and listening emphases (devised for this unit)• to use discussion to explore the structure of stories;• to use discussion to explore the relationship between personal experience and writing;• in responding to writing, to express thoughts and feelings clearly.

Texts• Short story: The Balaclava Story from The Fib and Other Stories by George Layton• Short story: The Mouth-organ Boys from A Thief in the Village by James Berry• Novel: The Lottie Project by Jacqueline Wilson

Outcomes • reading journal entries• planning for a story• the opening of a story.

Text level8 to analyse the features of a good opening and to compare a number of story openings;2 to compare the structure of different stories, to discover how they differ in pace, build-up, sequence, complication

and resolution;4 to consider how texts can be rooted in the writer’s experience;9 to develop an active attitude towards reading: seeking answers, anticipating events, empathising with characters

and imagining events that are described;13 to record their ideas, reflections and predictions about a book, e.g. through a reading log or journal;14 to map out texts showing development and structure, e.g. its high and low points, the links between sections,

paragraphs, chapters.

Sentence level3 to discuss, proof-read and edit their own writing for clarity and correctness, e.g. by creating more complex

sentences, using a range of connectives, simplifying clumsy constructions; 6 to understand the need for punctuation as an aid to the reader, e.g. commas to mark grammatical boundaries; a

colon to signal, e.g. a list.

Word level1 to identify mis-spelt words in own writing; to keep individual lists (e.g. spelling logs) and learn to spell them;2 to use known spellings as a basis for spelling other words with similar patterns or related meanings;3 to use independent spelling strategies, including:

• building up spellings by syllabic parts, using known prefixes, suffixes and common letter strings;• applying knowledge of spelling rules and exceptions;• building words from other known words, and from awareness of the meaning or derivations of words;• using dictionaries and IT spell checks;• using visual skills, e.g. recognising common letter strings and checking critical features (i.e. does it look right,

shape, length etc);9 to collect and classify a range of idiomatic phrases, clichés and expressions, e.g. the more the better, under the

weather, past his prime, given up the ghost, taken for a ride, not up to it, put on a brave face, over the top, beatabout the bush, in for a penny, par for the course, putting his back up. Compare, discuss, speculate aboutmeaning/origins and check dictionaries; use in own writing and be aware of when it is appropriate to use these inspeech and writing.



31


1 2 3 4 5 6 7 8 9

10

Who

le c

lass

wo

rk

Sp

ellin

g

Look

at h

igh

freq

uenc

y an

d c

onte

nt w

ord

s b

eing

lear

ntth

is w

eek.

Dis

cuss

‘tric

ky b

its’ a

nd re

late

to k

now

n ru

les

and

con

vent

ions

. Rem

ind

cla

ss a

bou

t use

of s

pel

ling

logs

. W

1, W

2, W

3

Sha

red

text

wo

rk –

read

ing

and

S&

LR

ead

con

clud

ing

half

of T

he F

ib, p

ausi

ng a

nd a

skin

gpu

pils

to p

redi

ct th

e ou

tcom

e. D

iscu

ss p

upils

’ res

pons

e.R

eflec

t on

the

stor

y st

ruct

ure.

T4

, T9,

T2

Sp

eaki

ng a

nd L

iste

ning

focu

s (d

evis

ed fo

r thi

s un

it)

•to

use

dis

cuss

ion

to e

xplo

re th

e st

ruct

ure

of s

torie

s•

to u

se d

iscu

ssio

n to

exp

lore

the

rela

tions

hip

bet

wee

n p

erso

nal e

xper

ienc

e an

d w

ritin

g•

in re

spon

din

g to

writ

ing,

to e

xpre

ss th

ough

ts a

nd fe

elin

gs c

lear

ly

Out

com

es

•M

aps

of s

tory

str

uctu

re•

Alte

rnat

ive

open

ings

to s

torie

s•

Rea

din

g jo

urna

l

Text

s

•S

hort

sto

ries:

The

Fib

from

The

Fib

and

Oth

er S

torie

sb

y G

eorg

e La

yton

•Th

e M

outh

-org

an B

oys

from

A T

hief

in th

e V

illag

eb

y Ja

mes

Ber

ry

•C

lass

nov

el: T

he L

ottie

Pro

ject

by

Jacq

uelin

e W

ilson

Ple

nary

Rea

din

g a

nd S

&L

Feed

bac

k ev

iden

ce a

nd re

spon

ses

from

pre

viou

s ac

tivity

.M

ake

com

par

ison

s b

etw

een

auth

or’s

exp

erie

nce

and

child

ren’

s ow

n ex

per

ienc

es. M

ake

note

s on

tab

le.

