Mr Casares & Ms Falzone Term: Autumn 1st and 2nd half Subject: Literacy

Date: September – December 2017

LITERACY MEDIUM TERM PLANNINGYEAR 5

All Units will link to the Mayan Civilization topic which will be focused on in most areas of the curriculum this term.

Continuous Work: / Word / Sentence / Text / Speaking& Listening / Drama / BIG WRITING
To adapt handwriting for specific purposes e.g. printing, use of italics.
Use a range of ICT programs to present texts making informed choices of which electronic tools to use.
Each week we will have a focus on specific grammar work and have a spelling strategy which will be taught. Handwriting will be taking place each week linked to the spelling strategy for the week. / To spell words containing unstressed vowels.
Group and classify words according to their spelling patterns and their meanings.
To learn high frequency words from KS2 lists. / Adapt sentence construction to different text types, purposes and readers.
To write complex sentences.
To check and proof read writing to check for accuracy and sense.
Punctuate sentences accurately including using speech marks and apostrophes.
To use the full range of punctuation accurately.
To check each sentence carefully to ensure that it makes sense.
To use a comma with a connective in complex sentences.
To use “” ? and ! accurately.
To use adjectives and powerful verbs to add interest to their writing. / To make notes on and use evidence from across a text to explain events or ideas.
Compare different types of narrative and information texts and identify how they are structured.
Reflect on reading habits and preferences and plan personal reading goals.
Reflect independently and critically on their own writing and edit and improve it.
Adapt non narrative forms and styles to write fiction or factual texts including poems.
Create multi layered texts including use of hyperlinks linked to webpages (ICT)
Experiment with the order of sections and paragraphs to achieve different effects.
Change the order of material within a paragraph moving the topic sentence.
To skim and scan texts to find the answers to literal comprehension questions quickly.
To practise answering comprehension questions requiring inferences from the text.
To structure texts clearly using paragraphs. / To use and explore different question types and different words used including formal and informal contexts.
Identify different question types and evaluate impact on the audience.
Identify different aspects of talk which vary between formal and informal occasions.
Plan and manage a group task over time using different levels of planning.
Understand different ways to take the lead and support others in groups.
Understand the process of decision making. / To reflect on how working a role helps to explore complex issues. / PLEASE SEE SEPARATE PLANNING.
Blocked Work: / Word / Sentence / Text / Speaking and listening / Guided reading / Outcomes
Wk / Text/Focus
1-2 / Basic skills
Reading and grammar / To spell key high frequency words from KS2 lists. / To construct sentences in a variety of ways (11)
Ensuring sentences make sense.
To use punctuation:
-commas
-full stops
-apostrophes
(These will be taught in short bursts using VCOP high impact as well as in separate sessions). / Non-fiction / fiction reading (Mayan Civilization) - key features of the text type and understand information.
Headings
Sub-heading / To discuss information
To form opinions
To give reasons for opinions / To use 4 adults and rotate every week to discuss sections of the text using the Assertive Mentoring Assessment sheet. / To revise and recap basic punctuation.
To show an understanding of the Mayan Civilization.
To compare fiction and non-fiction.
3-6 / Recounts
(Diaries/
Journalistic) / Informal language.
Emotive words.
Time connectives.
Formal/ factual language. / Varied sentence structure, including long and short sentences.
Use of first person.
The use of past and present tense.
Detailed description of an event from the past.
Different ways of opening and ending the diary entry.
Different styles of giving information in a tabloid and broad sheet newspaper.
The use of chronological order. / A range of diary entries. Some will be from Mayan times.
We will identify the key features of the diary entry.
A range of newspaper articles, some based on Mayan life.
We will identify the key features of the newspaper report. / Discussions about the writers’ feelings through the descriptions used.
To be able to justify their own feelings’ in their diary entry.
The use of role play to get into character.
To understand a real life event and the feelings’ of those involved. / To use 4 adults and rotate every week to discuss sections of the text usingthe Assertive Mentoring Assessment sheet. / To be able to identify the key features of a diary/ recount and newspaper article.
To be able to use informal (colloquial terms) in their writing.
To be able to structure a clear recount, using time connectives and emotive language and factual language (depending on if it is a diary or newspaper report.)
