Year 4 English Scheme of Work 2014 - 2015 - OA Boulton Long... · Year 4 English Scheme of Work...

Year 4 English Scheme of Work 2014 - 2015

Year 4 New National Curriculum

During year 4, children should be learning to justify their views about what they have read: with support at the start of year 3 and increasingly independently by the end of year 4. Pupils should be able to write down their ideas with a reasonable degree of accuracy and with good sentence punctuation. Teachers should therefore be consolidating pupils’ writing skills, their vocabulary, their grasp of sentence structure and their knowledge of linguistic terminology. Teaching them to develop as writers involves teaching them to enhance the effectiveness of what they write as well as increasing their competence. Teachers should make sure that pupils build on what they have learnt, particularly in terms of the range of their writing and the more varied grammar, vocabulary and narrative structures from which they can draw to express their ideas. Pupils should be beginning to understand how writing can be different from speech. Joined handwriting should be the norm; pupils should be able to use it fast enough to keep pace with what they want to say. Pupils’ spelling of common words should be correct, including common exception words and other words that they have learnt (see English Appendix 1). Pupils should spell words as accurately as possible using their phonic knowledge and other knowledge of spelling, such as morphology and etymology. Most pupils will not need further direct teaching of word reading skills: they are able to decode unfamiliar words accurately, and need very few repeated experiences of this before the word is stored in such a way that they can read it without overt sound-blending. They should demonstrate understanding of figurative language, distinguish shades of meaning among related words and use age-appropriate, academic vocabulary. As in key stage 1, however, pupils who are still struggling to decode need to be taught to do this urgently through a rigorous and systematic phonics programme so that they catch up rapidly with their peers. If they cannot decode independently and fluently, they will find it increasingly difficult to understand what they read and to write down what they want to say. As far as possible, however, these pupils should follow the year 3 and 4 programme of study in terms of listening to new books, hearing and learning new vocabulary and grammatical structures, and discussing these. Specific requirements for pupils to discuss what they are learning and to develop their wider skills in spoken language form part of this programme of study. In years 3 and 4, pupils should become more familiar with and confident in using language in a greater variety of situations, for a variety of audiences and purposes, including through drama, formal presentations and debate.

Spoken Language

Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas Speak audibly and fluently with an increasing command of Standard English

Reading

Word Reading Comprehension

Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.

Develop positive attitudes to reading and understanding of what they read by: Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks Reading books that are structured in different ways and reading for a range of purposes Using dictionaries to check the meaning of words that they have read Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally


Identifying themes and conventions in a wide range of books Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action Discussing words and phrases that capture the reader’s interest and imagination Recognising some different forms of poetry [for example, free verse, narrative poetry] Understand what they read, in books they can read independently, by: Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context Asking questions to improve their understanding of a text Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence Predicting what might happen from details stated and implied Identifying main ideas drawn from more than one paragraph and summarising these Identifying how language, structure, and presentation contribute to meaning Retrieve and record information from non-fiction Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.

Writing

Composition Vocabulary, Grammar and Punctuation Handwriting Spelling

Plan their writing by: Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar Discussing and recording ideas Draft and write by: Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2) Organising paragraphs around a theme

Develop their understanding of the concepts set out in English Appendix 2 by: Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although Using the present perfect form of verbs in contrast to the past tense Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition Using conjunctions, adverbs and

Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined Increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch].

Use further prefixes and suffixes and understand how to add them (English Appendix 1) Spell further homophones Spell words that are often misspelt (English Appendix 1) Place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s] Use the first two or three letters of a word to check its spelling in a dictionary Write from memory simple sentences,


In narratives, creating settings, characters and plot In non-narrative material, using simple organisational devices [for example, headings and sub-headings] Evaluate and edit by: Assessing the effectiveness of their own and others’ writing and suggesting improvements Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences Proof-read for spelling and punctuation errors Read aloud their own writing, to a group or the whole class, using appropriate

prepositions to express time and cause Using fronted adverbials Learning the grammar for years 3 and 4 in English Appendix 2 Indicate grammatical and other features by: Using commas after fronted adverbials Indicating possession by using the possessive apostrophe with plural nouns Using and punctuating direct speech Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading.

dictated by the teacher, that include words and punctuation taught so far.


