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Lewisham Literacy Strategy

Fiction and Poetry: (i) traditional stories, myths, legends, fables from a range of cultures; (ii) longer classic poetry, including narrative poetry

Non-Fiction: (i) non-chronological reports (i.e. to describe and classify); (ii) explanations (processes, systems, operations, etc.). Use content from other subjects, e.g. how the digestive system works, how to find a percentage, the rain cycle.

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download Notes to Accompany Year 5 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

• T9 to investigate the features of different fiction genres, e.g. science fiction

Sentence Level: Grammar for Writing Unit 33

• W2 to consolidate the basic conventions of standard English:
  • agreement between nouns and verbs;
  • consistency of tense and subject;
  • avoidance of double negatives;
  • avoidance of non-standard dialect words;

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: Extinction is Forever &endash; Literacy Links; Rescues &endash; Magic Bean; Amazing Landforms &endash; Magic Bean; The Weatherbirds &endash; Ted Dewan; Children Just Like Me &endash; Anabel & Barnabus Kindersley

Click here for links to Learning Intentions for Text Level Objectives

Non-Fiction: Week 1

Text Level

• T16 to prepare for reading by identifying what they already know and what they need to find out;
• T17 to locate information confidently and efficiently through
  (i) using contents, indexes, sections, headings (ii) skimming to gain overall sense of text (iii) scanning to locate specific information (iv) close reading to aid understanding (v) text-marking (vi) using CDROM and other IT sources, where available;
• T18 how authors record and acknowledge their sources;

Sentence Level: Grammar for Writing Unit 40

• S7 to explore ambiguities that arise from sentence contractions, e.g. through signs and headlines: 'police shot man with knife', 'Nothing acts faster than Anadin', 'Baby Changing Room'

Word Level: Spelling Bank p51

• W8 to recognise and spell the suffix: -cian, etc.;

Non-Fiction: Week 2

Text Level

• T21 to convert personal notes into notes for others to read, paying attention to appropriateness of style, vocabulary and presentation;
• T22 to plan, compose, edit and refine short non-chronological reports and explanatory texts, using reading as a source, focusing on clarity, conciseness, and impersonal style;
• T23 to record and acknowledge sources in their own writing;
• T24 to evaluate their work.

Sentence Level: Grammar for Writing Unit 40

• S5 to use punctuation effectively to signpost meaning in longer and more complex sentences;

  S8 to construct sentences in different ways, while retaining meaning, through:

  • combining two or more sentences;
  • re-ordering them;
  • deleting or substituting words;
  • writing them in more telegraphic ways;

  S9 to secure the use of the comma in embedding clauses within sentences;

Word Level:

Non-Fiction: Week 3

Text Level

• T17 to locate information confidently and efficiently through
  (i) using contents, indexes, sections, headings (ii) skimming to gain overall sense of text (iii) scanning to locate specific information (iv) close reading to aid understanding (v) text-marking (vi) using CDROM and other IT sources, where available;
• T19 to evaluate texts critically by comparing how different sources treat the same information;
• T20 notemaking: to discuss what is meant by 'in your own words' and when it is appropriate to copy, quote and adapt;

Sentence Level

Word Level: Spelling Bank p48, 49

• S5 to investigate words which have common letter strings but different pronunciations, e.g. rough, cough, bough; boot, foot;
• S6 to distinguish between homophones, i.e. words with common pronunciations but different spellings, e.g. eight, ate; grate, great; rain, rein, reign;

Non-Fiction: Week 4

Text Level

• T21 to convert personal notes into notes for others to read, paying attention to appropriateness of style, vocabulary and presentation;
• T22 to plan, compose, edit and refine short non-chronological reports and explanatory texts, using reading as a source, focusing on clarity, conciseness, and impersonal style;
• T23 to record and acknowledge sources in their own writing;
• T24 to evaluate their work.

Sentence Level

• S1 to re-order simple sentences, noting the changes which are required in word order and verb forms and discuss the effects of changes;

Word Level

• S9 to search for, collect, define and spell technical words derived from work in other subjects;

POETRY

Suggested texts, activities and resources: Novels by: The Highwayman &endash; Alfred Noyes; Hiawatha &endash; Henry W Longfellow; The Owl and The Pussy Cat &endash; Edward Lear; The Lady of Shallot &endash; Alfred Lord Tennyson; The Forsaken Merman and Other Story Poems &endash; Ed. Berlie Doherty

Poetry: Week 1

Text Level

• T4 to read a range of narrative poems;
• T5 to perform poems in a variety of ways;
• T6 to understand terms which describe different kinds of poems, e.g. ballad, sonnet, rap, elegy, narrative poem, and to identify typical features;
• T7 to compile a class anthology of favourite poems
• T10 to understand the differences between literal and figurative language, e.g. through discussing the effects of imagery in poetry and prose;
• T12 to use the structures of poems read to write extensions based on these, e.g. additional verses, or substituting own words and ideas;

Sentence Level: Grammar for Writing Unit 39

• S4 to revise from Y4:
  • the different kinds of noun;
  • the function of pronouns;
  • agreement between nouns, pronouns and verbs;
• S10 to ensure that, in using pronouns, it is clear to what or to whom they refer.

