Bishopsworth Cof E Junior School: Literacy Planning Sheet

Class 6K 2007/08 Term 4 Week 4 Non-narrative Reading (Revision)

Year 2007/08
Class 6K
Teacher Miss Knight / Term 4
Week 4
W/b 17.03.08
Unit Non-narrative Reading (SAT Attack) / Text level objectives:
Identify structural features that help to locate information
Focuses for this phase:
Familiarisation / Capturing ideas / Modelled writing / Shared writing / Supported writing / Independent writing / Sentence level (VCOP) / Word level (inc. phonics)
Core – adding ‘y’ (VS) Challenge – cian suffixes (MK)
Super – unstressed vowels (SA) / Resources / texts
SAT Attack Revision Texts & Revision Manual
Curricular targets / Must
I can locate information confidently and efficiently by using skimming and scanning skills. I can use this information to identify a point of view or justify my opinion. / Should
I can use a word, phrase or sentence from a text to justify and elaborate on my view or opinion. I can skim for general understanding efficiently and scan for specific information. / Could
WALT / Word / sentence starter / Main Lesson Activity
Independent Activities – Must / Should / Could / Success Criteria / Plenary / Guided reading /
Mon
WALT identify features and strategies that help to locate information / Children look briefly at ‘Anthony Jenkinson – Tudor Explorer’ (Revision Texts p.26). What sort of text is it? What features indicate that it is non-fiction? Draw up list of features. Discuss style, purpose and audience of text. Recap strategies for reading difficult vocabulary. Children read text. Discuss the main point of each paragraph. How do subheadings help you to understand the main points? How do bullet points help you to read and understand information? Make notes on text as they read (model different annotation strategies). With partner, children look through text and annotate key words and phrases. Discuss how features identified earlier help reader to understand the text. Did you use any other strategies to help you access the information? / ¬  Annotate text using underlining, circling, highlighting, writing notes, etc. / Discuss answers and strategies used to find them. Children make notes on p.42 of Revision Manual to remind them of key features discussed. / Guided group (Jack, Loni, Chloe H, Jessica K, Emily T, Kai):
Independent tasks:
Booster groups (VS & SA)
Answer questions on p.31 of Core Revision Manual, marking text as they re-read. / Core group
Answer questions on p.31 of Core Revision Manual, marking text as they re-read. / Challenge group
Answer questions on p.31 of Core Revision Manual, marking text as they re-read.
Tues
WALT identify the writer’s opinions and infer his thoughts and feelings / Spelling / Discuss briefly what children remember about the biography of Anthony Jenkinson from yesterday’s lesson. Read aloud ‘From the Diary of Anthony Jenkinson’ (Revision Texts p.27) – children follow in their booklet. How is the content of this piece different from that of the biography? What are the differences in language and style? Children add to list on p.42 of Revision Manual. Discuss style, purpose and audience of text. What new information have you learned from the diary? Work with children to summarise information they now have about Jenkinson. Ask children to give their own opinions about Jenkinson’s character and personality, with evidence from text to support opinions. Together, annotate diary extract to mark points that added to knowledge. Distinguish between facts and opinion. Shared writing of beginning of passage about Jenkinson. / ¬  Use annotated text
¬  Think about facts from both sources
¬  Include your own opinions of him as a person and his achievements / Listen to a few children read their work aloud. Ask other children to comment on whether key facts were included. Ask them to comment on conclusions about Jenkinson’s character. What evidence is there in the texts for these conclusions? / Guided group
(Jessica S, Natasha, Chloe S, Alex M, Mitchell):
(Booster teachers to work on revising writing.)
Independent tasks:
Booster groups (VS & SA)
Write brief passage about Anthony Jenkinson (Revision Manual p.32). / Core group
Write brief passage about Anthony Jenkinson (Revision Manual p.32). / Challenge group
Write brief passage about Anthony Jenkinson (Revision Manual p.32).
Wed
WALT explore how writers use language to influence readers’ opinions / Spelling / Recap facts and opinions about Jenkinson from two previous lessons. Read magazine article ‘Jenkinson’s Journerys’ (Revision Texts p.28-9) with children. How is it similar to the other two pieces you have read? What features indicate that it is non-fiction? Discuss style, purpose and audience of text. Discuss whether there is a ‘viewpoint’ and what it is. Annotate text together, identifying structure features and vocabulary used to give biased point of view. What is the writer’s opinion of Jenkinson? / ¬  Quote from the text to support your answers
¬  Explain your answers clearly / Discuss answers & strategies used to find information.
Children add note to p.42 in Revision Manual about how bias can be detected. / Guided group
(Amelia, Taylor, Alex C-S, Leah, Anna, Sammy):
Independent tasks:
Short writing task
Booster groups (VS & SA)
Answer questions on p.33 of Revision Manual. / Core group
Answer questions on p.33 of Revision Manual. / Challenge group
Answer questions on p.33 of Revision Manual.
Thurs
WALT compare and contrast three non-fiction texts / Children re-read three texts read this week. Work with children to compare and contrast structural, layout and language features. / ¬  / Discuss features of each text and how they help reader to understand the text. Discuss purpose of each text and author’s voice. Children add key details to add to p.42 of Revision Manual. / Guided group (Tasmin, Ashley, Luci, Shaun, Rochelle, Shannon): Answer questions on p.35-6 of Revision Manual, using all three texts to find answers.
Independent tasks:
Answer questions on p.35-6 of Revision Manual, using all three texts to find answers.
Mrs Sach to take spelling group
Booster group (VS)
Answer questions on p.35-6 of Revision Manual, using all three texts to find answers. / Core group
Complete comparison chart on p.34 of Revision Manual. / Challenge group
Complete comparison chart on p.34 of Revision Manual.
Fri
Bank holiday / ¬ 
Target children
Teacher focus:
Jack, Loni, Chloe H, Jessica K, Emily T, Kai (low level 4)
Booster groups:
Mrs Sach – Luke, Hannah-Rose, Lorna, Kristian, Elijah, Trey (mid level 3)
Mrs Asare – Tasmin, Ashley, Luci, Shaun, Rochelle, Shannon (borderline level 3/4)
Spelling groups:
Mrs Sach – Elijah, Chloe H, Kristian, Trey, Rochelle (recap on basic phonic skills and spelling patterns)
Mrs Asare – Jessica S, Jack, Leah, Natasha, Alex C-S, Emily T, Amelia, Shannon (extend to more advanced spelling patterns) / Next steps

Spellings

Core
Adding ‘y’ / Challenge
-cian suffix / Super Challenge
Unstressed vowels
cheeky / direction / definite
funny / explosion / generally
fussy / extension / jewellery
greasy / fraction / miniature
runny / magician / parallel
smoky / mission / parliament
stony / percussion / separate
sunny / politician / signature