1
Language and Literacy Scheme of Work
Reception to Year 6
2
Long term plan for Language and Literacy - Mapping of Extended Writing Opportunities within the Foundation Phase and Key Stage 2
Term 1 Term 2 Term 3
Reception
• News - Recount
• Labels / lists - Information
• Letter / Note
• Greeting Card
• Story
• Report / Presenting Information
• Invitation Persuasive
• Poetry
• Story
• Report - Presenting Information
• Invitation – Persuasive
• Poetry
Year 1
• Diary - Recount
• Labels, lists or captions - Information
• Postcard or Letter
• Poster – Persuasive / Information
• Poetry
• Blurb - Persuasive
• Report / Portrait - Information
• Instructions
• Poetry
• Story (Simple 3 part)
• Report - Presenting Information
• Invitation - Persuasive
• Poetry
Year 2
• Diary - Recount
• Pamphlet/Booklet – Information / Report
• Letter
• Poster or Advertisement – Persuasive
• Poetry
• Blurb - Persuasive
• Report / Portrait – Information
• Instructions
• Poetry
• Story (4 part)
• Presenting Information OR Newspaper Report
• Questionnaire
• Poetry
Year 3
• F Diary – Recount and book review
• F/NF Leaflet – Instructions and supporting poster
• NF Formal Letter – Persuasion and an invitation
• NF Poetry – Interpretation, structure and Vocabulary building
• F Poetry – Compose Acrostics
• F Dialogue
• NF Portrait – Information
• F/NF – Explanation ‘why something happens’ and an Encyclopaedia entry
• NF – Interpretation, structure and Vocabulary building
• F Poetry – Compose Free Verse-List Poetry
• F Adventure Story (Complex 3 part)
• NF Present Information in a Newspaper Article which supporting persuasive advertisement
• F/NF Explanation/Invitation – ‘How’ something happens
• F Poetry - Interpretation structure and Vocabulary building
• F – Poetry - Compose Haiku poetry
Year 4
• F Diary – Recount and book review
• F/NF Instructions- Class book of instructions and poster
• NF Formal Letter – Persuasion and a book blurb
• F Poetry – Interpretation, structure and Vocabulary building
• F Poetry - Compose Conversation Poetry
• F Dialogue
• NF Portrait – Information
• F/NF – Explanation ‘why something happens’ and a Question and Answer leaflet
• F Poetry – Interpretation, structure and Vocabulary building
• F - Compose Limericks
• F Adventure story or Story with a Theme (5 part - focus on setting and plot)
• NF – Collate Discussion based evidence to compile an independent report in a Newspaper Article which supporting persuasive advertisement
• F/NF Explanation/Invitation – ‘How’ something happens
• F Poetry – Interpretation, structure and Vocabulary building F - Compose Tanka poetry
Year 5
• F Diary – Recount and book review
• F/NF - Instructions – PowerPoint presentation and supporting poster
• NF Formal Letter – Persuasion and a Flyer
• NF Poetry – Interpretation, structure and Vocabulary building
• NF Poetry – Compose Raps
• F Dialogue
• NF Portrait – Information
• F/NF – Explanation ‘why something happens’ and a Non-fiction book entry
• NF Poetry– Interpretation, structure and Vocabulary building
• NF – Compose Cinquains
• F Adventure story or Story with a Theme (5 part – from an alternative point of view)
• NF – Collate Discussion based evidence to compile an independent report in a Newspaper Article which supporting persuasive advertisement
• F/NF – Explanations -Reference Books – ‘How’ something happens’
• F – Poetry - Interpretation, structure and Vocabulary building
• F – Compose Rhyming Couplets
Year 6
• F Diary – Soliloquy and book review
• F/NF - Technical Manual and supporting poster
• NF Formal Letter – Persuasion and an invitation
• F Poetry – Interpretation, structure and Vocabulary building
• F Poetry – Free Verse, using metaphors and personification
• F Dialogue - Play
• NF Portrait – Information
• F/NF – Explanation ‘why something happens’ and an Encyclopaedia entry
• F Poetry– Interpretation, structure and Vocabulary building
• F – Poetry – Amusing and Inventive poetry
• F Science Fiction story (5 part)
• NF – Collate Discussion/Debate based evidence to compile an independent report in a Newspaper Article with a supporting persuasive advertisement
• NF – Explanations ‘How ‘ something happens – PowerPoint presentation
• F – Compose poetry that features other text types e.g. lists, dialogues, questions and answers. Class book of poetry.
