English Curriculum

Illustration of British flag and books

Year 3

Week 1

The Hodgeheg by Dick King Smith

Hodgeheg

 

Reading

  1. To analyse the first chapter
  2. To give the meaning of new vocabulary
  3. To identify vocabulary that describes a character
  4. To answer questions about the opening to show knowledge and comprehension
  5. To explain how an author creates an effective setting

 

Writing

Character and setting

  1. To write a detailed prediction
  2. To plan a character profile
  3. To write a character profile
  4. To use adjectives to describe a setting
  5. To write a setting description

 

Punctuation and grammar

  • To identify nouns and verbs (Year 2)

 

Spellings

  • To identify silent letters in words from different origins

 

Vocab

  • Cautiously
  • Opposite
  • Hesitant

Week 2

The Hodgeheg by Dick King Smith

Hodgeheg

 

Reading

  1. To retrieve information from the text
  2. To retrieve information
  3. To compare themes within the book
  4. To interpret and explain the meaning of what has been read
  5. To summarise what has been read

 

Writing

Adventure story

  1. To plan an adventure story
  2. To write a range of descriptive sentences
  3. To write the opening and build-up of the story
  4. To write the problem and resolution to my story
  5. To edit and present my work effectively

 

Punctuation and grammar

  • To recognise how the suffixes –ness, -est and –er change the meaning of nouns (Year 2)

 

Spellings

  • To compare which words have a silent ‘h’ and which do not

 

Vocab

  • Heroic
  • Solution

Week 3

The Hodgeheg by Dick King Smith

Hodgeheg

 

Reading

  1. To identify features of a letter
  2. To compare and contrast persuasive techniques
  3. To retrieve information from a text
  4. To make a prediction
  5. Reading assessment

 

Writing

Persuasive letter

  1. To plan a persuasive letter
  2. To draft a persuasive letter
  3. To write a persuasive letter
  4. To edit a persuasive letter

 

Punctuation and grammar

  • To identify adjectives and adverbs (Year 2)

 

Spellings

  • To identify silent e and its impact

 

Vocab

  • Consequence
  • Convince

Week 4

The Hodgeheg by Dick King Smith

Hodgeheg

 

Reading

  1. To explain the meaning of words in context
  2. To justify inferences about how a character is feeling
  3. To justify my inferences with evidence
  4. To retrieve information
  5. To summarise the whole story succinctly

 

Writing

Balanced argument

  1. To publish my writing
  2. To identify the features of a balanced argument
  3. To plan a balanced argument
  4. To write the introduction and for paragraph
  5. To write the against paragraph and conclusion

 

Punctuation and grammar

  • To recognise adjectives with the suffixes –ful, -less, -er or –est in sentences (Year 2)

 

Spellings

  • To recognise that the long ‘a’ sound can be spelled ai

 

Vocab

  • Contrast
  • Examine

Week 5

Georges Marvellous Medicine by Roald Dahl

George’s Marvellous Medicine

 

Reading

  1. To write a prediction
  2. To identify the features of a diary
  3. To explain how a character is feeling
  4. To infer information from the text
  5. To answer retrieval questions

 

Writing

Diary

  1. To write descriptive sentences
  2. To plan a diary entry
  3. To write a diary entry
  4. To write an alternative diary entry
  5. To edit and improve a diary entry

 

Punctuation and grammar

  • To recall co-ordinating conjunctions using FANBOYS
  • To recognise subordinating conjunctions (when, if, that, because) within a text (Year 2)

 

Spellings

  • To recognise double letters in common spellings words

 

Vocab

  • Tolerate
  • Despise

Week 6

Georges Marvellous Medicine by Roald Dahl

George’s Marvellous Medicine

 

Reading

  1. To identify the features of an instructional text
  2. To construct sentences effectively
  3. To plan a set of instructions
  4. To write a set of instructions
  5. To edit a set of instructions

 

Writing

Instructions

  1. To identify the features of an instructional text
  2. To construct sentences effectively
  3. To plan a set of instructions
  4. To write a set of instructions
  5. To edit a set of instructions

 

Punctuation and grammar

  • To recognise and discuss differences between headings and subheadings (Year 3)
  • To introduce paragraphs as a way to group related material (Year 3)

 

Spellings

  • To recognise that the ‘ow’ sound can be spelled au

 

Vocab

  • Tremendous
  • Resemble
  • Diagram

Week 7

Georges Marvellous Medicine by Roald Dahl

George’s Marvellous Medicine

 

Reading

  1. To identify the features of a monologue
  2. To give the meaning of words in context
  3. To discuss the structure of a text
  4. To summarise a text effectively
  5. To retrieve, deduce and infer information

 

Writing

Monologue

  1. To describe how a character has developed
  2. To construct sentences effectively
  3. To plan a monologue
  4. To write a monologue
  5. To edit a monologue

 

Punctuation and grammar

  • To recall what nouns, verbs, adjectives and adverbs are (Year 2)

 

Spellings

  • To identify the soft c sound

 

Vocab

  • Resemble
  • Peculiar
  • Immense

Week 1

Georges Marvellous Medicine by Roald Dahl

George’s Marvellous Medicine

 

Reading

  1. To examine an author’s writing style
  2. To explain how an author’s word choice can enhance meaning
  3. To discuss the use of dialogue
  4. To identify themes within an author’s writing
  5. To discuss words and phrases that the author uses

 

Writing

Alternative ending

  1. To construct sentences effectively
  2. To use direct speech
  3. To plan an alternate ending
  4. To write an alternative ending
  5. To edit and improve an alternative ending

 

Punctuation and grammar

  • To recognise how to correctly use ‘a’ or ‘an’ according to whether the next word begins with a consonant or vowel (Year 3)
  • To identify and create expanded noun phrases (e.g. the blue butterfly, plain flour, the man in the moon) (Year 2)

 

Spellings

  • To analyse the ‘ort’ sound

 

Vocab

  • Clutched
  • Seize
  • Draught

Week 2

Georges Marvellous Medicine by Roald Dahl

George’s Marvellous Medicine

 

Reading

  1. To identify the features of suspense writing
  2. Reading assessment
  3. To retrieve information using skimming and scanning
  4. To infer information from a passage
  5. To give the meaning of words in context

 

Writing

Dilemma story writing

  1. To plan a story with a dilemma
  2. Reading Assessment
  3. To write the opening to a story
  4. To write the dilemma in a story
  5. To write the resolution to a story

 

Punctuation and grammar

  • To differentiate between statements, questions, commands and exclamations (Year 2)

 

Spellings

  • To compare the different sounds for the spelling ‘ough’

 

Vocab

  • Preferred
  • Obedient

Week 3

The Velveteen Rabbit by Margery Williams

The Original Velveteen Rabbit

 

Reading

  1. To analyse the front cover and blurb
  2. To analyse the themes within a text
  3. To use inference to make judgements about a character
  4. To explain the meaning of words in context
  5. To retrieve information using skimming and scanning

 

Writing

First person narrative

  1. To write emotively
  2. To plan a first person narrative
  3. To write a first person narrative
  4. To write a first person narrative
  5. To edit a first person narrative

 

Punctuation and grammar

  • To recognise how to use commas in a list (Year 2)
  • To identify the difference between 1st and 3rd person

 

Spellings

  • To analyse the ‘ar’ sound

 

Vocab

  • Expectation
  • Isolated

Week 4

The Velveteen Rabbit by Margery Williams

The Original Velveteen Rabbit

 

Reading

  1. To examine the writing style of an author
  2. To infer how a character feels
  3. To analyse a change in character
  4. To give the meaning of words in context
  5. To answer a range of comprehension questions

 

Writing

Write in the style of the author

  1. To identify the key features of an author’s writing style
  2. To plan in the style of an author
  3. To draft a section in the style of an author
  4. To write in the style of an author
  5. To edit and improve my writing

 

Punctuation and grammar

  • To introduce how to use inverted commas to punctuate direct speech (Year 3)

 

Spellings

  • To recognise words that end with the ‘l’ sound spelled can be spelled al

 

Vocab

  • Identical
  • Quivering

Week 5

The Velveteen Rabbit by Margery Williams

The Original Velveteen Rabbit

 

Reading

  1. To discuss what is meant by a moral
  2. To answer a big question justifying my opinion
  3. To use skimming and scanning to retrieve information
  4. To use evidence to justify my inferences
  5. To sequence events from the story

 

Writing

Story writing with a moral

  1. To analyse the use of morals in story
  2. To plan a story with a moral
  3. To write a story with a moral
  4. To edit a story with a moral
  5. To publish a story with a moral

 

Punctuation and grammar

  • To identify words that have apostrophes for omission and explain which letter/s have been omitted
  • To discuss how apostrophes are used for possession (Year 2)

 

Spellings

  • To recognise words that end with the ‘l’ sound spelled can be spelled le

 

Vocab

  • Character
  • Perched

Week 6

Twas the night before Christmas

Twas the Night before Christmas

 

Reading

  1. To read and understand a poem
  2. To identify unfamiliar vocabulary
  3. To examine rhyming couplets
  4. To write a summary of the poem
  5. To evaluate key themes within the poem

 

Writing

Narrative poetry writing

  1. To identify the features of a poem
  2. To plan an alternative 3 stanzas
  3. To write an alternative ending
  4. To write an alternative ending
  5. To edit and improve the poem

 

Punctuation and grammar

  • To discuss Word families based on common words, showing how words are related in form and meaning (e.g. solve, solution, solver, dissolve, insoluble) (Year 3)

 

Spellings

  • To identify  the ‘k’ sound spelt ‘ch’

 

Vocab

  • Identify
  • Illuminate

Week 7

Twas the night before Christmas

Twas the Night before Christmas

 

Reading

  1. To find evidence by skimming and scanning
  2. To retrieve information from the poem
  3. To deduce effectively to answer questions
  4. To sequence a poem
  5. To retrieve information to answer true or false questions

 

Writing

Narrative poetry writing

  1. To plan a narrative poem
  2. To write a narrative poem
  3. To write a narrative poem
  4. To edit a narrative poem
  5. To perform a narrative poem

 

Punctuation and grammar

  • To recognise the difference between past, present and future tenses
  • To discuss the present perfect form of verbs instead of the simple please (e.g. He has gone out to play contrasted with He went out to play)

 

Spellings

  • To identify (t) ch words with the -er suffix

 

Vocab

  • Shimmer
  • Peculiar

Week 1

James and the Giant Peach by Roald Dahl

James and the Giant Peach play script

 

Reading

  1. To write a prediction
  2. To identify features of a play script
  3. To retrieve information to demonstrate understanding
  4. To infer information about how a character is feeling
  5. To discuss the meaning of unfamiliar words

 

Writing

Play script

  1. To write effective sentences
  2. To plan a play script
  3. To write a play script
  4. To write a play script
  5. To edit and perform a play script

 

Punctuation and grammar

  • To discuss the formation of nouns using a range of prefixes (e.g super-, anti-, auto-)
  • To use the correct form of an  or an (Year 3)

 

Spellings

  • To add suffixes beginning with vowels to polysyllabic words

 

Vocab

  • Absurd
  • Explanation
  • Immense

Week 2

James and the Giant Peach by Roald Dahl

James and the Giant Peach play script

 

Reading

  1. To write a summary
  2. To infer how a character is feeling
  3. To explain how language helps develop a character
  4. To infer information about a character
  5. To answer a range of comprehension questions

 

Writing

Character descriptions

  1. To analyse a character
  2. To write a character description
  3. To analyse an alternative character
  4. To write a character description
  5. To identify areas of my work for improvement

 

Punctuation and grammar

  • To discuss the present perfect and the progressive form of verbs (year 2 + 3)

 

Spellings

  • To identify the ‘i’ sound in the middle of words spelt with a ‘y’

 

Vocab

  • Character
  • Broad
  • Contrast

Week 3

James and the Giant Peach by Roald Dahl

James and the Giant Peach play script

 

Reading

  1. To examine a writer’s word choices
  2. To complete a reading assessment
  3. To retrieve information effectively
  4. To interpret the themes behind a story
  5. To answer a big question justifying my opinion

 

Writing

Write as the narrator

  1. To plan a piece of writing as a narrator
  2. To write the opening as a narrator
  3. To write the build-up and main body
  4. To write the resolution
  5. Reading assessment

 

Punctuation and grammar

  • To recall how and when to use apostrophes for omission and possession (Year 2)

 

Spellings

  • To recognise that ‘u’ sound is also spelt ‘ou’

 

Vocab

  • Navigate
  • Immense
  • Explanation

Week 4

James and the Giant Peach by Roald Dahl

James and the Giant Peach play script

 

Reading

  1. To identify the features of a first person narrative
  2. To explain how information is related and contributes to meaning as a whole
  3. To explain how the meaning is enhanced through the use of words and phrases
  4. To summarise a story
  5. To infer meaning from the text

 

Writing

1st person narrative

  1. To plan a 1st person narrative
  2. To write the opening to a 1st person narrative
  3. To write the dilemma
  4. To write the resolution
  5. To edit and improve a 1st person narrative

 

Punctuation and grammar

  • To discuss how to use conjunctions to express time (when, before, after, while, so) (Year 3)

 

Spellings

  • To compare the prefixes: ‘un’, ‘dis’ and ‘mis’

 

Vocab

  • Gurad
  • Vigorous
  • Significant

Week 5

jabberwocky-book-cover

The Jabberwocky

Reading

  1. To identify the features of a nonsense poem
  2. To recognise themes behind a poem
  3. To analyse the meaning of a poem
  4. To discuss the vocabulary of a poem
  5. To explain the impact rhyme has on the reader

Writing

Writing alternative stanzas

  1. To analyse and interpret a nonsense poem
  2. To plan alternative stanzas to a poem
  3. To write an alternative stanza of the Jabberwocky
  4. To write an alternative ending of the Jabberwocky
  5. To edit and perform the additional stanzas

 

Punctuation and grammar

  • To recognise how to use adverbs to express time (first, then, next, soon) (Year 3)

 

Spellings

  • To analyse the ‘in’, ‘il’, ‘im’ and ‘ir’  prefixes

 

Vocab

  • Ambitious
  • Heroic
  • Establish

Week 6

jabberwocky-book-cover

The Jabberwocky

 

Reading

  1. To explain the meaning of portmanteau words
  2. To answer retrieval questions about the poem
  3. To perform a poem
  4. To complete a range of comprehension questions
  5. To write a summary

 

Writing

Writing own nonsense poem

  1. To plan a poem in the style of the Jabberwocky
  2. To write the opening to poem in the style of the Jabberwocky
  3. To write the middle of a poem in the style of the Jabberwocky
  4. To write the ending to a poem in the style of the Jabberwocky
  5. To edit and perform my poem

