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Lewisham Literacy Strategy

Range:

Fiction and Poetry: comparison of work by significant children's author(s) and poets: (a) work by same author (b) different authors' treatment of same theme(s).

Non-Fiction: (i) explanations linked to work from other subjects; (ii) non-chronological reports linked to work from other subjects; (iii) reference texts, range of dictionaries, thesauruses, including I.T. sources.

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Continuous Work

Word Level: See Spelling Bank page 76

• W1 to identify mis-spelt words in own writing; to keep individual lists (e.g. spelling logs); to learn to spell them;

Revision Timetable (carried over from Term 2)

Revision: Week 5

Text Level

• Revise and practise skimming, scanning, annotation and information retrieval from passages.

Sentence Level/Word Level

• Summary and note-taking

Revision: Week 6

Text Level

• Revise and practise responding to reading questions, including comparative questions.

Sentence Level/Word Level

• Focus on common spelling and punctuation errors

Revision: Week 7

Text Level

• Revise and practise responding to the writing paper.

Sentence Level/Word Level

• Focus on personal spelling and punctuation errors

FICTION

Suggested texts, activities and resources: See Bridging Unit of Work

Fiction: Week 1

Text Level

• T6 to look at connections and contrasts in the work of different writers;
• T1 to describe and evaluate the style of an individual writer;
• T5 to compare and contrast the work of a single writer;

Writing Comprehension

• T7 to annotate passages in detail in response to specific questions;
• T14 to write an extended story, worked on over time on a theme identified in reading;

Sentence Level: Grammar for Writing Unit 54

• S2 to conduct detailed language investigations through interviews, research and reading, e.g. of proverbs, language change over time, dialect, study of headlines;

Word Level

• W2 to use known spellings as a basis for spelling other words with similar patterns or related meanings;

Fiction: Week 2

Text Level

• T8 to use a reading journal effectively to raise and refine personal responses to a text and prepare for discussion;
• T9 to write summaries of books or parts of books, deciding on priorities relevant to purpose;
• T10 to write a brief synopsis of a text, e.g. for back cover blurb;

Sentence Level: Grammar for Writing Unit 53

• S1 to revise the language conventions and grammatical features of the different types of text such as:
  • narrative (e.g. stories and novels);

Word Level

• 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.);

Fiction: Week 3

Text Level

• T11 to write a brief helpful review tailored for real audiences;
• T12 to compare texts in writing, drawing out:
  • their different styles and preoccupations;
  • their strengths and weaknesses;
  • their different values and appeal to a reader;

Sentence Level: Grammar for Writing Unit 53

• S4 to secure control of complex sentences, understanding how clauses can be manipulated to achieve different effects.

Word Level: Spelling Bank page 69

• S4 to revise and consolidate work from previous five terms with particular emphasis on:
  • learning and inventing spelling rules;
  • inventing and using mnemonics for irregular or difficult spellings; unstressed vowel spellings in polysyllabic words;

POETRY

Suggested texts, activities and resources: The Works (Ed. Paul Cookson) This Poem Doesn't Rhyme (Ed. Gerard Benson)

Poetry: Week 1

Text Level

• T2 to discuss how linked poems relate to one another by themes, format and repetition, e.g. cycle of poems about the seasons;
• T3 to describe and evaluate the style of an individual poet;
• T4 to comment critically on the overall impact of a poem, showing how language and themes have been developed;

Sentence Level

Word Level

• W6 to practise and extend vocabulary, e.g. through inventing word games such as puns, riddles, crosswords;

Poetry: Week 2

Text Level

• T13 to write a sequence of poems linked by theme or form, e.g. a haiku calendar;

Sentence Level

Word Level

• W7 to experiment with language, e.g. creating new words, similes and metaphors.

NON-FICTION

Suggested texts, activities and resources: How Things Work &endash; Neil Ardley; What Do We Know About the Victorians &endash; Richard Tames; The Pebble in My Pocket &endash; Meredith Hooper

Non-Fiction: Week 1

Text Level
Reading Comprehension

• T15 to secure understanding of the features of explanatory texts from Year 5 term 2;
• T16 to identify the key features of impersonal formal language, e.g. the present tense, the passive voice and discuss when and why they are used;
• T20 to secure control of impersonal writing, particularly the sustained use of the present tense and the passive voice;

Sentence Level: Grammar for Writing Unit 53

• S1 to revise the language conventions and grammatical features of the different types of text such as:
  • recounts (e.g. anecdotes, accounts of observations, experiences);
  • instructional texts (e.g. instructions and directions);
  • reports (e.g. factual writing, description)
  • explanatory texts (how and why);
  • persuasive texts (e.g. opinions, promotional literature)
  • discursive texts (e.g. balanced arguments);

Word Level

Non-Fiction: Week 2

Text Level

• T17 to appraise a text quickly and effectively; to retrieve information from it; to find information quickly and evaluate its value;
• T18 to secure the skills of skimming, scanning and efficient reading so that research is fast and effective;
• T21 to divide whole texts into paragraphs, paying attention to the sequence of paragraphs and to the links between one paragraph and the next, e.g. through the choice of appropriate connectives;

Sentence Level: Grammar for Writing Unit 52

Word Level

Non-Fiction: Week 3

Text Level

• T19 to review a range of non-fiction text types and their characteristics, discussing when a writer might choose to write in a given style and form;
• T22 to select the appropriate style and form to suit a specific purpose and audience, drawing on knowledge of different non-fiction text types.

Sentence Level: Grammar for Writing Unit 54

• S2 to conduct detailed language investigations through interviews, research and reading, e.g. of proverbs, language change over time, dialect, study of headlines;conduct detailed language investigations through interviews, research and reading, e.g. of proverbs, language change over time, dialect, study of headlines;

Word Level

Non-Fiction: Week 4

Text Level
(From Term 2)

• T17 to read and understand examples of official language and its characteristic features, e.g. through discussing consumer information, legal documents, layouts, use of footnotes, instructions, parentheses, headings, appendices and asterisks;
• T20 to discuss the way standard English varies in different contexts, e.g. why legal language is necessarily highly formalised, why questionnaires must be specific.

Sentence Level

• S3 to revise formal styles of writing:
  • the impersonal voice;
  • the use of the passive;
  • management of complex sentences;

Word Level

• W5 to invent words using known roots, prefixes and suffixes, e.g. vacca + phobe = someone who has a fear of cows;