Autumn 1 Curricular targets: Reading targets. Reading Writing SPAG Handwritin g. text/s

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1 Brhall Primary School- English Year 4-Medium term planning Autumn 1 Curricular targets: compose rehearse sentences orally (including dialogue), progressively building a varied rich vocabulary increasing a range of sentence structures. organise paragraphs around a theme in narratives, creating settings, character plot as well as underst the purpose of each paragraph use a wide range of devices to build cohesion within paragraphs (for example then, after that, this, firstly) use fronted adverbials (for example, Later that day, I heard the bad news) can I use commas after fronted adverbials Reading targets I can read further exception words, noting the unusual correspondences between spelling sound. I can discuss record words phrases that writers use to engage impact on the reader. I can retrieve information from non-fiction texts. Genre Narrative- Stories with a dilemma. Focus text/s Alice in wonderl. Reading Writing SPAG Hwritin g I can discuss record words Story with a dilemma phrases that writers use to engage impact on the reader. (AF5/6 language/purpose) I am using time connectives to sequence my story. compose rehearse sentences (2LfE1) I can identify some of the I am using paragraphs to divide up my story. orally (including dialogue), literary conventions in different texts. (AF5 literary features) (2TC1/2) I can write my ideas in sentences that are linked together. progressivel y building a varied rich I can identify the (simple) themes in texts. (AF6/7 SMSC/ context) (Summarise) (2TC1/2) I can develop the plot, by linking things that happen. vocabulary increasing a range of I can identify some text type organisational features, for example, narrative, explanation I can show how the narrator or characters react to things sentence structures that include:

2 persuasion. (AF4 structure) (2C6/7) describe their feelings or attitudes. I can develop my characters, by showing how their personality affects what they do I can use senses to make my story come to life for my reader noun phrases exped by the addition of modifying adjectives, nouns preposition phrases fronted adverbials. organise paragraphs around a theme in narratives, creating settings, character plot as well as underst the purpose of each paragraph can I use a wide range of devices to build cohesion within paragraphs (for example then, after that, this, firstly) so not touch exp noun

3 phrases by the addition of modifying adjectives, nouns preposition phrases (for example, the teacher exped to: the strict maths teacher with curly hair). Spellings: Statutory spellings Aut First Half. Prefix pre, de, re Prefix anti, non, auto Prefix super, sub, inter Non-fiction: Instruction texts How to care of dragons I can retrieve information from non-fiction texts. (AF2 retrieval) (2C8) I know which books to select for specific purposes, especially in relation to science, geography history learning. (AF6 identify main purpose of text) Instruction texts I can use language of comms, eg. Imperative verbs. I can create a plan to organise a set of instructions. I can use linking phrases, subheadings numbering to improve the use fronted adverbials (for example, Later that day, I heard the bad news) can I use commas after fronted adverbials

4 structure writing. I can write a single statement to say what the instructions are for. I can make a list to show what is needed. I can write the instructions in the correct order. choose nouns or pronouns appropriatel y for clarity cohesion to avoid repetition exp noun phrases by the addition of modifying adjectives, nouns preposition phrases (for example, the teacher exped to: the strict maths teacher with curly hair). so not touch use underst grammatical terminology accurately precisely when discussing my writing reading: adverbial.

5 Spellings: Prefix in. imp, imm Suffix ing - two syllables Suffix en, er, ed - two syllables Poetry: The Jabberwocky (creating images) 1 week I can prepare poems to read aloud to perform, showing understing through intonation, tone, volume action. use Stard English forms for verb inflections instead of local spoken forms (for example, we were instead of we was or I did instead of I done) Spellings: Suffix ous so