 

Punctuation and grammar

  • To recognise how to use prepositions to express time (first, then, next, soon) (Year 3)

 

Spellings

  • To compare the prefixes: ‘re’  ‘sub’ ‘inter’

 

Vocab

  • Exchanged
  • Amateur
  • Exchanged

Week 1

The Iron Man by Ted Hughes

Iron Man

 

Reading

  1. To answer a big question
  2. To infer information about the Iron Man’s actions
  3. Reading Assessment
  4. To analyse the language used
  5. To answer comprehension questions

 

Writing

Character description

  1. To discuss the characters within the text
  2. To plan a character description
  3. Reading Assessment
  4. To write a range of descriptive sentences
  5. To write a character descriptions

 

Punctuation and grammar

  • To recap how to use the present perfect tense and the progressive tense (Year 2 + 3)

 

Spellings

  • To compare the use of prefixes ‘super’, ‘anti’, ‘auto’

 

Vocab

  • Hesitant
  • Halt
  • Immense

Week 2

The Iron Man by Ted Hughes

Iron Man

 

Reading

  1. To justify opinions using evidence from the text
  2. To empathise with a character through language choices
  3. To infer information from a text
  4. To identify features of a book review (World Book Day)
  5. To infer information from a text

 

Writing

Newspaper report

  1. To identify the features of a newspaper report
  2. To plan a newspaper report
  3. To write the headline and orientation
  4. To write a book review  (World Book Day
  5. To collect witness reports using reported and direct speech

 

Punctuation and grammar

  • To identify prepositions, adverbs or conjunctions
  • To recall the purpose of headings and subheadings (Year 3)

 

Spellings

  • To discuss the use of the  suffixes: ‘ation’

 

Vocab

  • Appreciate
  • Broad
  • Identify

Week 3

The Iron Man by Ted Hughes

Iron Man

 

Reading

  1. To retrieve information from a text
  2. To write a book review
  3. To investigate the author’s word choices
  4. To infer meaning from the text
  5. To compare how the characters have developed throughout the book

 

Writing

Newspaper report

  1. To distinguish between fact and opinion
  2. To write the main body of a newspaper report
  3. To write the re-orientation
  4. To edit and improve a newspaper report
  5. To publish a newspaper report

 

Punctuation and grammar

  • To demonstrate how to use inverted commas punctuate speech correctly (Year 3)

 

Spellings

  • To identify the use of the suffixes ‘ly’

 

Vocab

  • Sympathetic
  • Unwilling
  • Significant

Week 4

The Iron Man by Ted Hughes

Iron Man

 

Reading

  1. To consider the author’s use of language
  2. To make a prediction for the end of a story
  3. To retrieve information
  4. To infer information from a text
  5. To make inferences from the text using text evidence

 

Writing

3rd person fantasy narrative

  1. To write a range of descriptive sentences
  2. To plan an alternative ending
  3. To write an alternative ending
  4. To write an alternative ending
  5. To edit and improve an alternative ending

 

Punctuation and grammar

  • To demonstrate how to use inverted commas punctuate speech correctly (Year 3)

 

Spellings

  • To identify the use of the suffixes ‘ly’

 

Vocab

  • Require
  • Limit
  • Crucial

Week 5

The Iron Man by Ted Hughes

Iron Man

 

Reading

  1. To identify features of a fantasy story
  2. To discuss how language choices influence the genre
  3. To compare the Iron Man with other texts studied
  4. To review the end of a story
  5. To answer a range of comprehension questions

 

Writing

Own fantasy story

  1. To plan a fantasy story
  2. To write the opening and build up to a fantasy story
  3. To write the dilemma to a fantasy story
  4. To write the resolution to a fantasy story
  5. To edit and improve a fantasy story

 

Punctuation and grammar

  • To use expanded noun phrases (Year 2)

 

Spellings

  • To analyse the suffix –ly exceptions

 

Vocab

  • Heroic
  • Essential
  • Crucial

Week 6

The Giants Necklace by Michael Morpurgo

The Giant’s Necklace

 

Reading

  1. To discuss the context of a book
  2. To define words in context
  3. To analyse a character through their vocabulary choices
  4. To infer using clues from the text
  5. To retrieve information

 

Writing

Writing a scene / dialogue

  1. To describe a setting
  2. To describe a character
  3. To create dialogue between characters
  4. To write a scene
  5. To edit and improve a piece of writing

 

Punctuation and grammar

  • To recall coordinating conjunctions using FANBOYS
  • To recall subordinating conjunctions (Year 2)

 

Spellings

  • To compare the ending ‘sure’ and ‘ture’

 

Vocab

  • Fragrant
  • Nestled
  • Opposite

Week 1

The Giants Necklace by Michael Morpurgo

The Giant’s Necklace

 

Reading

  1. To retrieve and deduce from the text
  2. To infer information using evidence from the text
  3. To retrieve information and identify words in context
  4. To infer information using Point, evidence, Explain
  5. To use inferences and the author’s vocabulary choices to analyse a character

 

Writing

Setting description

  1. To discuss vocabulary appropriate for a setting description
  2. To plan a piece of description
  3. To write a range of descriptive sentences
  4. To write a setting description
  5. To edit and improve a setting description

 

Punctuation and grammar

  • To revise how to correctly use different tenses, including present perfect and progressive (Year 2 + 3)

 

Spellings

  • To discuss the ‘ous’ suffix

 

Vocab

  • Shimmer
  • Perched
  • Resemble

Week 2

The Giants Necklace by Michael Morpurgo

The Giant’s Necklace

 

Reading

  1. To practise a range of comprehension questions to show knowledge of the text
  2. To identify the features of a letter
  3. To gather information effectively using retrieval and summary skills
  4. To discuss the impact of vocabulary choices on the reader
  5. To retrieve information using skimming and scanning

 

Writing

Persuasive letter

  1. To write a range of persuasive sentences
  2. To plan a persuasive letter
  3. To write a persuasive letter
  4. To edit and improve a persuasive letter
  5. To redraft a persuasive letter

 

Punctuation and grammar

  • To match words to their word class (All year groups)
  • To revise how to use paragraphs correctly (Year 3)

 

Spellings

  • To compare suffixes

 

Vocab

  • Establish
  • Convince
  • Tremendous

Week 3

The Giants Necklace by Michael Morpurgo

The Giant’s Necklace

 

Reading

  1. To make predictions about the ending
  2. To infer meaning from the text
  3. To make comparisons throughout the text
  4. To analyse a change in character
  5. To answer a range of comprehension questions

 

Writing

Alternative ending

  1. To plan a story ending
  2. To write the ending to a story
  3. To write the ending to a story
  4. To edit and improve a piece of writing
  5. To publish a piece of writing

 

Punctuation and grammar

  • To recall how to punctuate speech correctly (Year 3)
  • To discuss word families based on common words (Year 3)

 

Spellings

  • To compare suffixes that sound like ‘shun’

 

Vocab

  • Navigate
  • Clutched
  • Examine

Week 4

Fox by Margaret Wild

Fox

 

Reading

  1. To retrieve information
  2. To analyse the author’s word choices
  3. To infer information from the text
  4. To compare the different characters within the text
  5. To predict what might happen next using evidence from the text

 

Writing

Perspective writing – Magpie

  1. To discuss themes and ideas within a text
  2. To explore the ideas of friendship
  3. To empathise with Magpie
  4. To write from Magpie’s perspective
  5. To edit and improve a piece of writing

 

Punctuation and grammar

  • To recognise complex sentences
  • To distinguish between main and subordinate clauses (Year 3)

 

Spellings

  • To compare suffixes that sound like ‘shun’

 

Vocab

  • Character
  • Appreciate
  • Sympathetic

Week 5

Fox by Margaret Wild

Fox

 

Reading

  1. To infer information from the text
  2. To analyse vocabulary in a text
  3. To explain the author’s word choices
  4. To summarise a section of the book
  5. To answer a range of comprehension questions

 

Writing

Perspective writing – fox

  1. To discuss the character ‘Fox’
  2. To write a range of descriptive sentences
  3. To empathise with the character of Fox
  4. To write from Fox’s perspective
  5. To compare and contrast the characters and their motives

 

Punctuation and grammar

  • To revise the difference between apostrophes for possession and omission (Year 2)

 

Spellings

  • To discuss the ‘gue’ and ‘que’ sounds

 

Vocab

  • Isolated
  • Preferred
  • Convince

Week 6

Fox by Margaret Wild

Fox

 

Reading

  1. To analyse an author’s writing style
  2. To justify my inferences with evidence from the text
  3. To discuss how meaning is enhanced through the choice of words
  4. To empathise with a range of characters
  5. To answer a range of comprehension questions

 

Writing

Write in the style  of the author

  1. To plan a piece of writing in the style of an author
  2. To write a range of sentences in the style of an author
  3. To write in the style of an author
  4. To write in the style of an author
  5. To edit and improve a section of my writing

 

Punctuation and grammar

  • To identify prepositions, adverbs and conjunctions of time, place and cause
  • To explain when to use ‘a’ or ‘an’ before a word (Year 3)

 

Spellings

  • To identify words spelt ‘ch’ but with the sh sound

 

Vocab

  • Despise
  • Hostile
  • Peculiar

Week 1

The Lion the Witch and the Wardrobe by C. S. Lewis

The Lion, The Witch and The Wardrobe

 

Reading

  • To evaluate the features of a diary
  • To explain how a character is feeling
  • To infer information from the text
  • To answer retrieval questions
  • To answer a range of questions

 

Writing

  • Diary

 

Punctuation and grammar

  • To compare different sentence types

 

Spellings

  • To discuss the s sound spelt sc

Week 2

The Lion the Witch and the Wardrobe by C. S. Lewis

The Lion, The Witch and The Wardrobe

 

Reading

  • To identify the features of an autobiography
  • To compare contrasts within the text
  • To retrieve information
  • To make inferences
  • To make a prediction based on evidence from the text

 

Writing

  • Autobiography

 

Punctuation and grammar

  • To change the tense of sentences using the past, present and future tense

 

Spellings

  • To compare the ay sound spelt ei, eigh or ey

Week 3

The Lion the Witch and the Wardrobe by C. S. Lewis

The Lion, The Witch and The Wardrobe

 

Reading

  • To analyse the author’s use of vocabulary and language
  • To make a prediction
  • To justify an inference about a character’s transformation
  • To analyse an author’s word choice
  • To answer a range of comprehension questions

 

Writing

  • Write in the style  of the author

 

Punctuation and grammar

  • To write examples of speech using the correct punctuation

 

Spellings

  • To explain the possessive apostrophe

Week 4

The Lion the Witch and the Wardrobe by C. S. Lewis

The Lion, The Witch and The Wardrobe

 

Reading

  • To identify the features of a play script
  • To retrieve information to show understanding
  • To infer information about how a character is feeling
  • To identify and discuss unfamiliar words
  • To sequence events

 

Writing

  • Play script

 

Punctuation and grammar

  • To revise the various uses of apostrophes

 

Spellings

  • To explain homophones or near-homophones

Week 5

The Lion the Witch and the Wardrobe by C. S. Lewis

The Lion, The Witch and The Wardrobe

 

Reading

  • To make inferences about a character
  • To use vocabulary to make inference
  • To understand words in context
  • To empathise with a character
  • To analyse the author’s use of language

 

Writing

  • Own Fantasy story

 

Punctuation and grammar

  • To explain the different word classes

 

Spellings

To explain homophones or near-homophones

Week 6

The Lion the Witch and the Wardrobe by C. S. Lewis

The Lion, The Witch and The Wardrobe

 

Reading

  • To make inferences about a character
  • To use vocabulary to make inferences
  • To put events in chronological order using retrieval
  • To empathise with a character
  • To analyse the author’s use of language

 

Writing

Own Fantasy story

 

Punctuation and grammar

  • To write sentences that include subordinate clauses

 

Spellings

  • Class revision session

Autumn 1

The Hodgeheg by Dick King Smith

The Hodgeheg

George’s Marvellous Medicine

  • Character profile, setting description
  • Adventure story
  • Persuasive letter
  • Balanced argument
  • Diary
  • Instructions
  • Monologue

Autumn 2

Georges Marvellous Medicine by Roald Dahl

George’s Marvellous Medicine

The Original Velveteen Rabbit 

  • Alternative ending
  • Story writing with a dilemma
  • 1st person narrative
  • Write in the style of the author
  • Story with a moral
  • Poetry Writing

Spring 1

James and the Giant Peach by Roald Dahl

James and the Giant Peach play script

The Jabberwocky

  • Write a play script
  • Character description
  • Write as Narrator
  • 1st person narrative
  • Poetry writing

Spring 2

The Iron Man by Ted Hughes

Iron Man

The Giant’s Necklace

  • Predictions, character description
  • Newspaper report
  • 3rd person fantasy narrative
  • Writing a scene
  • Setting Description

Summer 1

The Giants Necklace by Michael Morpurgo

The Giant’s Necklace

Fox

  • Letter writing
  • Ghost Story ending
  • Perspective writing- Magpie
  • Perspective writing- Fox
  • Write in the style  of the author
  • Character development

Summer 2

The Lion the Witch and the Wardrobe by C. S. Lewis

The Lion, The Witch and The Wardrobe

  • Diary
  • Autobiography
  • Write in the style  of the author
  • Play script
  • Own Fantasy story

Year 4

Week 1

the Vanishing Rainforest by Richard Platt

Vanishing Rainforest

 

Reading

  1. To read and discuss themes within a text
  2. To identify the features of an information text
  3. To discuss and analyse language in a text
  4. To retrieve information from a text
  5. To summarise the text effectively

 

Writing

Information writing

  1. To read and discuss themes within a text
  2. To plan an information text
  3. To write an information text
  4. To write an information text
  5. To edit and improve an information text

 

Punctuation and grammar

  • To recognise how subordinating conjunctions are used s to link arguments (If, although, despite) (Year 3)

 

Spellings

  • To identify silent letters in words from different origins

 

Vocab

  • Catastrophe
  • Answer
  • Government

Week 2

the Vanishing Rainforest by Richard Platt

Vanishing Rainforest

 

Reading

  1. To retrieve, deduce and infer information
  2. To identify features of a persuasive letter
  3. To retrieve information from the text
  4. To infer information using evidence from the text
  5. To answer a range of comprehension questions

 

Writing

Persuasive letter

  1. To practise effective sentence construction
  2. To draft examples of the key features
  3. To plan a persuasive letter
  4. To write a persuasive text
  5. To edit and improve a persuasive letter

 

