Year 4 English Scheme of Work

Transcription

1 Year 4 New National Curriculum During year 4, children should be learning to justify their views about what they have read: with support at the start of year 3 and increasingly independently by the end of year 4. Pupils should be able to write down their ideas with a reasonable degree of accuracy and with good sentence punctuation. Teachers should therefore be consolidating pupils writing skills, their vocabulary, their grasp of sentence structure and their knowledge of linguistic terminology. Teaching them to develop as writers involves teaching them to enhance the effectiveness of what they write as well as increasing their competence. Teachers should make sure that pupils build on what they have learnt, particularly in terms of the range of their writing and the more varied grammar, vocabulary and narrative structures from which they can draw to express their ideas. Pupils should be beginning to understand how writing can be different from speech. Joined handwriting should be the norm; pupils should be able to use it fast enough to keep pace with what they want to say. Pupils spelling of common words should be correct, including common exception words and other words that they have learnt (see English Appendix 1). Pupils should spell words as accurately as possible using their phonic knowledge and other knowledge of spelling, such as morphology and etymology. Most pupils will not need further direct teaching of word reading skills: they are able to decode unfamiliar words accurately, and need very few repeated experiences of this before the word is stored in such a way that they can read it without overt sound-blending. They should demonstrate understanding of figurative language, distinguish shades of meaning among related words and use age-appropriate, academic vocabulary. As in key stage 1, however, pupils who are still struggling to decode need to be taught to do this urgently through a rigorous and systematic phonics programme so that they catch up rapidly with their peers. If they cannot decode independently and fluently, they will find it increasingly difficult to understand what they read and to write down what they want to say. As far as possible, however, these pupils should follow the year 3 and 4 programme of study in terms of listening to new books, hearing and learning new vocabulary and grammatical structures, and discussing these. Specific requirements for pupils to discuss what they are learning and to develop their wider skills in spoken language form part of this programme of study. In years 3 and 4, pupils should become more familiar with and confident in using language in a greater variety of situations, for a variety of audiences and purposes, including through drama, formal presentations and debate. Spoken Language Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas Speak audibly and fluently with an increasing command of Standard English Reading Word Reading Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word. Comprehension Develop positive attitudes to reading and understanding of what they read by: Listening to and discussing a 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 Using dictionaries to check the meaning of words that they have read Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally

2 Year 4 English Scheme of Work Identifying themes and conventions in a wide range of books Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action Discussing words and phrases that capture the reader s interest and imagination Recognising some different forms of poetry [for example, free verse, narrative poetry] Understand what they read, in books they can read independently, by: Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context Asking questions to improve their understanding of a text 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 Identifying main ideas drawn from more than one paragraph and summarising these Identifying how language, structure, and presentation contribute to meaning Retrieve and record information from non-fiction Participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say. Composition Vocabulary, Grammar and Punctuation Handwriting Spelling Plan their writing by: Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar Discussing and recording ideas Draft and write by: Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2) Organising paragraphs around a theme Develop their understanding of the concepts set out in English Appendix 2 by: Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although Using the present perfect form of verbs in contrast to the past tense Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition Using conjunctions, adverbs and Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined Increase the legibility, consistency and quality of their handwriting [for example, by ensuring that the downstrokes of letters are parallel and equidistant; that lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch]. Use further prefixes and suffixes and understand how to add them (English Appendix 1) Spell further homophones Spell words that are often misspelt (English Appendix 1) Place the possessive apostrophe accurately in words with regular plurals [for example, girls, boys ] and in words with irregular plurals [for example, children s] Use the first two or three letters of a word to check its spelling in a dictionary Write from memory simple sentences,

3 In narratives, creating settings, characters and plot In non-narrative material, using simple organisational devices [for example, headings and sub-headings] Evaluate and edit by: Assessing the effectiveness of their own and others writing and suggesting improvements Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences Proof-read for spelling and punctuation errors Read aloud their own writing, to a group or the whole class, using appropriate prepositions to express time and cause Using fronted adverbials Learning the grammar for years 3 and 4 in English Appendix 2 Indicate grammatical and other features by: Using commas after fronted adverbials Indicating possession by using the possessive apostrophe with plural nouns Using and punctuating direct speech Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading. dictated by the teacher, that include words and punctuation taught so far.