Year Four Long Term Plan 2014 – 2015

Autumn 1

WINGS 3 Treasure Hunt Phase 1

Week Lesson Overview Reading Focus Writing Focus Speaking and Listening Focus

1 (W/B 04.09.14) Assessment week Getting Along Together

Making the Past into the Present

2 (W/B 08.09.14)

Reading Reading books that are structured in different ways and reading for a range of purposes Discussing words and phrases that capture the reader’s interest and imagination Writing Organising paragraphs around a theme Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition SPAG Different types of sentences

To recognise the language and structure of instructions.

To write the instructions for a board game.

Talking to others – talk in purposeful and imaginative ways to explore ideas and feelings, adapting and varying structure and vocabulary according to purpose, listeners and contents.

Making the Past into the Present Writing Module

3 (W/B 15.09.14) Writing In non-narrative material, using simple organisational devices [for example, headings and sub-headings] Using conjunctions, adverbs and prepositions to express time and cause

To identify the effect that the writer intends to have on a reader.

To write the instructions for a game. To use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.


SPAG Use of commas

The Hodgeheg 4 (W/B 22.09.14) Reading Identifying main ideas drawn from more than one paragraph and summarising these Writing

In narratives, creating settings, characters and plot SPAG Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

To identify what a character is like by recognising the different ways in which the author tells us about them.

To write a conversation between Max and his Pa using the correct punctuation.

Listen and respond to others, identifying main ideas, implicit meaning and viewpoints, and how these are presented.

The Hodgeheg 5 (W/B 29.09.14) Reading Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence Writing Using fronted adverbials

SPAG Varying sentence structure for effect

To identify what a character is like by making inferences about them.

To write a radio commercial raising awareness of road safety.


The Owl who was Afraid of the Dark

6 (W/B 6.10.14) Reading

Identifying how language, structure, and presentation contribute to meaning

To state the main problem in the story and recognise how this is affected by other story events.

To write a story opening that grabs the reader’s interest.



Writing

Organising paragraphs around a theme

SPAG

Using commas after fronted adverbials

The Owl who was Afraid of the Dark

7 (W/B 13.10.14) Reading

Identifying how language, structure, and presentation contribute to meaning

Writing

Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures

SPAG

Place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]

To identify the series of events that lead to the story resolution.

To write the ending to a story where the beginning has been provided


Assessment Point 1 Focus (AP1): Reading: Reading books that are structured in different ways and reading for a range of purposes Discussing words and phrases that capture the reader’s interest and imagination

Assessment Point 1 Focus (AP1): Writing: Organising paragraphs around a theme Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition In non-narrative material, using simple organisational devices

Assessment Point 1 Focus (AP1): SPAG: Different types of sentences Use of commas Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if,


Identifying main ideas drawn from more than one paragraph and summarising these Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence Identifying how language, structure, and presentation contribute to meaning Identifying how language, structure, and presentation contribute to meaning

[for example, headings and sub-headings] Using conjunctions, adverbs and prepositions to express time and cause In narratives, creating settings, characters and plot Using fronted adverbials Organising paragraphs around a theme Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures

because, although Varying sentence structure for effect Using commas after fronted adverbials Place the possessive apostrophe accurately in words with regular plurals [for example, girls’, boys’] and in words with irregular plurals [for example, children’s]

The Owl who was Afraid of the Dark Writing Module

8 (W/B 20.10.14) Writing

Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures

SPAG

Using and punctuating direct speech

To identify why dialogue is an important story element.

To write a story where the dialogue enhances what we know about the characters.

To give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.


Autumn 2


Week

Lesson Overview Reading Focus Writing Focus Speaking and Listening Focus

101 Ways to save the Earth

9 (W/B 03.11.14) Reading Retrieve and record information from non-fiction Writing In non-narrative material, using simple organisational devices [for example, headings and sub-headings] SPAG Use of commas

To be able to interpret charts and diagrams as part of comprehending a non-fiction text.

To write a report describing their ideal ‘green’ neighbourhood.


101 Ways to save the Earth

10 (W/B 10.11.14)

Reading Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks Identifying main ideas drawn from more than one paragraph and summarising these Writing Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar SPAG Using the present perfect form of verbs in contrast

To be able to interpret written directions and retell them. To understand the importance of following the sequence and ensuring no steps have been missed out.

To write the instructions for an experiment where a flame is given a limited amount of air to burn in.

Talking with others – listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions.


to the past tense

Amazing Creatures 11 (W/B 17.11.14)

Reading Identifying themes and conventions in a wide range of books Writing Organising paragraphs around a theme SPAG Use the first two or three letters of a word to check its spelling in a dictionary

To identify the cause and effect relationships in a non-fiction text.

