Year 4 Spring Medium Term Planning

Transcription

1 k Genre Text Target Tracker Strands Spelling Grammar/Punctuatio n Black Elk s Commas k 1 Vision other cultures- Create a setting using extracts from the book as a stimulus S.D. Nelson by discussing words and phrases that capture the reader's interest and imagination by identifying themes and conventions in a wide range of books -Understand what he/she reads independently by asking questions to improve his/her understanding of text with increasing complexity Homophones and near homophones accept except affect effect aloud allowed weather whether whose who s Handwriting k 2 other cultures- Create a character using extracts from the book as a stimulus Black Elk s Vision S.D. Nelson -Evaluate and edit by assessing the effectiveness of his/her own and others' writing and suggesting improvements -Evaluate and edit by proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences, expanded noun phrases and fronted adverbials -Use noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases e.g. the teacher expanded to: the strict maths teacher with curly hair -Use fronted adverbials e.g. Later that day, I heard the bad news. -Use paragraphs to organise ideas around a theme Independent writing Children to write paragraphs on setting and character by the end of week 2. Homophones and near homophones cereal serial check cheque through threw draft draught stares stairs Adverbs Looping g

2 k 3 Conjunctions other cultures To prepare a short drama piece based on a text ativeamericans.mrd onn.org/stories/ind ex.html -Understand what he/she reads independently by drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence clearly taken from the text -Understand what he/she reads independently by predicting what might happen from details stated and implied -Understand what he/she reads independently by identifying main ideas drawn from more than one paragraph and summarise these -Prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action -Discuss words and increasingly complex phrases that capture the reader's interest and imagination -Ask reasoned questions to improve his/her understanding of a text Nouns ending in the suffix ation information adoration sensation preparation education location exaggeration concentration imagination organisation and g k 4 Historical story To research the features of stories from other cultures (native America) ativeamericans. mrdonn.org/sto ries/index.html -Understand what he/she reads independently by identifying how language, structure, and presentation contribute to meaning, to include: paragraphs, use of pronouns for cohesion, inverted commas for speech, apostrophes to mark possession, fronted adverbials -Retrieve and record information from non-fiction over a wide range of subjects -Participate in clear reasoned discussion about books, poems and other material that are read to him/her and those he/she can read for himself/herself, taking turns and listening to what others say by reading for a range of purposes by using dictionaries to check the meaning of words that he/she has read by reading a wide range of books, including fairy stories, myths and legends, and retell some of these orally Nouns ending in the suffix ation creation radiation indication ventilation relegation dedication demonstration abbreviation translation vibration Homophones Looping g

3 k 5 other cultures To plan own story from native America ativeamericans.m rdonn.org/stories/ index.html -Make the appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition -Use inverted commas and other punctuation to indicate direct speech e.g. The conductor shouted, "Sit down!" - a comma after the reporting clause; end punctuation within inverted commas -Use apostrophes to mark plural possession e.g. the girl's name, the girls' names -Use commas after fronted adverbials -Plan his/her writing by discussing and recording ideas -Draft and write non-narrative material, using simple organisational devices Adding the prefix sub- (meaing under) and adding the prefix super- (meaning above) submerge subheading submarine subordinate subway superman supervise supersede superpower superhuman Verb tenses Looping g k 6 other cultures To write and edit own story from native America ativeamericans.m rdonn.org/stories/ index.html -Use noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases e.g. the teacher expanded to: the strict maths teacher with curly hair -Use fronted adverbials e.g. Later that day, I heard the bad news. -Use paragraphs to organise ideas around a theme -Evaluate and edit by assessing the effectiveness of his/her own and others' writing and suggesting improvements -Evaluate and edit by proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences, expanded noun phrases and fronted adverbials -Proof-read for spelling and punctuation errors, including the use of the apostrophe for possession, speech punctuation and use of the comma for fronted adverbials Plural Possessive Apostrophes with plural words girls boys babies parents teachers women s men s children s people s mice s Question and exclamation marks Looping y Topic books -Understand what he/she reads independently by identifying how language, Words with Prefixes

4 Persuasive advert To study features of a persuasive advert k 7 School s Library Service structure, and presentation contribute to meaning, to include: paragraphs, use of pronouns for cohesion, inverted commas for speech, apostrophes to mark possession, fronted adverbials -Retrieve and record information from non-fiction over a wide range of subjects reads by reading for a range of purposes reads by using dictionaries to check the meaning of words that he/she has read reads by identifying themes and conventions in a wide range of books -Understand what he/she reads independently by asking questions to improve his/her understanding of text with increasing complexity the /s/ sound spelt with sc science crescent discipline fascinate scent scissors ascent descent scientist scenery and y k 8 Persuasive advert To plan and write a persuasive advert that makes people want to visit the Topic books School s Library Service -Plan his/her writing by discussing writing similar to that which he/she is planning to write in order to understand and learn from its structure, vocabulary and grammar -Plan his/her writing by discussing and recording ideas -Draft and write non-narrative material, using simple organisational devices -Evaluate and edit by assessing the effectiveness of his/her own and others' writing and suggesting improvements -Evaluate and edit by proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences, expanded noun phrases and fronted adverbials -Proof-read for spelling and punctuation errors, including the use of the apostrophe for possession, speech punctuation and use of the comma for fronted adverbials Words with a soft c spelt with ce centre century certain recent experience sentence notice celebrate ceremony certificate Suffixes and y Spelling Bee

5 k 9 The Indian in the cupboard Verb endings Character Profile Read a summary of the story (Wikipedia) and research the two characters Little Bear and Boone Lynne Reid Banks -Read and decode further exception words accurately, noting the unusual correspondences between spelling and sound, and where these occur in the word (linked to spelling English Appendix 1) reads by listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks reads by discussing words and phrases that capture the reader's interest and imagination -Understand what he/she reads independently by drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence clearly taken from the text -Understand what he/she reads independently by predicting what might happen from details stated and implied -Understand what he/she reads independently by identifying main ideas drawn from more than one paragraph and summarise these -Participate in considered discussion about both books that are read to him/her and those that can be read for himself/herself, taking turns and listening to what others say Words with a soft c spelt with ci circle decide medicine exercise special cinema decimal accident city citizen Looping y k 10 Play scripts Add speech to a simple Play script by dramatizing and recording a conflict between Boone and Little Bear. The Indian in the cupboard Lynne Reid Banks -Plan his/her writing by discussing and recording ideas Word families based on common words, showing how words are related in form and meaning phone phonics microphone telephone homophone real reality realistic unreal realisation Pronouns Looping y

6 k 11 Play scripts Write up the play script, adding the remaining features (see ppt attached) The Indian in the cupboard Lynne Reid Banks -Plan his/her writing by discussing and recording ideas Word families based on common words, showing how words are related in form and meaning solve solution insoluble dissolve solvent sign signature assign design Apostrophes into all Looping g

7 k 12 Tests/Spellin g Bee signal Statutory spellings challenge words length strength purpose history different difficult separate suppose therefore knowledge Parenthesis into all and g

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