4 Year Four Long Term Plan Autumn 1 WINGS 3 Treasure Hunt Phase 1 Making the Past into the Present Making the Past into the Present Module Week Lesson Overview Reading Focus Focus Speaking and Listening Focus 1 (W/B ) Assessment week Getting Along Together 2 (W/B ) Reading To recognise the language and Reading books that are structure of instructions. structured in different ways and reading for a range of purposes Discussing words and phrases that capture the reader s interest and imagination Organising paragraphs around a theme Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition Different types of sentences 3 (W/B ) In non-narrative material, using simple organisational devices [for example, headings and subheadings] Using conjunctions, adverbs and prepositions to express time and cause To identify the effect that the writer intends to have on a reader. To write the instructions for a board game. To write the instructions for a game. 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 contents. To use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.

5 Use of commas The Hodgeheg 4 (W/B ) Reading Identifying main ideas drawn from more than one paragraph and summarising these In narratives, creating settings, characters and plot Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although The Hodgeheg 5 (W/B ) Reading Drawing inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence Using fronted adverbials Varying sentence structure for effect The Owl who was Afraid of the Dark 6 (W/B ) Reading Identifying how language, structure, and presentation contribute to meaning To identify what a character is like by recognising the different ways in which the author tells us about them. To identify what a character is like by making inferences about them. To state the main problem in the story and recognise how this is affected by other story events. To write a conversation between Max and his Pa using the correct punctuation. To write a radio commercial raising awareness of road safety. To write a story opening that grabs the reader s interest. Listen and respond to others, identifying main ideas, implicit meaning and viewpoints, and how these are presented. Listen and respond to others, identifying main ideas, implicit meaning and viewpoints, and how these are presented. Listen and respond to others, identifying main ideas, implicit meaning and viewpoints, and how these are presented.

6 Organising paragraphs around a theme Using commas after fronted adverbials 7 (W/B ) Reading Identifying how language, structure, and presentation contribute to meaning Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures Place the possessive apostrophe accurately in words with regular plurals [for example, girls, boys ] and in words with irregular plurals [for example, children s] The Owl who was Afraid of the Dark To identify the series of events that lead to the story resolution. To write the ending to a story where the beginning has been provided Listen and respond to others, identifying main ideas, implicit meaning and viewpoints, and how these are presented. Assessment Point 1 Focus (AP1): Reading: Reading books that are structured in different ways and reading for a range of purposes Discussing words and phrases that capture the reader s interest and imagination Assessment Point 1 Focus (AP1): : Organising paragraphs around a theme Choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition In non-narrative material, using simple organisational devices Assessment Point 1 Focus (AP1): : Different types of sentences Use of commas Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if,

7 Identifying main ideas drawn from more than one paragraph and summarising these Drawing inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence Identifying how language, structure, and presentation contribute to meaning Identifying how language, structure, and presentation contribute to meaning The Owl who was Afraid of the Dark Module 8 (W/B ) Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures Using and punctuating direct speech Year 4 English Scheme of Work [for example, headings and sub-headings] Using conjunctions, adverbs and prepositions to express time and cause In narratives, creating settings, characters and plot Using fronted adverbials Organising paragraphs around a theme Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures To identify why dialogue is an important story element. because, although Varying sentence structure for effect Using commas after fronted adverbials Place the possessive apostrophe accurately in words with regular plurals [for example, girls, boys ] and in words with irregular plurals [for example, children s] To write a story where the dialogue enhances what we know about the characters. To give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.

8 Autumn 2 WINGS 4 Treasure Hunt Phase Ways to save the Earth 101 Ways to save the Earth Week Lesson Overview Reading Focus Focus Speaking and Listening Focus 9 (W/B ) Reading Retrieve and record information from nonfiction In non-narrative material, using simple organisational devices [for example, headings and sub-headings] Use of commas 10 (W/B ) Reading Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks Identifying main ideas drawn from more than one paragraph and summarising these Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar Using the present perfect form of verbs in contrast To be able to interpret charts and diagrams as part of comprehending a non-fiction text. To be able to interpret written directions and retell them. To understand the importance of following the sequence and ensuring no steps have been missed out. To write a report describing their ideal green neighbourhood. To write the instructions for an experiment where a flame is given a limited amount of air to burn in. 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 contents. Talking with others listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions.

