Year 5 English Scheme of Work

Transcription

1 Year 5 New National Curriculum By the beginning of year 5, pupils should be able to read aloud a wider range of poetry and books written at an age-appropriate interest level with accuracy and at a reasonable speaking pace. They should be able to read most words effortlessly and to work out how to pronounce unfamiliar written words with increasing automaticity. If the pronunciation sounds unfamiliar, they should ask for help in determining both the meaning of the word and how to pronounce it correctly. They should be able to prepare readings, with appropriate intonation to show their understanding, and should be able to summarise and present a familiar story in their own words. They should be reading widely and frequently, outside as well as in school, for pleasure and information. They should be able to read silently, with good understanding, inferring the meanings of unfamiliar words, and then discuss what they have read. Pupils should be able to write down their ideas quickly. Their grammar and punctuation should be broadly accurate. Pupils spelling of most words taught so far should be accurate and they should be able to spell words that they have not yet been taught by using what they have learnt about how spelling works in English. During years 5 and 6, teachers should continue to emphasise pupils enjoyment and understanding of language, especially vocabulary, to support their reading and writing. Pupils knowledge of language, gained from stories, plays, poetry, non-fiction and textbooks, will support their increasing fluency as readers, their facility as writers, and their comprehension. As in years 3 and 4, pupils should be taught to enhance the effectiveness of their writing as well as their competence. It is essential that pupils whose decoding skills are poor are taught through a rigorous and systematic phonics programme so that they catch up rapidly with their peers in terms of their decoding and spelling. However, as far as possible, these pupils should follow the upper key stage 2 programme of study in terms of listening to books and other writing that they have not come across before, hearing and learning new vocabulary and grammatical structures, and having a chance to talk about all of these. Spoken Language Participate in discussions, presentations, performances, role play, improvisations and debates Gain, maintain and monitor the interest of the listener(s) Reading Word Reading Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet. Comprehension Maintain positive attitudes to reading and understanding of what they read by: Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, nonfiction and reference books or textbooks Reading books that are structured in different ways and reading for a range of purposes increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions

2 Recommending books that they have read to their peers, giving reasons for their choices Identifying and discussing themes and conventions in and across a wide range of writing Making comparisons within and across books Learning a wider range of poetry by heart Preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience Understand what they read by: Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context Asking questions to improve their understanding 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 Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas Identifying how language, structure and presentation contribute to meaning Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader Distinguish between statements of fact and opinion Retrieve, record and present information from non-fiction

3 Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others ideas and challenging views courteously Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary Provide reasoned justifications for their views. Composition Vocabulary, Grammar and Punctuation Handwriting Spelling (Transcription) Plan their writing by: Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own Noting and developing initial ideas, drawing on reading and research where necessary In writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed Draft and write by: Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action Précising longer passages Develop their understanding of the concepts set out in English Appendix 2 by: Recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms Using passive verbs to affect the presentation of information in a sentence Using the perfect form of verbs to mark relationships of time and cause Using expanded noun phrases to convey complicated information concisely Using modal verbs or adverbs to indicate degrees of possibility Using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun Learning the grammar for years 5 and 6 in English Appendix 2 Indicate grammatical and other features by: Write legibly, fluently and with increasing speed by: Choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters Choosing the writing implement that is best suited for a task. Use further prefixes and suffixes and understand the guidance for adding them Spell some words with silent letters [for example, knight, psalm, solemn] Continue to distinguish between homophones and other words which are often confused Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1 Use dictionaries to check the spelling and meaning of words Use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary Use a thesaurus.

4 Using a wide range of devices to build cohesion within and across paragraphs Using further organisational and presentational devices to structure text and to guide the reader [for example, headings, bullet points, underlining] Evaluate and edit by: Assessing the effectiveness of their own and others writing Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning Ensuring the consistent and correct use of tense throughout a piece of writing Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register Proof-read for spelling and punctuation errors Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear. Using commas to clarify meaning or avoid ambiguity in writing Using hyphens to avoid ambiguity Using brackets, dashes or commas to indicate parenthesis Using semi-colons, colons or dashes to mark boundaries between independent clauses Using a colon to introduce a list Punctuating bullet points consistently Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading.

