Back to Medium Term Plans
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Year
5 : Term 1
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Lewisham
Literacy Strategy
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Range:
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Fiction and
Poetry: (i)
novels, stories and poems by significant children's writers;
(ii) play-scripts; (iii) concrete poetry.
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Non-Fiction:
(i)
recounts of events, activities, visits; observational
records, news reports etc. (ii) instructional texts: rules,
recipes, directions, instructions, etc. showing how things
are done.
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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
- T9
to develop an active attitude towards reading: seeking
answers, anticipating events, empathising with characters
and imagining events that are described;
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Sentence
Level
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Word
Level:
- W1
to identify mis-spelt words in own writing; to keep
individual lists (e.g. spelling logs); to learn to spell
them;
- W2
to use known spellings as a basis for spelling other
words with similar patterns or related
meanings;
- W3
to use independent spelling strategies,
including:
- building
up spellings by syllabic parts, using known prefixes,
suffixes and common letter strings;
- applying
knowledge of spelling rules and
exceptions;
- building
words from other known words, and from awareness of
the meaning or derivations of words;
- using
dictionaries and IT spell-checks;
- using
visual skills, e.g. recognising common letter strings
and checking critical features (i.e. does it look
right, shape, length, etc.);
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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
- T21
to identify the features of recounted texts such as
sports reports, diaries, police reports, including:
introduction to orientate reader; chronological sequence;
supporting illustrations;degree of formality adopted; use
of connectives, e.g.
first
next
once;
- T23
to discuss the purpose of note-taking and how this
influences the nature of notes made;
- T26
to make notes for different purposes, e.g. noting key
points as a record of what has been read, listing cues
for a talk, and to build on these notes in their own
writing or speaking;
Sentence
Level
- S1
investigate word order by examining how far the order of
words in sentences can be changed:
- which
words are essential to meaning;
- which
can be deleted without damaging the basic
meaning;
- which
words or groups of words can be moved into a different
order;
Word
Level:
Spelling
Bank p40
- W4
to examine the properties of words ending in vowels other
than the letter 'e';
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download
weekly plan
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download
shared text 'Good Night Children Everywhere'
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Non-Fiction:
Week 2
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Text
Level
- T24
to write recounts based on subject, topic or personal
experiences for (a) a close friend and (b) an unknown
reader, e.g. an account of a field trip, a match, a
historical event;
- T26
to make notes for different purposes, e.g. noting key
points as a record of what has been read, listing cues
for a talk, and to build on these notes in their own
writing or speaking;
- T27
to use simple abbreviations in note-taking.
Sentence
Level
- S1
investigate word order by examining how far the order of
words in sentences can be changed:
- which
words are essential to meaning;
- which
can be deleted without damaging the basic
meaning;
- which
words or groups of words can be moved into a different
order;
Word
Level: Spelling Bank p44
- W8
to identify word roots, derivations and spelling
patterns, e.g. sign, signature, signal; bomb, bombastic,
bombard; remit, permit, permission, in order to extend
vocabulary and provide support for spelling;
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download
weekly plan
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download
Planning Grid for Recount (day 3)
download
'I can ... write a recount' (day 5)
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Non-Fiction:
Week 3
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Text
Level
- T21
to identify the features of recounted texts such as
sports reports, diaries, police reports,
including:
- introduction
to orientate reader;
- chronological
sequence;
- supporting
illustrations;
- degree
of formality adopted;
- T24
to write recounts based on subject, topic or personal
experiences for (a) a close friend and (b) an unknown
reader, e.g. an account of a field trip, a match, a
historical event;
Sentence
Level: Grammar for Writing Unit 36
- S5
to understand the difference between direct and reported
speech (e.g. 'she said, "I am going"', 'she said she was
going'), e.g. through:
- finding
and comparing examples from reading;
- discussing
contexts and reasons for using particular forms and
their effects;
- transforming
direct into reported speech and vice versa, noting
changes in punctuation and words that have to be
changed or added;
- S7
from reading, to understand how dialogue is set out, e.g.
on separate lines for alternate speakers in narrative,
and the positioning of commas before speech
marks;
Word
Level: Spelling Bank p41-42
- S5
to investigate, collect and classify spelling patterns in
pluralisation, construct rules for regular spellings,
e.g. add -s to most words; add -es to most words ending
in -s, -sh, -ch; change -f to -ves; when -y is preceded
by a consonant, change to -ies; when -y is preceded by a
vowel, add -s;
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download
weekly plan
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download
writing frame for a sports report (day 3)
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Non-Fiction:
Week 4
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Text
Level
- T22
to read and evaluate a range of instructional texts in
terms of their:
- purposes;
- organisation
and layout;
- clarity
and usefulness;
- T25
to write instructional texts, and test them out, e.g.
