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Lewisham Literacy Strategy

Fiction and Poetry: stories/novels about imagined worlds: sci-fi, fantasy adventures; stories in series; classic and modern poetry, including poems from different cultures and times

Non-Fiction: (i) information books on same or similar themes; (ii) explanation

download termly plan

download Notes to Accompany Year 4 Units of Work

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

Word Level:

• W2 to identify mis-spelt words in own writing; to keep individual lists (e.g. spelling logs) and learn to spell them;
• W4 to practise new spellings regularly by 'look, say, cover, write, check' strategy;
• W8 to read and spell accurately the words in Appendix List 2;

Handwriting

• 14 to use joined handwriting for all writing except where other special forms are required;
• 15 to build up speed, e.g. particularly for notes, drafts, lists;
• 16 to know when to use:
  • a clear neat hand for finished, presented work;
  • informal writing for every day informal work, rough drafting, etc;
• 17 to ensure consistency in size and proportions of letters and spacing between letters and words.

FICTION

Suggested texts, activities and resources: Jessica & Christine Leo ; Time Spinner & Roy Apps

Fiction: Week 1

Text Level

• T16 to understand how writers create imaginary worlds, particularly where this is original or unfamiliar, such as a science fiction setting and to show how the writer has evoked it through detail;
• T2 to understand how settings influence events and incidents in stories and how they affect characters' behaviour;
• T10 to develop use of settings in own writing, making use of work on adjectives.

Sentence Level: Grammar for Writing Unit 26

• S1 to revise and extend work on adjectives from Y3 term 2 and link to work on expressive and figurative language in stories and poetry:
  • constructing adjectival phrases:
  • examining comparative and superlative adjectives;
  • comparing adjectives on a scale of intensity (e.g. hot, warm, tepid, lukewarm, chilly, cold);
  • relating them to the suffixes which indicate degrees of intensity (e.g. -ish, -er, -est);
• relating them to adverbs which indicate degrees of intensity (e.g. very, quite, more, most) and through investigating words which can be intensified in these ways and words which cannot

Word Level

• W13 a range of suffixes that can be added to nouns and verbs to make adjectives, e.g. wash..able, hope..ful, shock..ing, child..like, hero..ic, road..worthy;

Fiction: Week 2

Text Level

• T3 to compare and contrast settings across a range of stories; to evaluate, form and justify preferences;
• T5 to understand the use of figurative language in poetry and prose; compare poetic phrasing with narrative/descriptive examples; locate use of simile;
• T10 to develop use of settings in own writing, making use of work on adjectives and figurative language to describe settings effectively;

Sentence Level: Grammar for Writing Unit 26

• S1 to revise and extend work on adjectives from Y3 term 2 and link to work on expressive and figurative language in stories and poetry:
  • constructing adjectival phrases:
  • examining comparative and superlative adjectives;
  • comparing adjectives on a scale of intensity (e.g. hot, warm, tepid, lukewarm, chilly, cold);
  • relating them to the suffixes which indicate degrees of intensity (e.g. -ish, -er, -est);
  • relating them to adverbs which indicate degrees of intensity (e.g. very, quite, more, most) and through investigating words which can be intensified in these ways and words which cannot

Word Level

• W9 to use alternative words and expressions which are more accurate or interesting than the common choices, e.g. got, nice, good, then;

Fiction: Week 3

Text Level

• T4 to understand how the use of expressive and descriptive language can, e.g. create moods, arouse expectations, build tension, describe attitudes or emotions;
• T13 to write own examples of descriptive, expressive language based on those read. Link to work on adjectives and similes;

Sentence Level: Grammar for Writing Unit 26

• S1 to revise and extend work on adjectives from Y3 term 2 and link to work on expressive and figurative language in stories and poetry:
  • constructing adjectival phrases:
  • examining comparative and superlative adjectives;
  • comparing adjectives on a scale of intensity (e.g. hot, warm, tepid, lukewarm, chilly, cold);
  • relating them to the suffixes which indicate degrees of intensity (e.g. -ish, -er, -est);
  • relating them to adverbs which indicate degrees of intensity (e.g. very, quite, more, most) and through investigating words which can be intensified in these ways and words which cannot

Word Level

• W9 to use alternative words and expressions which are more accurate or interesting than the common choices, e.g. got, nice, good, then;

Fiction: Week 4

Text Level

• T8 to review a range of stories, identifying, e.g. authors, themes or treatments;
• T9 to recognise how certain types of texts are targeted at particular readers; to identify intended audience, e.g. junior horror stories;

Sentence Level: Grammar for Writing Unit 27

• S2 to use the apostrophe accurately to mark possession through:- identifying possessive apostrophes in reading and to whom or what they refer;
  • understanding basic rules for apostrophising singular nouns, e.g. the man's hat; for plural nouns ending in 's', e.g. the doctors' surgery and for irregular plural nouns, e.g. men's room, children's playground;
  • distinguishing between uses of the apostrophe for contraction and possession
• beginning to use the apostrophe appropriately in their own writing;

   

Word Level: Spelling Bank p28 & 65

• S5 to investigate what happens to words ending in 'f' when suffixes are added;

Fiction: Week 5

Text Level

• T12 to collaborate with others to write stories in chapters, using plans with particular audiences in mind;
• T14 notemaking: to edit down a sentence or passage by deleting the less important elements, e.g. repetitions, asides, secondary considerations and discuss the reasons for editorial choices;