5 Year Five Long Term Plan Autumn 1 WINGS 4 Treasure Hunt Phase 1 Week Lesson Overview Reading Focus Focus Speaking and Listening Focus 1 (W/B ) Assessment week Getting Along Together The silver swan 2 (W/B ) Reading Checking the book makes sense to them, discussing their understanding and exploring the meaning of the words in context. Reading books that are structured in different ways from our literary heritage, and books from other cultures and traditions. Use a wide range of devices to build cohesion within and across paragraphs. Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning. Using passive verbs to affect the presentation of information in a sentence. To identify the story setting. The Titanic 3 (W/B ) Reading Checking the book makes sense to them, discussing their understanding and exploring the meaning of the words in context. Planning a report Drafting a report Evaluating and editing their report Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. Using the perfect form of verbs to mark relationships of time and cause. Poems about the sea 4 (W/B ) Reading Discuss and evaluate how authors use language, figurative language, To make inferences about the text. To identify different poetic devices and To write about a special place that the children know. To write a newspaper report about the sinking of a vessel. To write a poem in the style of one of the poems Listen and respond to and questions. Listen and respond to and questions. Listen and respond to

6 considering the impact on the reader. Planning a poem Drafting a poem Evaluating and editing their poem Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own Using the perfect form of verbs to mark relationships of time and cause. Life in Space 5 (W/B ) Reading Checking the book makes sense to them, discussing their understanding and exploring the meaning of the words in context. Identifying how language, structure and presentation contribute to meaning. Planning a diary Drafting a diary Evaluating and editing their diary Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own Use a wide range of devices to build cohesion within and across paragraphs. Using expanded nouns phrases to convey complicate information Life in Space Module 6 (W/B ) Planning a leaflet Drafting a leaflet Evaluating and editing their leaflet Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own appreciate how they enhance the poem To interpret diagrams as part of understanding a non-fiction text. To identify organisational devices that makes the text clearer and easier to understand. read To write an imaginary diary entry describing a day in a space station. To write an informative leaflet about becoming an astronaut. and questions Create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues Listen and respond to others, identifying main ideas, implicit meaning and viewpoints, and how these are presented. To give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.

7 Using expanded nouns phrases to convey complicate information The Titanic 7 (W/B ) Reading Asking questions to improve their understanding. Planning a diary Drafting a diary Evaluating and editing their diary Use a wide range of devices to build cohesion within and across paragraphs. Using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun Assessment Point 1 Focus (AP1) Reading: Asking questions to improve their understanding. Checking the book makes sense to them, discussing their understanding and exploring the meaning of the words in context. Reading books that are structured in different ways from our literary heritage, and books from other cultures and traditions. Asking questions to improve their understanding Discuss and evaluate how authors use language, figurative language, considering the impact on the reader Year 5 English Scheme of Work To make informed judgements for a debate. Assessment Point 1 Focus (AP1) : Planning a report Drafting a report Evaluating and editing their report Use a wide range of devices to build cohesion within and across paragraphs. Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. Use a wide range of devices to build cohesion within and across paragraphs. Proposing changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning. Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. Planning a diary Drafting a diary Evaluating and editing their diary Use a wide range of devices to build cohesion within and across paragraphs. Planning a poem Drafting a poem Evaluating and editing their poem To write a diary entry. To give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings. Assessment Point 1 Focus (AP1) : Using expanded noun phrases to convey complicated information Using passive verbs to affect the presentation of information in a sentence. Using the perfect form of verbs to mark relationships of time and cause Using relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun. Using expanded nouns phrases to convey complicate information

8 Revision 8 (W/B ) Identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own Use a wide range of devices to build cohesion within and across paragraphs.

