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Lewisham Literacy Strategy

Fiction and Poetry: stories/ short novels etc. that raise issues, e.g. bullying, bereavement, injustice; stories by the same author; stories from other cultures; range of poetry in different forms, e.g. haiku, cinquain, couplets, lists, thin poems, alphabets, conversations, monologues, syllabics, prayers, epitaphs, songs, rhyming forms, free verse;

Non-Fiction: (i) persuasive writing: adverts, flyers, circulars; (ii) discussion texts: debates, editorials; (iii) information books linked to other curricular areas;

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Continuous Work

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

Text Level

Sentence Level

• S10 to describe and review own reading habits and to widen reading experience;

Word Level:
Revision and consolidation from Year 3

• 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;

Handwriting

• 13 to use joined handwriting for all writing except where other special forms are required;
• 14 to build up speed and ensure consistency in size and proportions of letters and spacing between letters and words;
• 15 to use a range of presentational skills, e.g.:
  • print script for captions, sub-headings and labels;
  • capital letters for posters, title pages, headings;
  • a range of computer-generated fonts and point sizes.

FICTION

Suggested texts, activities and resources: See Unit of Work

Fiction: Week 1

Text Level

• T2 to read stories from other cultures, by focusing on, e.g. differences in place, time, customs, relationships; to identify and discuss recurring themes where appropriate;
• T8 to write critically about an issue or dilemma raised in a story, explaining the problem, alternative courses of action and evaluating the writer's solution;

Sentence Level

• S2 to identify the common punctuation marks including commas, semi-colons, colons, dashes, hyphens, speech marks, and to respond to them appropriately when reading;

Word Level: Spelling Bank p31-32

• W5 to explore the occurrence of certain letters, e.g. 'v' and 'k' and letter strings, e.g. 'wa' (e.g. swat, water), 'wo' (e.g. worship, won) and 'ss' (e.g. goodness, hiss, missile) within words; deduce some of the conventions for using them at the beginnings, middles and endings of words;

Fiction: Week 2

Text Level

• T1 to identify social, moral or cultural issues in stories, e.g. the dilemmas faced by characters or the moral of the story, and to discuss how the characters deal with them; to locate evidence in text;
• T11 to explore the main issues of a story by writing a story about a dilemma and the issues it raises for the character;

Sentence Level

Word Level: Spelling Bank p33

• W6 to spell words with common letter strings but different pronunciations, e.g. tough, through, trough, plough; hour, journey, could, route, four

Fiction: Week 3

Text Level

• T3 to understand how paragraphs or chapters are used to collect, order and build up ideas;
• T9 to read further stories or poems by a favourite writer, making comparisons and identifying familiar features of the writer's work;

Sentence Level: Grammar for Writing - Revisit Unit 25

Word Level: Spelling Bank p23

Fiction: Week 4

Text Level

• T13 to write own longer stories in chapters from story plans;

Sentence Level

Word Level: Spelling Bank p38

• S10 to distinguish the two forms: its (possessive no apostrophe) and it's (contracted 'it is') and to use these accurately in own writing;

Fiction: Week 5

Text Level

• T12 to write an alternative ending for a known story and discuss how this would change the reader's view of the characters and events of the original story;

Sentence Level: Grammar for Writing - Revisit Unit 22

Word Level: Spelling Bank p38

• S11 to investigate compound words and recognise that they can aid spelling even where pronunciation obscures it, e.g. handbag, cupboard;

POETRY

Poetry: Week 1

Suggested texts, activities and resources: This Poem Doesn't Rhyme &endash; Gerard Benson; Madtail and Miniwhale &endash; Wes McGee; Can I Buy a Slice of the Sky &endash; ed. Grace Nicholls

Text Level

• T4 understand the following terms and identify them in poems: verse, chorus, couplet, stanza, rhyme, rhythm, alliteration;
• T5 to clap out and count the syllables in each line of regular poetry;
• T14 to write poems, experimenting with different styles and structures, discuss if and why different forms are more suitable than others;

Sentence Level: Grammar for Writing Unit 30

• S1 tounderstand that some words can be changed in particular ways and others cannot, e.g. changing verb endings, adding comparative endings, pluralisation and that these are important clues for identifying word classes;

Word Level

Poetry: Week 2

Text Level

• T6 to describe how a poet does or does not use rhyme, e.g. every alternate line, rhyming couplets, no rhyme, other patterns of rhyme;
• T7 to recognise some simple forms of poetry and their uses, e.g. the regularity of skipping songs, the chorus in songs;
• T14 to write poems, experimenting with different styles and structures, discuss if and why different forms are more suitable than others;