To produce an advertising brochure to raise awareness of some of the dangers facing one of the animals they have been reading about and persuade its readers to help.


Amazing Creatures 12 (W/B 24.11.14)

Reading Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence Writing Proposing changes to grammar and vocabulary to improve consistency, SPAG Use of connectives

To infer a cause and effect relationship when it is not explicitly stated. To clarify words that are hard to understand.

To produce a leaflet about one of the animals they have read about, using headings and sub-headings and including a contents page


Play scripts 13 (W/B 01.12.14)

Reading Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action Writing Composing and rehearsing

To know how play scripts differ from stories. To perform a play

To write a play script of a story. Talking within role-play and drama - create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues.


sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures SPAG Using stage directions

Play scripts Writing Module

14 (W/B 08.12.14)

Writing Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures

GSP Assessment Writing Assessment To speak audibly and fluently with an increasing command of Standard English.

Assessment Point 2 Focus (AP2): Reading: Retrieve and record information from non-fiction Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks Identifying main ideas drawn from more than one paragraph and summarising these Identifying themes and conventions in a wide range of books Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action

Assessment Point 2 Focus (AP2): Writing: In non-narrative material, using simple organisational devices [for example, headings and sub-headings] Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar Organising paragraphs around a theme Proposing changes to grammar and vocabulary to improve consistency Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures

Assessment Point 2 Focus (AP2): SPAG: Using stage directions Use of connectives Use the first two or three letters of a word to check its spelling in a dictionary Using the present perfect form of verbs in contrast to the past tense Use of commas

Christmas Activities 15 (W/B 15.12.14) Reading – Recap subjects from before

To differentiate between a play script and a story.

To write a play script using dialogue and stage directions to tell the story and move the action forward.

Talking to others - talk in purposeful and imaginative ways to explore ideas.


Spring 1


Week Wings 2 Phase 2


Fairy Tales 1 (W/B 05.01.15) Reading Identifying themes and conventions in a wide range of books Writing Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences SPAG Proof-read for spelling and punctuation errors

To identify some of the common themes that occur in traditional stories and fairy tales.

To rewrite Snow White from the point of view of the Queen.


Fairy Tales 2 (W/B 12.01.15) Reading Increasing their familiarity with a wide range of books, including fairy stories, myths and legends Writing In narratives, creating settings, characters and plot SPAG Focus on tenses

To develop an awareness of the style, voices and language of fairy tales

To redraft a poorly written fairy tale by including all or most of the features of fairy tale language.

Talking within role-play and drama - create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues.

Fairy Tales Writing Module Plot Development

3 (W/B 19.01.15) Writing In narratives, creating settings, characters and plot Assessing the effectiveness of their own and others’ writing and suggesting improvements

To identify main events and detail. To write a traditional tale, demonstrating clear development of the plot.

To ask relevant questions to extend their understanding and knowledge.


SPAG Spell further homophones

Robin Hood 4 (W/B 26.01.15) Reading

Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence Writing Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar SPAG Use of punctuation

To compare the styles of different versions of the same story and consider the effect each has on their audience. To identify the main points in the story.

To write another adventure for Robin and his merry men which includes dialogue.

Talking within role-play and drama – create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues.

Robin Hood 5 (W/B 02.02.15) Reading

Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence Writing Composing and rehearsing

To develop the ability to use inference and deduction to read beneath the surface meaning of a text

To write a magazine-style profile on the character of Robin Hood.

Talking to others - talk in purposeful and imaginative ways to explore ideas and feelings, adapting and varying structure and vocabulary according to purpose, listeners and content.


sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures SPAG Using great vocabulary

Assessment Point 3 Focus (AP3): Reading: Identifying themes and conventions in a wide range of books Increasing their familiarity with a wide range of books, including fairy stories, myths and legends Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

Assessment Point 3 Focus (AP3): Writing: Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences In narratives, creating settings, characters and plot In narratives, creating settings, characters and plot Assessing the effectiveness of their own and others’ writing and suggesting improvements Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures

Assessment Point 3 Focus (AP3): SPAG: Proof-read for spelling and punctuation errors Focus on tenses Spell further homophones Use of punctuation Using great vocabulary

Robin Hood Writing Module

6 (W/B 09.02.15) Writing

Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar SPAG Use further prefixes and suffixes and understand how to add them

To identify the different ways in which the author tells us about George’s character.