Punctuation and grammar

  • To identify singular and plural nouns (Year 1)
  • To recognise the difference between plural and possessive ‘s’ (Year 4)

 

Spellings

  • To compare which ‘w’ words have a silent ‘h’ and which do not (need to learn the specifics)

 

Vocab

  • Decision
  • Interest

Week 3

Journey to the River Sea by Eva Ibbotson

Journey to the River Sea

 

Reading

  1. To empathise with the character
  2. To identify the language used in an emotive letter
  3. To infer meaning from a text
  4. To explain the meaning of words in context
  5. Reading assessment

 

Writing

Emotive letter

  1. To write sentences using emotive language
  2. To plan an emotive letter
  3. To write an emotive letter
  4. To edit and improve an emotive letter

 

Punctuation and grammar

  • To express time, place and cause using conjunctions (e.g. when, before, after, while, so because) ( Year 3)

 

Spellings

  • To show the silent ‘e’ changes the sound of the vowel that precedes it (e.g. ‘rid’ to ‘ride’)

 

Vocab

  • Anticipation
  • Anxious

Week 4

Journey to the River Sea by Eva Ibbotson

Journey to the River Sea

 

Reading

  1. To make a prediction
  2. To discuss the vocabulary an author uses in descriptions
  3. To infer meaning from the text
  4. To infer and retrieve information from a text
  5. To recap the story so far

 

Writing

Descriptive narrative writing

  1. To use key words and phrases to describe a setting
  2. To write a variety of sentences
  3. To plan a descriptive narrative
  4. To write a descriptive narrative
  5. To edit and improve a descriptive narrative

 

Punctuation and grammar

  • To express time, place and cause using adverbs (e.g. then, next, soon, therefore) (Year 3)

 

Spellings

  • To recognise that ‘ate’ can also be spelt ‘eight’

 

Vocab

  • Predicament
  • Remember

Week 5

Journey to the River Sea by Eva Ibbotson

Journey to the River Sea

 

Reading

  1. To infer how a character is feeling
  2. To retrieve information from the text
  3. To give the meaning of new vocabulary in context
  4. To use evidence from the text to justify a complaint
  5. To make a detailed prediction using evidence from the text

 

Writing

Complaint letter

  1. To identify the features of a letter of complaint
  2. To plan a letter of complaint
  3. To write a letter of complaint
  4. To edit and improve a letter of complaint
  5. To publish a letter of complaint

 

Punctuation and grammar

  • To express time, place and cause using prepositions (e.g. before, after, during, in, because of) (Year 3)

 

Spellings

  • To recognise these words all contain double letters

 

Vocab

  • Persecute
  • Torment
  • Hostile

Week 6

Journey to the River Sea by Eva Ibbotson

Journey to the River Sea

 

Reading

  1. To retrieve information showing the difference in characters (Maia and Finn)
  2. To identify features of a diary entry
  3. To analyse Clovis’ character
  4. To discuss themes within the story
  5. To discuss information texts

 

Writing

Narrative writing from different viewpoints

  1. To empathise with Finn’s character
  2. To plan a diary entry
  3. To write a diary entry
  4. To write a diary entry from an alternative viewpoint
  5. To edit and improve a diary entry

 

Punctuation and grammar

  • To discuss the layout of different texts (including subtitles and organising paragraphs) (Year 3)

 

Spellings

  • To discuss plural nouns that have an ‘o’ after a consonant  add ‘es’

 

Vocab

  • Companion
  • Unscathed

Week 7

Journey to the River Sea by Eva Ibbotson

Journey to the River Sea

 

Reading

  1. To analyse the vocabulary an author uses in description
  2. To explain how dialogue is used to advance the narrative
  3. To identify different literary techniques that the author has used
  4. To infer information about Finn’s character
  5. To answer retrieval questions

 

Writing

Adventure story writing

  1. To analyse adventure story writing
  2. To plan an adventure story
  3. To write an adventure story
  4. To write an adventure story
  5. To edit and improve an adventure story

 

Punctuation and grammar

  • To demonstrate how to punctuate direct  speech (Year 3)
  • To use other punctuation within direct speech (e.g. a comma after the reporting clause; end punctuation with inverted commas: The conductor shouted, “Sit down!” (Year 4)

 

Spellings

  • To identify the soft ‘c’ sound

 

Vocab

  • Remorse
  • Ally
  • Companion

Week 1

Journey to the River Sea by Eva Ibbotson

Journey to the River Sea

 

Reading

  1. To identify features of a newspaper report
  2. To use inference to discuss a character’s emotions
  3. To retrieve information
  4. To identify information from a newspaper
  5. To give the meaning of words in context

 

Writing

Newspaper writing

  1. To write a headline and orientation
  2. To collect witness reports
  3. To plan a newspaper report
  4. To write the main body of a newspaper
  5. To write a reorientation and edit a newspaper

 

Punctuation and grammar

  • To recognise and write fronted adverbials e.g Later that day, I heard the bad news (Year 4)

 

Spellings

  • To analyse the ‘ort’ sound

 

Vocab

  • Enterprise
  • Prominent

Week 2

Ride of Passage

Ride of Passage short film

 

Reading

  1. To analyse how vocabulary changes through a narrative
  2. Reading Assessment
  3. To discuss the impact of figurative language
  4. To discuss a character’s emotions
  5. To analyse how a character’s emotions have changed

 

Writing

Setting and character description

  1. To generate a range of rich vocabulary
  2. Reading Assessment
  3. To write a setting description
  4. To empathise with Toki’s character
  5. To write a character description

 

Punctuation and grammar

  • To discuss the appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition (Year 4)

 

Spellings

  • To compare the different sounds for the spelling ‘ough’

 

Vocab

  • Appear
  • Dwell

Week 3

Ride of Passage

Ride of Passage short film

 

Reading

  1. To summarise a passage
  2. To explain the meaning of words in context
  3. To infer meaning from the text
  4. To explain the impact of different punctuation choices
  5. To make comparisons about the characters

 

Writing

Retell a story

  1. To write a range of descriptive sentences
  2. To plan a story
  3. To write the opening of a story
  4. To retell the story
  5. To edit and improve the story

 

Punctuation and grammar

  • When we add –ed to walk, or change mouse to mice¸ this change of morphology produces an inflection of the basic word which has special grammar

E.g. dogs is an inflection of dog                                                                                       Went is an inflection of go

  • To differentiate between writing in the past, present and future tense (Year 2)

 

Spellings

  • To analyse the ‘ar’ sound

 

Vocab

  • Abundant
  • Special

Week 4

david-attenborough-a-life-on-our-planet-1600870653

David Attenborough Documentary

 

Reading

  1. To identify the features of a non-fiction text
  2. To discuss the meaning of vocabulary
  3. To retrieve evidence from the text
  4. To answer a range of comprehension questions
  5. To infer meaning from character description and dialogue

 

Writing

Documentary writing

  1. To publish the story
  2. To identify the features of a documentary
  3. To plan a documentary
  4. To write a documentary
  5. To edit and improve a documentary

 

Punctuation and grammar

  • To use the progressive form of verbs in the present and past tense  to mark actions in progress (e.g she is drumming, he was shouting (Year 2)

 

Spellings

  • To investigate spelling words

 

Vocab

  • Majestic
  • Pelt

Week 5

Opening Doors to Famous Poetry and Prose

Snake

 

Reading

  1. To analyse and discuss a poem
  2. To read and analyse vocabulary in a poem
  3. To discuss and justify the themes of a poem
  4. To make inferences about a poem
  5. To compare a poem to other text types

 

Writing

Poetry writing

  1. To listen and discuss the mood of a poem
  2. To identify how fear is created in a poem
  3. To plan how to create fear in a poem
  4. To write in the style of Emily Dickinson
  5. To edit and improve my work

 

Punctuation and grammar

  • To expand noun phrases for description and specification (e.g the blue butterfly, plain flour, the man in the moon) (Year 2)
  • To identify and write expanded noun phrases by the addition of modifying adjectives, nouns and preposition phrases ( e.g the teacher expanded to: the strict maths teacher with curly hair) (Year 4)

 

Spellings

  • To investigate spelling words

 

Vocab

  • Description
  • Trait

Week 6

Tudor Rose by Anne Perry

Tudor Rose

 

Reading

  1. To make a prediction about a text
  2. To discuss and explain the meaning of words in context
  3. To identify the features of a monologue
  4. To infer how a character is feeling
  5. To explain themes and discuss the meaning of words in context

 

Writing

Monologue

  1. To practise effective sentence construction
  2. To compare and contrast the feelings and actions of a character
  3. To plan a monologue
  4. To write a monologue
  5. To edit a monologue

 

Punctuation and grammar

  • To recall the difference between main and subordinate clauses (Year 3)

 

Spellings

  • To recognise words starting ‘ch’ but with the ‘sh’ sound

 

Vocab

  • Lavish
  • Alternate

Week 7

Tudor Rose by Anne Perry

Tudor Rose

 

Reading

  1. To make inferences about the characters within the text
  2. To explain how language is used to contrast different characters
  3. To discuss how a character is developed within a text
  4. To retrieve information from a text
  5. To infer meaning from a text

 

Writing

Character descriptions

  1. To write a range of descriptive sentences
  2. To compare and contrast different characters
  3. To plan a character description
  4. To write a character description
  5. To edit a character description

 

Punctuation and grammar

  • To use commas after fronted adverbials (Year 4)

 

Spellings

  • To recognise words with the digraph ‘au’

 

Vocab

  • Loathe
  • Privilege

Week 1

Tudor Rose by Anne Perry

Tudor Rose

 

Reading

  1. To identify changes in language, setting and character
  2. To identify changes in language, setting and character
  3. To explain the impact language choices have on the reader
  4. To discuss the impact language choices have on the reader
  5. To make a detailed prediction based on evidence from the text

 

Writing

Speech writing

  1. To analyse features of speech writing
  2. To write persuasive sentences
  3. To plan a speech
  4. To write a speech
  5. To edit and improve a speech

 

Punctuation and grammar

  • To identify prepositions and their role within a sentence (links a following noun, pronoun or noun phrase to some other word in a sentence)
  • Look how they are different to adverbs and how before or since  can act as prepositions or conjunctions (Year 3)

 

Spellings

  • To add suffixes beginning with vowels to polysyllabic words

 

Vocab

  • Arrogant
  • Guarantee
  • Legitimate

Week 2

Tudor Rose by Anne Perry

Tudor Rose

 

Reading

  1. To retrieve information effectively
  2. To compare the changes in themes within the text
  3. To summarise a chapter effectively
  4. To infer information from a text
  5. To answer a range of comprehension questions

 

Writing

Historical story writing

  1. To identify descriptive phrases
  2. To plan an emotive and descriptive battle scene
  3. To write a range of descriptive sentences
  4. To write a descriptive and emotive battle scene
  5. To edit and improve my writing

 

Punctuation and grammar

  • To write in the present perfect tense (e.g He has gone out to play contrasted with He went out to play) (Year 3)

 

Spellings

  • To identify The ‘i’ sound in the middle of words spelt with a ‘y’

 

Vocab

  • Bewilder
  • Simultaneously
  • Loathe

Week 3

Fantastic Mr Fox A Play

Fantastic Mr Fox play script

 

Reading

  1. To identify features of a play script
  2. To analyse the impact of stage directions
  3. To analyse language used and its impact on the reader
  4. To explain how characters are developed within a play script
  5. To make an effective prediction

 

Writing

Play script writing

  1. To write a range of detailed stage directions
  2. To plan a play script
  3. To write a play script
  4. To write a play script
  5. To edit and improve a play script

 

Punctuation and grammar

  • To use a range of determiners articles (the, a or an) demonstratives ( e.g. this those) possessives (e.g my, your) and quantifiers (e.g some, very (Year 4)

 

Spellings

  • To recognise that the ‘u’ sound is also spelt ‘ou’

 

Vocab

  • Nuisance
  • Suffocate
  • Monotonous

Week 4

Fantastic Mr Fox A Play

Fantastic Mr Fox play script

 

Reading

  1. To analyse language and its meaning in context
  2. To identify the features of a speech
  3. To summarise the author’s intent with speech writing
  4. To retrieve information
  5. To complete a range of comprehension questions

 

Writing

Speech writing

  1. To write a range of persuasive sentences
  2. To plan a speech
  3. To write an effective speech
  4. To edit and improve a speech
  5. To redraft a speech

 

Punctuation and grammar

  • To recognise a range of modal verbs (Year 5 but links to the speech writing very well)

 

Spellings

  • To compare the prefixes: ‘un’, ‘dis’ and ‘mis’

 

Vocab

  • Optimist
  • Possess
  • Odious

Week 5

Fantastic Mr Fox A Play

Fantastic Mr Fox play script

 

Reading

  1. To sequence the events from a text
  2. To infer using evidence from the text
  3. To discuss how the author’s phrasing adds meaning
  4. To retrieve information from a text
  5. To identify and answer a range of question types

 

Writing

Adventure story writing

  1. To identify the features of adventure story writing
  2. To plan an adventure story
  3. To write an adventure story
  4. To write an adventure story
  5. To edit and improve an adventure story

 

Punctuation and grammar

  • To discuss verb inflections (Standard English forms instead of local spoken forms e.g. we were instead of we was or I did instead of I done (Year 4)

 

Spellings

  • To analyse  the “in” im, il and ir prefixes

 

Vocab

  • Lurk
  • Enough
  • Hunches

Week 6

Fantastic Mr Fox A Play

Fantastic Mr Fox play script

 

Reading

  1. To compare how a character changes throughout the text
  2. To discuss how vocabulary choices changes the meaning
  3. To retrieve information
  4. To use Point, Evidence, Explain to infer from the text
  5. To identify and answer a range of question types

 

Writing

Alternative ending

  1. To discuss different types of endings
  2. To plan an alternative ending
  3. To write an alternative ending
  4. To write an alternative ending
  5. To edit and improve an alternative ending

 

Punctuation and grammar

  • To recall how apostrophes are used for possession singular possession e.g. the girl’s name (Year 2) and plural possession – e.g. the girl’s name, the girls’ name (Year 4)

 

Spellings

  • To compare the prefixes: ‘re’ , ‘sub’ ,‘inter’

 

Vocab

  • Conceal
  • Consequence
  • Famous

Week 1

The Secrets of Vesuvius by Caroline Lawrence

Secrets of Vesuvius

 

Reading

  1. To identify the features of
  2. To discuss the meaning of words in context
  3. Reading Assessment
  4. To retrieve information from the text
  5. To identify the impact of language choices and phrases

 

Writing

Biography

  1. To plan a short biography
  2. Reading Assessment
  3. To write a short biography
  4. To finish, edit and improve a biography

