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Year 5 : Term 1

Lewisham Literacy Strategy

Range:

Fiction and Poetry: (i) novels, stories and poems by significant children's writers; (ii) play-scripts; (iii) concrete poetry.

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.

NON-FICTION

Week 1
Week 2
Week 3
Week 4

FICTION

Week 1
Week 2
Week 3
Week 4

PLAYS

POETRY
Week 1
Week 2

Week 1
Week 2

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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

  • T9 to develop an active attitude towards reading: seeking answers, anticipating events, empathising with characters and imagining events that are described;

Sentence Level

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.);


NON-FICTION

Suggested texts, activities and resources: See Unit of Work

Non-Fiction: Week 1

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';
download weekly plan

download shared text 'Good Night Children Everywhere'

Non-Fiction: Week 2

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;

download weekly plan

download Planning Grid for Recount (day 3)

download 'I can ... write a recount' (day 5)

Non-Fiction: Week 3

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;

download weekly plan

download writing frame for a sports report (day 3)

Non-Fiction: Week 4

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;

download weekly plan

FICTION

Suggested texts, activities and resources: Novels by:

Jacqueline Wilson; Malorie Blackman; Morris Gleitzman; Michale Morpugo; Betsey Byars; Philippa Pearce; Jan Mark

Fiction: Week 1

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;

Fiction: Week 2

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

Fiction: Week 3

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

Fiction: Week 4

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;


PLAYS

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

Plays: Week 1

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

Plays: Week 2

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


POETRY

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

Poetry: Week 1

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;

Poetry: Week 2

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.