6 Autumn 2 Curricular target: compose rehearse sentences orally (including dialogue), progressively building a varied rich vocabulary increasing a range of sentence structures. organise paragraphs around a theme in narratives, creating settings, character plot as well as underst the purpose of each paragraph can I use a wide range of devices to build cohesion within paragraphs (for example then, after that, this, firstly) Reading Targets: I can explain the meaning of words in context. I can infer meanings begin to justify them with evidence from the text. I can predict what might happen from details stated from the information I have deduced. not touch Genre Narrative: Story with historical setting Focus text/s Chimney Child Reading Writing SPAG Hwritin g I can infer meanings begin to justify them with evidence from the text. (AF3 infer) (2MI1/2) I can predict what might happen from details stated from the information I have deduced. (AF2 select retrieve) (Predict) (2MI3) I can identify where a writer has used precise word choices for effect to impact on the reader. (AF5/6 language/purpose,viewpoint,effec t) (2LfE1/2) I can identify some text type organisational features, for example, narrative, explanation persuasion. (AF4 structure) (2C6/7) Story with historical setting I can use changes in time place to organise my story. I can develop what happens in a paragraph around a main sentence. I can develop the relationships between my characters in my story. I can use humour, such as amusing dialogue between characters, to make my story more interesting. compose rehearse sentences orally (including dialogue), progressivel y building a varied rich vocabulary increasing a range of sentence structures that include: noun phrases exped by

7 I can build up tension in my story. I can use interesting vocabulary to describe characters behaviour. I can choose my words to influence how my reader might feel about characters places in my story. I can use dialogue between my characters to move the story on. I can use the past tense all the way through my story remember to use present tense in dialogue. the addition of modifying adjectives, nouns preposition phrases fronted adverbials. organise paragraphs around a theme in narratives, creating settings, character plot as well as underst the purpose of each paragraph can I use a wide range of devices to build cohesion within paragraphs (for example then, after that, this, firstly) so not touch indicate possession by using the possessive

8 apostrophe with plural nouns (for example, the girl s name, the girls names) Spellings: Statutory spellings Aut Second Half. Suffix tion, cian Suffix sion, ssion ch sounding k Non-fiction: Information texts The Victorians I can use a dictionary to check the meaning of unfamiliar words. (AF5 language) (Clarify) I can explain the meaning of words in context. (AF5 language) (Clarify) (2C1) I can ask relevant questions to improve my understing of a text. (AF6 personal response) (Questioning) Information texts I can write an introduction which explains what my report is going to be about. I can write a conclusion which sums up what I have written in my report. I can write detail in each of my paragraphs which supports my main points. place the possessive apostrophe accurately in words with regular plurals (for example, girls, boys ) in words with irregular plurals (for example, children s) underst

9 I can use descriptive but factual language. I can link the information in each section, i.e it is covered in spikes. It can be used for attaching predators. I can maintain an impersonal style. I can add comments or questions to engage my reader. the grammatical difference between plural possessive s use underst grammatical terminology accurately precisely when discussing my writing reading:, pronoun, possessive pronoun, so not touch Spellings: ch, que sounding sh, g, k sc sounding s ei, eigh, ey sounding a Narrative Poetry- The chimney sweep I can apply my knowledge of root words, prefixes suffixes to read aloud to underst the meaning of unfamiliar words. (AF1 Decoding I attempt pronunciation of unfamiliar words drawing on use underst grammatical terminology accurately precisely

10 Spring 1 Curricular target: prior knowledge of similar looking words. (AF1 - Decoding) I can identify where a writer has used precise word choices for effect to impact on the reader. (AF5/6 language/purpose,viewpoint,effec t) (2LfE1/2) when discussing my writing reading: determiner, Spellings: Possessive apostrophe - plurals so not touch compose rehearse sentences orally (including dialogue), progressively building a varied rich vocabulary increasing a range of sentence structures. organise paragraphs around a theme in narratives, creating settings, character plot as well as underst the purpose of each paragraph can I use a wide range of devices to build cohesion within paragraphs (for example then, after that, this, firstly) use fronted adverbials (for example, Later that day, I heard the bad news) can I use commas after fronted adverbials Reading Targets: I can predict what might happen from details stated from the information I have deduced.