9 Autumn 2 WINGS 4 Treasure Hunt Phase 1 Space News (OTH) Space News (OTH) Drag and Drop Digitext Week Lesson Overview Reading Focus Focus Speaking and Listening Focus 9 (W/B ) Reading Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas. Planning a letter Drafting writing a letter Evaluating and editing their letter Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. Using commas to clarify meaning or avoid ambiguity in writing 10 (W/B ) 11 (W/B ) Reading Asking questions to improve their understanding. Describing settings, characters and atmosphere. Using dashes to mark boundaries between independent clauses. Reading Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader. Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear. Recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms. To draw conclusions about the way that people might have thought in the past, based on the evidence of their reactions to events and the way that they wrote about them. To take account of the tone and language choices of various articles and make a judgement based on these as to whether they are reading an objective or subjective account of the events. To know that authors have various devices available to them to give the reader a different perspective on the story. To write a letter to Pope Paul V, persuading him that he was wrong to include Copernicus book on the Index of Forbidden Books. To read the beginning of a story and then write the next episode. To write recounts and make a video diary based on a video clip, relating story events from the perspective of more than one character To give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings. To use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. 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.

10 Have Your Say (OTH) Have Your Say (OTH) Caribbean Poetry 12 (W/B ) 13 (W/B ) 14 (W/B ) Reading Identifying how language, structure and presentation contribute to meaning. Planning a letter Drafting writing a letter Evaluating and editing their letter Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. Using expanded nouns phrases to convey complicate information Reading Checking the book makes sense to them, discussing their understanding and exploring the meaning of the words in context. Use a wide range of devices to build cohesion within and across paragraphs. Using a colon to introduce a list. Reading Reading books that are structured in different ways and reading for a range of purposes increasing their familiarity with other cultures and traditions. Planning a poem Drafting a poem Evaluating and editing their poem Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. Using expanded noun phrases to convey complicated information To identify the features of a persuasive argument. To identify the features of a discursive report. To explore a range of Caribbean poetry and understand how it is shaped by the context of the writers. To write a letter to persuade. To write a discursive report about whether it should be compulsory to walk to school. To write a poem in the Caribbean style To consider and evaluate different viewpoints, attending to and building on the contributions of others. To maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments. To use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

11 Assessment Point 2 Focus (AP2) Reading: Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas. Asking questions to improve their understanding. Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader. Identifying how language, structure and presentation contribute to meaning. Checking the book makes sense to them, discussing their understanding and exploring the meaning of the words in context. Reading books that are structured in different ways and reading for a range of purposes increasing their familiarity with other cultures and traditions. Christmas Activities 15 (W/B ) Year 5 English Scheme of Work Assessment Point 2 Focus (AP2) : Planning a letter Drafting writing a letter Evaluating and editing their letter Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. Describing settings, characters and atmosphere. Perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear. Use a wide range of devices to build cohesion within and across paragraphs. Planning a poem Drafting a poem Evaluating and editing their poem Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. Using expanded nouns phrases to convey complicate information Assessment Point 2 Focus (AP2) : Using commas to clarify meaning or avoid ambiguity in writing Using dashes to mark boundaries between independent clauses. Recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms. Using expanded nouns phrases to convey complicate information Using a colon to introduce a list. Using expanded noun phrases to convey complicated information GSP assessment assessment Talking to others - talk in purposeful and imaginative ways to explore ideas.

