Consolidate year 5 objectives: WALT understand that suffixes (e.g. ate; ise; ify) convert nouns or adjectives into verbs.

Transcription

1 Year 6 Literacy Text Structure & Composition Reading Comprehension Word Structure / Language Sentence Construction Punctuation Terminology WALT plan our writing. WALT identify the audience for and purpose of our writing. WALT select an appropriate form for our writing. WALT use texts as models for our own writing. WALT note and develop initial ideas for writing. WALT read and research for writing. WALT plan and write interesting, imaginative and engaging stories. WALT use a range of planning tools independently, e.g. story mountain, planning grids, flow diagrams. WALT use the 5 part story structure to plan and write stories: Introduction, Build-up, Problem/Dilemma, Resolution, Ending, starting writing at different points. WALT maintain our plot consistently working from a plan. WALT use the devices of flashback, cliff hangers, time slips and suspense in our narrative writing. 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, non-fiction and reference books or textbooks and reading for a range of purposes. Also by 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. WALT identify and discuss themes and conventions in and across a wide range of writing. WALT make comparisons within and across books. WALT learn a wide range of poetry by heart. WALT prepare 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. WALT discuss our WALT understand that suffixes (e.g. ate; ise; ify) convert nouns or adjectives into verbs. WALT use verb prefixes (e.g. dis, de, mis, over and re ) and understand how they affect meaning. WALT use literary features to create a specific effect in our creative/poetry writing: alliteration, personification, onomatopoeia, similes, metaphors. WALT use standard English in our formal writing. WALT recognise and apply some of the differences between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing (e.g. find out discover; ask for request; go in enter) WALT know what a synonym is and use thesauruses to make effective word choices. WALT know what an antonym is and generate antonyms to understanding/use of simple and embellished simple sentences. understanding and use of compound sentences; understanding and use of complex sentence structures. WALT use a full range of conjunctions in our writing for forming compound and complex sentences. WALT write sentences with relative clauses beginning with who, which, where, when, whose, that, or an omitted relative pronoun. WALT indicate degrees of possibility using adverbs (e.g. perhaps, surely) or modal verbs (e.g. might, should, will, must). WALT understand the use of passive voice to affect the presentation of information in a sentence (e.g. Active: Tom accidentally dropped the WALT use brackets to indicate parenthesis. WALT use dashes to indicate parenthesis. WALT use commas to indicate parenthesis. WALT use commas to ensure meaning is made clear to our reader and avoid ambiguity. WALT use semi-colons, colons and dashes to mark the boundaries between main (independent) clauses (e.g. It s raining; I m fed up). WALT use a colon to introduce a list. WALT use a colon to introduce a list and semicolons within lists of information. WALT use bullet points to list information. WALT understand how hyphens can be used to avoid ambiguity (e.g. man eating shark versus man-eating shark, or recover versus re- Consolidate: statement, question, exclamation, command, inverted commas, apostrophe for contraction, apostrophe for possession, brackets, dash, parenthesis, adverbial, fronted adverbial. Rhetorical question, conjunction, connective, preposition, determiner, pronoun, clause, subordinate, cohesion, ambiguity, alliteration, simile, metaphor, personification, onomatopoeia subject, object active, passive synonym, antonym ellipsis,

2 WALT recognise how authors write story openings in different ways, through description, action and dialogue. WALT write different story openings using description, action and dialogue. WALT consider how authors have developed characters in texts or in performances. WALT consider how authors have developed settings in texts or in performances. WALT describe characters effectively, including the use of dialogue to convey character. WALT describe setting and atmosphere effectively WALT link idea within and across paragraphs. WALT write purposeful and effective non-fiction texts. WALT plan independently for all different text types using a range of planning frames and formats. understanding of texts and explore the meaning of words in context. WALT ask questions to improve our understanding. WALT draw inferences such as inferring characters' feelings, thoughts and motives from their actions, and justify inferences with evidence. WALT predict what might happen from details stated and implied. WALT summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas. WALT identify how language, structure and presentation contribute to meaning. WALT discuss and evaluate how authors use language, including figurative language, and consider the impact on the reader. WALT be able to distinguish between statements of fact and opinion. given words. WALT intensify the meaning of words in different ways, using adverbs such as very, extremely, etc, comparatives and superlatives and also to generate words with shades of meaning and choose the most appropriate, e.g. cold, chilly, freezing, sub-zero, etc. glass. Passive: The glass was accidentally dropped by Tom.) WALT use the active and passive voice to create and effect in our writing. WALT understand the difference between structures typical of informal speech and structures appropriate for formal speech and writing (such as the use of question tags, e.g. He s your friend, isn t he?, or the use of subjunctive forms such as in If I were you or Were they to come in some very formal writing and speech) WALT use rhetorical questions for persuasion. WALT use expanded noun phrases to convey complicated information concisely, e.g. The bot that jumped over the fence is over there. The fact that it was raining, meant the end of sports day. cover). hyphen, colon, semi-colon, bullet points, WALT layout our writing in a format appropriate to the text type. WALT retrieve, record and present information from nonfiction. WALT structure our writing using models from reading WALT participate in discussions about texts,

3 and research. WALT use a range of techniques to engage the reader, e.g. rhetorical questions, comments, questions, observations. WALT maintain a consistent viewpoint. WALT express balanced coverage of a topic. WALT write a clear ending to sum up and appeal directly to the reader. building on their own and others ideas and challenging views courteously. WALT explain and discuss our understanding of what we have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary. WALT provide reasoned justifications for our views. WALT structure our writing clearly using layout features (devices), such as headings, sub-headings, columns, bullets, or tables, to structure a text. WALT write effective conclusions. WALT use appropriate formal and informal writing styles. WALT draft our writing. WALT select appropriate grammar understanding how such choices can change and enhance meaning. WALT select appropriate vocabulary understanding how such choices can change and enhance meaning. WALT use dialogue in stories

4 to advance the action. WALT summarise longer passages into succinct paragraphs. WALT use devices to build cohesion within a paragraph (e.g. repetition of a word or phrase, adverbials, ellipsis). WALT link ideas across paragraphs using adverbials of cause and effect, additional information or comparison, e.g. on the other hand, in contrast, or as a consequence, furthermore. WALT link our paragraphs to ensure our writing has flow, e.g. secure use of pronouns, connectives, references back to text, adverbials as sentence starters, endings refer to openings. WALT evaluate, edit and improve our writing. WALT assess how effective our own and other people s writing is. WALT suggest changes to the vocabulary and grammar of a piece of writing to enhance effects and clarify meaning. WALT ensure consistent and correct use of tense throughout a piece of writing.

5 WALT ensure correct use of language for writing, with subject verb agreement accurate when using singular and plural, e.g. he was/we were. WALT proof-read for spelling and punctuation errors. WALT perform our own compositions, using appropriate intonation, volume, and movement so that meaning is clear. WALT plan, draft and write different forms of poems including those that use figurative language.