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Lewisham Literacy Strategy

Fiction: adventure and mystery stories; stories by the same author; humorous poetry, poetry that plays with language, word puzzles, puns, riddles;

Non-Fiction: (i) letters written for a range of purposes: to recount, explain, enquire, congratulate, complain, etc., (ii) alphabetic texts, directories, encyclopaedias, indexes, etc.

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Continuous Work

Suggested texts, activities and resources
Interactive activities: Drama: Time out: Get up & go: Show me:
Letter/Punctuation fans: Whiteboards

Text Level

Sentence Level: Grammar for Writing Unit 10

• S1 to use awareness of grammar to decipher new or unfamiliar words, e.g. to predict from the text, read on, leave a gap and re-read; to use these strategies in conjunction with knowledge of phonemes, word recognition, graphic knowledge and context when reading;

Word Level: Revision and Consolidation from KS1

• W1 the spelling of words containing each of the long vowel phonemes from KS1 (Appendix List 3);
• W2 to:
  • identify phonemes in speech and writing;
  • blend phonemes for reading;
  • segment words into phonemes for spelling;
• W3 to read and spell correctly the high frequency words from KS1 (Appendix List 1);
• W4 to discriminate syllables in reading and spelling (from Year 2);

Spelling Strategies

• W5 to identify mis-spelt words in own writing; to keep individual lists (e.g. spelling logs) and learn to spell them;
• W6to 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, etc.;
• W7 to practise new spellings regularly by 'look, say, cover, write, check' strategy;

Handwriting

17 to practise correct formation of basic joins from the use of the four basic handwriting joins from Y2, and use these for independent writing:

• diagonal joins to letters without ascenders, e.g. ai, ar, un;
• horizontal joins to letters without ascenders, e.g. ou, vi, wi;
• diagonal joins to letters with ascenders, e.g. ab, ul, it;
• horizontal joins to letters with ascenders, e.g. ol, wh, ot;

18 to ensure consistency in size and proportions of letters and the spacing between letters and words;

• 19 to build up handwriting speed, fluency and legibility through practice.

FICTION

Fiction: Week 1

Suggested texts, activities and resources: See Unit of Work

Text Level

• T1 to re-tell main points of story in sequence; to compare different stories; to evaluate stories and justify their preferences;
• T10 to plot a sequence of episodes modelled on a known story, as a plan for writing;

Sentence Level: Grammar for Writing Unit 18

• S4 to investigate through reading and writing how words and phrases can signal time sequences, e.g. first, then, after, meanwhile, from, where;

Word Level: Spelling Bank p16

• W8 identify short words within longer words as an aid to spelling;

Fiction: Week 2

Text Level

• T2 to refer to significant aspects of the text, e.g. opening, build-up, atmosphere, and to know language is used to create these, e.g. use of adjectives for description;
• T11 to write openings to stories or chapters linked to or arising from reading; to focus on language to create effects, e.g. building tension, suspense, creating moods, setting scenes;

Sentence Level: Grammar for Writing Unit 16

• S4 to use speech marks and other dialogue punctuation appropriately in writing and to use the conventions which mark boundaries between spoken words and the rest of the sentence;

Word Level

• W13 to collect synonyms which will be useful in writing dialogue, e.g. shouted, cried, yelled, squealed, exploring the effects on meaning, e.g. through substituting these synonyms in sentences;

Fiction: Week 3

Text Level

• T3 to distinguish between 1st and 3rd person accounts;
• T5 to discuss (i) characters' feelings; (ii) behaviour, e.g. fair or unreasonable, brave or foolish; (iii) relationships, referring to the text and making judgements;
• T12 to write a first person account, e.g. write a character's own account of incident in story read;

Sentence Level: Grammar for Writing Unit 15

S2 to identify pronouns and understand their functions in sentences through:

• noticing in speech and reading how they stand in place of nouns;
• substituting pronouns for common and proper nouns in own writing;
• distinguishing personal pronouns, e.g. I, you, him, it and possessive pronouns, e.g. my, yours, hers;
• distinguishing the 1st, 2nd, 3rd person forms of pronouns e.g. I, me, we; you; she, her, them investigating the contexts and purposes for using pronouns in different persons, linked to previous term's work on 1st and 3rd person;
• investigating how pronouns are used to mark gender: he, she, they, etc.,

• S2 to ensure grammatical agreement in speech and writing of pronouns and verbs, e.g. I am, we are, in standard English;

Word Level: Spelling Bank p 19

• S11 use the apostrophe to spell further contracted forms, e.g. couldn't

Fiction: Week 4

Text Level

• T13 to write more extended stories based on a plan of incidents and set out in simple chapters with titles and author details; to use paragraphs to organise the narrative;

Sentence Level: Grammar for Writing Unit 15

• S2 (see above Week 3)