12 Spring 1 WINGS 4 Treasure Hunt Phase 2 Week Wings 2 Phase 2 Lesson Overview Reading Focus Focus Speaking and Listening Focus Room 13 1 (W/B ) Reading Reading books that are structured in different ways and reading for a range of purposes increasing their familiarity with a wide range of genres. Planning a story Drafting a story Evaluating and editing their story In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action. Using expanded nouns phrases to convey complicate information Using relative clauses beginning with who, which, where, when, whose. 2 (W/B ) Reading Reading books that are structured in different ways and reading for a range of purposes increasing their familiarity with a wide range of genres. Planning a story Drafting a story Evaluating and editing their story In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action Using expanded nouns phrases to convey complicate information To identify the features of horror stories. To make inferences about the text. To identify the features of sci-fi stories and contrast the genre with horror. To identify how a writer creates tension and suspense within the writing. To write the beginning of a horror story. To write in the sci-fi genre. 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. 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.

13 Room 13 Module - Structure Using brackets dashes to indicate parenthesis. 3 (W/B ) Reading Reading books that are structured in different ways and reading for a range of purposes increasing their familiarity with a wide range of genres. Planning a story Drafting a story Evaluating and editing their story In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action Using expanded nouns phrases to convey complicate information Using the perfect form of verbs to mark relationships of time and cause. 4 (W/B ) Reading Reading books that are structured in different ways and reading for a range of purposes increasing their familiarity with a wide range of genres. In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action Using expanded nouns phrases to convey complicate information Using commas to clarify meaning. 5 (W/B ) Reading Reading books that are structured in different ways and reading for a range of purposes increasing their familiarity with a wide range of genres. To identify the features of adventure stories and compare and contrast the genre with horror. To identify how a writer closes a story. To identify the features of fantasy stories and contrast the genre with horror. To examine in detail what each section of a story should include. To write using tension and suspense. To set the scene for a fantasy story. To write a story following a prompt, concentrating on its structure and general features. Talking with others: listen and respond to and questions. Talking with others: listen and respond to and questions. To consider and evaluate different viewpoints, attending to and building on the contributions of others.

14 Assessment Point 3 Focus (AP3): Reading: Reading books that are structured in different ways and reading for a range of purposes increasing their familiarity with a wide range of genres. Year 5 English Scheme of Work Planning a story Drafting a story Evaluating and editing their story In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action Using expanded nouns phrases to convey complicate information Using commas to clarify meaning. Assessment Point 3 Focus (AP3): : Planning a story Drafting a story Evaluating and editing their story In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action. Spooky Poems 6 (W/B ) Reading Reading books that are structured in different ways and reading for a range of purposes increasing their familiarity with a wide range of genres. Planning a poem Drafting a poem Evaluating and editing their poem In narratives, describing settings, characters and atmosphere. Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. Using expanded nouns phrases to convey complicate information To identify the mood of a poem. To recognise poems written in a different era or from a different culture. Assessment Point 3 Focus (AP3): : Using expanded nouns phrases to convey complicate information Using relative clauses beginning with who, which, where, when, whose, phrases to convey complicate information Using brackets dashes to indicate parenthesis Using expanded nouns. Using the perfect form of verbs to mark relationships Using expanded nouns phrases to convey complicate information Using commas to clarify meaning. To write a spooky poem. Talking with others listen and respond to and questions.

15 Spring 2 WINGS 4 Treasure Hunt Phase 2/3 How to be a Medieval Knight Journey into the Rainforest (OTH) In the Rainforest (OTH) Ice Bricks and Straw Roofs Phase 3 Week Wings 2 Phase 2 Lesson Overview Reading Focus Focus Speaking and Listening Focus 7 (W/B ) Reading Drawing inferences such as inferring characters feelings, thoughts and motives from their action, and justifying inferences with evidence Discuss and evaluate how authors use language Planning a letter Drafting writing a letter Evaluating and editing their letter Recognising vocabulary and structures that are appropriate for formal speech 8 (W/B 02/03/15) Reading Apply their growing knowledge of root words, prefixes and suffixes Planning an information leaflet Drafting writing an information leaflet Evaluating and editing their information leaflet Punctuating bullet points consistently 9 (W/B 09/03/15) Reading Make comparisons within and across the book Planning an information leaflet Drafting writing an information leaflet Evaluating and editing their information leaflet Using the perfect form of verbs to mark relationships of time and cause 10 (W/B 16/03/15) Reading Make comparisons within and across the book Identifying how language, structure and presentation contribute to To make inferences about the text. To clarify words that are hard to understand. To compare and contrast different information on the same theme and extract similarities and differences. To recognise ways in which information is presented in the To write a letter asking for help. To write an information leaflet about aspects of life in the rainforest. To write a letter to a chain of burger manufacturers, persuading them not to clear an area of Amazonian rainforest. To produce a poster that presents information about a new building Talking with others listen and respond to and questions. To ask relevant questions to extend their understanding and knowledge. To consider and evaluate different viewpoints, attending to and building on the contributions of others. Talking to others talk in purposeful and imaginative ways to

