Year Group: 4 | Term: Spring 2 | ||
Text Type and Outcome: Narrative: Fantasy / Portal story based on the Stone Age Boy by Satoshi Kitamura Model Text: Stone Age Boy Practise Write: Going through a portal within a school. Meeting an animal Returning with a momento Assessed Write: Own story based on Stone Age Boy | Core Text: The Boy with the Bronze Axe by Kathleen Fidler | Weeks: 3 | Audience and Purpose: To entertain |
Composition •I can compose sentences using a range of sentence structures. •I can orally rehearse a sentence or a sequence of sentences. •I can write a narrative with a clear structure, setting and plot. •I can use appropriate nouns and pronouns within and across sentences to support cohesion and avoid repetition. •I can use direct speech in my writing and punctuate it correctly. | Grammar and Punctuation Expanded Noun phrases for description (Y2) Past tense verbs, continuous form of verbs – progressive and perfect (Y2/3) Apostrophes for contraction Age-related learning Speech marks to punctuate direct speech. Apostrophes for singular and plural possession – the difference between possession and plurals | Transcription Spelling Handwriting Unit 16 - Spacing between words Unit 17 - Writing at speed Unit 18 - Improving fluency | Features Title Paragraphs - Opening, build up, climax and conclusion Written in the first person Written in the past tense Written in chronological order Description of main characters and settings Use fronted adverbials to describe when, where and how. Dialogue |
Speaking and Listening Hot seating - character thoughts and feelings Conscience alley - go through the portal or not Talk through your story out loud to your partner Produce an advert for using a bow and arrow | Rapid Writes Take my advice:- Should Alice head down the rabbit. Actions speak louder than words:- Write up 5 adverbs – children should think of sentences to go with the adverb. I point for each, double points for unusual, creative or unique ideas, e.g. Angrily; Slowly; Impatiently; Sadly; Foolishly Grow the sentence:- Fabulous in 5. Sentence construction; word classes. Give a simple sentence linked to the writing task. Ask children to grow the sentence in 5 steps, e.g. The dog slept. a) The old dog slept. b) The old dog slept peacefully. c) The old dog slept peacefully after his long walk. d) As the sun went down, the old dog slept peacefully after his long walk. e) As the sun went down, the old dog slept peacefully after his long walk, dreaming of fields, rabbits and juicy bones. | Tier 2 Vocabulary baffling rejoiced trudged wandered disgruntled loomed | Reading and Writing across Curriculum Writing a leaflet on Skara Brae Write about a visit to a tourist attraction. Writing a postcard/letter |
Year Group: Year 4 | Term: Spring 2 | ||
Text Type and Outcome: Writing a balanced argument Model write: Should zoos be banned? Practise write: Should the people of Skara Brae have attacked and killed the whale? Assessed write: Should fox hunting be banned? | Core Text: The Boy with the Bronze Axe by Kathleen Fidler | Weeks: 3 | Audience and Purpose: To inform and persuade. Present arguments to class and come to a final vote and decision. |
Composition •I can orally rehearse a sentence or a sequence of sentences. •I use a range of sentences which have more than one clause. •I can use appropriate nouns and pronouns within and across sentences to support cohesion and avoid repetition. •I can use fronted adverbials. •I can write in paragraphs. •I make an appropriate choice of pronoun and noun within and across sentences. •I use commas after fronted adverbials. | Grammar and Punctuation Expressing time and cause using adverbs, conjunctions and prepositions (Y3) Present tense verbs, continuous form of verbs – progressive and perfect (Y2/3) Age-related learning Use of paragraphs to organise ideas around a theme. Commas after fronted adverbials | Transcription Spelling Handwriting Unit 19 - Speed and fluency Unit 20 - End of unit check | Features An opening statement. Written in present tense. Paragraphs to organise and present ideas. Use rhetorical questions. Use facts instead of emotive language Use of short sentences for emphasis. Use statistics to back up arguments being made. Pronouns to avoid repetition. A closing statement. Use of emotive pictures to back up arguments |
Speaking and Listening Debate on personal opinions Just a minute - developing familiarity with subject Beat the expert - children ask questions about the topic they are debating to the teacher | Rapid Writes Take my advice Summary in 60 - summarise what they have learnt about a given subject Tell me about it - image of a fox linked to the children’s writing. | Tier 2 Vocabulary protection banned roam seized habitat | Reading and Writing across Curriculum Writing a leaflet on Skara Brae Research and present information on Stonehenge. Encourage people to visit! Write about a visit to a tourist attraction. Writing a postcard/letter |