Word Level: Spelling Bank pgs 17 and 18

• S9 to recognise and spell the prefixes mis-, non-, ex-, co-, anti-;
• S10 to use their knowledge of these prefixes to generate new words from root words, e.g. lead/mislead, sense/nonsense, and to understand how they give clues to meaning, e.g. extend, export, explode; mislead, mistake, misplace;

Fiction: Weeks 5 and 6

Text Level

• T4 to consider credibility of events, e.g. by selecting some real life adventures either written or retold as stories and comparing them with fiction;

  T8 to compare and contrast works by the same author, e.g. different stories, sequels using same characters in new settings, stories sharing similar themes;

  T9 to be aware of authors and to discuss preferences and reasons for these;

  T14 to write book reviews for a specified audience, based on evaluations of plot, characters and language;

   

Sentence Level: Grammar for Writing Unit 17

• S5 how sentences can be joined in more complex ways through using a widening range of conjunctions in addition to 'and' and 'then', e.g.: if, so, while, though, since, when;

Word Level: Spelling Bank pgs 16 and 19

• S8 identify short words within longer words as an aid to spelling;

  S11 to use the apostrophe to spell further contracted forms, e.g. couldn't;

   

POETRY

Poetry: Week 1

Suggested texts, activities and resources: See poetry unit of work.

Text Level

• T7 to select, prepare, read aloud and recite by heart poetry that plays with language or entertains; to recognise rhyme, alliteration and other patterns of sound that create effects;
• T15 to write poetry that uses sound to create effects, e.g. onomatopoeia, alliteration, distinctive rhythms;

Sentence Level: Grammar for Writing Unit 18

• S7 to become aware of the use of commas in marking grammatical boundaries within sentences

Word Level: Spelling Bank p11

• W12 to continue the collection of new words from reading and work in other subjects, and making use of them in reading and writing;

Poetry: Week 2

Text Level

• T6 to compare forms or types of humour, e.g. by exploring, collecting and categorising form or type of humour, e.g. word play, joke poems, word games, absurdities, cautionary tales, nonsense verse, calligrams;

Sentence Level: Grammar for Writing Unit 16

• S4 to use speech marks and other dialogue punctuation appropriately in writing and to use the conventions which mark boundaries between spoken words and the rest of the sentence;

Word Level

NON-FICTION

Suggested texts, activities and resources: See non-fiction unit of work

Non-Fiction: Week 1

Text Level

• T19 to summarise orally in one sentence the content of a passage or text, and the main point it is making;
• T25 to revise and extend work on note-making from previous term;
• T26 to summarise in writing the content of a passage or text and the main point it is making.

Sentence Level: Grammar for Writing Unit 18 and Unit 19

• S6 to investigate through reading and writing how words and phrases can signal time sequences, e.g. first, then, after, meanwhile, from, where;
• S7 to become aware of the use of commas in marking grammatical boundaries within sentences.

Word Level: Spelling Bank p 20

• W14 to explore homonyms which have the same spelling but multiple meanings and explain how the meanings can be distinguished in context, e.g. form (shape or document), wave (gesture, shape or motion);

Non-Fiction: Weeks 2 and 3

Text Level

• S16 to read examples of letters written for a range of purposes, e.g. to recount, explain, enquire, complain, congratulate, comment; understand form and layout including use of paragraphs, ways of starting, ending, etc. and ways of addressing different audiences &endash; formal/informal;
• S20 to write letters, notes and messages linked to work in other subjects, to communicate within school; letters to authors about books, selecting style and vocabulary appropriate to the intended reader;
• S21 use IT to bring to a published form &endash; discuss relevance of layout, font, etc. to audience;
• S22 experiment with recounting the same event in a variety of ways, e.g. in the form of a story, a letter, a news report;
• S23 to organise letters into simple paragraphs; to discuss the merits and limitations of particular instructional texts, including IT and other media texts, and to compare these with others, where appropriate, to give an overall evaluation;

Sentence Level: Grammar for Writing Unit 17

• S5 how sentences can be joined in more complex ways through using a widening range of conjunctions in addition to 'and' and 'then', e.g.: if, so, while, though, since, when;

Word Level

• W16 to collect, investigate, classify common expressions from reading and own experience, e.g. ways of expressing surprise, apology, greeting, warning, thanking, refusing;

Non-Fiction: Week 4

Text Level

• T17 to 'scan' indexes, directories and IT sources, etc. to locate information quickly and accurately;
• T18 to locate books by classification in class or school libraries;
• T24 to make alphabetically ordered texts &endash; use information from other subjects, own experience, or derived from other information books, e.g. a book about building materials, sports;

   

Sentence Level: Grammar for Writing Unit 19

• S7 to become aware of the use of commas in marking grammatical boundaries within sentences

Word Level

• W15 to understand that some dictionaries provide further information about words, e.g. their origins, multiple meanings and that this can provide a guide to spelling;