Sentence Level: Grammar for Writing Unit 30

• S1 tounderstand that some words can be changed in particular ways and others cannot, e.g. changing verb endings, adding comparative endings, pluralisation and that these are important clues for identifying word classes;

Word Level: Spelling Bank p 39

• W12 understand how diminutives are formed, e.g. suffixes: -ette; prefixes: mini; adjectives, e.g. little; nouns, e.g. sapling; and nicknames, e.g. Jonesy;

Poetry: Week 3

Text Level

• T6 to describe how a poet does or does not use rhyme, e.g. every alternate line, rhyming couplets, no rhyme, other patterns of rhyme;
• T15 to produce polished poetry through revision, e.g. deleting words, adding words, changing words, reorganising words and lines, experimenting with figurative language;

Sentence Level

Word Level: Spelling Bank p 36

• W9 to recognise and spell the suffixes: -ible, -able,- ive, -tion, -sion;

NON-FICTION

Suggested texts, activities and resources: See Unit of Work

Non-Fiction: Week 1

Text Level

• T19 to evaluate advertisements for their impact, appeal and honesty, focusing in particular on how information about the product is presented: exaggerated claims, tactics for grabbing attention, linguistic devices, e.g. puns, jingles, alliteration, invented words;
• T20 to summarise a sentence or paragraph by identifying the most important elements and rewording them in a limited number of words;
• T24 to summarise in writing the key ideas from, e.g. a paragraph or chapter;

Sentence Level: Grammar for Writing Unit 32

• S3 to understand how the grammar of a sentence alters when the sentence type is altered, when, e.g. a statement is made into a question, a question becomes an order, a positive statement is made negative, noting, e.g.:
  • the order of words;
  • verb tenses;
  • additions and/or deletions of words;
  • changes to punctuation;

Word Level: Spelling Bank p 35

• W7 collect/classify words with common roots, e.g. advent, invent, prevent, press, pressure, depress, phone, telephone, microphone; investigate origins and meanings;

Non-Fiction: Week 2

Text Level

• T19 to evaluate advertisements for their impact, appeal and honesty, focusing in particular on how information about the product is presented: exaggerated claims, tactics for grabbing attention, linguistic devices, e.g. puns, jingles, alliteration, invented words;
• T25 to design an advertisement, such as a poster or radio jingle on paper or screen, e.g. for a school fête or an imaginary product, making use of linguistic and other features learnt from reading examples.

Sentence Level: Grammar for Writing Unit 32

• S3 to understand how the grammar of a sentence alters when the sentence type is altered, when, e.g. a statement is made into a question, a question becomes an order, a positive statement is made negative, noting, e.g.:
  • the order of words;
  • verb tenses;
  • additions and/or deletions of words;
  • changes to punctuation;

Word Level: Spelling Bank p 35

• W7 collect/classify words with common roots, e.g. advent, invent, prevent, press, pressure, depress, phone, telephone, microphone; investigate origins and meanings;

Non-Fiction: Week 3

Text Level

• T16 to read, compare and evaluate examples of arguments and discussions, e.g. letters to press, articles, discussion of issues in books, e.g. environment, animal welfare;
• T17 how arguments are presented, e.g. ordering points to link them together so that one follows from another; how statistics, graphs, etc. can be used to support arguments;
• T21 to assemble and sequence points in order to plan the presentation of a point of view, e.g. on hunting, school rules;
• T22 to use writing frames if necessary to back up points of view with illustrations and examples;

Sentence Level: Grammar for Writing Unit 31

• S4 the use of connectives, e.g. adverbs, adverbila phrases, conjunctions, to structure an argument, e.g. 'if…, then'; 'on the other hand….'; 'finally'; 'so'.

Word Level: Spelling Bank p35

• W8 to practise extending, and compounding words through adding parts, e.g. ful, ly, ive, tion, ic, ist; revise and reinforce earlier work (Y3) on prefixes and suffixes; investigate links between meaning and spelling;

Non-Fiction: Week 4

Text Level

• T18 from examples of persuasive writing, to investigate how style and vocabulary are used to convince the intended reader;
• T22 to use writing frames if necessary to back up points of view with illustrations and examples;
• T23 to present a point of view in writing, e.g. in the form of a letter, a report or a script, linking points persuasively and selecting style and vocabulary appropriate to the reader;

Sentence Level: Grammar for Writing Unit 31

• S4 the use of connectives, e.g. adverbs, adverbila phrases, conjunctions, to structure an argument, e.g. 'if…, then'; 'on the other hand….'; 'finally'; 'so'.

Word Level