T4 T

9

Sen

tenc

e le

vel w

ork

Gra

mm

ar fo

r Writ

ing

Uni

t 34.

S6

Sp

eaki

ng a

nd li

sten

ing

Dis

cuss

sev

eral

of t

he c

hild

ren’

s jo

urna

l ent

ries.

Com

par

ein

terp

reta

tions

of a

nd re

actio

ns to

the

text

. T4

, T9,

T13

Sp

ellin

gD

iscu

ss p

rob

lem

s w

ith s

pel

ling

pol

ysyl

lab

ic w

ord

s.C

halle

nge

pup

ils to

use

two

such

wor

ds

in a

sen

tenc

ean

d w

rite

the

who

le s

ente

nce

corr

ectly

. Ass

ess

thei

rsp

ellin

g ac

cura

cy.W

3

Rea

din

g re

spo

nse

Sha

re s

ome

of th

e jo

urna

l ent

ries,

com

par

e an

d d

iscu

ssp

red

ictio

ns a

bou

t the

pos

sib

le d

evel

opm

ent o

f the

sto

ry.

T9 Wo

rd le

vel w

ork

A

dd

to c

lass

list

and

con

tinue

to c

lass

ify. D

iscu

ssm

eani

ng a

nd a

pp

rop

riate

use

(pup

ils to

resp

ond

on

whi

teb

oard

s).

W9

Sp

eaki

ng a

nd li

sten

ing

Dis

cuss

and

com

par

e th

e st

ruct

ure

of th

e tw

o st

orie

s b

ylo

okin

g at

the

high

and

low

poi

nts

in e

ach.

T2,

T14

Rea

din

g, s

pea

king

and

list

enin

gFr

om a

naly

sis

and

inve

stig

atio

n, b

uild

up

cla

ss li

st o

f the

feat

ures

of a

goo

d o

pen

ing.

T1

Wri

ting

U

se a

chi

ld’s

pla

n an

d e

arly

wor

k to

dem

onst

rate

and

dis

cuss

S3.

T1,

S3,

W1

Rev

iew

ing

lear

ning

Refl

ect o

n co

nten

t of u

nit.

Ask

chi

ldre

n to

iden

tify

wha

tth

ey h

ave

lear

nt a

nd s

et ta

rget

for f

urth

er le

arni

ng.

Ind

epen

den

t/g

uid

ed w

ork

Rea

din

g a

nd S

&L

Pai

rs –

dis

cuss

, mar

k an

d a

nnot

ate

a se

ctio

n of

the

text

,id

entif

ying

exa

mp

les

whi

ch s

ugge

st th

at th

e au

thor

has

dra

wn

on h

is o

wn

exp

erie

nce.

T4

Sen

tenc

e le

vel w

ork

Gra

mm

ar fo

r Writ

ing

Uni

t 34.

S6

Rea

din

g re

spo

nse

thro

ugh

jour

nal

Chi

ldre

n co

mp

ose

read

ing

jour

nal e

ntry

on

The

Fib

whi

ch c

once

ntra

tes

on re

spon

din

g to

diff

eren

ces

rath

erth

an s

imila

ritie

s. T

4, T

13

Sp

ellin

gFo

cus

on s

trat

egie

s fo

r sp

ellin

g fu

rthe

r pol

ysyl

lab

icw

ord

s. M

emor

ise

them

. W

3

Rea

din

g re

spo

nse

thro

ugh

jour

nal

Ind

ivid

uals

com

pos

e a

read

ing

jour

nal e

ntry

re T

heM

outh

-org

an B

oys

that

is a

reas

oned

pre

dic

tion

abou

tth

e w

ay th

e re

ader

thin

ks th

e st

ory

will

/sho

uld

dev

elop

.T9

, T13

Wo

rd le

vel w

ork

E

xplo

re id

iom

atic

phr

ases

furt

her:

look

for e

xam

ple

s in

text

s re

ad; c

omp

ose

sent

ence

s us

ing

phr

ases

to s

how

mea

ning

; inv

estig

ate

orig

ins

of s

ome

phr

ases

. W

9

Ana

lysi

s o

f rea

din

g

Map

the

stru

ctur

e of

The

Mou

th-o

rgan

Boy

sto

sho

w th

ehi

gh a

nd lo

w p

oint

s in

the

text

. T1

4

Ana

lysi

s o

f rea

din

gP

airs

– e

xplo

re a

nd id

entif

y th

e fe

atur

es o

f the

op

enin

gof

one

or t

wo

alte

rnat

ive

stor

ies.

T1

Wri

ting

P

lan

and

beg

in to

writ

e an

alte

rnat

ive

open

ing

to T

heM

outh

-org

an B

oys

usin

g th

e fe

atur

es o

f an

effe

ctiv

eop

enin

g. T

1, W

2, W

3

Who

le c

lass

wo

rk

Sha

red

text

wo

rk –

read

ing

and

S&

LIn

trod

uce

and

read

firs

t hal

f of T

he F

ib. D

iscu

ss p

upils

’in

itial

resp

onse

. Foc

us o

n ex

amp

les

of th

e au

thor

dra

win

g on

his

ow

n ex

per

ienc

e of

sch

ool d

ays

in 1

950s

.T4

, T9

Sen

tenc

e le

vel w

ork

Gra

mm

ar fo

r Writ

ing

Uni

t 34.

S6

Sha

red

text

wor

k –

read

ing

and

S&

LIn

trod

uce

and

read

firs

t hal

f of T

he M

outh

-org

an B

oys.

Dis

cuss

pup

ils’ i

nitia

l res

pons

e an

d co

mpa

re th

is s

tory

with

The

Fib

. Loo

k fo

r evi

denc

e of

aut

hor’s

exp

erie

nce

ofgr

owin

g up

in J

amai

ca. T

4, T

9

Sp

ellin

gD

icta

te s

ente

nces

to p

ract

ise

writ

ing

this

wee

k’s

wor

ds.

Writ

e se

nten

ce in

corp

orat

ing

pairs

of w

ords

. W1,

W2,

W3

Sp

ellin

gD

icta

te s

ente

nces

to p

ract

ise

writ

ing

this

wee

k’s

wor

ds.

Focu

s on

str

ateg

ies

for s

pel

ling

pol

ysyl

lab

ic w

ord

s fr

omhi

gh fr

eque

ncy

list o

r voc

ab in

oth

er s

ubje

cts.

W3

Wo

rd le

vel w

ork

Intr

oduc

e id

ea o

f id

iom

atic

phr

ases

and

exp

ress

ions

usin

g ex

amp

les

from

the

text

read

. Dis

cuss

thei

rm

eani

ng a

nd u

se. A

sk p

upils

to th

ink

of fu

rthe

rex

amp

les,

e.g

. beg

in to

list

and

cla

ssify

. W

9

Sha

red

text

wo

rk –

ana

lysi

s o

f rea

din

g

Dis

cuss

and

dem

onst

rate

the

“map

pin

g” o

f the

str

uctu

reof

The

Fib

, rep

rese

ntin

g th

e m

app

ing

in tw

o al

tern

ativ

ew

ays.