To write another adventure for Saint George, based on what they already know about him.

To maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.


Spring 2




Noisy Poems 7 (W/B 23.02.15) Reading Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action Writing Read aloud their own writing, to a group or the whole class SPAG Use of rhyme

To comment on the sound of poems. To perform with expression.

To write a noisy poem. Talking within Role-play and Drama – create and sustain different roles and scenarios to explore texts and ideas. Talking with others - listen and respond to others, identifying main ideas, implicit meaning and viewpoints, and how these are presented.

Feargal Fly 8 (W/B 02/03/15) Reading Identifying main ideas drawn from more than one paragraph and summarising these Writing In non-narrative material, using simple organisational devices [for example, headings and sub-headings] SPAG Using a formal tone

To collect evidence to solve the mystery.

To continue one of the newspaper reports in the Digitext.

Talking to others – talk in purposeful and imaginative ways to explore ideas and feelings, adapting and varying structure and vocabulary according to purpose, listeners and content.

Reptiles 9 (W/B 09/03/15) Reading Identifying main ideas drawn from more than one paragraph and summarising

To identify the cause and effect relationships in a non-fiction text. To infer a cause and effect relationship when it is not explicitly stated.

To produce an advertising poster to raise awareness of some of the dangers facing reptiles and persuade the readers to help.

Talking to others – talk in purposeful and imaginative ways to explore ideas and feelings, adapting and varying structure and vocabulary according to


these Writing Organising paragraphs around a theme SPAG Paragraph structures

purpose, listeners and contents.

Reptiles 10 (W/B 16/03/15) Reading Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks Writing Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences SPAG Different verb forms

To clarify words that are hard to understand.

To produce a leaflet about reptiles, using headings and sub-headings and including a contents page.


Assessment Point 4 Focus (AP4): Reading: Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action Identifying main ideas drawn from more than one paragraph and summarising these Identifying main ideas drawn from more than one paragraph and summarising these Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

Assessment Point 4 Focus (AP4): Writing: Read aloud their own writing, to a group or the whole class In non-narrative material, using simple organisational devices [for example, headings and sub-headings] Organising paragraphs around a theme Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

Assessment Point 4 Focus (AP4): SPAG: Different verb forms Paragraph structures Using a formal Use of rhyme

Reptiles Writing Module

11 (W/B 23/03/15) Writing

Discussing and recording ideas In non-narrative material, using simple organisational

To identify personal experiences. To write a personal recount about a trip to a nature centre.

To consider and evaluate different viewpoints, attending to and building on the contributions of others.


devices SPAG Writing in chronological order


Summer 1




Willow Pattern (Phase2)

1 (W/B 13/04/15) Reading Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action Writing Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures SPAG Using stage directions

To identify how the setting affects what happens in a story.

To describe a setting and plan a story using that setting.


Cliffhanger 2 (W/B 20/04/15) Reading

Predicting what might happen from details stated and implied Writing

Organising paragraphs around a theme

SPAG Using specialist vocabulary

To examine how an author presents a character, through what he does and says and how other characters react to him.

To write the first chapter of a new story about Tim.


Cliffhanger 3 (W/B 27/04/15) Reading Identifying themes and conventions in a wide range of books

To understand how tension and excitement are created and maintained.

To continue the story begun in Cycle One, concentrating on maintaining tension and excitement.

Talking with others – listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and


Writing Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar SPAG Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

questions.

Flat Stanley 4 (W/B 04/05/15) Reading Identifying main ideas drawn from more than one paragraph and summarising these Writing Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures SPAG Using commas to mark clauses

To summarise text. To understand cause and effect relationships in a story.


Flat Stanley 5 (W/B 11/05/15) Reading Predicting what might happen from details stated and implied Writing

To retell part of the story from Arthur’s point of view.

To imagine that Stanley had had a different problem and write the story about what happened.

Talking within role-play and drama – create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues.