 

Punctuation and grammar

  • To use a range of expanded noun phrases (Year 4)

 

Spellings

  • To discuss the use of the  suffix ‘ation’

 

Vocab

  • Profession
  • Contemporary
  • Infamous

Week 2

The Secrets of Vesuvius by Caroline Lawrence

Secrets of Vesuvius

 

Reading

  1. To explore the meaning of vocabulary used in the text
  2. To analyse a character
  3. To discuss the genre of writing and make comparisons
  4. To explain the meaning of words in context
  5. To summarise key events

 

Writing

Detective and mystery writing

  1. To identify suspense in detective and mystery writing
  2. To discuss the use of dialogue in detective and mystery writing
  3. To plan a piece of detective and mystery writing
  4. To write a detective and mystery story (over 2 days if not finished)
  5. To edit and improve a detective and mystery story

 

Punctuation and grammar

  • To revise how to use inverted commas correctly (Use a comma after the reporting clause; end punctuation with inverted commas) (Year 4)

 

Spellings

  • To discuss the use of the  suffix ‘ation’

 

Vocab

  • Diligent
  • Perplexed
  • Noteworthy

Week 3

The Secrets of Vesuvius by Caroline Lawrence

Secrets of Vesuvius

 

Reading

  1. To sequence the events of a text
  2. To write a summary
  3. To retrieve key information
  4. To discuss the impact vocabulary choices have on the reader
  5. To make a prediction using key evidence

 

Writing

Explanation

  1. To identify the features of an explanation text
  2. To research and gather key information
  3. To plan an explanation text
  4. To write an explanation text
  5. To write/edit an explanation text

 

Punctuation and grammar

  • To discuss how paragraphs can be used to organise ideas (Year 4)

 

Spellings

  • To identify the use of the suffixes ‘ly’

 

Vocab

  • Volatile
  • Abandon
  • Smouldering

Week 4

The Secrets of Vesuvius by Caroline Lawrence

Secrets of Vesuvius

 

Reading

  1. To identify features of a persuasive text
  2. To empathise with a character by using retrieval
  3. To use inference to understand why a character acts like they do
  4. To give the meaning of different words
  5. To answer a range of comprehension questions

 

Writing

Persuasive writing and diary writing

  1. To write a range of persuasive phrases
  2. To plan a persuasive text
  3. To write a persuasive text
  4. To edit and improve a persuasive text
  5. To write a diary entry

 

Punctuation and grammar

  • To recall the progressive and perfect tense (Year 2 + 3)

 

Spellings

  • To compare the use of the suffixes ‘ly’ and ‘ally’

 

Vocab

  • Privilege
  • Labour
  • Actual

Week 5

The Secrets of Vesuvius by Caroline Lawrence

Secrets of Vesuvius

 

Reading

  1. To infer how a character feels from the text evidence
  2. To discuss the impact language has on the reader
  3. To discuss contrast
  4. To discuss the impact a contrast in vocabulary has
  5. To answer comprehension question

 

Writing

Emotive recount

  1. To identify the features of an emotive recount
  2. To plan an emotive recount
  3. To write an emotive recount
  4. To write an emotive recount
  5. To edit and improve an emotive recount

 

Punctuation and grammar

  • To distinguish between the plural and possessive ‘s’ (Year 4)

 

Spellings

  • To compare the endings ‘sure’ + ‘ture’

 

Vocab

  • Nimble
  • Surprise
  • Bellow

Week 6

The Secrets of Vesuvius by Caroline Lawrence

Secrets of Vesuvius

 

Reading

  1. To make a prediction
  2. To retrieve information using skimming and scanning
  3. To identify contrasting information
  4. To analyse the difference between fact and opinion
  5. To write an effective summary

 

Writing

Balanced argument

  1. To identify the features of a balanced argument
  2. To plan a balanced argument
  3. To write the introduction and for paragraphs
  4. To write the against paragraphs and conclusion
  5. To edit and improve a balanced argument

 

Punctuation and grammar

  • To discuss the use of determiners (Year 4)

 

Spellings

  • To compare the endings ‘sure’ + ‘ture’

 

Vocab

  • Treacherous
  • Cultivate
  • Opposite

Week 1

The Wolves of Currumpaw by William Grill

Wolves of Currumpaw

 

Reading

  1. To identify the features of a leaflet
  2. To retrieve and record key information
  3. To retrieve and record key information
  4. To skim and scan to find information
  5. To retrieve information from a text

 

Writing

Leaflet

  1. To record information effectively
  2. To plan a leaflet
  3. To write a leaflet
  4. To continue to write a leaflet
  5. To edit and present my work effectively

 

Punctuation and grammar

  • To recall different prepositions and preposition phrases (A preposition phrase has a preposition as its head followed by a noun, pronoun or noun phrase e.g. He was in bed) (Year 3)

 

Spellings

  • To demonstrate the ‘s’ sound spelt ‘sc’

 

Vocab

  • Strength
  • Knowledge
  • Various

Week 2

The Wolves of Currumpaw by William Grill

Wolves of Currumpaw

 

Reading

  1. To answer comprehension questions to demonstrate understanding
  2. To identify features of a persuasive text
  3. To use inference skills to answer questions
  4. To identify and understand the meaning of new vocabulary
  5. To use evidence from the text to justify my answer

 

Writing

Persuasive writing

  1. To use inference to tell a story
  2. To write a range of persuasive sentences
  3. To plan a persuasive speech
  4. To write a persuasive speech
  5. To write and edit a persuasive speech

 

Punctuation and grammar

  • To discuss how to choose between using nouns and pronouns including possessive pronouns (Year 4)

 

Spellings

  • To identify the ‘ay’ sound spelt ‘ei’, ‘eigh’ or ‘ey’

 

Vocab

  • Business
  • Allegiance
  • Aspire

Week 3

The Wolves of Currumpaw by William Grill

Wolves of Currumpaw

 

Reading

  1. To explain how meaning is enhanced through choice of words and phrases
  2. To identify the features of a book review
  3. To summarise a text
  4. To discuss the feelings of a character
  5. To identify words in context

 

Writing

Diary

  1. To publish my work
  2. To write a diary entry
  3. To plan an alternative diary entry
  4. To write an alternative diary
  5. To edit a diary entry

 

Punctuation and grammar

  • To recall the difference between main and subordinate clauses (Year 3)

 

Spellings

  • To explain the possessive apostrophe

 

Vocab

  • Sanctuary
  • Gratitude
  • Linger

Week 4

The Wolves of Currumpaw by William Grill

Wolves of Currumpaw

 

Reading

  1. To empathise with a character
  2. To identify the features of a monologue
  3. To identify the features of a monologue
  4. To discuss how words and phrases impact the audience
  5. To infer explaining vocabulary choices

 

Writing

Monologue

  1. To write emotive sentences
  2. To plan a monologue
  3. To write a monologue
  4. To continue writing a monologue
  5. To edit and improve a monologue

 

Punctuation and grammar

  • To recognise sentences written in different tenses (including present perfect) (Year 2 + 3)
  • To use apostrophes to mark plural possession (Year 3)

 

Spellings

  • To explain homophones or near-homophones

 

Vocab

  • Wound
  • Wrath
  • Worthy

Week 5

The Wolves of Currumpaw by William Grill

Wolves of Currumpaw

 

Reading

  1. To empathise with a character
  2. To identify the features of a monologue
  3. To identify the features of a monologue
  4. To discuss how words and phrases impact the audience
  5. To infer explaining vocabulary choices

 

Writing

Adventure story writing

  1. To infer a narrative from pictures
  2. To use vocabulary to make inferences
  3. To put events in chronological order
  4. To empathise with a character discussing vocabulary choices
  5. To analyse the author’s use of language

 

Punctuation and grammar

  • To discuss verb inflections When we add ‘ed’ to walk, or change mouse to mice¸ this change of morphology produces an inflection of the basic word which has special grammarE.g. dogs is an inflection of dog                                                                   Went is an inflection of go    (Year 4)

Spellings

  • To explain homophones or near-homophones

 

Vocab

  • Enough
  • Compassion
  • Clemency

Week 6

Deep in the Green Wood by Wes Magee

Wes Magee poetry Guard Wolf in Siberia Winter’s Wolf

 

Reading

  1. To analyse and understand a poem
  2. To read and analyse the vocabulary in the poem
  3. To discuss and justify the themes of a poem
  4. To make inferences about the poem
  5. To compare a poem to other text types

 

Writing

Poetry writing

  1. To discuss the meaning within a poem
  2. To plan a poem in the style of the author
  3. To write a poem in the style of the author
  4. To edit and improve a poem
  5. To perform a poem

 

Punctuation and grammar

  • To use a range of coordinating and subordinating conjunctions (Year 3)

 

Spellings

  • To recognise the ‘ee’ sound can be spelled with an ‘i’

 

Vocab

  • Futile
  • Vindictive
  • Consequence

Week 1

A Midsummer Nights Dream by Andrew Matthews

Shakespeare – A Midsummer Night’s Dream

 

Reading

  1. Reading Assessment
  2. To discuss the language an author uses to describe a setting
  3. To explain the impact language choices have on the reader
  4. To summarise a text

 

Writing

Descriptive and figurative language

  1. Reading Assessment
  2. To discuss the characters and settings of a play
  3. To compare and contrast settings
  4. To write a setting description

 

Punctuation and grammar

  • To recall Word families based on common words, showing how words are related in form and meaning (e.g solve, solution, solver, dissolve, insoluble) (Year 3)

 

Spellings

  • To compare the ‘ay’ sound spelled ‘ei’, ‘eigh’ or ‘ey’

 

Vocab

  • Flawless
  • Imagine
  • Conjure

Week 2

A Midsummer Nights Dream by Andrew Matthews

Shakespeare – A Midsummer Night’s Dream

 

Reading

  1. To identify and discuss a theme in the text
  2. To identify the vocabulary used in a biased argument
  3. To explore different characters’ points of views
  4. To use evidence to convey a character’s viewpoint
  5. To answer a range of comprehension questions

 

Writing

Biased argument

  1. To argue for or against an idea
  2. To generate ideas and consider counter arguments
  3. To write the introduction and first argument
  4. To write a biased argument and conclusion
  5. To edit and improve a biased argument

 

Punctuation and grammar

  • To identify possessive pronouns (Year 4)

 

Spellings

  • To discuss the ‘gue’ and ‘que’ sounds

 

Vocab

  • Sincere
  • Variety
  • Concur

Week 3

A Midsummer Nights Dream by Andrew Matthews

Shakespeare – A Midsummer Night’s Dream

 

Reading

  1. To identify the features of an autobiography
  2. To retrieve information from the text
  3. To use evidence to justify my inferences
  4. To give the meaning of words in context
  5. To compare characters within the text through the vocabulary used

 

Writing

Autobiography

  1. To plan an autobiography
  2. To write an autobiography
  3. To continue to write an autobiography
  4. To edit and redraft an autobiography
  5. To publish an autobiography

 

Punctuation and grammar

  • To recall conjunctions, adverbs and prepositions (Year 3)

 

Spellings

  • To identify additional spellings + revision

 

Vocab

  • Leisure
  • Vocation
  • Library

Week 4

A Midsummer Nights Dream by Andrew Matthews

Shakespeare – A Midsummer Night’s Dream

 

Reading

  • To identify features of a play script
  • To analyse the impact of stage directions
  • To analyse language used and its meaning
  • To discuss how characters are developed within a play script
  • To sequence events effectively

 

Writing

Play script

  1. To write a range of detailed stage directions
  2. To plan a play script
  3. To write a play script
  4. To write a play script
  5. To edit and improve a play script

 

Punctuation and grammar

  • To revise how to recognise and write fronted adverbials (Year 4)

 

Spellings

  • To discuss the prefix ‘bi’

 

Vocab

  • Natural
  • Saunter
  • Continue

Week 5

A Midsummer Nights Dream by Andrew Matthews

Shakespeare – A Midsummer Night’s Dream

 

Reading

  1. To discuss words in context
  2. To infer information
  3. To retrieve information effectively
  4. To discuss a character’s transformation
  5. To write an effective summary

 

Writing

Prose Writing

  1. To practise turning a play script into prose
  2. To plan a section of prose
  3. To write a scene of the play in prose
  4. To write a scene of the play in prose
  5. To edit and improve my scene

 

Punctuation and grammar

  • To expand noun phrases by the addition of modifying adjectives, nouns and preposition phrases (Year 4)

 

Spellings

  • To analyse the spelling when the ending sounds like ‘shun’

 

Vocab

  • Burden
  • Justice
  • Accident

Week 6

Presents from my Aunts in Pakistan by Moniza Alvi

Presents from my Aunts in Pakistan

 

Reading

  1. To analyse and understand a poem
  2. To read and analyse the vocabulary in the poem
  3. To discuss and justify the themes of a poem
  4. To make inferences about the poem
  5. To compare a poem to other text types

 

Writing

Poetry Writing

  1. To discuss the poet’s intent
  2. To describe what is important to me
  3. To plan a poem
  4. To write a poem
  5. To edit and improve a poem

 

Punctuation and grammar

  • To revise determiners (Year 4)

 

Spellings

  • Class revision session

 

Vocab

  • Oblige
  • Separate
  • Residence

Week 7

Dorothea-Mackellar-My-Country

My Country

 

Reading

  1. To analyse and discuss the themes within a poem
  2. To read and analyse the vocabulary in the poem
  3. To discuss and justify the themes of a poem
  4. To make inferences about the poem
  5. To compare a poem to other text types

 

Writing

Poetry Writing

  1. To compare two poems
  2. To discuss what is important to the poet
  3. To describe a place that is important to me
  4. To write a poem in the style of the author
  5. To perform a poem

 

Punctuation and grammar

  • To revise a range of SPaG terminology

 

Spellings

  • Class revision session

 

Vocab

  • Physical
  • Elaborate
  • Special

Autumn 1

the Vanishing Rainforest by Richard Platt

Vanishing Rainforest

Journey to the River Sea

  • Information writing
  • Persuasive letter
  • Emotive letter
  • Descriptive narrative writing 
  • Letter of complaint
  • Narrative different viewpoint
  • Adventure story writing

Autumn 2

Journey to the River Sea by Eva Ibbotson

Journey to the River Sea

Ride of Passage film

Snake poem

Tudor Rose

  • Newspaper writing
  • Setting and character description
  • Retell a story
  • Documentary
  • Poetry writing
  • Predictions and monologue
  • Character descriptions

Spring 1

Tudor Rose by Anne Perry

Tudor Rose

Fantastic Mr Fox play

  • Historical story writing
  • Play script
  • Speech writing
  • Alternative ending