11 I can retrieve information from non-fiction texts. Genre Non-fiction: Explanation text - mummificatio n Focus text/s The Ancient Egyptians (second edition) Reading Writing SPAG Hwritin g I can identify some text type organisational features, for Explanation texts indicate example, narrative, explanation persuasion. (AF4 structure) (2C6/7) I can write a brief introduction concluding sentence. possession by using the possessive apostrophe I know which books to select for specific purposes, especially in relation to science, geography history learning. (AF6 identify main purpose of text) I can divide the sections writing with sub headings, bullet points paragraphs. with plural nouns (for example, the girl s name, the girls names) I can retrieve information from non-fiction texts. (AF2 retrieval) I can organise my sections logically (2C8) I can write in an informal style, if necessary choose vocab that will draw the reader in. underst the grammatical difference between plural I am starting to use present, conditional future tenses correctly. possessive s use I can use adverbials to add more detail, eg. Slightly scary. underst grammatical terminology so I can use the third person correctly. accurately precisely when discussing my writing reading:, not touch

12 pronoun, possessive pronoun, choose nouns or pronouns appropriatel y for clarity cohesion to avoid repetition Spellings: Statutory spellings Spring First Half. Possessive apostrophe plurals Irregular tenses eep to ept Irregular tenses end to ent Narrative: Story with historical setting Film unit: Prince of Egypt. The time travelling cat the Egyptian goddess Julia Jarman I can predict what might happen from details stated from the information I have deduced. (AF2 select retrieve) (Predict) (2MI3) I can identify some of the literary conventions in different texts. (AF5 literary features) (2TC1/2) Story with historical setting I can use changes in time place to organise my story. I can develop what happens in a paragraph around a main sentence. compose rehearse sentences orally (including dialogue), progressivel y building a varied rich

13 I can develop the relationships between my characters in my story. I can use humour, such as amusing dialogue between characters, to make my story more interesting. I can build up tension in my story. I can use interesting vocabulary to describe characters behaviour. I can choose my words to influence how my reader might feel about characters places in my story. I can use dialogue between my characters to move the story on. I can use the past tense all the way through my story remember to use present tense in dialogue. vocabulary increasing a range of sentence structures that include: noun phrases exped by the addition of modifying adjectives, nouns preposition phrases fronted adverbials. organise paragraphs around a theme in narratives, creating settings, character plot as well as underst the purpose of each paragraph can I use a wide range of devices to build cohesion within so not touch

14 paragraphs (for example then, after that, this, firstly) exp noun phrases by the addition of modifying adjectives, nouns preposition phrases (for example, the teacher exped to: the strict maths teacher with curly hair). use fronted adverbials (for example, Later that day, I heard the bad news) can I use commas after fronted adverbials Spellings: Homophones long o Homophones long i

15 Spring 2 Curricular target: so not touch use fronted adverbials (for example, Later that day, I heard the bad news) can I use commas after fronted adverbials Reading Targets:

16 I can retrieve information from non-fiction texts. Genre Journalistic recounts (Newspapers) Howard Carter Tutankhamun Focus text/s Prince of Egypt - Film Reading Writing SPAG Hwritin g I can identify some text type organisational features, for example, narrative, explanation persuasion. (AF4 structure) (2C6/7) I can build on others ideas opinions about a text in discussion. I can retrieve information from non-fiction texts. (AF2 retrieval) (2C8) I can identify some of the literary conventions in different texts. (AF5 literary features) (2TC1/2) Journalistic recounts (Newspapers) use fronted I can write a headline of no more than 6 or 7 words. adverbials (for example, Later that I can write a lead paragraph which tells WHO, WHAT, WHERE, WHEN WHY. day, I heard the bad news) can I use commas I can write details in my article, organised into paragraphs. after fronted adverbials exp I can include the names of eyewitnesses. noun phrases by the addition I can write a conclusion. of modifying adjectives, I can write a caption for an illustration. nouns preposition phrases (for I can use the past tense. example, the teacher exped to: the strict maths teacher with curly hair). place the possessive apostrophe accurately in words with regular so not touch