(G

fW 3

8) T

14

Sha

red

text

wo

rk &

sen

tenc

e le

vel –

read

ing

resp

ons

e th

roug

h jo

urna

lD

emon

stra

te w

ritin

g of

a re

adin

g jo

urna

l ent

ry re

The

Fib

that

con

cent

rate

s on

resp

ond

ing

to s

imila

ritie

sb

etw

een

the

auth

or’s

exp

erie

nces

, and

the

read

er’s

. Inc

orp

orat

e te

achi

ng o

n p

unct

uatio

n.T4

, T13

, S6

Sha

red

text

wo

rk –

resp

ons

e th

roug

h jo

urna

lR

emin

d c

hild

ren

of th

e op

enin

g of

the

clas

s no

vel,

dis

cuss

the

situ

atio

n an

d c

hara

cter

s –

wha

t mig

ht h

app

en n

ext

and

why

. Dem

onst

rate

writ

ing

of a

read

ing

jour

nal e

ntry

that

is a

reas

oned

pre

dic

tion

abou

t the

way

the

read

er th

inks

the

stor

y w

ill/s

houl

d d

evel

op. I

ncor

por

ate

teac

hing

on

pun

ctua

tion.

T9, T

13, S

6

Wri

ting

Con

tinue

to w

rite

and

revi

se a

ltern

ativ

e op

enin

g p

lann

ed a

nd b

egun

pre

viou

s d

ay.

T1,

S3,

W2,

W3

Sha

red

text

wo

rk –

read

ing

and

S&

LR

ead

con

clud

ing

half

of T

he M

outh

-org

an B

oys.

Dis

cuss

pup

ils’ r

esp

onse

. Loo

k at

the

stor

y st

ruct

ure

by

thin

king

abou

t Del

roy’

s p

rob

lem

s. C

onsi

der

the

way

that

the

auth

or k

eep

s b

ack

som

e in

form

atio

n to

cre

ate

surp

rise

endi

ng. T

9, T

2

Sp

ellin

gLo

ok a

t hig

h fr

eque

ncy

and

con

tent

wor

ds

bei

ng le

arnt

this

wee

k. D

iscu

ss ‘t

ricky

bits

’ and

rela

te to

kno

wn

rule

san

d c

onve

ntio

ns.

W1,

W2,

W3

Sha

red

text

wo

rk –

ana

lysi

s o

f rea

din

gTh

roug

h d

iscu

ssio

n an

d d

emon

stra

tion

anal

yse

the

feat

ures

of t

he o

pen

ings

of T

he F

ib, T

he M

outh

-org

an B

oys,

and

the

ongo

ing

nove

l, e.

g. T

he L

ottie

Pro

ject

. Com

par

e an

d c

ontr

ast.

T1,

S6

Sha

red

text

wo

rk –

wri

ting

inc.

sen

tenc

e le

vel

Dis

cuss

diff

eren

t way

s th

e au

thor

mig

ht h

ave

open

ed T

he F

ib. D

emon

stra

te th

e w

ritin

g of

a s

hort

alte

rnat

ive

open

ing

toth

is s

tory

. Rev

ise

own

writ

ing

and

inco

rpor

ate

teac

hing

on

pun

ctua

tion.

Dis

cuss

diff

eren

t way

s th

e au

thor

mig

ht h

ave

open

ed T

he M

outh

-org

an B

oys.

T1, S

3, W

2, W

3

Uni

t pla

n


32


Exa

mp

le o

f ann

otat

ed u

nit p

lan,

day

s 1

to 3

Exa

mp

le o

f ann

otat

ed u

nit p

lan

by

the

teac

her f

or C

lass

5 a

t Bra

cken

Prim

ary

Sch

ool.

5 gr

oup

s: S

atur

n (A

A),

Nep

tune

, Mar

s, P

luto

(Av)

, Jup

iter (

BA

)

New

voc

ab f

rom

geo

g an

d m

aths

.Sep

arat

e

list

of h

igh-

freq

uenc

y wor

ds f

or T

A t

o

wor

k on

wit

h Jup

iter

gro

up.

1 2 3

Who

le c

lass

wo

rk

Sp

ellin

g

Look

at h

igh

freq

uenc

y an

dco

nten

t wor

ds

bei

ng le

arnt

this

wee

k. D

iscu

ss ‘t

ricky

bits

’ and

rela

te to

kno

wn

rule

s an

dco

nven

tions

. Rem

ind

cla

ss a

bou

tus

e of

sp

ellin

g lo

gs.