Spring 2

The Secrets of Vesuvius by Caroline Lawrence

Secrets of Vesuvius

  • Biography
  • Detective and mystery writing
  • Explanation
  • Persuasive writing and diary
  • Emotive recount
  • Balanced argument

Summer 1

The Wolves of Currumpaw by William Grill

Wolves of Currumpaw

Guard Wolf in Siberia poem

Winter’s Wolf poem

  • Leaflet
  • Persuasive writing
  • Diary
  • Adventure story writing
  • Monologue
  • Poetry writing

Summer 2

A Midsummer Nights Dream by Andrew Matthews

A Midsummer Night’s Dream

  • Presents from my Aunts in Pakistan poem
  • My Country poem
  • Descriptive and figurative language
  • Biased argument
  • Autobiography
  • Play script

Year 5

Week 1

One Dog and His Boy by Eva Ibbotson

One Dog and His Boy

 

Reading

  1. To retrieve information
  2. To analyse how an author builds suspense
  3. To predict what will happen next
  4. To analyse an author’s use of language
  5. To deduce and make inferences

 

Writing

Suspense writing

  1. To identify features of suspense writing
  2. To build suspense through the appropriate features
  3. To use suspense features accurately in my writing
  4. To use suspense features accurately in my writing
  5. To edit my work effectively

 

Punctuation and grammar

  • To discuss how to use fronted adverbials effectively (Year 4)

 

Spellings

  • To explain homophones

 

Vocab

  • Covet
  • Endeavour

Week 2

One Dog and His Boy by Eva Ibbotson

One Dog and His Boy

 

Reading

  1. To use evidence to justify inferences
  2. To justify personal views on a text
  3. To explain a character’s thoughts and feelings
  4. To analyse the author’s use of language
  5. To discuss the main themes of a book

 

Writing

Descriptive writing-dialogue

  1. To punctuate direct speech correctly
  2. To plan a piece of descriptive writing
  3. To write a piece of descriptive writing
  4. To write a piece of descriptive writing
  5. To edit and improve the language used in a piece of descriptive writing

 

Punctuation and grammar

  • To identify subordinating and coordinating conjunctions (Year 3)

 

Spellings

  • To explain homophones

 

Vocab

  • Flabbergast
  • Hunches

Week 3

One Dog and His Boy by Eva Ibbotson

One Dog and His Boy

 

Reading

  1. To identify the features of an adventure story
  2. To complete an assessment
  3. To infer information from a text
  4. To discuss a character’s transformation through the author’s language choices
  5. To analyse the author’s language choices

 

Writing

Adventure story writing

  1. To identify features of an adventure story
  2. To empathise with the character of Fleck
  3. To write a range of complex sentences
  4. To plan an adventure story from the perspective of Fleck
  5. To write an adventure story from the perspective of Fleck

 

Punctuation and grammar

  • To demonstrate how to use relative pronouns and relative clauses (who, which, where, when, whose, that, or an omitted relative pronoun) (Year 5)

 

Spellings

  • To explain homophones

 

Vocab

  • Optimist
  • Omniscient

Week 4

One Dog and His Boy by Eva Ibbotson

One Dog and His Boy

 

Reading

  1. To summarise effectively
  2. To justify inferences using evidence from the text
  3. To use skimming and scanning to retrieve information
  4. To justify inferences using evidence from the text
  5. To discuss the main themes within a text

 

Writing

Adventure story writing

  1. To write an adventure story from the perspective of Fleck
  2. To edit and improve an adventure story
  3. To write a final draft
  4. To publish an adventure story
  5. To reflect on the effectiveness of One Dog and His Boy as an adventure story

 

Punctuation and grammar

 

Spellings

  • To explain homophones

 

Vocab

  • Treacherous
  • Obstinate

Week 5

Beowulf by Michael Morpurgo

Beowulf

 

Reading

  1. To make a prediction
  2. To discuss and debate traits of a character
  3. To retrieve information from a text
  4. To justify inferences using evidence from the text
  5. To define words in context

 

Writing

Balanced argument

  1. To discuss and debate traits of a character
  2. To write a balanced argument
  3. To write a balanced argument
  4. To edit and improve the final paragraph

 

Punctuation and grammar

  • To identify and use embedded clauses in writing (Year 5)

 

Spellings

  • To analyse different sounds of ‘ough’

 

Vocab

  • Inevitable
  • Inferior

Week 6

Beowulf by Michael Morpurgo

Beowulf

 

Reading

  1. To identify the features of a diary
  2. To explain the thoughts and feelings of a character
  3. To retrieve information from a text
  4. To explain the meaning of words in context
  5. To infer information from the text

 

Writing

Diary

  1. To analyse the thoughts and feelings of a character
  2. To develop a character through a diary entry
  3. To analyse the thoughts and feelings of a character
  4. To write an alternative diary entry
  5. To edit the sentence starters within my diary entry to aid cohesion

 

Punctuation and grammar

  • To discuss the differences between reported and direct speech (Year 4)

 

Spellings

  • To analyse different sounds of ‘ough’

 

Vocab

  • Acrid
  • Shirk

Week 7

Beowulf by Michael Morpurgo

Beowulf

 

Reading

  1. To identify the features of a traditional story
  2. To sequence events from a story
  3. To infer information from the text
  4. To make a prediction
  5. To answer a range of comprehension questions

 

Writing

Historical story writing

  1. To plan a legend in the style of Beowulf
  2. To write a legend in the style of Beowulf
  3. To write a legend in the style of Beowulf
  4. To edit a legend effectively ensuring a range of punctuation has been used
  5. To make a detailed prediction with evidence about the next Beowulf legend

 

Punctuation and grammar

  • To link ideas across paragraphs using adverbials of time (e.g later), place (e.g nearby) and number (e.g secondly) or tense choices (e.g he had seen her before)

 

Spellings

  • To identify silent letters

 

Vocab

  • Yield
  • Wretched

Week 1

Anglo-Saxon Boy by Tony Bradman

Anglo Saxon Boy

 

Reading

  1. To make predictions about a text
  2. To identify the features of a letter of complaint
  3. To use inference to discuss a character in more detail
  4. To give the meaning of words in context

 

Writing

Letter of complaint

  1. To make a detailed prediction about the text
  2. To plan a letter of complaint
  3. To write a letter of complaint
  4. To edit a letter of complaint ensuring formal language has been used

 

Punctuation and grammar

  • To indicate degrees of possibility using adverbs (e.g. perhaps, surely (Year 5)

 

Spellings

  • To identify silent letters

 

Vocab

  • Careering
  • Inept
  • Represent

Week 2

Anglo-Saxon Boy by Tony Bradman

Anglo Saxon Boy

 

Reading

  1. To explore a character’s feelings in a text and make comparisons
  2. To justify my inferences using evidence from the text
  3. To explain the meaning of words in context
  4. To infer a character’s feelings using evidence from the text

 

Writing

Character description

  1. To empathise with Magnus’ character
  2. Reading Assessment
  3. To write a character description
  4. To plan an alternative character description
  5. To write an alternative character description

 

Punctuation and grammar

  • To indicate degrees of possibility using modal verbs (e.g. might, should, will, must) (Year 5)

 

Spellings

  • To recognise  spellings that change nouns to verbs

 

Vocab

  • Rigorous
  • Reluctant
  • Perhaps

Week 3

Anglo-Saxon Boy by Tony Bradman

Anglo Saxon Boy

 

Reading

  1. To make predictions using evidence from the text
  2. To explain how a character is feeling using retrieval skills
  3. To infer how a character is feeling from the text
  4. To analyse an author’s use of language
  5. To sequence events in a text

 

Writing

Formal report writing

  1. To plan a formal report
  2. To write a formal report
  3. To edit and rewrite a paragraph
  4. To plan a monologue
  5. To perform a monologue

 

Punctuation and grammar

  • To recognise articles and determiners (Year 4)

 

Spellings

  • To compare endings that sound the same but are spelt differently

 

Vocab

  • Melancholy
  • Merchant
  • Vindictive

Week 4

Anglo-Saxon Boy by Tony Bradman

Anglo Saxon Boy

 

Reading

  1. To practise retrieval skills
  2. To infer a character’s feelings using evidence from the text
  3. To analyse an author’s use of language
  4. To sequence events from a text
  5. To use skimming and scanning to retrieve information

 

Writing

Historical story writing

  1. To generate a range of rich vocabulary
  2. To plan a historical narrative
  3. To write a historical narrative
  4. To write a historical narrative
  5. To edit the opening and conclusion to the historical narrative

 

Punctuation and grammar

  • To recognise when to use nouns and pronouns
  • To identify expanded noun phrases (Year 4)

 

Spellings

  • To compare endings that sound the same but are spelt differently

 

Vocab

  • Robust
  • Physical
  • Anticipation

Week 5

A Christmas Carol by Charles Dickens

A Christmas Carol

 

Reading

  1. To analyse the author’s word choices
  2. To explain a character’s thoughts and feelings
  3. To examine a central theme of a text
  4. To explain a character’s thoughts and feelings
  5. To use evidence to justify my inferences

 

Writing

Historical story writing

  1. To write a final draft
  2. To publish a historical narrative
  3. To generate ideas or a detailed setting description
  4. To write a setting description
  5. To edit and improve the language used within the setting description

 

Punctuation and grammar

  • To identify prepositions within a text
  • To differentiate between adverbials of time, place and number (Year 4)

 

Spellings

  • To compare endings that sound the same but are spelt differently

 

Vocab

  • Allegiance
  • Arrogant
  • Blunder

Week 6

A Christmas Carol by Charles Dickens

A Christmas Carol

 

Reading

  1. To analyse the author’s word choices
  2. To discuss a character’s feelings
  3. To analyse the author’s word choices
  4. To retrieve, deduce and infer meaning from a text
  5. To write a summary

 

Writing

Play script

  1. To identify and discuss features of a play script
  2. To plan a play script
  3. To write a play script
  4. To write a play script
  5. To edit and improve the stage directions and dialogue within a play script

 

Punctuation and grammar

  • To use brackets, dashes or commas to indicate parenthesis (Year 5)

 

Spellings

  • To recognise adverbs of possibility

 

Vocab

  • Mortal
  • Ignorant
  • Device

Week 7

A Christmas Carol by Charles Dickens

A Christmas Carol

 

Reading

  1. To order events chronologically
  2. To explain a character’s thoughts and feelings
  3. To recall and retrieve information from the text
  4. To answer a range of comprehension questions

 

Writing

Character description

  1. To plan a character’s backstory
  2. To write a character’s backstory
  3. To write a character’s backstory
  4. To edit and improve the sentence structure within a character’s backstory
  5. To write creatively

 

Punctuation and grammar

  • To recall devices used to build cohesion in a paragraph (e.g. firstly, after (Year 5)

 

Spellings

  • To recognise adverbs of time

 

Vocab

  • Sullen
  • Obnoxious
  • Odious

Week 1

Skellig by David Almond

Skellig

 

Reading

  1. To make predictions based on the front cover
  2. To retrieve information from the text
  3. To explore how a writer creates imagery through their vocabulary choices
  4. To make effective inferences
  5. To discuss the themes of a chapter

 

Writing

Figurative language/setting description

  1. To analyse the impact of the front cover of a text
  2. To create a bank of figurative language
  3. To explain how a writer creates an image
  4. To write a setting description
  5. To edit and improve my writing

Punctuation and grammar

  • To discuss a range of tenses (including perfect and progressive) (Year 2 + 3)

 

Spellings

  • To identify words ending in “ious”

 

Vocab

  • Derelict
  • Meagre
  • Primitive

Week 4

Skellig by David Almond

Skellig

 

Reading

  1. To discuss the layout of a non-fiction text
  2. To infer a character’s thoughts and feelings
  3. To retrieve key information effectively
  4. To support inferences with evidence from the text
  5. To identify the impact words have on the reader

 

Writing

Information text

  1. To identify key features of an information booklet
  2. To research facts for an information booklet
  3. To plan an information booklet
  4. To write an information booklet
  5. To edit and improve my writing

 

Punctuation and grammar

  • To identify how commas are used to clarify meaning or avoid ambiguity (Year 5)

 

Spellings

  • To compare words ending in “cial” and “tial”

 

Vocab

  • Impede
  • Placid
  • Inaugural

Week 2

Skellig by David Almond

Skellig

 

Reading

  1. To analyse a poem
  2. To write an effective summary
  3. To compare formal and informal language
  4. To explain the importance of the author’s language choices
  5. To infer information and justify it using evidence from the text

 

Writing

Balanced argument

  1. To analyse a poem
  2. To identify features of a balanced argument
  3. To plan a balanced argument
  4. To write a balanced argument
  5. To edit and improve my writing

 

Punctuation and grammar

  • To convert noun or adjectives into verbs using suffixes (e.g – ate; -ise;- ify (Year 5)

 

Spellings

  • To identify when we use ‘ent’, ‘ence’ or ‘ency’

 

Vocab

  • Insinuate
  • Increase
  • Stifle

Week 3

Skellig by David Almond

Skellig

 

Reading

  1. To use skim and scan to find evidence from the text
  2. To make a prediction about the ending of a text
  3. To infer information based on my previous reading
  4. To infer information using evidence from the text
  5. To reflect on character transformation

 

Writing

Alternative ending

  1. To analyse an author’s style of writing
  2. To make a prediction
  3. To plan descriptive phrases
  4. To write a final chapter in the style of the author
  5. To answer a range of comprehension questions

 

Punctuation and grammar

  • To discuss verb prefixes (e.g dis-, de-, mis-, over- and re-) (Year 5)

 

Spellings

  • To explain when words can end in ‘ation’

 

Vocab

  • Vacate
  • Entire
  • Limb

Week 5

The Highway Man by Alfred Noyes

The Highwayman

 

Reading

  1. To analyse the beginnings of a narrative poem
  2. To infer and retrieve information
  3. To use evidence to justify inferences
  4. To retrieve and infer information
  5. To analyse the characters in a narrative poem

 

Writing

Narrative poetry and perspective writing

  1. To analyse different rhyming patterns in a poem
  2. To turn poetry into prose
  3. To write from the perspective of the soldiers
  4. To write from the perspective of the soldiers
  5. To retell the story from a range of perspectives

 

Punctuation and grammar

  • To recall relative pronouns and relative clauses (Year 5)

 

Spellings

  • To explain when we add suffixes

 

Vocab

  • Vessel
  • Subsequent
  • Grief

Week 6

The Highway Man by Alfred Noyes

The Highwayman

 