9 to the past tense Amazing Creatures Amazing Creatures Play scripts 11 (W/B ) 12 (W/B ) 13 (W/B ) Reading Identifying themes and conventions in a wide range of books Organising paragraphs around a theme Use the first two or three letters of a word to check its spelling in a dictionary Reading Drawing inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence Proposing changes to grammar and vocabulary to improve consistency, Use of connectives Reading Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action Composing and rehearsing To identify the cause and effect relationships in a non-fiction text. To infer a cause and effect relationship when it is not explicitly stated. To clarify words that are hard to understand. To know how play scripts differ from stories. To perform a play To produce an advertising brochure to raise awareness of some of the dangers facing one of the animals they have been reading about and persuade its readers to help. To produce a leaflet about one of the animals they have read about, using headings and sub-headings and including a contents page 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 contents. Talking with others listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions. To write a play script of a story. Talking within role-play and drama - create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues.

10 Play scripts Module 14 (W/B ) sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures Using stage directions Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures Assessment Point 2 Focus (AP2): Reading: Retrieve and record information from non-fiction Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks Identifying main ideas drawn from more than one paragraph and summarising these Identifying themes and conventions in a wide range of books Drawing inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action Christmas Activities 15 (W/B ) Reading Recap subjects from before Year 4 English Scheme of Work GSP Assessment Assessment To speak audibly and fluently with an increasing command of Standard English. Assessment Point 2 Focus (AP2): : In non-narrative material, using simple organisational devices [for example, headings and sub-headings] Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar Organising paragraphs around a theme Proposing changes to grammar and vocabulary to improve consistency Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures To differentiate between a play script and a story. Assessment Point 2 Focus (AP2): : Using stage directions Use of connectives Use the first two or three letters of a word to check its spelling in a dictionary Using the present perfect form of verbs in contrast to the past tense Use of commas To write a play script using dialogue and stage directions to tell the story and move the action forward. Talking to others - talk in purposeful and imaginative ways to explore ideas.

11 Spring 1 WINGS 3 Treasure Week Lesson Overview Reading Focus Focus Speaking and Listening Focus Hunt Phase 2 Wings 2 Phase 2 Fairy Tales 1 (W/B ) Reading Identifying themes and conventions in a wide range of books To identify some of the common themes that occur in traditional stories and fairy tales. To rewrite Snow White from the point of view of the Queen. Talking with others listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions. Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences Proof-read for spelling and punctuation errors Fairy Tales 2 (W/B ) Reading Increasing their familiarity with a wide range of books, including fairy stories, myths and legends In narratives, creating settings, characters and plot Focus on tenses To develop an awareness of the style, voices and language of fairy tales To redraft a poorly written fairy tale by including all or most of the features of fairy tale language. Talking within role-play and drama - create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues. Fairy Tales Module Plot Development 3 (W/B ) In narratives, creating settings, characters and plot Assessing the effectiveness of their own and others writing and suggesting improvements To identify main events and detail. To write a traditional tale, demonstrating clear development of the plot. To ask relevant questions to extend their understanding and knowledge.

12 Spell further homophones Year 4 English Scheme of Work Robin Hood 4 (W/B ) Reading Drawing inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar Use of punctuation Robin Hood 5 (W/B ) Reading Drawing inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence Composing and rehearsing To compare the styles of different versions of the same story and consider the effect each has on their audience. To identify the main points in the story. To develop the ability to use inference and deduction to read beneath the surface meaning of a text To write another adventure for Robin and his merry men which includes dialogue. To write a magazine-style profile on the character of Robin Hood. Talking within role-play and drama create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues. 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 Assessment Point 3 Focus (AP3): Reading: Identifying themes and conventions in a wide range of books Increasing their familiarity with a wide range of books, including fairy stories, myths and legends Drawing inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence Drawing inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence Robin Hood Module sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures Using great vocabulary 6 (W/B ) Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar Use further prefixes and suffixes and understand how to add them Year 4 English Scheme of Work Assessment Point 3 Focus (AP3): : Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences In narratives, creating settings, characters and plot In narratives, creating settings, characters and plot Assessing the effectiveness of their own and others writing and suggesting improvements Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures To identify the different ways in which the author tells us about George s character. Assessment Point 3 Focus (AP3): : Proof-read for spelling and punctuation errors Focus on tenses Spell further homophones Use of punctuation Using great vocabulary To write another adventure for Saint George, based on what they already know about him. To maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments.