W1,

W2,

W3

Sha

red

text

wo

rk –

read

ing

an

d S

&L

Rea

d c

oncl

udin

g ha

lf of

The

Fib

,p

ausi

ng a

nd a

skin

g p

upils

top

red

ict t

he o

utco

me.

Dis

cuss

pup

ils’ r

esp

onse

. Refl

ect o

n th

est

ory

stru

ctur

e. 4

, T9

, T2

Gui

ded

read

ing

Nep

tune

gro

upH

arry

the

Poi

sono

us C

entip

ede

chap

ters

4 to

6. D

iscu

ss H

arry

’slie

, and

pre

dic

t cha

pte

r 8

from

title

.

Sat

urn

gro

upW

ar B

oy. T

he S

hop

.Dis

cuss

effe

ct o

f pic

ture

s an

d a

utho

r’s u

seof

real

illu

stra

tions

, e.g

. pag

es 9

,25

and

32.

Mar

s g

roup

As

Nep

tune

day

1.

Ple

nary

Rea

din

g a

nd S

&L

Feed

bac

k ev

iden

ce a

ndre

spon

ses

from

pre

viou

s ac

tivity

.M

ake

com

par

ison

s b

etw

een

auth

or’s

exp

erie

nce

and

chi

ldre

n’s

own

exp

erie

nces

. Mak

e no

tes

onta

ble

. T4

T9

Sen

tenc

e le

vel w

ork

Gra

mm

ar fo

r Writ

ing

Uni

t 34.

S

6

Sp

eaki

ng a

nd li

sten

ing

Dis

cuss

sev

eral

of t

he c

hild

ren’

sjo

urna

l ent

ries.

Com

par

ein

terp

reta

tions

of a

nd re

actio

ns to

the

text

. T4

, T9,

T13

Ind

epen

den

t/g

uid

ed w

ork

Rea

din

g a

nd S

&L

Pai

rs –

dis

cuss

, mar

k an

d a

nnot

ate

a se

ctio

n of

the

text

, id

entif

ying

exam

ple

s w

hich

sug

gest

that

the

auth

or h

as d

raw

n on

his

ow

nex

per

ienc

e. T

4

Sen

tenc

e le

vel w

ork

Gra

mm

ar fo

r Writ

ing

Uni

t 34.

S

6

Rea

din

g re

spo

nse

thro

ugh

jour

nal

Chi

ldre

n co

mp

ose

read

ing

jour

nal

entr

y on

The

Fib

whi

chco

ncen

trat

es o

n re

spon

din

g to

diff

eren

ces

rath

er th

an s

imila

ritie

s.T4

, T13

Who

le c

lass

wo

rk

Sha

red

text

wo

rk –

read

ing

an

d S

&L

Intr

oduc

e an

d re

ad fi

rst h

alf o

f The

Fib

. Dis

cuss

pup

ils’ i

nitia

lre

spon

se. F

ocus

on

exam

ple

s of

the

auth

or d

raw

ing

on h

is o

wn

exp

erie

nce

of s

choo

l day

s in

1950

s. T

4, T

9

Sen

tenc

e le

vel w

ork

Gra

mm

ar fo

r Writ

ing

Uni

t 34.

S

6

Sha

red

text

wo

rk &

sen

tenc

e le

vel –

read

ing

resp

ons

e th

roug

hjo

urna

l. D

emon

stra

te w

ritin

g of

a re

adin

g jo

urna

l ent

ry re

The

Fib

that

conc

entr

ates

on

resp

ond

ing

to s

imila

ritie

sb

etw

een

the

auth

or’s

exp

erie

nces

, and

the

read

er’s

. Inc

orp

orat

e te

achi

ng o

n p

unct

uatio

n.T4

, T13

, S6

Relat

e se

ttin

g to

wor

k do

ne o

n

Que

en’s

Jub

ilee

last

sum

mer

.

TA

to

sit

near

Lou

ise,

Ani

l,Cha

rmai

ne

and

Sam

my

to e

ncou

rage

par

ticipa

tion

.