16 meaning Planning a poster Drafting writing a poster Evaluating and editing their poster Using passive verbs to affect the presentation of information in a sentence Digitext. To compare and contrast information material in a similar way to the Digitext presentation. explore ideas and feelings, adapting and varying structure and vocabulary according to purpose, listeners and contents. Assessment Point 4 Focus (AP4): Reading: Drawing inferences such as inferring characters feelings, thoughts and motives from their action, and justifying inferences with evidence Discuss and evaluate how authors use language Make comparisons within and across the book Apply their growing knowledge of root words, prefixes and suffixes Make comparisons within and across the book Identifying how language, structure and presentation contribute to meaning When Jessie Came Across the Sea Phase 3 11 (W/B 23/03/15) Assessment Point 4 Focus (AP4): Planning a letter Drafting writing a letter Evaluating and editing their letter Planning an information leaflet Drafting writing an information leaflet Evaluating and editing their information leaflet Planning an information leaflet Drafting writing an information leaflet Evaluating and editing their information leaflet Planning a poster Drafting writing a poster Evaluating and editing their poster Reading Reading books that are structured in different ways and reading for a range of purposes increasing their familiarity with a wide range of books. Planning a diary entry Drafting writing a diary entry Evaluating and editing their diary entry Recognising vocabulary and structures that are appropriate for formal speech and writing Assessment Point 4 Focus (AP4): Recognising vocabulary and structures that are appropriate for formal speech Using the perfect form of verbs to mark relationships of time and cause Punctuating bullet points consistently Using passive verbs to affect the presentation of information in a sentence To identify what we learn about the world through reading stories set in different places and times. To write a series of diary entries for Jessie at key points during the story. Talking with others listen and respond to and questions.

17 Summer 1 WINGS 4 Treasure Hunt Phase 3 Understanding TV Week Wings 2 Phase 3 1 (W/B 13/04/15) Lesson Overview Reading Focus Focus Speaking and Listening Focus Reading Identifying how language, structure and presentation contribute to meaning Retrieve, record and present information from non-fiction Planning a website Drafting a website Evaluating and editing their website Using brackets, dashes or commas to indicate parenthesis Understanding TV 2 (W/B 20/04/15) Reading Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader Planning an animation Drafting an animation Evaluating and editing their animation Using a colon to introduce a list Poems about School 3 (W/B 27/04/15) Reading Provide reasoned justifications for their views Learning a wider range of poetry by heart Planning a poem Drafting a poem Evaluating and editing their poem Using expanded noun phrases to convey complicated information concisely To analyse TV drama. To identify how the language of drama varies according to the audience it is aimed at and the tone it wishes to set. To identify different poetic devices and appreciate how they enhance the poem To create a website page for a new soap. To devise and write scripts for a brand-new animated pre-school show. To write a poem in the style of one of the poems read. Talking with others listen and respond to and questions. Talking with others listen and respond to and questions. Talking with others listen and respond to and questions. Poems about 4 (W/B 04/05/15) Reading To compare and contrast To write another poem Talking within role-play

