Year 4 New Primary Framework Literacy Units Overview

A choice is available for many of the New Primary Framework Units – the B Plan is usually developed beyond the A plan. Pre-Unit plans are an introduction leading into the main Unit plan and those labelled (i) are an alternative Unit plan, e.g. looking at a different author. We have included extra Units (H1, H2, etc), which may be seasonal or to give further choice to suit a particular class.

Autumn Term /

Description

Narrative Unit 1: Stories with historical settings (3 weeks) / Read a series of WW2 short stories with chn & investigate use of historical vocabulary, powerful verbs & vivid adjectives for settings & characters. Use time connectives to link paragraphs in structured sequence. Chn write story based on plan.
Non-fiction Unit 1: Recounts: newspapers/magazines (4 weeks) / Use a visit or visitor & a locally reported issue as stimuli for chn to sequence key events, debate & write recounts. Use quotations from ‘aliens’ for a recount. Study newspaper features before writing a front page about a superhero’s amazing rescue!
Poetry Unit 1A: Creating images
(2 weeks) / Chn use poems by Christina Rossetti to appreciate how writers use figurative & expressive language to create images & atmosphere – alliteration, similes, powerful verbs & adverbs. Chn perform one of her poems & then write a poem on a similar theme.
Narrative Unit 2A: Stories set in imaginary worlds (3 weeks) / Chn identify features of fantasy settings from a variety of books. Chn create digital images of settings in imaginary worlds which they then use as a stimulus for their own writing. Word work on adjectives & adverbs supports their descriptive writing.
Non-fiction Unit 2A: Information texts (3 weeks) / Identify language & layout features of information texts using books about human movement. Chn then research movement in animals to produce wall charts. Finally after listening to an expert & making notes, plan an oral information text of their own.
Poetry Unit 2A: Exploring form – syllabic poems (2 weeks) / Read & study haikus, tankas & cinquains recognising the syllabic structure & use of powerful verbs & adjectives. Chn write some in traditional style about autumn & winter. Chn then use ICT to manipulate sound & images enhancing the poetry presentation.

Spring Term

Description

Narrative Unit 2B:Stories set in imaginary worlds (3 weeks) / Using The Whales’ SongThe Flying Blanket chn learn to distinguish between real & imaginary settings. Using first images & then descriptive language they create their own fantasy world and write about their journey & the adventures they have there.
Non-fiction Unit 3A: Explanation
(3 weeks) / Using the film The Shirt Maker, chn imagine that they find a ledger containing explanations of his machine. In pairs they will role –play & then write an explanation of how the shirt machine works so that generations can continue to make wonderful shirts.
Poetry Unit 1B: Creating images
(2 weeks) / Develop chn’s understanding of the use of similes to create images, using a variety of poems. Then investigate the creation of images formed by alliteration, repetition, adverbs & powerful verbs. Chn write poems based on the structures of those read.
Narrative Unit 3: Stories from other cultures (3 weeks) / Chn will have the opportunity to explore a range of stories & writers from Australia, in particular those who write about the Aboriginal culture & people. They will go on to understand what it’s like to see life from a perspective different to their own.
Non-fiction Unit 2B: Information texts (3 weeks) / Use books PooDung amongst others to revise the features of information texts! Chn learn to search the internet as well as they use the index & contents of books. Chn write web pages on unusual creatures & then make a TV programme about Amazing Animals.
Poetry Unit 2B: Exploring form – Couplets, Clerihews and Kennings
(2 weeks) / Look at the structure of Couplets, Clerihews & Kennings. Practise techniques for finding rhymes. Investigate homophones including words that are commonly confused. Chn write poems in the different forms for written or spoken publication.

Summer Term

Description

Narrative Unit 4A:Stories that raise issues/dilemmas (3 weeks)

/ We use Sam’s Duck and Journey to Jo’burg to identify issues & predict how characters will deal with them. Using informal letters & hot seating we look at issues from different viewpoints. Finally publish chn’s stories in a class book.

Narrative Unit 4B: Stories that raise issues/dilemmas (2 weeks)

/ This unit covers the sensitive issue of death. We use Badger’s Parting Gifts & some epitaphs & then the book & DVD of Goodnight Mister Tom & poetry about death. Chn have many speaking & listening opportunities & short writing tasks.

Non-fiction Unit 4: Persuasive texts (3 weeks)

/ Chn investigate persuasive writing devices in a variety of magazine & newspaper adverts and cinema & TV adverts. They produce an individual poster, work in grps to write a TV or radio advert & then create a trailer for a chn’s DVD.

Poetry Unit 1C: Creating images

(2 weeks)

/ Prepare class performance of the Rime of the Ancient Mariner poem including music, body language & facial expression. Compare & evaluate poems that create images. Chn then write the ‘story’ behind the poem Someone concentrating on descriptive writing.

Narrative Unit 5: Plays (3 weeks)

/ Use proverbs to stimulate creation of some short plays based on everyday life. Chn then look closely at playscript features & stage directions to develop characters & setting. Finally chn create scenes based on events in their favourite Roald Dahl books.

Non-fiction Unit 3B: Explanation

(2 weeks)

/ Rehearse the features of explanatory text & use the Animated Tale Funky Fastenings as a stimulus for chn to research & write a short explanation & a poster about fastenings. Chn then design an educational toy & explain their plans to the Dragons’ Den.

Poetry Unit 2C: Exploring form – list poems (2 weeks)

/ We study a range of List Poems by several well-known poets. Chn write own additional verses or original poems in the style of these poems and then publish them using ICT/careful handwriting for class List Poem book &/or oral presentation.

