Back to Medium Term Plans
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Year
4 : Term 1
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Lewisham
Literacy Strategy
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Range:
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Fiction and
Poetry: historical
stories and short novels; playscripts; poems based on common
themes, e.g. space, school, animals, families, feelings,
viewpoints.
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Non-Fiction:
a
range of text-types from reports and articles in newspapers
and magazines, etc.; instructions.
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download
termly plan
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Continuous
Work
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Suggested texts,
activities & resources:
Interactive
activities: Drama:
role play, hot seating: Time out: time to think,
paired talk: Get up & go:human sentences: Show
me:punctuation/ letter fans, whiteboards
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Text
Level
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Sentence
Level
- S1
to
re-read own writing to check for grammatical sense
(coherence) and accuracy (agreement); to identify errors
and to suggest alternative constructions;
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Word
Level:
- W1
to read and spell words through:
- identifying
phonemes in speech and writing;
- blending
phonemes for reading;
- segmenting
words into phonemes for spelling;
- correct
reading and spelling of high frequency words from KS1
and Y3;
- identifying
syllabic patterns in multi-syllabic words;
- using
phonic/spelling knowledge as a cue, together with
graphic, grammatical and contextual knowledge, when
reading unfamiliar texts;
- recalling
the high frequency words learnt in KS1 and
Y3;
- Spelling
strategies
- W2
to identify mis-spelt words in own writing; to keep
individual lists (e.g. spelling logs) and learn to spell
them;
- W3
to use independent spelling strategies,
including
- sounding
out and spelling using phonemes;
- using
visual skills, e.g. recognising common letter strings
and checking critical features (i.e. does it look
right, shape, length, etc?);
- building
from other words with similar patterns and meanings,
e.g. medical, medicine;
- spelling
by analogy with other known words, e.g. light,
fright;
- using
word banks, dictionaries;
- W4
to practise new spellings regularly by 'look, say, cover,
write, check' strategy;
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Handwriting
- 15 to use joined
handwriting for all writing except where other special
forms are required;
- 16 to know when to
use:
- a clear neat hand
for finished, presented work;
- informal writing
for everyday informal work, rough drafting,
etc;
- 17 to ensure
consistency in size and proportions of letters and
spacing between letters and words.
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NON-FICTION
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Suggested
texts, activities and resources:
See
Unit of Work
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Non-Fiction:
Week 1
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Text
Level
- T16
to identify different types of text, e.g. their content,
structure, vocabulary, style, lay-out and
purpose
- T18
to select and examine opening sentences that set scenes,
capture interest, etc.; pick out key sentences/phrases
that convey information;
- T19
to understand and use the terms fact and opinion; and
to begin to distinguish the two in reading and other
media;
Sentence
Level
- S4
to identify adverbs and understand their functions in
sentences through:
- identifying
common adverbs with ly suffix and discussing their
impact on the meaning of sentences;
- noticing
where they occur in sentences and how they are used to
qualify the meanings of verbs;
Word
Level:
Spelling
Bank p25 and 26
- W9
to recognise and spell the suffixes: -al, -ary, -ic,
-ship, -hood, -ness, -ment;
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download
weekly plan
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Non-Fiction:
Week 2
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Text
Level
- T17
to identify features of non-fiction texts in print and
IT, e.g. headings, lists, bullet points, captions which
support the reader in gaining information
efficiently;
- T27
to write a non-chronological report, including the use of
organisational devices, e.g. numbered lists, headings for
conciseness by: generalising some of the details;
deleting the least important details.
Sentence
Level
- S4
to identify adverbs and understand their functions in
sentences through:
- identifying
common adverbs with ly suffix and discussing their
impact on the meaning of sentences;
- noticing
where they occur in sentences and how they are used to
qualify the meanings of verbs;
Word
Level: Spelling Bank p27
- W14
the ways in which nouns and adjectives, e.g. fix,
simple, solid, drama, dead can be made into verbs by use
of the suffixes -ate, -ify, etc.; investigate spelling
patterns and generate rules to govern the
patterns;
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download
weekly plan
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Non-Fiction:
Week 3
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Text
Level
- T20
to identify the main features of newspapers, including
lay-out, range of information, voice, level of formality;
organisation of articles, advertisements and
headlines;
- T21
predict newspaper stories from the evidence of headlines,
making notes and then checking against the
original;
- T23
to investigate how reading strategies are adapted to
suit the different properties of IT texts, i.e. those
which are scrolled and non-linear in structure;
incorporate sound or still and moving images; can be
changed; and have a spatial dimension;
- T24
to write newspaper style reports, e.g. about school
events or an incident from a story, including:
- composing
headlines;
- using
IT to draft and lay out reports;
- editing
stories to fit a particular space;
- organising
writing into paragraphs;
Sentence
Level
- S2
to revise work on verbs from Year 1 term 3 and to
investigate verb tenses: (past, present and
future):
- compare
sentences from narrative and information texts, e.g.
narrative in past tense, explanations in present tense
(e.g. 'when the circuit is...'); forecasts/directions
etc. in future. Develop awareness of how tense relates
to purpose and structure of text;
- to
understand the term 'tense' (i.e. that it refers to
time) in relation to verbs and use it
appropriately;
- understand
that one test of whether a word is a verb is whether
or not its tense can be changed;
Word
Level: Spelling Bank p23
- S7
to spell regular verb endings s, ed, ing (link to grammar
work on tenses);
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download
weekly plan
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Non-Fiction:
Week 4
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Text
Level
- T17
to identify features of non-fiction texts in print and
IT, e.g. headings, lists, bullet points, captions which
support the reader in gaining information
efficiently;
- T22
to identify features of instructional texts
including:
- noting
the intended outcome at the beginning;
- listing
materials or ingredients;
- clearly
set out sequential stages;
- language
of commands, e.g. imperative verbs;
- T25
to write clear instructions using conventions learned
from reading;
- T26
to improve the cohesion of written instructions and
directions through the use of link phrases and
organisational devices such as sub-headings and
numbering;
Sentence
Level
- S2
to revise work on verbs from Year 1 term 3 and to
investigate verb tenses: (past, present and
future):
- compare
sentences from narrative and information texts, e.g.