14 Spring 2 WINGS 3 Treasure Hunt Phase 2 Week Wings 2 Phase 2 Noisy Poems 7 (W/B ) Reading Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action Read aloud their own writing, to a group or the whole class Use of rhyme Feargal Fly 8 (W/B 02/03/15) Reading Identifying main ideas drawn from more than one paragraph and summarising these In non-narrative material, using simple organisational devices [for example, headings and sub-headings] Using a formal tone Reptiles 9 (W/B 09/03/15) Reading Identifying main ideas drawn from more than one paragraph and summarising Lesson Overview Reading Focus Focus Speaking and Listening Focus To comment on the sound of poems. To perform with expression. To collect evidence to solve the mystery. To identify the cause and effect relationships in a non-fiction text. To infer a cause and effect relationship when it is not explicitly stated. To write a noisy poem. Talking within Role-play and Drama create and sustain different roles and scenarios to explore texts and ideas. Talking with others - listen and respond to others, identifying main ideas, implicit meaning and viewpoints, and how these are presented. To continue one of the newspaper reports in the Digitext. To produce an advertising poster to raise awareness of some of the dangers facing reptiles and persuade the readers to help. 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

15 these Organising paragraphs around a theme Paragraph structures Reptiles 10 (W/B 16/03/15) Reading Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences Different verb forms Assessment Point 4 Focus (AP4): Reading: Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action Identifying main ideas drawn from more than one paragraph and summarising these Identifying main ideas drawn from more than one paragraph and summarising these Listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks Reptiles Module 11 (W/B 23/03/15) Discussing and recording ideas In non-narrative material, using simple organisational Year 4 English Scheme of Work To clarify words that are hard to understand. Assessment Point 4 Focus (AP4): : Read aloud their own writing, to a group or the whole class In non-narrative material, using simple organisational devices [for example, headings and sub-headings] Organising paragraphs around a theme Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences To identify personal experiences. To produce a leaflet about reptiles, using headings and sub-headings and including a contents page. Assessment Point 4 Focus (AP4): : Different verb forms Paragraph structures Using a formal Use of rhyme To write a personal recount about a trip to a nature centre. purpose, listeners and contents. Talking with others listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions. To consider and evaluate different viewpoints, attending to and building on the contributions of others.

16 devices in chronological order Year 4 English Scheme of Work

17 Summer 1 WINGS 3 Treasure Hunt Phase 3 Willow Pattern (Phase2) Week Wings 2 Phase 3 Lesson Overview Reading Focus Focus Speaking and Listening Focus 1 (W/B 13/04/15) Reading Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures Using stage directions Cliffhanger 2 (W/B 20/04/15) Reading Predicting what might happen from details stated and implied Organising paragraphs around a theme Using specialist vocabulary Cliffhanger 3 (W/B 27/04/15) Reading Identifying themes and conventions in a wide range of books To identify how the setting affects what happens in a story. To examine how an author presents a character, through what he does and says and how other characters react to him. To understand how tension and excitement are created and maintained. To describe a setting and plan a story using that setting. To write the first chapter of a new story about Tim. To continue the story begun in Cycle One, concentrating on maintaining tension and excitement. Talking with others listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions. 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 others, including in pairs and groups, shaping meanings through suggestions, comments and

18 Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although Flat Stanley 4 (W/B 04/05/15) Reading Identifying main ideas drawn from more than one paragraph and summarising these Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures Using commas to mark clauses Flat Stanley 5 (W/B 11/05/15) Reading Predicting what might happen from details stated and implied To summarise text. To retell part of the story from Arthur s point of view. To understand cause and effect relationships in a story. To imagine that Stanley had had a different problem and write the story about what happened. questions. 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 within role-play and drama create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues.

