Year Group: 5 | Term: Summer 1a | ||
Text Type and Outcome: Non-Fiction: Instructions - Mummification | Core Text: The Explorer by Katherine Rundell | Weeks: 3 | Audience and Purpose: To explain the process of mummification and bean growth. |
Composition •To discuss the audience and purpose of the writing. •To start sentences in different ways. • To use the correct features and sentence structure matched to the text type we are working on. •To use grammar and vocabulary to create an impact on the reader. •To add well chosen detail to interest the reader. • To summarise a paragraph. •To organise my writing into paragraphs to show different information or events. | Grammar and Punctuation Sentences with different forms: question, statement, exclamation, command (Y2) To use commas after fronted adverbials and subordinate clauses (Y4) Age Related Learning Parenthesis using brackets, dashes and commas | Transcription Spelling Homophones Silent letters ei/ ie cial /tial Homophones Prefixes Handwriting Sloped writing: proportion: joining p and b to ascenders: ph, pl, bl Handwriting for different purposes: joining from p and b, no ascender: bu, bi, bp, pu, pi, pr Practising sloped writing: parallel downstrokes: bb, pp Practising sloped writing: all double letters Practising sloped writing for speed: tial, cial Practising sloped writing for fluency. Personal style Handwriting for different purposes: print alphabet Assessments Capitals | Features Title – what the instructions are about List of materials / equipment needed Visual clues – pictures / diagrams Bullet points Numbered lists Order to show the sequence of steps Sentences starting with imperative verbs Fronted adverbials used to explain when, where or how Parenthesis to give extra information Short / simple sentences to be clear Additional information – such as reasons why |
Speaking and Listening Role Play / Improvisation - mummifying a body/being a bean | Rapid Writes Mind Map - put the word bean in the centre of the page and get the children to add any words they can thing of linked to a bean - eg) green, string, hard, grow, stem etc | Tier 2 Vocabulary Moisture Protective Activate | Reading and Writing across Curriculum Artefact - understanding life in the past. Crime and punishment- comparing |
Year Group: 5 | Term: Summer 1b | ||
Text Type and Outcome: Narrative: Letters/ email writing in role (character from story) | Core Text: The Explorer by Katherine Rundell
| Weeks: 2 | Audience and Purpose: Act as a character and read letters to others. |
Composition •To discuss the audience and purpose of the writing. •To start sentences in different ways. • To use the correct features and sentence structure matched to the text type we are working on. •To use grammar and vocabulary to create an impact on the reader. •To add well chosen detail to interest the reader. • To summarise a paragraph. •To organise my writing into paragraphs to show different information or events. | Grammar and Punctuation To use commas after fronted adverbials and subordinate clauses (Y4) Age Related Learning Relative clauses Link ideas across paragraphs using adverbials of time, place and number Modal verbs and adverbs to express possibility | Transcription Spelling Homophones Silent letters ei/ ie cial /tial Homophones Prefixes Handwriting Sloped writing: proportion: joining p and b to ascenders: ph, pl, bl Handwriting for different purposes: joining from p and b, no ascender: bu, bi, bp, pu, pi, pr Practising sloped writing: parallel downstrokes: bb, pp Practising sloped writing: all double letters Practising sloped writing for speed: tial, cial Practising sloped writing for fluency. Personal style Handwriting for different purposes: print alphabet Assessments Capitals | Features Letter starting “Dear ….” addressing the person it is written to The reason for writing the letter Letter finishing with a farewell greeting and the name of the person writing. Written as if the author is the character (Pronoun I) Character’s feelings made clear Events from the story referred to Characters from the story referred to New line Paragraphs to group the information Questions to engage and encourage the person to reply Exclamations Commands Parenthesis Sentences joined with coordinating conjunctions (Fanboys) Sentences starting with subordinating conjunctions (When, If, While, Once, Until) Sentences starting with fronted adverbials Adverbs (Words that tell you more about the verb: when, where, how) Relative clauses (who, which) Modal verbs (must, could, should, will) Adjectives to describe the nouns (people, place or things) Structure Introduction Paragraph 1 Paragraph 2 Paragraph 3 |
Speaking and Listening Role Play / Improvisation- becoming Ramose - the class asks questions and moving around the room acting like the character. Word Tennis- descriptive words about the character and setting. | Rapid Writes Diary entry- quick writing as themselves sharing their weekend activities. | Tier 2 Vocabulary Campaign Companions Pleasure Delicate Punishing | Reading and Writing across Curriculum Artefact - understanding life in the past. Crime and punishment- comparing |