Word Level: Spelling Bank p50

• W7 the correct use and spelling of possessive pronouns, linked to work on grammar, e.g. their, theirs; your, yours; my, mine;

Poetry: Week 2

Text Level

• T4 to read a range of narrative poems;
• T5 to perform poems in a variety of ways;
• T6 to understand terms which describe different kinds of poems, e.g. ballad, sonnet, rap, elegy, narrative poem, and to identify typical features;
• T7 to compile a class anthology of favourite poems
• T10 to understand the differences between literal and figurative language, e.g. through discussing the effects of imagery in poetry and prose;
• T12 to use the structures of poems read to write extensions based on these, e.g. additional verses, or substituting own words and ideas;

Sentence Level: Grammar for Writing Unit 39

• S4 to revise from Y4:
  • the different kinds of noun;
  • the function of pronouns;
  • agreement between nouns, pronouns and verbs;
• S10 to ensure that, in using pronouns, it is clear to what or to whom they refer.

Word Level

Poetry: Week 3

Text Level

• T4 to read a range of narrative poems;
• T5 to perform poems in a variety of ways;
• T6 to understand terms which describe different kinds of poems, e.g. ballad, sonnet, rap, elegy, narrative poem, and to identify typical features;
• T7 to compile a class anthology of favourite poems
• T10 to understand the differences between literal and figurative language, e.g. through discussing the effects of imagery in poetry and prose;
• T12 to use the structures of poems read to write extensions based on these, e.g. additional verses, or substituting own words and ideas;

Sentence Level: Grammar for Writing Unit 39

• S4 to revise from Y4:
  • the different kinds of noun;
  • the function of pronouns;
  • agreement between nouns, pronouns and verbs;
• S10 to ensure that, in using pronouns, it is clear to what or to whom they refer.

Word Level

• W7 to explore onomatopoeia. Collect, invent and use words whose meaning is represented in their sounds, e.g. splash, plop, bang, clash, smack, trickle, swoop;

FICTION

download Suggested texts

Fiction: Week 1

Text Level

• T1 to identify and classify the features of myths, legends and fables, e.g. the moral in a fable, fantastical beasts in legends;
• T2 to invstigate different versions of the same story in print or on film, identifying similarities and differences; recognise how stories change over time and differences of culture and place that are expressed in stories;
• T10 to understand the differences between literal and figurative language, e.g. through discussing the effects of imagery

Sentence Level

Word Level: Spelling Bank p45 - 47

• W4 to explore spelling patterns of consonants and formulate rules:
  • -ll in full becomes l when used as a suffix;
  • words ending with a single consonant preceded by a short vowel double the consonant before adding -ing, etc. e.g. hummed, sitting, wetter;
  • c is usually soft when followed by i e.g. circus, accident

Fiction: Week 2

Text Level

• T11 to write own versions of legends, myths and fables, using structures and themes identified in reading;
• T13 to review and edit writing to produce a final form, matched to the needs of an identified reader;

Sentence Level

Word Level

• W10 to investigate further antonyms. Why do some words have opposites, e.g. near, over, while others have more than one opposite, e.g. big, right, and others have none, e.g. green, wall? Investigate common spelling patterns and other ways of creating opposites through additional words and phrases. Link to children's knowledge of adjectives and adverbs;

Fiction: Week 3

Text Level

• T1 to identify and classify the features of myths, legends and fables, e.g. the moral in a fable, fantastical beasts in legends;
• T8 to distinguish between the author and narrator, investigating narrative viewpoint and the treatment of different characters, e.g. minor characters, heroes, villains, and perspectives on the action from different characters.
• T10 to understand the differences between literal and figurative language, e.g. through discussing the effects of imagery in poetry and prose;

Sentence Level: Grammar for Writing Unit 41

• S6 to be aware of the differences between spoken and written language, including:
  • conventions to guide reader;
  • the need for writing to make sense away from immediate context;
  • the use of punctuation to replace intonation, pauses, gestures;
  • the use of complete sentences;

Word Level

Fiction: Week 4

Text Level

• T11 to write own versions of legends, myths and fables, using structures and themes identified in reading;
• T13 to review and edit writing to produce a final form, matched to the needs of an identified reader;

Sentence Level: Grammar for Writing Unit 35

• S3 to understand how writing can be adapted for different audiences and purposes, e.g. by changing vocabulary and sentence structures;

Word Level

Fiction: Week 5

Text Level

• T1 to identify and classify the features of myths, legends and fables, e.g. the moral in a fable, fantastical beasts in legends;
• T3 to explore similarities and differences between oral and written story telling;
• T14 make notes of story outline as preparation for oral storytelling;

Sentence Level: Grammar for Writing Unit 35

• S3 to understand how writing can be adapted for different audiences and purposes, e.g. by changing vocabulary and sentence structures;

Word Level

• W12 to investigate metaphorical expressions and figures of speech from everyday life