Back to Medium Term Plans
|
|
Year
6: Term 3
|
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.
|
|
download
termly plan
|
|
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
|
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;
|
|
|
|