Year Group: 12R | Term: Spring 1 | ||
Text Type and Outcome: Persuasion Model Text - A speech to persuade Oliver to eat a vegetable Guided Write - A speech to persuade someone to eat a fruit | Core Text: Oliver’s Vegetables Oliver’s Fruit Salad | Weeks: 3 | Audience and Purpose: Write a speech for a fruit tasting event. |
Composition Y1 To compose a sentence orally before writing it. Y2 To write for different purposes, including real events. To plan and discuss the content of writing and record my ideas. To orally rehearse structured sentences or sequences of sentences Y3 To discuss models of writing, noting its structure, grammatical features and use of vocabulary. To compose sentences using a wider range of structures. | Grammar and Punctuation EY Make comments about what they have heard and ask questions to clarify their understanding; Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher. Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play. Write simple phrases and sentences that can be read by others. Y1 Use of capital letters, full stops, question marks, exclamation marks to demarcate sentences How ‘and’ can join words and sentences Y2 Consistent use of present tense - is / are Use of different sentence types: statements, exclamations, questions, commands Use coordinating and subordinating conjunctions Y3 Appropriate choice of noun or pronoun across sentences Express time and cause using subordinating conjunctions -when, while, because | Transcription Spelling Handwriting | Features Simple present tense verbs Use of rhetorical questions Adjectives Some short sentences Pronouns to avoid repetition and create cohesion Structure Opening - sum up main point of speech Peas are a perfect vegetable. Main: What do they look like, What is their texture? Taste? Why are they good for you? Conclusion: Ask a question or a command. |
Speaking and Listening Adjectives: I ate a --- carrot, I ate at ___, ___ carrot etc. | Rapid Writes Acrostic poem | Tier 2 Vocabulary juicy, delicious, tasty, healthy, crunchy | Reading and Writing across Curriculum |
Year Group: 12R | Term: Spring 1b | ||
Text Type and Outcome: Poetry Model Text – A poem about an Old man swallowing objects Guided Write - A poem about a child swallowing objects | Core Text: There was an old lady that swallowed a fly | Weeks: 3 | Audience and Purpose: Write a poem to share with the class. |
Composition EY Develop their phonological awareness, so that they can: • spot and suggest rhymes • count or clap syllables in a word Write short sentences with words with known sound-letter correspondences using a capital letter and full stop. Articulate their ideas and thoughts in well-formed sentences Y1 To compose a sentence orally before writing it. To read their writing aloud, clearly enough to be heard by their peers and the teacher Y2 To write for different purposes, including real events. To plan and discuss the content of writing and record my ideas. To orally rehearse structured sentences or sequences of sentences To develop positive attitudes towards and stamina for writing by writing poetry Y3 To discuss models of writing, noting its structure, grammatical features and use of vocabulary. To compose sentences using a wider range of structures. | Grammar and Punctuation EY Make comments about what they have heard and ask questions to clarify their understanding; Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher. Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play. Write simple phrases and sentences that can be read by others. Y1 Use of capital letters, full stops, question marks, exclamation marks to begin to punctuate sentences. How ‘and’ can join words and sentences Y2 To learn how to use both familiar and new punctuation correctly, including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular). To use expanded noun phrases to describe and specify | Transcription Spelling Handwriting | Features Verses Line ends with a comma or full stop Apostrophes Title Capital letters at the start of each line Repetition Rhyming words |
Speaking and Listening Memory games - I met the old lady and she swallowed… Performing / Recording work - Using talking tins and iPads to retell the poem | Rapid Writes Wanted or missing – children to design a g poster for one of the missing animals. Writing in Reverse Children to write the animals the old lady swallows in order in reverse. | Tier 2 Vocabulary Old, horse, course | Reading and Writing across Curriculum |