Reading

  1. To analyse a protagonist
  2. To discuss a range of characters
  3. To analyse how the author uses language to describe nature and weather creating suspense
  4. To answer a range of questions on the Highwayman
  5. To summarise a narrative poem

 

Writing

Ghost story

  1. To retell the story from a range of perspectives
  2. To plan a ghost story
  3. To introduce the protagonist of a ghost story
  4. To build tension in the main body of a ghost story
  5. To write the ending of a ghost story

 

Punctuation and grammar

  • To use parenthesis (brackets, dashes and commas) correctly (Year 5)

 

Spellings

  • To discuss the use of  hyphens

 

Vocab

  • Mariner
  • Maroon
  • Seldom

Week 1

Holes by Louis Sachar

Holes

 

Reading

  1. To retrieve information from the text
  2. To make inferences about the text
  3. To answer a range of comprehension questions
  4. To explain the meaning of words in context
  5. To retrieve and infer information

 

Writing

Persuasive text

  1. To discuss how the author’s language choices influence the setting
  2. Reading Assessment
  3. To plan a persuasive text
  4. To write a persuasive text

 

Punctuation and grammar

  • To explain the ways in which semi-colons can be used (Year 6)

 

Spellings

  • To identify spellings with double letters

 

Vocab

  • Residence
  • Wholesome
  • Regular

Week 2

Holes by Louis Sachar

Holes

 

Reading

  • To order significant events in a text
  • To retrieve information from the text
  • To discuss the author’s language choices
  • World Book Day
  • To answer a range of comprehension questions

 

Writing

Letter in role

  1. To identify the features of a latter in role
  2. To empathise with Stanley
  3. To write a letter in role
  4. World Book Day
  5. To write an alternative letter

 

Punctuation and grammar

  • To discuss the use of commas to clarify meaning or avoid ambiguity (Year 5)

 

Spellings

  • To identify spellings with double letters

 

Spellings

  • Mention
  • Trait
  • Futile

Week 3

Holes by Louis Sachar

Holes

 

Reading

  1. To analyse Sachar’s use of vocabulary and language
  2. To make a prediction
  3. To discuss a character’s transformation
  4. To discuss the historical context of Holes
  5. To analyse an author’s word choices

 

Writing

Writing in the style of an author

  1. To identify the key features of an author’s style
  2. To perform a monologue from a character’s perspective
  3. To plan a piece of writing in the style of an author
  4. To write in the style of an author
  5. To edit and improve a piece of writing

 

Punctuation and grammar

  • To identify the difference between modal verbs used for possibility and certainty
  • To recognise how adverbs can indicate possibility (Year 5)

 

Spellings

  • To recognise silent letters

 

Vocab

  • Radiating
  • Nauseous
  • Enough

Week 4

Holes by Louis Sachar

Holes

 

Reading

  1. To discuss what makes a story captivating and suspense filled
  2. To justify my inferences
  3. To recap the features of a play script
  4. To discuss the language used within the text
  5. To answer a range of comprehension questions

 

Writing

Play script

  1. To redraft a piece of writing
  2. To publish a piece of writing
  3. To plan a play script
  4. To write a play script
  5. To finish and edit my writing

 

Punctuation and grammar

  • To recall apostrophes for omission and possession (Year 4)

 

Spellings

  • To discuss words starting with ‘-acc’

 

Vocab

  • Distraught
  • Quench
  • Wince

Week 5

The Arrival by Shaun Tan

The Arrival

 

Reading

  1. To explore and discuss a picture book
  2. To discuss themes and ideas within a text
  3. To summarise events within a text using bullet points
  4. To interpret and discuss the protagonist’s feelings
  5. To discuss how a character changes within a text

 

Writing

Perspective writing

  1. To read and interpret a picture book with attention and detail
  2. To discuss how feelings change throughout the text
  3. To explore key themes within a text
  4. To write from a character’s perspective
  5. To write from a character’s perspective

 

Punctuation and grammar

  • To describe the use of bullet points in different texts
  • To revise devices used to build cohesion within a paragraph (Year 5)

 

Spellings

  • To identify words which have ‘ie’ after ‘c’

 

Vocab

  • Obsolete
  • Sanctuary
  • Perhaps

 

  • To c

Week 6

The Arrival by Shaun Tan

The Arrival

 

Reading

  1. To use inference to discuss a character’s feelings
  2. To use inference to discuss a character’s feelings
  3. To make a prediction about the ending of a text
  4. To discuss the themes within a book
  5. To write an effective summary

 

Writing

Narrative writing

  1. To edit and improve a piece of writing
  2. To plan a piece of narrative based on a picture book
  3. To write the opening to a narrative
  4. To write the main body of a narrative
  5. To write the ending of a narrative

 

Punctuation and grammar

  • To demonstrate how to use relative pronouns and relative clauses
  • To discuss subordinating conjunctions (Year 5)

 

Spellings

  • To identify words which have ‘ei’ after ‘c’

 

Vocab

  • Clemency
  • Unscathed
  • Hostile

Week 1

The London Eye Mystery by Siobhan Dowd

London Eye Mystery

 

Reading

  1. To retrieve information
  2. To analyse and explain the meaning of an author’s word choice
  3. To write a prediction
  4. To retrieve evidence from the text
  5. To discuss the significance of events in the story

 

Writing

Character descriptions

  1. To explore the character of the narrator in a story
  2. To justify my opinions of the character
  3. To discuss important themes within the book
  4. To write a character description
  5. To write an alternative character description

 

Punctuation and grammar

  • To recap devices to build cohesion within a paragraph (Year 5)

 

Spellings

  • To compare a variety of suffixes

 

Vocab

  • Article
  • Vital
  • Probably

Week 2

The London Eye Mystery by Siobhan Dowd

London Eye Mystery

 

Reading

  1. To identify the features of a newspaper
  2. To discuss important themes
  3. To compare how reported and direct speech affect meaning
  4. To infer about a character’s actions
  5. To complete a comprehension

 

Writing

Newspaper

  1. To write a headline and orientation
  2. To write witness accounts as reported and direct speech
  3. To write the main body of a newspaper article
  4. To finish the main body and write the re-orientation
  5. To edit and re-write parts that require improvement

 

Punctuation and grammar

  • To demonstrate how to punctuate speech correctly (Year 3)
  • To use an appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition (Year 4)

 

Spellings

  • To compare a variety of suffixes

 

Vocab

  • Article
  • Vital
  • Probably

Week 3

The London Eye Mystery by Siobhan Dowd

London Eye Mystery

 

Reading

  1. To order events from a text
  2. To analyse the relationship between characters
  3. To examine how the author creates atmosphere
  4. To discuss the impact of vocabulary choices
  5. To write a prediction

 

Writing

Explanation

  1. To explore the purpose of different explanation texts
  2. To discuss the features of an explanation text
  3. To plan an information text
  4. To write an explanation text
  5. To finish writing and edit an explanation text

 

Punctuation and grammar

  • To identify the difference between plural and possessive ‘s’ (Year 4)

 

Spellings

  • To discuss suffixes that sound like ‘shun’

 

Vocab

  • Increase

Week 4

The London Eye Mystery by Siobhan Dowd

London Eye Mystery

 

Reading

  1. To identify the features of a persuasive leaflet
  2. To retrieve and record key information
  3. To give the meaning of words in context
  4. To skim and scan to find information
  5. To answer a range of comprehension questions

 

Writing

Write a chapter in the style of the author

  1. To discuss a character through their dialogue
  2. To describe the relationship between characters
  3. To plan an additional chapter
  4. To write an additional chapter in the style of the author
  5. To edit and improve a piece of writing

 

Punctuation and grammar

  • To give examples of fronted adverbials (Year 4)
  • To link ideas across paragraphs using adverbials of time, place, number and tense choice (year 5)

 

Spellings

  • To identify a range of prefixes

 

Vocab

  • Decision
  • Description
  • Diligent

Week 5

Varjak Paw by SF Said

Varjak Paw

 

Reading

  1. To make a prediction
  2. To retrieve evidence from the text
  3. To use inference to understand a character
  4. To infer effectively
  5. To answer a range of comprehension questions

 

Writing

Prediction, character description

  1. To write a setting description
  2. To analyse character traits
  3. To consider how Varjak’s emotions change
  4. To write a character description
  5. To write emotively about an important elder in my life

 

Punctuation and grammar

  • To use different examples of parenthesis (Year 5)
  • To show how to use commas to clarify meaning and avoid ambiguity (Year 5)

 

Spellings

  • To compare  the history of words

 

Vocab

  • Pelt
  • Companion
  • Strength

Week 6

Varjak Paw by SF Said

Varjak Paw

 

Reading

  1. To discuss vocabulary to make inferences
  2. To explain the meaning of words in context
  3. To put events in chronological order
  4. To empathise with a character
  5. To analyse the author’s use of language

 

Writing

Mystery story writing

  1. To analyse effective mystery story writing
  2. To plan a mystery story
  3. To write the opening to a mystery story
  4. To write the main body of a mystery story
  5. To write the resolution to a mystery story

 

Punctuation and grammar

  • To discuss word families based on common words (Year 4)

 

Spellings

  • To recognise spelling words containing ‘ie’ and ‘ei’

 

Vocab

  • Simultaneously
  • Dwell
  • Nimble

Week 1

Varjak Paw by SF Said

Varjak Paw

 

Reading

  1. Reading Assessment
  2. To identify the features of a balanced argument
  3. To analyse the impact of technical vocabulary
  4. To write a summary
  5. To answer a range of comprehension questions

 

Writing

Balanced argument

  1. Reading Assessment
  2. To plan a balanced argument
  3. To write the introduction and for paragraph
  4. To write the against paragraph and conclusion

 

Punctuation and grammar

  • To convert noun or adjectives into verbs using suffixes (Year 5)
  • To discuss verb prefixes

 

Spellings

  • To compare the history of a range of spelling words

 

Vocab

  • Consequence
  • Alternate
  • Concur

Week 2

Varjak Paw by SF Said

Varjak Paw

 

Reading

  1. To identify the features of suspense writing
  2. To use inferences to discuss a character
  3. To analyse the author’s use of vocabulary and language
  4. To give the meaning of words in context
  5. To analyse a change in character

 

Writing

Suspense story

  1. To write a range of suspense sentences
  2. To plan a piece of suspense writing
  3. To write a suspenseful narrative
  4. To write a suspenseful narrative
  5. To edit and improve the language choices within the narrative

 

Punctuation and grammar

  • To revise relative pronouns and relative clauses  (Year 5)

 

Spellings

  • To compare the history of a range of spelling words

 

Vocab

  • Lurk
  • Burden
  • Conjure

Week 3

nevermore

Nevermore: The trials of Morrigan Crow

 

Reading

  1. To make inferences and predictions
  2. To explain and compare the themes within a text
  3. To use inference to consider a character’s traits
  4. To analyse language to portray a character
  5. To retrieve information effectively from the text

 

Writing

Letter + Diary

  1. To develop an understanding of the main character
  2. To free write a formal letter of apology
  3. To edit and improve a letter of apology
  4. To create empathy through exploring the thoughts and feelings of characters
  5. To write a diary entry from the point of view of a character

 

Punctuation and grammar

  1. To indicate degrees of possibility using adverbs (Year 5)
  2. To indicate degrees of possibility using adverbs (Year 5)

 

Spellings

  • To compare the history of a range of spelling words

 

Vocab

  • Infamous
  • Cultivate
  • Abundant

Week 4

nevermore

Nevermore: The trials of Morrigan Crow

 

Reading

  1. To discuss the features of an autobiography
  2. To use inference and justify my opinions
  3. To use Point, Evidence, Explain to justify an inference
  4. To explore an understanding of stories set in a parallel world
  5. To discuss the internal feelings of Morrigan (monologue)

 

Writing

Autobiography

  1. To plan an autobiography
  2. To write an autobiography
  3. To write an autobiography
  4. To edit and redraft an autobiography
  5. To publish an autobiography

 

Punctuation and grammar

  • To use a range of coordinating and subordinating conjunctions
  • To identify main and subordinate clauses (Year 3 & 4)

 

Spellings

  • Class revision

 

Vocab

  • Profession
  • Aspire
  • Vocation

Week 5

nevermore

Nevermore: The trials of Morrigan Crow

 

Reading

  1. To discuss the language used in an advertisement
  2. To develop an understanding of what to include in an advert to persuade the reader
  3. To give the meaning of words in context
  4. To make effective inferences
  5. To answer a range of comprehension questions

Writing

Advertisement

  1. To plan an advertisement for the Hotel Deucalion
  2. To write an advertisement for the Hotel Deucalion
  3. To develop an understanding of how to present an advert effectively
  4. To explore how the author creates mystery and suspense
  5. To free write and predict the next paragraph of the story

Punctuation and grammar

  • To write sentences in the perfect and progressive tense (Year 2 & 3)

 

Spellings

  • Class revision

 

Vocab

  • Wrath
  • Worthy
  • Lavish

Week 6

nevermore

Nevermore: The trials of Morrigan Crow

Reading

  1. To discuss fear and how Morrigan overcomes it
  2. To infer what happened in the trial
  3. To discuss how to create effective characters
  4. To discuss how to create magical worlds and settings
  5. To answer a range of comprehension questions

 

Writing

Magical Story

  1. To plan a magical story
  2. To write the opening to their story
  3. To write the main body of their story
  4. To write the ending of their story
  5. To edit and improve the magical story

 

Punctuation and grammar

  • To recognise a range of adverbials indicating time, place and number or tense choice (Year 5)

 

Spellings

  • Class revision

 

Vocab

  • Conceal
  • Persecute
  • Loathe

Week 7

the piano

The Piano (short film)

 

Reading

  1. To summarise a story
  2. To discuss the impact of figurative language
  3. To use evidence to justify my inferences
  4. To analyse a protagonist
  5. To reflect on character transformation

 

Writing

Retell the story

  1. To discuss the plot of a short film
  2. To plan a narrative based on a short film
  3. To write a narrative based on a short film
  4. To write a narrative based on a short film
  5. To edit and improve a narrative

 

Punctuation and grammar

  • To discuss the difference between phrases and clauses (Year 3)

 

Spellings

  • Class revision

 

Vocab

  • Bicycle
  • Wound
  • Variety

Autumn 1

One Dog and His Boy by Eva Ibbotson

One Dog and His Boy

Beowulf 

  • Suspense writing
  • Descriptive writing- dialogue
  • Adventure story
  • Argument
  • Diary entry
  • Historical story writing

Autumn 2

Anglo-Saxon Boy by Tony Bradman

Anglo Saxon Boy

A Christmas Carol

  • Letter of complaint
  • Setting description
  • Report writing
  • Instructions
  • Character and setting descriptions
  • Play script
  • Newspaper report