Nat

han

and

Ala

n.T

A t

o wor

k wit

h Jup

iter

gro

up a

nd Iva

n be

fore

sess

ion

to p

re-te

ach/

refr

esh

purp

ose

of r

eadi

ng

jour

nals

– s

how e

.g.g

o ov

er t

echn

ical

lang

uage

etc

.


33


Exa

mp

le o

f ann

otat

ed u

nit p

lan,

day

s 4

to 6

4 5 6

Who

le c

lass

wo

rk

Sha

red

text

wo

rk –

read

ing

an

d S

&L

Intro

duce

and

read

firs

t hal

f of T

heM

outh

-org

an B

oys.

Dis

cuss

pup

ils’

initi

al re

spon

se a

nd c

omp

are

this

stor

y w

ith T

he F

ib. L

ook

for

evid

ence

of a

utho

r’s e

xper

ienc

eof

gro

win

g up

in J

amai

ca.

T4, T

9

Gui

ded

read

ing

Plu

to g

roup

As

Nep

tune

gro

up d

ay 1

.

Jup

iter

gro

upFi

re! F

ire!I

ntro

duc

e b

ook,

esta

blis

h ra

nge

and

text

typ

es o

ffo

ur p

arts

. Rea

d R

ed A

dai

r–

focu

s on

flue

ncy.

Mar

s g

roup

Cha

pte

rs 7

to 9

. Foc

us o

nef

fect

ive

wor

d c

hoic

es –

loca

te b

ysc

anni

ng.

Ple

nary

Sp

ellin

gD

iscu

ss p

rob

lem

s w

ith s

pel

ling

pol

ysyl

lab

ic w

ord

s. C

halle

nge

pup

ils to

use

two

such

wor

ds

in a

sent

ence

and

writ

e th

e w

hole

sent

ence

cor

rect

ly. A

sses

s th

eir

spel

ling

accu

racy

. W

3

Rea

din

g re

spo

nse

Sha

re s

ome

of th

e jo

urna

l ent

ries,

com

par

e an

d d

iscu

ss p

red

ictio

nsab

out t

he p

ossi

ble

dev

elop

men

tof

the

stor

y. T

9

Wo

rd le

vel w

ork

A

dd

to c

lass

list

and

con

tinue

tocl

assi

fy. D

iscu

ss m

eani

ng a

ndap

pro

pria

te u

se (p

upils

tore

spon

d o

n w

hite

boa

rds)

. W

9

Ind

epen

den

t/g

uid

ed w

ork

Sp

ellin

gFo

cus

on s

trat

egie

s fo

r sp

ellin

gfu

rthe

r pol

ysyl

lab

ic w

ord

s.M

emor

ise

them

. W

3

Rea

din

g re

spo

nse

thro

ugh

jour

nal

Ind

ivid

uals

com

pos

e a

read

ing

jour

nal e

ntry

re T

he M

outh

-org

anB

oys

that

is a

reas

oned

pre

dic

tion

abou

t the

way

the

read

er th

inks

the

stor

y w

ill/s

houl

d d

evel

op.

T9, T

13

Wo

rd le

vel w

ork

E

xplo

re id

iom

atic

phr

ases

furt

her:

look

for e

xam

ple

s in

text

s re

ad;

com

pos

e se

nten

ces

usin

gp

hras

es to

sho

w m

eani

ng;

inve

stig

ate

orig

ins

of s

ome

phr

ases

. W

9

Who

le c

lass

wo

rk

Sp

ellin

gD

icta

te s

ente

nces

to p

ract

ise

writ

ing

this

wee

k’s

wor

ds.

Foc

uson

str

ateg

ies

for s

pel

ling

pol

ysyl

lab

ic w

ord

s fr

om h

igh

freq

uenc

y lis

t or v

ocab

in o

ther

sub

ject

s. W

3

Sha

red

text

wo

rk –

resp

ons

e th

roug

h jo

urna

lR

emin

d c

hild

ren

of th

e op

enin

g of

the

clas

s no

vel,

dis

cuss

the

situ

atio

n an

d c

hara

cter

s –

wha

t mig

ht h

app

en n

ext a

nd w

hy.