New Framework Literacy Strand Coverage

Year 4

Objectives/Units

/ N 1 / N-F 1 / P 1A / N 2A / N-F 2A / P 2A / N 2B / N-F 3A / P 1B / N 3 / N-F 2B / P 2B / N 4A / N 4B / N-F 4 / P 1C / N 5 / N-F 3B / P 2C
1. Speaking / Offer reasons and evidence for their views, considering alternative opinions / X / X / X / X / X / X / X / X / X
Respond appropriately to the contributions of others in the light of differing viewpoints / X / X / X / X / X / X / X / X / X / X
Tell stories effectively and convey detailed information coherently for listeners / X / X / X / X / X / X / X / X / X / X
Use and reflect on some ground rules for sustaining talk and interactions / X / X / X / X / X / X / X / X
2. Listening & responding / Listen to a speaker, make notes on the talk and use notes to develop a role-play / X / X / X / X / X / X
Compare the different contributions of music, words and images in short extracts from TV programmes / X / X / X / X / X / X / X / X / X / X
Identify how talk varies with age, familiarity, gender and purpose / X / X / X

Objectives/Units

/ N 1 / N-F 1 / P 1A / N 2A / N-F 2A / P 2A / N 2B / N-F 3A / P 1B / N 3 / N-F 2B / P 2B / N 4A / N 4B / N-F 4 / P 1C / N 5 / N-F 3B / P 2C
3. Group discussion and interaction / Take different roles in groups and use the language appropriate to them, including the roles of leader, reporter, scribe and mentor / X / X / X / X / X / X / X / X / X / X
Use time, resources and group members efficiently by distributing tasks, checking progress and making back-up plans / X / X / X / X / X / X / X
Identify the main points of each speaker, compare their arguments and how they are presented / X / X
4. Drama / Create roles showing how behaviour can be interpreted from different viewpoints / X / X / X / X / X / X / X / X / X
Develop scripts based on improvisation / X / X / X
Comment constructively on plays and performances, discussing effects and how they are achieved / X / X / X / X / X / X / X / X / X
6. Word structure & spelling / Use knowledge of phonics, morphology and etymology to spell new and unfamiliar words / X / X / X / X / X / X / X / X
Distinguish the spelling and meaning of common homophones / X / X
Know and apply common spelling rules / X / X / X / X / X / X / X / X / X / X
Develop a range of personal strategies for learning new and irregular words / X / X / X / X / X / X / X / X / X / X / X / X / X / X

Objectives/Units

/ N 1 / N-F 1 / P 1A / N 2A / N-F 2A / P 2A / N 2B / N-F 3A / P 1B / N 3 / N-F 2B / P 2B / N 4A / N 4B / N-F 4 / P 1C / N 5 / N-F 3B / P 2C
7. Understanding & interpreting texts / Identify and summarise evidence from a text to support a hypothesis / X / X / X / X / X / X / X / X
Deduce characters' reasons for behaviour from their actions and explain how ideas are developed in non-fiction texts / X / X / X / X / X
Use knowledge of different organisational features of texts to find information effectively / X / X / X / X / X / X
Use knowledge of word structures and origins to develop their understanding of word meanings / X / X / X / X / X
Explain how writers use figurative and expressive language to create images and atmosphere / X / X / X / X / X / X / X / X / X / X / X / X
8. Engaging with & responding to texts / Read extensively favourite authors or genres and experiment with other types of text / X / X / X / X / X / X / X / X
Interrogate texts to deepen and clarify understanding and response / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Explore why and how writers write, including through face-to-face and online contact with authors / X / X / X

Objectives/Units

/ N 1 / N-F 1 / P 1A / N 2A / N-F 2A / P 2A / N 2B / N-F 3A / P 1B / N 3 / N-F 2B / P 2B / N 4A / N 4B / N-F 4 / P 1C / N 5 / N-F 3B / P 2C
9. Creating & shaping texts / Develop and refine ideas in writing using planning and problem-solving strategies / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
Use settings and characterisation to engage readers' interest / X / X / X / X / X / X / X
Summarise and shape material and ideas from different sources to write convincing and informative non-narrative texts / X / X / X / X / X / X
Show imagination through the language used to create emphasis, humour, atmosphere or suspense / X / X / X / X / X / X / X / X / X / X / X / X
Choose and combine words, images and other features for particular effects / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X / X
10. Text structure & organisation / Organise text into paragraphs to distinguish between different information, events or processes / X / X / X / X / X / X / X / X / X / X / X / X
Use adverbs and conjunctions to establish cohesion within paragraphs / X / X / X / X / X / X / X / X / X
11. Sentence structure & punctuation / Clarify meaning and point of view by using varied sentence structure (phrases, clauses and adverbials) / X / X / X / X / X / X / X / X / X / X / X
Use commas to mark clauses, and use the apostrophe for possession / X / X / X / X / X / X / X / X
Objectives/Units / N 1 / N-F 1 / P 1A / N 2A / N-F 2A / P 2A / N 2B / N-F 3A / P 1B / N 3 / N-F 2B / P 2B / N 4A / N 4B / N-F 4 / P 1C / N 5 / N-F 3B / P 2C
12. Presentation / Write consistently with neat, legible and joined handwriting / X / X / X / X / X / X / X / X / X / X / X / X / X
Use word processing packages to present written work and continue to increase speed and accuracy in typing / X / X / X / X / X / X / X / X / X / X / X / X / X