18 School Making comparisons within and across books Planning a poem Drafting a poem Evaluating and editing their poem Using model verbs or adverbs to indicate degrees of possibility Film Narrative 5 (W/B 11/05/15) Reading Identifying how language, structure and presentation contribute to meaning Planning a story Drafting a story Evaluating and editing their story poems on a similar theme. To understand the structure of film narrative. based on another of the poems read. To plan a film version of a familiar story. and drama - create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues. To give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings. Assessment Point 5 Focus (AP5): Reading: Identifying how language, structure and presentation contribute to meaning Retrieve, record and present information from non-fiction Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader Making comparisons within and across books Assessment Point 5 Focus (AP5) : Planning a website Drafting a website Evaluating and editing their website Planning a poem Drafting a poem Evaluating and editing their poem Planning a story Drafting a story Evaluating and editing their story Assessment Point 5 Focus (AP5) : Using brackets, dashes or commas to indicate parenthesis Using a colon to introduce a list Using model verbs or adverbs to indicate degrees of possibility Using colons to mark boundaries between independent clauses Film Narrative 6 (W/B 18/05/15) Reading Identifying how language, structure and presentation contribute to meaning Planning a play Drafting a play Evaluating and editing their play To identify how characterisation is achieved through character voice. To use character voice in the writing of a script. To use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

19 Using colons to mark boundaries between independent clauses

20 Summer 2 WINGS 4 Treasure Hunt Phase 3 Week Lesson Overview Reading Focus Focus Speaking and Listening Focus Secret Friends 7 (W/B 01/06/15) Reading Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main idea Planning a letter Drafting a letter Evaluating and editing a letter Recognising vocabulary and structures that are appropriate for formal speech and writing Secret Friends 8 (W/B 08/06/15) Reading Predicting what might happen from details stated and implied Planning the ending to the story Drafting the ending to the story Evaluating and editing the ending to the story Secret Friends Module W4 Consolidation PROMPT INTERPRETATION Using modal verbs or adverbs to indicate degrees of possibility 9 (W/B 15/06/15) Planning the ending to the story Drafting the ending to the story Evaluating and editing the ending to the story Using modal verbs or adverbs to indicate degrees of possibility Recognising vocabulary and structures that are appropriate for formal speech and writing 10 (W/B 22/06/15) Reading Continuing to read and discuss an increasingly 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 To summarise text. To further develop inner voices by practising the art of on-going prediction. To identify features of a plot and how a plot develops. To recognise the purpose and appropriate format of given prompts. To write a letter to the bullies in the story. To write an alternative ending to the story. To write a story about a given situation, concentrating on the plot development. To write appropriately in response to a range of different prompts. 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 Talking with others listen and respond to and questions To use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. To give well-structured descriptions, explanations and narratives for different

21 W4 Consolidation PLANNING W4 Consolidation POWERFUL PARAGRAPHS 11 (W/B 29/06/15) 12 (W/B 06/07/15) Assessment Point 6 Focus (AP6): Reading: Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main idea Predicting what might happen from details stated and implied Continuing to read and discuss an increasingly 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 increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions Year 5 English Scheme of Work range of purposes increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions Planning writing Drafting writing Evaluating and editing their writing assessment Reading Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others ideas and challenging views courteously and Assessment Reading, and revision in preparation for AP6 assessment Assessment Point 6 Focus (AP6) : Planning the ending to the story Drafting the ending to the story Evaluating and editing the ending to the story Planning a letter Drafting a letter Evaluating and editing a letter To identify the appropriate formats and styles for responding to each of the prompts. To identify features of powerful paragraphs. To construct quick plans in response to a range of different prompts. To write high-quality paragraphs in different genres. purposes, including for expressing feelings. To use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas. To ask relevant questions to extend their understanding and knowledge. Assessment Point 6 Focus (AP6) : Recognising vocabulary and structures that are appropriate for formal speech and writing Using modal verbs or adverbs to indicate degrees of possibility End of Term Activities 13 (W/B 13/07/15)

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