17 plurals (for example, girls, boys ) in words with irregular plurals (for example, children s) Spellings: Statutory spellings Spring Second Half. RE-TEACH GAPS BASED ON SPELL CHECKS specific word lists. Shape poetry I can prepare poems to read aloud to perform, showing understing through intonation, tone, volume action. use Stard English forms for verb inflections instead of local spoken forms (for example, we were instead of we was or I did instead of I done)

18 so not touch Summer 1 Curricular target: compose rehearse sentences orally (including dialogue), progressively building a varied rich vocabulary increasing a range of sentence structures. organise paragraphs around a theme in narratives, creating settings, character plot as well as underst the purpose of each paragraph can I use a wide range of devices to build cohesion within paragraphs (for example then, after that, this, firstly) use fronted adverbials (for example, Later that day, I heard the bad news) can I use commas after fronted adverbials Reading Targets: I can discuss record words phrases that writers use to engage impact on the reader. Genre Narrative: Story from another culture Focus text/s Reading Writing SPAG Hwritin g I can identify some text type organisational features, for Story from another culture compose example, narrative, explanation persuasion. (AF4 structure) (2C6/7) I can use changes in time place to organise my story. rehearse sentences orally (including

19 I can use a dictionary to check the meaning of unfamiliar words. (AF5 language) (Clarify) I can discuss record words phrases that writers use to engage impact on the reader. (AF5/6 language/purpose) (2LfE1) I can identify the (simple) themes in texts. (AF6/7 SMSC/ context) (Summarise) (2TC1/2) I can develop what happens in a paragraph around a main sentence. I can develop the relationships between my characters in my story. I can use humour, such as amusing dialogue between characters, to make my story more interesting. I can build up tension in my story. I can use interesting vocabulary to describe characters behaviour. I can choose my words to influence how my reader might feel about characters places in my story. I can use dialogue between my characters to move the story on. I can use the past tense all the way through my story remember to use present tense in dialogue. dialogue), progressivel y building a varied rich vocabulary increasing a range of sentence structures that include: noun phrases exped by the addition of modifying adjectives, nouns preposition phrases fronted adverbials. organise paragraphs around a theme in narratives, creating settings, character plot as well as underst the purpose of each paragraph can I use a wide so not touch

20 range of devices to build cohesion within paragraphs (for example then, after that, this, firstly) use fronted adverbials (for example, Later that day, I heard the bad news) can I use commas after fronted adverbials Spellings: Statutory spellings Summer First Half. RE-TEACH GAPS BASED ON SPELL CHECKS specific word lists. Play script I can identify some text type organisational features, for example, narrative, explanation persuasion. (AF4 structure) (2C6/7) Play script I can choose my characters stick to them. use fronted adverbials (for example, Later that

21 I can identify some of the literary conventions in different texts. (AF5 literary features) (2TC1/2) I can use dialogue actions to show the individuality of characters. I can use adverbs with my stage directions to develop characters individuality. I can use the end script to solve a problem. I can use a narrator to set the scene, move the action on, describe a character s actions offer an opinion on characters their actions. day, I heard the bad news) can I use commas after fronted adverbials exp noun phrases by the addition of modifying adjectives, nouns preposition phrases (for example, the teacher exped to: the strict maths teacher with curly hair). so not touch Poetry: The poet Benjamin Z Link to British Values I can apply my knowledge of root words, prefixes suffixes to read aloud to underst the meaning of unfamiliar words. (AF1 - Decoding) I attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words. (AF1 - Decoding) I can prepare poems to read aloud to perform, showing