Spring 1

Skellig by David Almond

Skellig

The Highwayman

  • Imagery and figurative writing
  • Information leaflet
  • Balanced argument
  • Writing in the style of an author
  • Narrative poetry
  • Tension writing ghost story

Spring 2

Holes by Louis Sachar

Holes

The Arrival

Great City poem

  • Persuasive leaflet
  • Letter in role
  • Emotive writing in the style of an author
  • Play script
  • Exploring themes diary
  • Poetry writing

Summer 1

The London Eye Mystery by Siobhan Dowd

London Eye Mystery

Varjak Paw

  • Character descriptions
  • Newspaper
  • Explanation
  • Persuasive leaflet
  • Prediction, character description
  • Mystery story writing

Summer 2

nevermore

Nevermore: The Trials of Morrigan Crow

The Piano (short film)

  • Balanced argument
  • Suspense argument
  • Letter + Diary
  • Autobiography
  • Advertisement
  • Magical story
  • Retell the story

Year 6

Week 1

The Silver Sword by Ian Sarrailier

Silver Sword

 

Reading

  1. To justify inferences using evidence from the text
  2. To write a summary
  3. To justify inferences using evidence from the text
  4. To explain the meaning of words in context
  5. To answer a range of comprehension questions

 

Writing

Diary

  1. To show empathy through a diary entry
  2. To write an alternative diary entry
  3. To ensure a range of clauses have been used through editing
  4. To write a diary entry
  5. To ensure appropriate vocabulary choices through editing

 

Punctuation and grammar

  • To recognise relative pronouns and relative clauses (Year 5)

 

Spellings

  • To explain homophones

 

Vocab

  • Strength
  • Futile
  • Consequence

Week 2

The Silver Sword by Ian Sarrailier

Silver Sword

 

Reading

  1. To retrieve information from a non-fiction text
  2. To skim and scan effectively to find evidence from the text
  3. To examine the author’s intentions
  4. To identify how reported and direct speech contributes to meaning
  5. To retrieve information

 

Writing

Newspaper account

  1. To identify features of a newspaper
  2. To write a headline and orientation
  3. To write witness accounts as reported and direct speech
  4. To write the main body of a newspaper article
  5. To edit and re-write parts that require improvement

 

Punctuation and grammar

  • To recognise different word classes (including prepositions) (All Years)
  • To discuss the difference between conjunctions, adverbs and prepositions (Year 3)

 

Spellings

  • To explain homophones

 

Vocab

  • Accident
  • Endeavour
  • Vindictive

Week 3

The Silver Sword by Ian Sarrailier

Silver Sword

 

Reading

  1. To summarise events
  2. To infer using Point Evidence Explain
  3. To explain how the author develops a character
  4. To discuss how language shows the historical period.
  5. To practise comprehension skills

 

Writing

Newspaper account

  1. To redraft a newspaper report
  2. To publish a newspaper report

 

Punctuation and grammar

  • To recognise and expanded noun phrases (expanded by the addition of modifying adjectives, nouns and preposition phrases e.g. the teacher expanded to: the strict maths teacher with curly hair) (Year 4)

 

Spellings

  • To explain homophones

 

Vocab

  • Smouldering
  • Unscathed
  • Residence

Week 4

The Silver Sword by Ian Sarrailier

Silver Sword

 

Reading

  1. To compare a character throughout the text
  2. To demonstrate how language develops a character
  3. To justify inferences on two characters
  4. To order the events of a chapter
  5. To retrieve, infer and deduce information

 

Writing

Character description

  1. To compare the characters within Silver Sword
  2. To write a character description
  3. To write an alternate character description
  4. To ensure show not tell has been included through my editing
  5. To justify my opinions

Punctuation and grammar

  • To recognise subordinating and coordinating conjunctions (Year 2)

 

Spellings

  • To discuss grammatical terminology

 

Vocab

  • Volatile
  • Grief
  • Anxious

Week 5

The Silver Sword by Ian Sarrailier

Silver Sword

 

Reading

  1. To explain how an author shows emotion
  2. To give the meaning of words in context
  3. To identify and explain the style of an author
  4. To show how an author builds contrast
  5. To recap comprehension strategies

 

Writing

Story writing

  1. To plan the next chapter of a story
  2. To write the next chapter
  3. To write the next chapter
  4. To ensure fronted adverbials and prepositional phrases are present though my editing
  5. To complete a reading comprehension

 

Punctuation and grammar

  • To differentiate between main, subordinate and relative clauses (Year 5)

 

Spellings

  • To identify words with the short vowel sound /i/ can be spelled with a ‘y’

 

Vocab

  • Obstinate
  • Simultaneously
  • Sanctuary

Week 6

The Silver Sword by Ian Sarrailier

Silver Sword

 

Reading

  1. To retrieve information
  2. To justify inferences using evidence from the text
  3. To analyse a section of text
  4. To make a prediction based on previous evidence
  5. To complete comprehension questions

 

Writing

Diary

  1. To show empathy through a diary entry
  2. To write an alternative diary entry
  3. To edit and rewrite sections of a diary entry
  4. To write an alternative diary entry
  5. To complete part of a SPaG assessment

 

Punctuation and grammar

  • To identify sentences written in the subjunctive form (Year 6)
  • Discuss the difference between structures typical of informal speech and structures appropriate for formal speech and writing e.g. If I were or Were they comes in some very formal writing (Contrast with diary writing)

 

Spellings

  • To identify words with the long vowel sound /i/ can be spelled with a ‘y’

 

Vocab

  • Treacherous
  • Conceal
  • Burden

Week 7

Rose Blanche by Ian McEwan

Rose Blanche

 

Reading

  1. To make predictions
  2. Reading Assessment
  3. To contrast themes within a text
  4. SPaG Assessment
  5. To infer effectively to answer a range of questions

 

Writing

Style of author story writing

  1. To analyse a text
  2. Reading Assessment
  3. To discuss and analyse themes within a text
  4. SPaG Assessment
  5. To write in the style of an author

 

Punctuation and grammar

  • To use semi-colons and colons in lists and between independent clauses (Year 6)

 

Spellings

  • To identify silent letters

 

Vocab

  • Compassion
  • Nauseous
  • Ignorant

Week 1

Michelle Magorian by Goodnight Mister Tom

Goodnight Mr Tom

 

Reading

  1. To identify features of an information text
  2. To retrieve information
  3. To discuss contrast within the text
  4. To identify themes within a text
  5. To analyse a section of the text

 

Writing

Information text

  1. To plan an information text
  2. To write a section of an information text
  3. To write the next section of an information text
  4. To edit and improve a section of an information text
  5. To complete a reading comprehension

 

Punctuation and grammar

  • To recognise the difference between formal and informal including the subjunctive form (The difference between vocabulary typical of informal speech and vocabulary appropriate for formal speech and writing (e.g. find out- discover; ask for- request; go in- enter) (Year 6)

 

Vocab

  • Allegiance
  • Reluctant
  • Vacate

Week 2

Michelle Magorian by Goodnight Mister Tom

Goodnight Mr Tom

 

Reading

  1. To discuss and analyse language within a text
  2. To discuss and analyse language within a text
  3. To analyse and discuss language within a text
  4. To answer a 3-mark question successfully
  5. To identify the themes within a text

 

Writing

Informal letter

  1. To plan an informal letter (letter is going to be written to your parents- use Zach as inspiration) http://www.lancsngfl.ac.uk/curriculum/assessment/download/file/09%20KS2%20training%20exercise%201%20Pupil%20A.pdf
  2. To write a part of an informal letter
  3. To complete the informal letter
  4. To edit and improve the sentence structure
  5. To redraft the informal letter

 

Punctuation and grammar

  • To recognise the differences between synonyms and antonyms (Year 6)

 

Spellings

  • To discuss the suffix ‘-er’ ‘-or’ and ‘-ar’

 

Vocab

  • Mention
  • Continue
  • Leisure

Week 3

Michelle Magorian by Goodnight Mister Tom

Goodnight Mr Tom

 

Reading

  1. To discuss and analyse how meaning is enhanced within a text
  2. To discuss how characters are portrayed through language choices
  3. To retrieve information from the text
  4. To infer using language from the text to justify my answer
  5. To be able to justify my opinion when answering a big question

 

Writing

Comparative writing

  1. To use characterisation to convey the personality of the character
  2. To plan a comparative piece of writing
  3. To write a comparative piece
  4. To edit and redraft sections of a comparative piece
  5. To complete a SPaG test

 

Punctuation and grammar

  • To identify sentences written in the active and passive (e.g. I broke the window in the greenhouse versus The window in the greenhouse was broken (by me) (Year 6)

 

Spellings

  • To identify words ending with ‘-ably’

 

Vocab

  • Opposite
  • Optimist
  • Trait

Week 4

Michelle Magorian by Goodnight Mister Tom

Goodnight Mr Tom

 

Reading

  1. To discuss and analyse language within a text
  2. To summarise a chapter
  3. To explore and contrast the themes of a chapter
  4. To skim and scan the text for information
  5. To practise my comprehension skills

 

Writing

Narrative writing

  1. To write sentences in the style of Mr Tom and Willie
  2. To convey character through speech
  3. To write a narrative
  4. To write a narrative
  5. To edit and rewrite a section of the narrative

 

Punctuation and grammar

  • To use a range of modal and auxiliary verbs (Year 5)
  • To link ideas across paragraphs using a wider range of cohesive devices:  repetition of a word or phrase, grammatical connections (e.g. the use of a of adverbials such as on the other hand, in contrast, or as a consequence and ellipsis (Year 6)

 

Spellings

  • To discuss words with the suffix ‘–ibly’

 

Vocab

  • Justice
  • Sullen
  • Inferior

Week 5

Michelle Magorian by Goodnight Mister Tom

Goodnight Mr Tom

 

Reading

  1. To discuss the themes of the book
  2. To analyse a character
  3. To demonstrate a change in character
  4. To justify my inferences
  5. To complete a comprehension

 

Writing

Formal letter

  1. To plan a formal letter (written as the doctor asking The local authority to let Willie stay with Tom) file:///C:/Users/nwarmoth/Downloads/KS2%20teacher%20assessment%20moderation%20training%20support%20pack%20.pdf
  2. To write a formal letter
  3. To write a formal letter
  4. To edit and improve a section of the letter
  5. To complete a reading comprehension

 

Punctuation and grammar

  • To distinguish between statements, questions, commands and exclamations (Year 2)
  • To punctuate bullet points to list information (Year 6)

 

Spellings

  • To discuss words with the suffix ‘-ible’

 

Vocab

  • Regular
  • Wholesome
  • Physical

Week 6

Alma_short_film_by_rodrigo_blaas

Alma

 

Reading

  1. To discuss and analyse language within a text
  2. To explain the key themes within the text
  3. To retrieve using evidence from the text
  4. To make a prediction
  5. To explain the meaning of words in context

 

Writing

Suspense writing

  1. To plan a piece of suspense writing
  2. To write a suspenseful narrative
  3. To write a suspenseful narrative
  4. To edit and improve the language choices within the narrative
  5. To publish a piece of suspense writing

 

Punctuation and grammar

  • To discuss the different tenses (Past Progressive, present perfect…(Year 2 + 3)

 

Spellings

  • To identify words with the prefix ‘over’

 

Vocab

  • Covet
  • Inevitable
  • Saunter

Week 7

Rhythm and Poetry by Karl Nova

See Through My Eyes – Karl Nova

 

Reading

  1. To analyse and discuss a poem
  2. To read and analyse the vocabulary in the poem
  3. To discuss and justify the themes of a poem
  4. To make inferences about the poem
  5. To compare a poem to other text types

 

Writing

Poetry writing

  1. To identify the features of a range of poetry
  2. To plan a poem in the style of Karl Nova
  3. To write a poem in the style of Karl Nova
  4. To edit a poem in the style of Karl Nova
  5. To perform my poem

 

Punctuation and grammar

  • To discuss how hyphens can be used to avoid ambiguity (e.g. man eating shark versus man-eating shark or recover versus re-cover) (Year 6)

 

Spellings

  • To discuss the suffix ‘–ful’

 

Vocab

  • Omniscient
  • Legitimate
  • Increase

Week 1

Coraline by Neil Gaiman

Coraline

 

Reading

  1. To analyse the first chapter
  2. To make a prediction
  3. To retrieve information
  4. To answer 3 mark questions
  5. To answer a range of questions

 

Writing

Diary

  1. To write a diary entry
  2. To write a diary entry
  3. To edit and improve a diary entry
  4. To write an alternative diary entry
  5. To complete a reading comprehension

 

Punctuation and grammar

  • To identify sentences written in the perfect and progressive tense (Year 2 + 3)
  • To recap relative clauses and relative pronouns (Year 5)

 

Spellings

  • To compare words ending in ‘ious’

 

Vocab

  • Entire
  • Abandon
  • Rigorous

Week 2

Coraline by Neil Gaiman

Coraline

 

Reading

  1. To make and justify a prediction
  2. To explain how the author builds suspense through their word choices
  3. To analyse an author’s word choices
  4. To explain the impact of the sentence techniques the author has used
  5. To summarise a chapter succinctly

 

Writing

Suspense writing

  1. To plan descriptive phrases that build suspense and tension
  2. To build suspense through my writing
  3. To build suspense through my writing
  4. To edit and improve a piece of suspense writing
  5. To complete a reading comprehension

 

Punctuation and grammar

  • To recognise how suffixes and prefixes change the meaning of words (Year 5)
  • To discuss the grammatical difference between plural and possessive –s (Year 4)

 

Spellings

  • To compare words ending in “cial” and “tial”

 

Vocab

  • Lurk
  • Devour
  • Primitive

Week 3

Coraline by Neil Gaiman

Coraline

 

Reading

  1. To identify the features of a monologue
  2. Reading Assessment
  3. To infer how a character is feeling and justify my choices
  4. SPaG Assessment
  5. To analyse a character within the text

 

Writing

Monologue

  1. To plan a monologue
  2. Reading Assessment
  3. To write comparatively through a monologue
  4. SPaG Assessment
  5. To edit and improve a monologue

 

Punctuation and grammar

  • To distinguish between adverbs, prepositions and conjunctions (Year 3)Adverbs are used to modify a verb, an adjective, another adverb or even a whole clause.Prepositions links a following noun, pronoun or noun phrase to some other word in the sentenceConjunctions link two words or phrases together

 

Spellings

  • To identify when we use ‘ent’, ‘ence’ or ‘ency’

 

Vocab

  • Alternate
  • Clemency
  • Anticipation

Week 4

Coraline by Neil Gaiman

Coraline

 