narrative in past tense, explanations in present tense
(e.g. 'when the circuit is...'); forecasts/directions
etc. in future. Develop awareness of how tense relates
to purpose and structure of text;
- to
understand the term 'tense' (i.e. that it refers to
time) in relation to verbs and use it
appropriately;
- understand
that one test of whether a word is a verb is whether or
not its tense can be changed;
Word
Level: Spelling Bank p24
- S8
to spell irregular tense changes, e.g. go/went,
can/could;
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download
weekly plan
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FICTION
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Fiction:
Week 1
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Suggested
texts, activities and resources: Keeping Henry
&endash; N. Bawden
Text
Level
- T3
to explore chronology in narrative using written or other
media texts, by mapping how much time passes in the
course of the story, e.g. noticing where there are jumps
in time, or where some events are skimmed over quickly,
and others told in detail;
- T4
to explore narrative order: identify and map out the main
stages of the story: introductions &endash; build-ups
&endash; climaxes or conflicts &endash;
resolutions;
Sentence
Level
- S2to
revise work on verbs from Year 1 term 3 and to
investigate verb tenses: (past, present and
future):
- understand
that one test of whether a word is a verb is whether
or not its tense can be changed;
- S5
to
practise using commas to mark grammatical boundaries
within sentences; link to work on editing and revising
own writing.
Word
Level
- W10
to read and spell correctly the words in Appendix List
2;
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Fiction:
Week 2
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Suggested
texts, activities and resources: The Butterfly Lion
&endash; M. Morpurgo
Text
Level
- T9
to use different ways of planning stories, e.g. using
brainstorming, notes, diagrams;
- T10
to plan a story identifying the stages of its
telling;
- T15
to use paragraphs in story writing to organise and
sequence the narrative;
Sentence
Level
- S2to
revise work on verbs from Year 1 term 3 and to
investigate verb tenses: (past, present and
future):
- understand
that one test of whether a word is a verb is whether
or not its tense can be changed;
- S5
to
practise using commas to mark grammatical boundaries
within sentences; link to work on editing and revising
own writing.
Word
Level
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Fiction:
Week 3
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Text
Level
- T1
to investigate how settings and characters are built up
from small details, and how the reader responds to
them;
- T2
to identify the main characteristics of the key
characters, drawing on the text to justify views, and
using the information to predict actions;
- T11
write character sketches, focusing on small details
to evoke sympathy or dislike;
- T12
to write independently, linking own experience to
situations in historical stories, e.g. How would I have
responded? What would I do next?;
Sentence
Level
- S3
identify the use of powerful verbs, e.g. 'hobbled'
instead of 'went', e.g. through cloze
procedure;
Word
Level
- W11
to
define familiar vocabulary in their own words, using
alternative phrases or expressions;
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Fiction:
Week 4
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Suggested
texts, activities and resources: Drama & short
plays &endash; A. Brown: The Pied Piper of
Hamelin &endash; A. Chaplin
Text
Level
- T5
to prepare, read and perform playscripts; compare
organisation of scripts with stories &endash; how are
settings indicated, story lines made clear?
- T6
to chart the build-up of a play scene, e.g. how scenes
start, how dialogue is expressed, and how scenes are
concluded;
Sentence
Level
- S4
to
identify adverbs and understand their functions in
sentences through:
- collecting
and classifying examples of adverbs, e.g. for speed:
swiftly, rapidly, sluggishly; light: brilliantly,
dimly;
- investigating
the effects of substituting adverbs in clauses or
sentences, e.g. They left the house
ly
- using
adverbs with greater discrimination in own
writing;
Word
Level
- W12
to use 3rd and 4th place letters to locate and
sequence words in alphabetical order;
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Fiction:
Week 5
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Text
Level
- T13
to write playscripts, e.g. using known stories as
basis;
Sentence
Level
- S4
to
identify adverbs and understand their functions in
sentences through:
- collecting
and classifying examples of adverbs, e.g. for speed:
swiftly, rapidly, sluggishly; light: brilliantly,
dimly;
- investigating
the effects of substituting adverbs in clauses or
sentences, e.g. They left the house
ly
- using
adverbs with greater discrimination in own
writing;
Word
Level: Spelling Bank p22
- W6
to distinguish between the spelling and meanings of
common homophones, e.g. to/two/too; they're/their/there;
piece/peace;
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POETRY
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Poetry:
Week
1
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Suggested texts,
activities and resources: Please Mrs Butler &endash;
A Ahlberg
Text
Level
- T7
compare and contrast poems on similar themes,
particularly their form and language, discussing personal
responses and preferences;
- T14
to write poems based on personal or imagined
experience, linked to poems read. List brief phrases and
words, experiment by trimming or extending sentences;
experiment with powerful and expressive
verbs;
Sentence
Level
Word
Level
- W13
to use a rhyming dictionary, e.g. in composing
jingles;
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Poetry:
Week
2
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Suggested texts,
activities and resources: Earth Wise &endash; W.
Cooling
Text
Level
- T8
to find out more about popular authors, poets, etc. and
use this information to move onto more books by favourite
writers;
Sentence
Level
Word
Level: Spelling Bank p21
- W5
to spell two-syllable words containing double
consonants, e.g. bubble, kettle, common;
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