instructions for loading computers, design briefs for
technology, rules for games;
Sentence
Level: Grammar for Writing Unit 37
- S8
to revise and extend work on verbs (see Y4 objectives),
focusing on:
- tenses:
past, present, future; investigating how different
tenses are formed by using auxiliary verbs e.g. have,
was, shall, will;
- forms:
active, interrogative, imperative;
- person:
1st, 2nd, 3rd. Identify and classify examples from
reading; experiment with transforming
tense/form/person in these examples &endash; discuss
changes that need to be made and effects on
meaning;
- S9
to identify the imperative form in instructional writing
and the past tense in recounts and use this awareness
when writing for these purposes.
Word
Level: Spelling Bank p41-42
- S5
to investigate, collect and classify spelling patterns in
pluralisation, construct rules for regular spellings,
e.g. add -s to most words; add -es to most words ending
in -s, -sh, -ch; change -f to -ves; when -y is preceded
by a consonant, change to -ies; when -y is preceded by a
vowel, add -s;
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download
weekly plan
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FICTION
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Suggested
texts, activities and resources: Novels by:
Jacqueline
Wilson; Malorie Blackman; Morris Gleitzman; Michale Morpugo;
Betsey Byars; Philippa Pearce; Jan Mark
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Fiction:
Week 1
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Text
Level
- T1
to analyse the features of a good opening and compare a
number of story openings;
- T11
to experiment with alternative ways of opening a story
using, e.g. description, action, or dialogue;
Sentence
Level
Word
Level
- W9
to collect and classify a range of idiomatic phrases,
clichés and expressions, e.g. the more the better,
under the weather, past his prime, given up the ghost,
taken for a ride, not up to it, put on a brave face, over
the top, beat about the bush, in for a penny, par for the
course, putting his back up. Compare, discuss, speculate
about meaning/origins and check in dictionaries; use in
own writing and be aware of when it is appropriate to use
these in speech and writing;
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Fiction:
Week 2
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Text
Level
- T4
to consider how texts can be rooted in the writer's
experience, e.g. historical events and places, experience
of wartime, friendship, holidays;
- to
evaluate a book by referring to details and examples
in the text;
- to
discuss the enduring appeal of established authors and
'classic' texts;
- T13
to record their ideas, reflections and predictions about
a book, e.g. through a reading log or
journal;
Sentence
Level: Grammar for Writing Unit 35
- S4
to adapt writing for different readers and purposes by
changing vocabulary, tone and sentence structures to
suit,e.g. simplifying for younger readers;
Word
Level
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Fiction:
Week 3
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Text
Level
- T3
to investigate how characters are presented, referring to
the text:through dialogue, action and description;
- how
the reader responds to them (as victims, heroes,
etc.);
- through
examining their relationships with other
characters;
- T15
to write new scenes or characters into a story, in the
manner of the writer, maintaining consistency of
character and style, using paragraphs to organise and
develop detail;
Sentence
Level: Grammar for Writing Unit 34
- S3
to discuss, proof-read and edit their own writing for
clarity and correctness, e.g. by creating more complex
sentences, using a range of connectives, simplifying
clumsy constructions;
- S6
to understand the need for punctuation as an aid to
the reader, e.g. commas to mark grammatical boundaries; a
colon to signal, e.g. a list;
Word
Level
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Fiction:
Week 4
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Text
Level
- to
compare the structure of different stories, to discover
how they differ in pace, build-up, sequence, complication
and resolution;
- T14
to map out texts showing development and structure, e.g.