Dem

onst

rate

writ

ing

of a

read

ing

jour

nal e

ntry

that

is a

reas

oned

pre

dic

tion

abou

t the

way

the

read

er th

inks

the

stor

y w

ill/s

houl

dd

evel

op. I

ncor

por

ate

teac

hing

on

pun

ctua

tion.

T9,

T13

, S6

TA

to

wor

k as

on

Mon

day.

Use

flap

car

ds f

or ‘L

ook

cove

r’et

c.

Fin

d bo

oks

in li

brar

y re

Jam

aica

for

cla

ss

colle

ctio

n an

d re

fere

nce.

Giv

e D

uway

ne

oppo

rtun

ity

to t

alk

abou

t hi

s ho

liday

if h

e wis

hes.

In p

airs

,cor

rect

par

tner

’s.

Rem

ind

clas

s of

rul

es a

gree

d in

cir

cle

tim

e re

resp

ondi

ng t

o/co

mm

enti

ng o

n ot

hers

’wor

k:i)

cons

truc

tive

com

men

ts ii

) d

isag

ree

not

disr

espe

ct.

Sat

urn

grou

p to

use

etym

olog

ical

dicti

onar

y.Dev

ise

supp

ort

fram

e fo

r

BA

pup

ils.

Use

pun

ctua

tion

fan

s in

mix

ed a

bilit

y pa

irs.

Hav

e five

com

mon

exa

mpl

es f

or

Jup

iter

gro

up t

o ex

plor

e wit

h T

A.

Sha

red

text

wo

rk –

rea

din

g

and

S&

LR

ead

con

clud

ing

half

of T

heM

outh

-org

an B

oys.

Dis

cuss

pup

ils’ r

esp

onse

. Loo

k at

the

stor

y st

ruct

ure

by

thin

king

ab

out

Del

roy’

s p

rob

lem

s. C

onsi

der

the

way

that

the

auth

or k

eep

s b

ack

som

e in

form

atio

n to

cre

ate

surp

rise

end

ing.

T9,

T2

Wo

rd le

vel w

ork

Intr

oduc

e id

ea o

f id

iom

atic

phr

ases

and

exp

ress

ions

usi

ngex

amp

les

from

the

text

read

.D

iscu

ss th

eir m

eani

ng a

nd u

se.

Ask

pup

ils to

thin

k of

furt

her

exam

ple

s, e

.g. b

egin

to li

st a

ndcl

assi

fy.

W9


34


Exa

mp

le o

f ann

otat

ed u

nit p

lan,

day

s 7

to 1

0

7 8 9 10

Who

le c

lass

wo

rk

Sp

ellin

gLo

ok a

t hig

h fr

eque

ncy

and

cont

ent w

ord

s b

eing

lear

nt th

isw

eek.

Dis

cuss

‘tric

ky b

its’ a

ndre

late

to k

now

n ru

les

and

conv

entio

ns.

W1,

W2,

W3

Gui

ded

read

ing

Nep

tune

gro

upA

s M

ars

day

6.

Sat

urn

gro

upP

ages

44

to 5

9. F

ind

and

dis

cuss

evid

ence

of a

dul

ts’ f

eelin

gs/

exp

erie

nces

.

Jup

iter

gro

upFo

rest

fire

sec

tion.

Che

ckco

mp

rehe

nsio

n, p

rom

pt g

roup

tolo

cate

sp

ecifi

cs.

Plu

to g

roup

As

Mar

s d

ay 6

.

Ple

nary

Sp

eaki

ng a

nd li

sten

ing

Dis

cuss

and

com

par

e th

est

ruct

ure

of th

e tw

o st

orie

s b

ylo

okin

g at

the

high

and

low

poi

nts

in e

ach.

T2,

T14

Rea

din

g, s

pea

king

and

list

enin

g.

From

ana

lysi

s an

d in

vest

igat

ion,

bui

ld u

p c

lass

list

of t

he fe

atur

es o

fa

good

op

enin

g. T

1

Wri

ting

U

se a

chi

ld’s

pla

n an

d e

arly

wor

kto

dem

onst

rate

and

dis

cuss

S3.

