National Curriculum 2014 English Medium Term Plans Y4 This document provides English medium term plans for a single year group. They have been organised to ensure they provide both a suggested sequence for a wide range of text types and story genres relevant for the age group and progression through the National Curriculum statements. The plans include the statements for - comprehension, - composition and - vocabulary, grammar and punctuation. The plans are organised to show National Curriculum statements relevant to every unit plan and these are found in the Continuous Objectives box for either reading or writing. The remaining statements are placed where they were felt to be most relevant to build progression through learning. This does mean, however, if the units used out of sequence, teachers will need to ensure they consider which statements may need to be reordered. Some plans have been written to contain only reading objectives, in order to have a short focus on specific genres or aspects of reading comprehension. Teachers could, of course, choose to add a writing element to these. Teachers with mixed age classes will also need to adapt the plans to ensure the relevant statements, specific to each of the year groups being taught, are included in their plans. Occasionally, where statements contain a number of elements, there is a suggestion made as to which element should be the focus for that unit. The suggested focus is written in italics at the end of the relevant statement. With the statements and terminology required for - vocabulary, grammar and punctuation, once introduced their continued focus is implied rather than stated in every plan. They are explicitly stated again when new learning requires an additional focus to embed and build on something previously learned. For example, capital letters and full stops are initially introduced alongside simple sentences but when compound sentences are introduced children would need to be taught how to apply them to this new type of sentence, so the relevant statement and terminology is repeated. For ease of use, the - vocabulary, grammar and punctuation statements have been coded to correspond to the statements in Appendix 2 as follows: S - Sentence; T - Text; P - Punctuation.
Year 4 Autumn Imaginary worlds Develop positive attitudes to reading and understanding of what Longer stories based on imaginary worlds Plan their writing o discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar o discussing and recording ideas Draft and write o composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2) Develop positive attitudes to reading and understanding of what o identifying themes and conventions in a wide range of books o discussing words and phrases that capture the reader s interest and imagination o drawing inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence o identifying main ideas drawn from more than one paragraph and summarising these 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 Draft and write o organising paragraphs around a theme o in narratives, creating settings, characters and plot : focus settings Evaluate and edit o proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences proof-read for spelling and punctuation errors Vocabulary, grammar and punctuation W: Standard 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] S: fronted adverbials [for example, Later that day, I heard the bad news] P: use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, Sit down! ]
P: use of commas after fronted adverbials Terminology: adverbial, pronoun
Year 4 Autumn Plays to support dialogue in writing Develop positive attitudes to reading and understanding of what they read o listening to and discussing a wide range of fiction, poetry, o drawing inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence 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
Year 4 Autumn Explanation texts Develop positive attitudes to reading and understanding of what Explanation texts o Plan their writing o discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar o discussing and recording ideas Draft and write o composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2) Develop positive attitudes to reading and understanding of what o reading books that are structured in different ways and reading for a range of purposes o using dictionaries to check the meaning of words that they have read Draft and write o organising paragraphs around a theme Evaluate and edit o assessing the effectiveness of their own and others writing and suggesting improvements o identifying main ideas drawn from more than one paragraph and summarising these o 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 proof-read for spelling and punctuation errors Vocabulary, grammar and punctuation T: use of paragraphs to organise ideas around a theme Terminology: determiner
Year 4 Autumn Poems which create images Develop positive attitudes to reading and understanding of what Poems which create images Plan their writing o discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar o discussing and recording ideas Draft and write o composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2) Develop positive attitudes to reading and understanding of what o discussing words and phrases that capture the reader s interest and imagination proof-read for spelling and punctuation errors read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear 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
Year 4 Spring Issues and dilemmas Develop positive attitudes to reading and understanding of what Longer stories based on issues and dilemmas Plan their writing o discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar o discussing and recording ideas Draft and write o composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2) o drawing inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence o identifying main ideas drawn from more than one paragraph and summarising these 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 Draft and write o organising paragraphs around a theme o in narratives, creating settings, characters and plot: focus characters and plot proof-read for spelling and punctuation errors read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear Vocabulary, grammar and punctuation W: the grammatical difference between plural and possessive -s W: Standard 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] T: use of paragraphs to organise ideas around a theme
T: appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition P: apostrophes to mark plural possession [for example, the girl s name, the girls names] Terminology: possessive pronoun
Year 4 Spring Stories from other cultures Develop positive attitudes to reading and understanding of what they read Develop positive attitudes to reading and understanding of what they read o increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally o drawing inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence 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
Year 4 Spring Persuasive texts including adverts & flyers Develop positive attitudes to reading and understanding of what Persuasive writing Plan their writing o discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar o discussing and recording ideas Draft and write o composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2) Develop positive attitudes to reading and understanding of what o reading books that are structured in different ways and reading for a range of purposes o identifying how language, structure, and presentation contribute to meaning 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 Draft and write o organising paragraphs around a theme Evaluate and edit o assessing the effectiveness of their own and others writing and suggesting improvements proof-read for spelling and punctuation errors read aloud their own writing, to a group of the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear
Year 4 Spring Poems which explore form Develop positive attitudes to reading and understanding of what Poems which explore form Plan their writing o discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar o discussing and recording ideas Draft and write o composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2) Develop positive attitudes to reading and understanding of what o recognising some different forms of poetry [for example, free verse, narrative poetry] o identifying how language, structure, and presentation contribute to meaning Draft and write o in non-narrative material, using simple organisational devices [for example, headings and sub-headings] proof-read for spelling and punctuation errors 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
Year 4 Summer Historical settings Develop positive attitudes to reading and understanding of what Longer stories based on historical settings Plan their writing o discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar o discussing and recording ideas Draft and write o composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2) Develop positive attitudes to reading and understanding of what o using dictionaries to check the meaning of words that they have read o discussing words and phrases that capture the reader s interest and imagination o drawing inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence o identifying main ideas drawn from more than one paragraph and summarising these Draft and write o organising paragraphs around a theme o in narratives, creating settings, characters and plot : focus settings, character and plot Evaluate and edit o assessing the effectiveness of their own and others writing and suggesting improvements proof-read for spelling and punctuation errors Vocabulary, grammar and punctuation W: Standard 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]
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 S: 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) T: use of paragraphs to organise ideas around a theme
Year 4 Summer Info texts combined Develop positive attitudes to reading and understanding of what Info text structured in different ways Plan their writing o discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar o discussing and recording ideas Draft and write o composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2) Develop positive attitudes to reading and understanding of what o reading books that are structured in different ways and reading for a range of purposes Draft and write o organising paragraphs around a theme proof-read for spelling and punctuation errors o 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 Vocabulary, grammar and punctuation S: 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) T: use of paragraphs to organise ideas around a theme
Year 4 Summer Recounts Develop positive attitudes to reading and understanding of what Structured recounts Plan their writing o discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar o discussing and recording ideas Draft and write o composing and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2) Develop positive attitudes to reading and understanding of what o reading books that are structured in different ways and reading for a range of purposes 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 Draft and write o organising paragraphs around a theme proof-read for spelling and punctuation errors Vocabulary, grammar and punctuation W: Standard 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] T: use of paragraphs to organise ideas around a theme T: appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition
Year 4 Summer Free verse Develop positive attitudes to reading and understanding of what they read Develop positive attitudes to reading and understanding of what they read o recognising some different forms of poetry [for example, free verse, narrative poetry] 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