its high and low points, the links between sections,
paragraphs, chapters;
Sentence
Level: Grammar for Writing Unit 38
Word
Level: Spelling Bank p43
- W6
to collect, and investigate the meanings and
spellings of words using the following prefixes: auto,
bi, trans, tele, circum;
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PLAYS
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Suggested
texts, activities and resources:Curtain Up series by
A & C Black: Two Weeks with the Queen &endash;
Morris Gleitzman: James and the Giant Peach &endash;
Roald Dahl
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Plays:
Week
1
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Text
Level
- T5
to understand dramatic conventions including:
- the
conventions of scripting (e.g. stage directions,
asides);
- how
character can be communicated in words and
gesture;
- how
tension can be built up through pace, silences and
delivery;
- T19
to annotate a section of playscript as a preparation for
performance, taking into account pace, movement, gesture
and delivery of lines and the needs of the
audience;
- T20
to evaluate the script and the performance for their
dramatic interest and impact;
Sentence
Level: Grammar for Writing Unit 33
- S2
to
understand the basic conventions of standard English and
consider when and why standard English is used:
- agreement
between nouns and verbs;
- consistency
of tense and subject;
- avoidance
of double negatives;
- avoidance
of non-standard dialect words;
Word
Level
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Plays:
Week
2
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Text
Level
- T18
write own playscript, applying conventions learned from
reading; include production notes;
- T19
to annotate a section of playscript as a preparation for
performance, taking into account pace, movement, gesture
and delivery of lines and the needs of the
audience;
Sentence
Level: Grammar for Writing Unit 36
- S4
to
understand the difference between direct and reported
speech (e.g. 'she said, "I am going"', 'she said she was
going'), e.g. through:
- finding
and comparing examples from reading;
- discussing
contexts and reasons for using particular forms and
their effects;
- transforming
direct into reported speech and vice versa, noting
changes in punctuation and words that have to be
changed or added;
- S9
from
reading, to understand how dialogue is set out, e.g. on
separate lines for alternate speakers in narrative, and
the positioning of commas before speech
marks;
Word
Level
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POETRY
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Suggested texts,
activities and resources: The Works &endash; ed. Paul
Cookson: Madtail, Miniwhale and Other Shape Poems
&endash; Wes Magee: A World of Poetry &endash; ed.
Michael Rosen
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Poetry:
Week
1
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Text
Level
- T6
to read a number of poems by significant poets and
identify what is distinctive about the style or content
of their poems;
- T7
to analyse and compare poetic style, use of forms and the
themes of significant poets; to respond to shades of
meaning; to explain and justify personal tastes; to
consider the impact of full rhymes, half rhymes, internal
rhymes and other sound patterns; to investigate and
collect different examples of word play, relating form to
meaning;
- T16
to convey feelings, reflections or moods in a poem
through the careful choice of words and
phrases;
- T17
to write metaphors from original ideas or from
similes;
Sentence
Level: Grammar
for Writing Unit 37
- S8
to revise and extend work on verbs (see Y4 objectives),
focusing on:
- tenses:
past, present, future; investigating how different
tenses are formed by using auxiliary verbs e.g. have,
was, shall, will;
- forms:
active, interrogative, imperative;
- person:
1st, 2nd, 3rd. Identify and classify examples from
reading; experiment with transforming
tense/form/person in these examples &endash; discuss
changes that need to be made and effects on
meaning;
- S9
to identify the imperative form in instructional writing
and the past tense in recounts and use this awareness
when writing for these purposes.
Word
Level
- W7
to explain the differences between synonyms, e.g.
angry, irritated, frustrated, upset; collect, classify
and order sets of words to identify shades of
meaning;
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Poetry:
Week
2
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Text
Level
- T6
to read a number of poems by significant poets and
identify what is distinctive about the style or content
of their poems;
- T7
to analyse and compare poetic style, use of forms and the
themes of significant poets; to respond to shades of
meaning; to explain and justify personal tastes; to
consider the impact of full rhymes, half rhymes, internal
rhymes and other sound patterns; to investigate and
collect different examples of word play, relating form to
meaning;
- T16
to convey feelings, reflections or moods in a poem
through the careful choice of words and
phrases;
- T17
to write metaphors from original ideas or from
similes;
Sentence
Level: Grammar
for Writing Unit 37
- S8
to revise and extend work on verbs (see Y4 objectives),
focusing on:
- tenses:
past, present, future; investigating how different
tenses are formed by using auxiliary verbs e.g. have,
was, shall, will;
- forms:
active, interrogative, imperative;
- person:
1st, 2nd, 3rd. Identify and classify examples from
reading; experiment with transforming
tense/form/person in these examples &endash; discuss
changes that need to be made and effects on
meaning;
- S9
to identify the imperative form in instructional writing
and the past tense in recounts and use this awareness
when writing for these purposes.
Word
Level
- W10
to use adverbs to qualify verbs in writing dialogue,
e.g. timidly, gruffly, excitedly, using a thesaurus to
extend vocabulary.
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