19 Assessing the effectiveness of their own and others writing and suggesting improvements Using speech marks Assessment Point 5 Focus (AP5) Reading: Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action Predicting what might happen from details stated and implied Identifying themes and conventions in a wide range of books Identifying main ideas drawn from more than one paragraph and summarising these Predicting what might happen from details stated and implied Flat Stanley Module 6 (W/B 18/05/15) Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures In narratives, creating settings, characters and plot In non-narrative material, using simple organisational devices Using exclamation marks, Year 4 English Scheme of Work Assessment Point 5 Focus (AP5) : Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures Organising paragraphs around a theme Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar Composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures Assessing the effectiveness of their own and others writing and suggesting improvements To identify the features of wellwritten short stories and chapters by analysing different drafts of the same additional chapter for Flat Stanley. Assessment Point 5 Focus (AP5) : Using stage directions Using specialist vocabulary Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although Using commas to mark clauses Using speech marks To write a new chapter for Stanley, where he goes to visit his friend Thomas in California. Talking with others listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions.

20 question marks and ellipsis Year 4 English Scheme of Work

21 Summer 2 WINGS 3 Treasure Hunt Phase 3 How a book is made The Search for Tutankhamen Week Reading Focus Focus Speaking and Listening Focus 7 (W/B 01/06/15) Reading Identifying how language, structure and presentation contribute to meaning Plan their letter Draft their letter Evaluate and edit their letter Extending the range of sentences with more than one clause by using a wider range of conjunctions 8 (W/B 08/06/15) Reading Retrieve and record information from the text Identifying how language, structure and presentation contribute to meaning Plan their newspaper report Draft their newspaper report Evaluate and edit their newspaper report Choose nouns and To explore the language and layout of letters with different purposes. To know that the style of a letter reflects its purpose and audience To identify the order in which events happen To examine time marker words and phrases. To write a letter to an author sharing their thoughts about one of their books that they have read. To write a newspaper report about the discovery of the tomb of Tutankhamen. Talking with others listen and respond to others, including in pairs and groups, shaping meanings through suggestions, comments and questions. Talking within role-play and drama - create and sustain different roles and scenarios, adapting techniques in a range of dramatic activities to explore texts, ideas and issues.

22 pronouns appropriately to avoid repetition Extreme Habitats 9 (W/B 15/06/15) Reading Identifying main ideas drawn from more than one paragraph and summarising these Plan their magazine feature Draft their magazine feature Evaluate and edit their magazine feature Using and punctuating direct speech (quotes) To collect information about features of different habitats in order to compare and contrast them. To write a magazine feature comparing and contrasting one aspect of two differing habitats. 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 contents. W3 Consolidation REAL AND IMAGINARY DESCRIPTIONS 10 (W/B 22/06/15) Reading Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally Plan their description Draft their description Evaluate and edit their description Using conjunctions, adverbs and prepositions To identify descriptive words that enhance mind-movies. To write vivid descriptions both from observation and imagination. To speak audibly and fluently with an increasing command of Standard English. W3 Consolidation PERSUASION 11 (W/B 29/06/15) Reading Discussing words and To acknowledge the audience when giving reason for or against. To write persuasively to argue a position. To consider and evaluate different viewpoints, attending to and

23 phrases that capture the reader s interest and imagination Plan their persuasive text Draft their persuasive text Evaluate and edit their persuasive text Use and understand the grammatical terminology for Year 4 building on the contributions of others. W3 Consolidation LETTERS 12 (W/B 06/07/15) Revision in preparation for AP6 Assessment Point 6 Focus (AP6) Reading: Identifying how language, structure and presentation contribute to meaning Retrieve and record information from the text Identifying how language, structure and presentation contribute to meaning Identifying main ideas drawn from more than one paragraph and summarising these Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally Discussing words and phrases that capture the reader s interest and imagination To identify the purposes and styles of different letters. Assessment Point 6 Focus (AP6) : Plan their letter Draft their letter Evaluate and edit their letter Plan their newspaper report Draft their newspaper report Evaluate and edit their newspaper report Plan their magazine feature Draft their magazine feature Evaluate and edit their magazine feature Plan their description Draft their description Evaluate and edit their description Plan their persuasive text Draft their persuasive text Evaluate and edit their persuasive text To write letters that are appropriate in style and purpose. To select and use appropriate registers for effective communication. Assessment Point 6 Focus (AP6) : Extending the range of sentences with more than one clause by using a wider range of conjunctions Choose nouns and pronouns appropriately to avoid repetition Using and punctuating direct speech (quotes) Using conjunctions, adverbs and prepositions Use and understand the grammatical terminology for Year 4

24 End of Term Activities 13 (W/B 13/07/15)