Assessing the effectiveness of their own and others’ writing and suggesting improvements SPAG Using speech marks

Assessment Point 5 Focus (AP5) Reading: Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action

Predicting what might happen from details stated and implied Identifying themes and conventions in a wide range of books Identifying main ideas drawn from more than one paragraph and summarising these Predicting what might happen from details stated and implied

Assessment Point 5 Focus (AP5) Writing: Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures Organising paragraphs around a theme Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures Assessing the effectiveness of their own and others’ writing and suggesting improvements

Assessment Point 5 Focus (AP5) SPAG: Using stage directions Using specialist vocabulary Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although Using commas to mark clauses Using speech marks

Flat Stanley Writing Module

6 (W/B 18/05/15) Writing Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures In narratives, creating settings, characters and plot In non-narrative material, using simple organisational devices SPAG Using exclamation marks,

To identify the features of well-written short stories and chapters by analysing different drafts of the same additional chapter for Flat Stanley.

To write a new chapter for Stanley, where he goes to visit his friend Thomas in California.



question marks and ellipsis


Summer 2


Week Reading Focus Writing Focus Speaking and Listening Focus

How a book is made

7 (W/B 01/06/15) Reading Identifying how language, structure and presentation contribute to meaning Writing Plan their letter Draft their letter Evaluate and edit their letter SPAG Extending the range of sentences with more than one clause by using a wider range of conjunctions

To explore the language and layout of letters with different purposes. To know that the style of a letter reflects its purpose and audience

To write a letter to an author sharing their thoughts about one of their books that they have read.


The Search for Tutankhamen

8 (W/B 08/06/15) Reading Retrieve and record information from the text Identifying how language, structure and presentation contribute to meaning Writing Plan their newspaper report Draft their newspaper report Evaluate and edit their newspaper report SPAG Choose nouns and

To identify the order in which events happen To examine time marker words and phrases.

To write a newspaper report about the discovery of the tomb of Tutankhamen.

Talking within role-play and drama - create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues.


pronouns appropriately to avoid repetition

Extreme Habitats 9 (W/B 15/06/15) Reading Identifying main ideas drawn from more than one paragraph and summarising these Writing Plan their magazine feature Draft their magazine feature Evaluate and edit their magazine feature SPAG Using and punctuating direct speech (quotes)

To collect information about features of different habitats in order to compare and contrast them.

To write a magazine feature comparing and contrasting one aspect of two differing habitats.


W3 Consolidation REAL AND IMAGINARY DESCRIPTIONS

10 (W/B 22/06/15) Reading Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally Writing Plan their description Draft their description Evaluate and edit their description SPAG Using conjunctions, adverbs and prepositions

To identify descriptive words that enhance mind-movies.

To write vivid descriptions both from observation and imagination.

To speak audibly and fluently with an increasing command of Standard English.

W3 Consolidation PERSUASION

11 (W/B 29/06/15) Reading Discussing words and

To acknowledge the audience when giving reason for or against.

To write persuasively to argue a position.

To consider and evaluate different viewpoints, attending to and


phrases that capture the reader’s interest and imagination Writing Plan their persuasive text Draft their persuasive text Evaluate and edit their persuasive text SPAG Use and understand the grammatical terminology for Year 4

building on the contributions of others.

W3 Consolidation LETTERS

12 (W/B 06/07/15) Revision in preparation for AP6

To identify the purposes and styles of different letters.

To write letters that are appropriate in style and purpose.

To select and use appropriate registers for effective communication.

Assessment Point 6 Focus (AP6) Reading: Identifying how language, structure and presentation contribute to meaning Retrieve and record information from the text Identifying how language, structure and presentation contribute to meaning Identifying main ideas drawn from more than one paragraph and summarising these Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally Discussing words and phrases that capture the reader’s interest and imagination

Assessment Point 6 Focus (AP6) Writing: Plan their letter Draft their letter Evaluate and edit their letter Plan their newspaper report Draft their newspaper report Evaluate and edit their newspaper report Plan their magazine feature Draft their magazine feature Evaluate and edit their magazine feature Plan their description Draft their description Evaluate and edit their description Plan their persuasive text Draft their persuasive text Evaluate and edit their persuasive text

Assessment Point 6 Focus (AP6) SPAG: Extending the range of sentences with more than one clause by using a wider range of conjunctions Choose nouns and pronouns appropriately to avoid repetition Using and punctuating direct speech (quotes) Using conjunctions, adverbs and prepositions Use and understand the grammatical terminology for Year 4


End of Term Activities

13 (W/B 13/07/15)

Year 4 English Scheme of Work 2014 - 2015 - OA Boulton Long... · Year 4 English Scheme of Work...

Documents

Transcript of Year 4 English Scheme of Work 2014 - 2015 - OA Boulton Long... · Year 4 English Scheme of Work...