Sentence Level: Grammar for Writing Unit 27

• S2 to use the apostrophe accurately to mark possession through:- identifying possessive apostrophes in reading and to whom or what they refer;
  • understanding basic rules for apostrophising singular nouns, e.g. the man's hat; for plural nouns ending in 's', e.g. the doctors' surgery and for irregular plural nouns, e.g. men's room, children's playground;
  • distinguishing between uses of the apostrophe for contraction and possession
• beginning to use the apostrophe appropriately in their own writing;

Word Level: Spelling Bank pgs 28 & 65

• S5 to investigate what happens to words ending in 'f' when suffixes are added;

NON-FICTION EXPLANATORY TEXTS

Suggested texts, activities and resources: Amazing Journeys - Magic Bean; Magic Schoolbus Series; Investigating Fungi - Magic Bean; Understanding Your Muscles and Bones - Rebecca Treays

Click here for links to Learning Intentions for Text Level Objectives 15, 16, 17, 18, 19, 20, 21, 22, 23, 24 and 25

Non-Fiction: Week 1

Text Level

• T15 to appraise a non-fiction book for its contents and usefulness by scanning, e.g. headings, contents list;
• T16 to prepare for factual research by reviewing what is known, what is needed, what is available and where one might search;
• T17 to scan texts in print or on screen to locate key words or phrases, useful headings and key sentences and to use these as a tool for summarising text;
• T18 to mark extracts by annotating and by selecting key headings, words or sentences, or alternatively, noting these;

Sentence Level: Grammar for Writing Unit 28

• S3 to understand the significance of word order, e.g.: some re-orderings destroy meaning; some make sense but change meaning; sentences can be re-ordered to retain meaning (sometimes adding words); subsequent words are governed by preceding ones;

Word Level

• W3 touse 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;
• W6 to spell words with the common endings: -ight, etc.;

Non-Fiction: Week 2

Suggested texts, activities and resources: The Butterfly Lion - M. Morpurgo

Text Level

• T21 to make short notes, e.g. by abbreviating ideas, selecting key words, listing or in diagrammatic form;
• T22 to fill out brief notes into connected prose;

Sentence Level: Grammar for Writing Unit 28

• S3 to understand the significance of word order, e.g.: some re-orderings destroy meaning; some make sense but change meaning; sentences can be re-ordered to retain meaning (sometimes adding words); subsequent words are governed by preceding ones

Word Level: Spelling Bank p 29

• W3 touse 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;
• W6 to spell words with the common endings: -ight, etc.;

Non-Fiction: Week 3

Text Level

• T23 to collect information from a variety of sources and present it in one simple format, e.g. wall chart, labelled diagram; ns in historical stories, e.g. How would I have responded? What would I do next?;

Sentence Level: Grammar for Writing Unit 28

• S3 to understand the significance of word order, e.g.: some re-orderings destroy meaning; some make sense but change meaning; sentences can be re-ordered to retain meaning (sometimes adding words); subsequent words are governed by preceding ones

Word Level

• W12 to define familiar words but within varying constraints, e.g. in four words, then three words, then two, then one, and consider how to arrive at the best use of words for different purposes;

Non-Fiction: Week 4

Text Level

• T19 to identify how and why paragraphs are used to organise and sequence information;
• T20 to identify from the examples the key features of explanatory texts:
  • purpose: to explain a process or to answer a question;
  • structure: introduction, followed by sequential explanation, organised into paragraphs;
  • language features: usually present tense; use of connectives of time and cause and effect; use of passive voice;
  • presentation: use of diagrams, other illustrations;

Sentence Level: Grammar for Writing Unit 28

• S4 to recognise how commas, connectives and full stops are used to join and separate clauses; to identify in their writing where each is more effective.

Word Level

Non-Fiction: Week 5

Text Level

• T24 to improve the cohesion of written explanations through paragraphing and the use of link phrases and organisational devices such as sub-headings and numbering;
• T25 to write explanations of a process, using conventions identified through reading.

Sentence Level: Grammar for Writing Unit 28

• S4 to recognise how commas, connectives and full stops are used to join and separate clauses; to identify in their writing where each is more effective.

Word Level: Spelling Bank p30

• W7 to recognise and spell the prefixes: al-, etc;

POETRY

Suggested texts, activities and resources: A World of Poetry - Ed. Michael Rosen; Why is the Sky? - John Agard; I Like That Stuff - ed. Morag Styles

Click here for links to Learning Intentions for Text Level Objectives 5, 6, 7, and 11

Poetry: Week 1

Text Level

• T5 understand the use of figurative language in poetry and prose; compare poetic phrasing with narrative/descriptive examples; locate use of simile;
• T6 to identify clues which suggest poems are older, e.g. language use, vocabulary, archaic words;

Sentence Level: Grammar for Writing Unit 28

• S4 recognise how commas, connectives and full stops are used to join and separate clauses; to identify in their writing where each is more effective.

Word Level

• W1 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;
• W11 to understand that vocabulary changes over time, e.g. through collecting words which have become little used and discussing why, e.g. wireless, frock;

Poetry: Week 2

Text Level

• T7 toidentify different patterns of rhyme and verse in poetry, e.g. choruses, rhyming couplets, alternate line rhymes and to read these aloud effectively;
• T11 to write poetry based on the structure and/or style of poems read, e.g. taking account of vocabulary, archaic expressions, patterns of rhyme, choruses, similes;

Sentence Level: Grammar for Writing Unit 28

S4 recognise how commas, connectives and full stops are used to join and separate clauses; to identify in their writing where each is more effective.

Word Level

• W10 to explore and discuss the implications of words which imply gender, including the -ess suffix, e.g. prince/princess, fox/vixen, king/queen;