7 / Assessment / Assertive Mentoring will be used to assess the children’s reading stage for the first half term. This will be on-going every week through guided reading and reading sessions in class.
Assertive Mentoring will be used to assess children’s writing stage
The Assertive Mentoring Assessment sheet.(will be used to stage a piece of writing for the first half term. / To use 4 adults and rotate every week to discuss sections of the text using the Assertive Mentoring Assessment sheet. / The children will be given a stage for their reading and writing for the first half term using the Assertive Mentoring Assessment sheet.
8 / Poetic Styles / Rhyme and rhythm.
The use of well-chosen words to enhance the readers’ understanding. / To identify rhyming language.
To be able to use and identify similes, metaphors and personification in poetry. / To study a range of poetry (some based around Mayan life).
To identity the different poets’ style.
To be able to deduce and infer information from a range of poems. / Role play and act out verses of the poems. Thinking in particular about the poets’ voice and how the language used helps to develop this. / To use 4 adults and rotate every week to discuss sections of the text using the Assertive Mentoring Assessment sheet. / To understand the effects of specific poetic techniques has on the reader.
9-11 / Myths and Legends / To be able to identify specific vocabulary used in Myths and Legends.
To identify powerful adjectives and verbs for description. / To be able to structure sentences using well-chosen adjectives and verbs.
The use of specific language used in most myths and legends e.g. hero, heroine, quest.
To be able to use dialogue as a way of successfully moving writing forward. / To identify the key characters in myths and to know that monsters, heroes and heroines will feature. / To discuss the features of mythical beasts and to justify responses.
To discuss the physical attributes of the mythological creature. / To use 4 adults and rotate every week to discuss sections of the text using the Assertive Mentoring Assessment sheet. . / To be able to identify the key features of a Myth or Legend.
To be able to structure theirown Myth and Legend including a problem the heroic character should overcome.
To identify the moral in a myth.
12-13 / Instructions / To use imperative verbs to begin an instruction.
To understand the different between informal and formal instructions.
The use of different language and how that effects the instruction given.
To be able to understand the purpose of instructional writing. / To use diagrams as a way of enhancing the instruction.
To be able to use headings and sub-headings to make the instructions clear.
To use bullet points and numbering to show the different ways information can be laid out. / To be able to look at a variety of instructions and compare their use.
To identify the key language which is common in instructional language. / To be able to give and receive instructions orally. / To use 4 adults and rotate every week to discuss sections of the text using the Assertive Mentoring Assessment sheet. / To be able to identify the features of instructional writing.
To be able to use formal language to write a set of instructions linked to the D&T project.
To use a range of powerful verbs to give a clear instruction.
To use a range of powerful adverbs to add useful description to the instruction.
14 / Assessment / Assertive Mentoring will be used to assess the children’s reading stage for the first half term. This will be on-going every week through guided reading and reading sessions in class.
Assertive Mentoring will be used to assess children’s writing stage
The Assertive Mentoring Assessment sheet.(will be used to stage a piece of writing for the first half term. / To use 4 adults and rotate every week to discuss sections of the text using the Assertive Mentoring Assessment sheet.. / The children will be given a stage for their reading and writing for the first half term using the Assertive Mentoring Assessment sheet.
15 / Christmas Story
(May not have time to complete all of this- could be moved in to assessment week). / To be able to use imagery in the Christmas Story.
The use of emotive language.
The use of powerful adjectives to help develop and sustain the readers’ attention.
The use of suspense as a way of keeping the readers’ attention.
Identify the key vocabulary used in Christmas story writing. / To use varied sentence structure.
The use of () to help add information to sentences.
The use of ellipses as a way of building up suspense in writing. / To look at a range of Christmas stories and discuss the key themes being used.
Identify the key features of the story structure. / Discuss the way the author helps to involve the reader through language, punctuation, dialogue and description. / To use 4 adults and rotate every week to discuss sections of the text using the Assertive Mentoring Assessment sheet.. / The children ill structure a Christmas story using some of the key themes highlighted from the examples.
To use a range of varied sentences for effect.
To use a range of punctuation for effect.
To use different ways of opening and ending the story to keep the reader involved.