Reading

  1. To explain how dialogue develops a character
  2. To give the meaning of words in context
  3. To justify my inferences
  4. To sequence events from the text
  5. To answer a range of comprehension questions

 

Writing

Dialogue

  1. To plan a dialogue which conveys a character’s emotions
  2. To convey character’s emotions through speech
  3. To convey character’s emotions through speech
  4. To edit and redraft a piece of writing
  5. To publish a piece of writing

 

Punctuation and grammar

  • To revise how apostrophes are used for omission and possession (including exceptions e.g. its and the plural rule) (Year 2+3)
  • To discuss how word families are based on common words, showing how words are related in form and meaning (e.g solve, solution, solver, dissolve, insoluble) (Year 3)

 

Spellings

  • To discuss words ending /shul/ after a vowel letter

 

Vocab

  • Wretched
  • Wince
  • Mortal

Week 5

The Rabbits by John Marsden

The Rabbits

 

Reading

  1. To identify the themes of a book
  2. To give the meaning of words in context
  3. To justify my choices
  4. To answer a range of question types
  5. To answer true or false questions

 

Writing

Descriptive writing

  1. To plan a piece of descriptive writing
  2. To write descriptively
  3. To plan a piece of descriptive writing
  4. To write descriptively
  5. To complete a reading comprehension

 

Punctuation and grammar

  • To use semi-colon, colon and dash to mark the boundary between independent clauses (e.g. it’s raining; I’m fed up) (Year 6)
  • To explain how commas clarify meaning or avoid ambiguity (Year 5)

 

Spellings

  • To discuss words ending /shul/ after a consonant letter

 

Vocab

  • Vessel
  • Represent
  • Obnoxious

Week 6

Shackletons Journey by William Grill

Shackleton’s Journey

 

Reading

  1. To discuss the author’s language choices
  2. To write a prediction
  3. To explain the techniques of persuasion
  4. To explain how language develops a character
  5. To justify my inferences using evidence from the text

 

Writing

Persuasive letter

  1. To infer and justify language choices
  2. To identify the characteristics of a crew member
  3. To plan a letter of application
  4. To write a letter of application
  5. To edit and improve a letter of application

 

Punctuation and grammar

  • To use a range of parenthesis to add extra information (Year 5)
  • To identify subordinate clauses (Year 3)

 

Spellings

  • To discuss words which contain ‘ei’ and ‘ie’

 

Vocab

  • Various
  • Prominent
  • Profession

Week 1

Shackletons Journey by William Grill

Shackleton’s Journey

 

Reading

  1. To explain the meaning of words in context
  2. To answer comprehension questions
  3. To analyse a passage justifying my opinions
  4. To analyse the impact of words in context
  5. To answer a range of SATS style questions

 

Writing

Diary

  1. To write an emotive journal entry
  2. To plan a descriptive journal entry
  3. To write descriptively
  4. To show character development through a journal entry
  5. To complete a section of a reading paper

 

Punctuation and grammar

  • To recognise how articles and determiners are used (Year 4)
  • To recognise fronted adverbials (Year 4)

 

Spellings

  • To identify spellings with double letters

 

Vocab

  • Meagre
  • Bicycle
  • Privilege

Week 2

Shackletons Journey by William Grill

Shackleton’s Journey

 

Reading

  1. To analyse an author’s intentions through vocabulary choices
  2. To explain the impact of figurative language
  3. To analyse a passage discussing contrast
  4. To infer meaning from a text
  5. To answer a range of SATS style questions

 

Writing

Emotive language

  1. To demonstrate emotive techniques
  2. To write an emotive recount
  3. To write an emotive recount
  4. To edit and redraft emotive recount
  5. To publish a piece of emotive writing

 

Punctuation and grammar

  • To recognise the difference between a possessive pronoun and possessive determiner (Year 4)
  • To give examples writing in the subjunctive form (Year 6)

 

Spellings

  • To identify words with the /f/ sound that are spelled ‘ph’

 

Vocab

  • Mariner
  • Majestic
  • Maroon

Week 3

Shackletons Journey by William Grill

Shackleton’s Journey

 

Reading

  1. To find evidence from the text using skimming and scanning
  2. To justify my inferences using evidence from the text
  3. To infer, retrieve and deduce information from the text
  4. To explain the meaning of words in context
  5. To answer a range of comprehension questions

 

Writing

Story writing

  1. To plan a third person narrative
  2. To use effective description
  3. To build tension and suspense
  4. To continue to build suspense
  5. To use dialogue effectively

 

Punctuation and grammar

  • To identify and use a range of prepositions, adverbials and conjunctions (Year 4)
  • To give examples of coordinating and subordinating conjunctions (Year 2+3)

 

Spellings

  • To identify words with a soft ‘c’ sound that can be spelled ‘ce’

 

Vocab

  • Catastrophe
  • Linger
  • Possess

Week 4

Shackletons Journey by William Grill

Shackleton’s Journey

 

Reading

  1. To explain the power of vocabulary choices
  2. To use inference to understand a character’s actions
  3. To analyse words in context
  4. To write an effective summary
  5. To answer a range of comprehension questions

 

Writing

Speech writing

  1. To identify the features of an effective speech
  2. To plan a speech
  3. To write the opening of a speech
  4. To write the main body of a speech
  5. To write the conclusion of a speech

 

Punctuation and grammar

  • To distinguish between reported and direct speech (Year 3)
  • To distinguish between a phrase and clause (Year 4)

 

Spellings

  • To recognise silent letters

 

Vocab

  • Predicament
  • Ally
  • Subsequent

Week 5

Shackletons Journey by William Grill

Shackleton’s Journey

 

Reading

  1. To identify the features of a newspaper
  2. To identify reported and direct speech and how they contribute to meaning
  3. To answer retrieval questions
  4. To answer retrieval questions
  5. To answer a range of comprehension questions

 

Writing

Newspaper report

  1. To write the headline and orientation
  2. To use direct and reported speech
  3. To write the main body of a newspaper
  4. To finish writing the main body of a newspaper
  5. To write the reorientation and edit effectively

 

Punctuation and grammar

  • To differentiate between sentences written in the active and passive voice (Year 6)

 

Spellings

  • To identify words which can be nouns and verbs

 

Vocab

  • Inaugural
  • Contemporary
  • Inept
  • Government

Week 6

Tales from Outer Suburbia by Shaun Tan

Tales from Outer Suburbia

 

Reading

  1. To discuss the author’s writing style
  2. To discuss the themes within the text
  3. To justify my inferences using evidence from the text
  4. To summarise a passage
  5. To answer a range of comprehension questions

 

Writing

Story writing – alternative perspective

  1. To plan a piece of writing in the style of the author
  2. To write in the style of the author
  3. To continue to write in the style of the author
  4. To edit and improve a piece of writing
  5. To complete a section of a comprehension paper

 

Punctuation and grammar

  • To discuss the effect of ellipsis (Year 6)
  • To give examples of how to use parenthesis (Year 5)

 

Spellings

  • To discuss words with an /o/ sound can be spelled ‘ou’ or ‘ow’

 

Vocab

  • Bewilder
  • Companion
  • Library

Week 1

Tales from Outer Suburbia by Shaun Tan

Tales from Outer Suburbia

 

Reading

  1. To identify the features of instructional writing
  2. To discuss the themes within a text
  3. To justify my opinion with evidence from the text
  4. To compare the author’s styles of writing
  5. To answer a range of comprehension questions

 

Writing

Alternative perspective & instructions

  1. To write from an alternative viewpoint
  2. To write from an alternative viewpoint
  3. To plan a series of instructions
  4. To write a series of instructions
  5. To edit a series of instructions

 

Punctuation and grammar

  • To identify expanded noun phrases + revision (Year 4)

 

Spellings

  • To compare a variety of suffixes

 

Vocab

  • Cultivate
  • Diligent
  • Enterprise

Week 2

Tales from Outer Suburbia by Shaun Tan

Tales from Outer Suburbia

 

Reading

  1. To analyse and discuss a poem
  2. To read and analyse the vocabulary in the poem
  3. To discuss and justify the themes of a poem
  4. To make inferences about the poem
  5. To compare a poem to other text types

 

Writing

Revision

 

Punctuation and grammar

  • SPAG revision

 

Spellings

  • To compare a variety of suffixes

 

Vocab

  • Revision

Week 3

Revision

Week 4

Revision

Week 5

SATs assessment week

Writing

Writing

Poetry

  1. To discuss the main themes within a poem
  2. To write a stanza in the style of a poem
  3. To write my own poem
  4. To edit and improve a poem
  5. Play rehearsal

 

Punctuation and grammar

  • To discuss figurative language

 

Spellings

  • To compare a variety of suffixes

 

Vocab

  • Punctual
  • Quench
  • Radiating

Week 6

Oliver Twist by Charles Dickens

Oliver Twist

 

Reading

  1. To analyse how meaning is enhanced within a text
  2. To compare how characters are portrayed through language choices
  3. To retrieve information from the text
  4. To infer using language from the text to justify my answer
  5. To justify my opinion when answering a big question

 

Writing

Persuasive letter

  1. To discuss persuasive techniques
  2. To plan a persuasive letter
  3. To write a persuasive letter
  4. To write a persuasive letter
  5. Play rehearsal

 

Punctuation and grammar

  • To use a range of expanded noun phrases

 

Spellings

  • To discuss the prefixes ‘dis-’ ‘un-‘ ‘over-‘ and ‘im-‘

 

Vocab

  • Persecute
  • Robust
  • Abundant

Week 1

Oliver Twist by Charles Dickens

Oliver Twist

 

Reading

  1. To compare the features of tabloids and broadsheets
  2. To collect evidence from the text
  3. To organise the evidence collected effectively
  4. To identify how reported and direct speech contributes to meaning
  5. To justify my inferences

 

Writing

Newspaper

  1. To write the headline and orientation
  2. To write the main body of a newspaper
  3. To finish writing the main body of a newspaper
  4. To write the reorientation and edit effectively
  5. Play Rehearsal

 

Punctuation and grammar

  • To discuss how to effectively use a range of cohesive devices (use of adverbials, repetition of a word or phrase, ellipsis, etc.) (Year 6)

 

Spellings

  • To discuss adverbs synonymous with determination

 

Vocab

  • Conjure
  • Plagued
  • Merchant

Week 2

Oliver Twist by Charles Dickens

Oliver Twist

 

Reading

  1. To identify the features of a balanced argument
  2. To analyse the impact of technical vocabulary
  3. To write a summary
  4. To write a prediction
  5. To answer a range of comprehension questions

 

Writing

Balanced argument

  1. To plan a balanced argument
  2. To write the introduction and for paragraph
  3. To write the against paragraph and conclusion
  4. Two days Play rehearsal

 

Punctuation and grammar

  • To discuss how to effectively use a range of layout devices (headings, subheadings, subtitles, bullet points etc.) (Year 6)

 

Spellings

  • To discuss words containing ‘ie and ‘ei’

 

Vocab

  • Oblige
  • Dwell
  • Placid

Week 3

Rhos y Gwaliau

Week 4

Macbeth by William Shakespeare

Oliver Twist

 

Reading

  1. To discuss how characters have changed throughout the story
  2. To write a prediction of an ending
  3. To write a summary

 

Writing

Character and setting description

  1. To write descriptive sentences developing a character
  2. To write a character description
  3. To write a setting description
  4. Two days play rehearsal

 

Punctuation and grammar

  • To discuss how to use the subjunctive form when writing (Year 6)

 

Spellings

  • To compare the history of a range of spelling words

 

Vocab

  • Arrogant
  • Blunder
  • Covet

Week 5

Macbeth by William Shakespeare

Shakespeare – Macbeth

 

Reading

  1. To analyse the features of a play script
  2. To compare the language used in Shakespeare to modern day
  3. To explain the meaning of words in context
  4. To evaluate the historical period
  5. To contrast themes within the play

 

Writing

Play script

  1. To plan a scene
  2. To write a scene
  3. To write a scene
  4. Two days play rehearsal

 

Punctuation and grammar

  • To explain the differences between formal and informal writing (Year 4)

 

Spellings

  • To compare the history of a range of spelling words

 

Vocab

  • Acrid
  • Subsequent
  • Remorse

Week 6

Macbeth by William Shakespeare

Shakespeare – Macbeth

 

Reading

  1. To compare the characters within Macbeth
  2. To write a summary
  3. To write a prediction justifying it with evidence from the text
  4. To explain the meaning of words in context
  5. To discuss the change in characters

 

Writing

Play script

  1. To plan a scene
  2. To write a scene
  3. To write a scene
  4. Two days play rehearsal

 

Punctuation and grammar

  • To use semi-colons, colons and dashes in between independent clauses (Year 6)

 

Spellings

  • To compare the history of a range of spelling words

 

Vocab

  • Noteworthy
  • Wrath
  • Aspire

Week 7

Macbeth by William Shakespeare

Shakespeare – Macbeth

 

Reading

  1. To justify my inferences with evidence from the text
  2. To discuss the impact of the language and phrases used in Macbeth
  3. To compare the characters within the play
  4. To explain the meaning of words in context
  5. To write a summary

 

Writing

Prose writing

  1. To turn a play script into sentences
  2. To write a scene in prose
  3. To edit and improve a scene

 

Punctuation and grammar

  • Revision

 

Spellings

  • Class revision

 

Vocab

  • Gratitude
  • Impede
  • Infamous

Autumn 1

The Silver Sword by Ian Sarrailier

Silver Sword

Rose Blanche

  • Diary
  • Newspaper account
  • Historical story writing
  • Character description
  • Diary
  • Style of the author

Autumn 2

Michelle Magorian by Goodnight Mister Tom

Goodnight Mr Tom

Alma

If poem

  • Persuasive letter
  • Information letter
  • Information text
  • Comparative piece
  • Narrative Writing
  • Suspense
  • Poetry

Spring 1

Coraline by Neil Gaiman

Coraline

The Rabbits

  • Diary
  • Suspense
  • Monologue
  • Dialogue
  • Descriptive writing

Spring 2

Shackletons Journey by William Grill

Shackleton’s Journey

Tales from Outer Suburbia

  • Diary
  • Emotive language
  • Story writing
  • Speech writing
  • Newspaper report
  • Story writing – alternative perspective

Summer 1

Tales from Outer Suburbia by Shaun Tan

Tales from Outer Suburbia

  • Instructions
  • Poetry
  • Character and setting description

Summer 2

Oliver Twist by Charles Dickens

Oliver Twist

Macbeth

  • Newspaper
  • Balanced argument
  • Play script
  • Character and setting description