T1, S

3, W

1

Rev

iew

ing

lear

ning

Refl

ect o

n co

nten

t of u

nit.

Ask

child

ren

to id

entif

y w

hat t

hey

have

lear

nt a

nd s

et ta

rget

for

furt

her l

earn

ing.

Ind

epen

den

t/g

uid

ed w

ork

Ana

lysi

s o

f rea

din

g

Map

the

stru

ctur

e of

The

M

outh

-org

an B

oys

to s

how

the

high

and

low

poi

nts

in th

e te

xt.

T14

Ana

lysi

s o

f rea

din

gP

airs

– e

xplo

re a

nd id

entif

y th

efe

atur

es o

f the

op

enin

g of

one

or

two

alte

rnat

ive

stor

ies.

T1

Wri

ting

P

lan

and

beg

in to

writ

e an

alte

rnat

ive

open

ing

to T

heM

outh

-org

an B

oys

usin

g th

efe

atur

es o

f an

effe

ctiv

e op

enin

g.T1

, W2,

W3

Who

le c

lass

wo

rk

Sha

red

text

wo

rk –

ana

lysi

s o

f rea

din

g

Dis

cuss

and

dem

onst

rate

the

“map

pin

g” o

f the

str

uctu

re o

f Th

e Fi

b, r

epre

sent

ing

the

map

pin

g in

two

alte

rnat

ive

way

s.(G

fW 3

8) T

14

Sha

red

text

wo

rk –

ana

lysi

s o

f rea

din

gTh

roug

h d

iscu

ssio

n an

d d

emon

stra

tion

anal

yse

the

feat

ures

of t

heop

enin

gs o

f The

Fib

, The

Mou

th O

rgan

Boy

s,an

d th

e on

goin

g no

vel,

e.g.

The

Lot

tie P

roje

ct. C

omp

are

and

con

tras

t. T

1, S

6

Sha

red

text

wo

rk –

wri

ting

inc.

sen

tenc

e le

vel

Dis

cuss

diff

eren

t way

s th

e au

thor

mig

ht h

ave

open

ed T

he F

ib.

Dem

onst

rate

the

writ

ing

of a

sho

rt a

ltern

ativ

e op

enin

g to

this

sto

ry.

Rev

ise

own

writ

ing

and

inco

rpor

ate

teac

hing

on

pun

ctua

tion.

Dis

cuss

diff

eren

t way

s th

e au

thor

mig

ht h

ave

open

ed T

he M

outh

-org

an B

oys.

T1, S

3, W

2, W

3

Pre

pare

var

iety

of

ques

tion

s:so

me

liter

al,

som

e th

at r

equi

re s

umm

aries

and

som

e

rela

ting

to

them

es.

TA

to

sit

wit

h an

d su

ppor

t Jup

iter

child

ren

to k

eep

them

eng

aged

.

TA

to

wor

k as

on

days

1,4

and

7.

TA

to

wor

k as

on

days

1 a

nd 4

.U

se t

exts

fro

m r

ecen

t

Gui

ded

read

ing.

Kee

p fo

r di

spla

y in

rea

ding

are

a.

Pho

toco

py r

esou

rce

shee

ts 1

0 &

11

for

use

in G

uide

d re

adin

g.

Sho

rt-lis

t:M

axin

e,

Yeliz

,Richa

rd.

Rem

ind

clas

s of

red

raft

ing

and

edit

ing

code

.

Dev

ise

wri

ting

fra

me

for

BA

pup

ils.

Sp

ellin

gD

icta

te s

ente

nces

to p

ract

ise

writ

ing

this

wee

k’s

wor

ds. W

rite

sent

ence

inco

rpor

atin

g pa

irs o

fw

ords

. W

1, W

2, W

3

Wri

ting

Con

tinue

to w

rite

and

revi

se a

ltern

ativ

e op

enin

g p

lann

ed a

nd b

egun

pre

viou

s d

ay.

T1, S

3, W

2, W

3

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