22 Summer 2 Curricular target: understing through intonation, tone, volume action. so not touch compose rehearse sentences orally (including dialogue), progressively building a varied rich vocabulary increasing a range of sentence structures. organise paragraphs around a theme in narratives, creating settings, character plot as well as underst the purpose of each paragraph can I use a wide range of devices to build cohesion within paragraphs (for example then, after that, this, firstly) use fronted adverbials (for example, Later that day, I heard the bad news) can I use commas after fronted adverbials Reading Targets: I can discuss record words phrases that writers use to engage impact on the reader. I can predict what might happen from details stated from the information I have deduced. Genre Narrative: Focus text/s The Lion King Reading Writing SPAG Hwritin g I can identify some text type Story with a dilemma organisational features, for compose

23 Story with a dilemma example, narrative, explanation persuasion. (AF4 structure) (2C6/7) I can identify where a writer has used precise word choices for effect to impact on the reader. (AF5/6 language/purpose,viewpoint,effec t) (2LfE1/2) I can predict what might happen from details stated from the information I have deduced. (AF2 select retrieve) (Predict) (2MI3) I can identify the (simple) themes in texts. (AF6/7 SMSC/ context) (Summarise) (2TC1/2) I can discuss record words phrases that writers use to engage impact on the reader. (AF5/6 language/purpose) (2LfE1) I am using time connectives to sequence my story. I am using paragraphs to divide up my story. I can write my ideas in sentences that are linked together. I can develop the plot, by linking things that happen. I can show how the narrator or characters react to things describe their feelings or attitudes. I can develop my characters, by showing how their personality affects what they do I can use senses to make my story come to life for my reader rehearse sentences orally (including dialogue), progressivel y building a varied rich vocabulary increasing a range of sentence structures that include: noun phrases exped by the addition of modifying adjectives, nouns preposition phrases fronted adverbials. organise paragraphs around a theme in narratives, creating settings, character plot as well as underst the purpose so not touch

24 of each paragraph can I use a wide range of devices to build cohesion within paragraphs (for example then, after that, this, firstly) use fronted adverbials (for example, Later that day, I heard the bad news) can I use commas after fronted adverbials exp noun phrases by the addition of modifying adjectives, nouns preposition phrases (for example, the teacher exped to: the strict maths

25 teacher with curly hair). Spellings: Statutory spellings Summer Second Half. RE-TEACH GAPS BASED ON SPELL CHECKS specific word lists. Persuasive writing - deforestation I can identify some text type organisational features, for example, narrative, explanation persuasion. (AF4 structure) (2C6/7) I can build on others ideas opinions about a text in discussion. I can identify some of the literary conventions in different texts. (AF5 literary features) (2TC1/2) I can discuss record words phrases that writers use to engage impact on the reader. (AF5/6 language/purpose) (2LfE1) Persuasive writing I can write a series of persuasive points. I can show a viewpoint. I can choose words to make my argument clearer, eg. attractive, awesome, extreme. I can use a conversational style if needed, eg. Yes, that s right! I can use some connectives to link ideas, eg. because, if, then. I can write a brief introduction. I can divide my ideas into paragraphs. choose nouns or pronouns appropriatel y for clarity cohesion to avoid repetition exp noun phrases by the addition of modifying adjectives, nouns preposition phrases (for example, the teacher exped to: the strict maths teacher with curly hair).

26 I can write a concluding sentence. I can use the present tense. use underst grammatical terminology accurately precisely when discussing my writing reading: determiner, pronoun, possessive pronoun, adverbial. use Stard English forms for verb inflections instead of local spoken forms (for example, we were instead of we was or I did instead of I done) so not touch The following Curricular Targets will be practised monitored during each term, especially with regards to spelling the majority of the Year 4 common exception words.

27 4.2 spell the majority of the year 4 common exception words 4.7 discuss writing that is similar to which I am planning to write in order to underst learn from its structure, vocabulary grammar as well as using my knowledge of audience purpose