F – Fiction NF – Non Fiction F/NF – The School may choose either Fiction or Non-fiction content or both
3
Non –fiction genres
Report
To present information in an unbiased way
Recount
Retell an event
Explanation
A process or why something is happening
Instructions
Discusses the use of simple procedures
‘How to do something’
Persuasion
Present a view to persuade others
Discussion
Present a reasoned view of an issue
• Classification
• Description
• Conclusion
• Orientation e.g. information about setting, context, place or time
• Events
• Evaluation
• Phenomenon – opening statement
• Sequence
• States a goal
• Lists materials
• States method/instruction in sequence
• (Includes diagrams or illustrations for clarity)
• Opening statement
• State position on the issue
• Arguments – reasons and evidence
• Summary/Conclusion
• Thesis – opening paragraph/context
• Argument
• Reiteration or conclusion
Letter Letter Non-fiction book Recipe Travel brochure Newspaper editorial
Tourist guide Diary or journal Technical manual Technical manual Advertisement Speech
Information leaflet Autobiography Encyclopaedia entry Timetable Catalogue Debate
Magazine/newspaper article
Newspaper report Question and answer leaflets
Directions Poster Formal essay
Non-fiction book Magazine article Record of a science experiment
List e.g. of rules Flyer Article giving balanced account of an issue
Wikipedia entry Science experiment Posters Newspaper/magazine article
Postcard Notices Book blurb
Email Signs Formal letter
Cooking instructions invitation
4
Range of Experiences for Foundation Phase
Range of experiences
Children should be given opportunities to develop their skills, knowledge and understanding through
• a developmentally appropriate curriculum where the seven (six in Welsh-medium settings/schools) Areas of Learning complement each other and work together
• continuous and enhanced provision and focused activities in the indoor and outdoor learning environments
• different types of play and a range of planned activities, including those that are child-initiated
• experiences that allow them to adopt a variety of roles, including leadership within a small group, paired learning or working within a team
• different resources, including ICT
• active learning opportunities that build on prior experiences and support them to become independent thinkers and learners
• activities that allow them to use their senses, be creative and imaginative
• tasks and challenges that encourage problem solving and discussion.
Range of experiences
Children should be given opportunities to: • experience a language-rich environment that immerses them in the spoken and written word • practise, develop and refine their skills within all aspects of provision, including continuous provision, and through all Areas of Learning • express themselves creatively and imaginatively • experience and use a range of media and stimuli including emerging technologies • access and share a variety of non-fiction texts, stories and traditional tales from Wales and around the world including those written by significant
authors • mark make or write in a range of genres • communicate in a range of contexts for a variety of purposes and audiences.
5
Oracy: Below is a range of suggestions of oracy tasks for you to select and develop further across the areas of learning. These activities could relate to the written tasks or could be standalone task. They are an opportunity to plan and introduce specific oracy skills within
the Foundation Phase.
Reading: Below is a range of suggestions of reading tasks for you to select and develop further across the areas of learning. These activities could relate to the written tasks or could be standalone task. There are ample possibilities to ensure that oracy skills are linked to these reading tasks. They are an opportunity to plan and introduce specific reading skills within
the Foundation Phase.
• Hot seating –a good opportunity to encourage children to ask questions as well as answering. For effective participation from pupils, consider smaller groups. An adult could be in the hot seat, this would be an effective process of modelling good practice in answering questions and also to encourage pupils to concentrate on questioning techniques.
• Role Play/Drama e.g. :- - interviewing a character from a story, pretending to be a news reporter, weather report, being
a teacher for the afternoon. -general planed role play in the class e.g. a certain scenario in the tŷ bach twt, hospital, garden
shop.
• Show and tell- present information about an object, location, person, animal or topic.
• Pie Corbett/ Talk for Writing – use a story/advert as a structure. Arrange photos from a story or experiment and re-tell in the correct sequence.
• News- talking about personal experiences, feelings, views.
• Discussion within a group of peers.
• Present information about a topic as a group.
• Group debate e.g. where to go on a school trip, do you agree that Susan Rees should have been working down the mines? Any issues arising from the Eco School and School Council committee.
• Discussion that leads to ranking e.g. diamond 9 – what breed of dog is the best? Which is the best Monet painting?
• Creating a mind map of ideas to develop the Continuous Provision.
• Express views and opinions e.g. what is the best way to keep healthy
• Encourage children to ask questions to visitors within small groups
• Encourage children to answer a variety of questions before, during and after reading e.g. this could include individual reading, group reading and class reading.
• Provide children with a variety of questions e.g. questions about the text, questions that ask them to read between the lines and questions that allow them to express their feelings about the character, events, or even illustrations.
• Encourage children to extend their answers e.g. by asking ‘Tell me more about…’ ‘Can you explain this?’ ‘How do you know…?’ ‘What do you think about…?’
• Draw attention to different genre features e.g. letter, pamphlet, diary, portrait and instructions. ICT could be used to enrich this activity.
• Draw attention to different language features e.g. punctuation, connectives, adjectives, similes and subject specific language. ICT could be used to enrich this activity.
• Use past test papers and booklets to allow children to practice answering different question styles orally or written.
• Process information read by creating mind maps, time lines, sequencing pictures of events and categorising information.
• Process information by completing ‘Disgriblio’ tasks and following instructions e.g. on a treasure hunt, creating a painting, baking, completing an assault course.
• Ensure rich reading material is provided in all areas of continuous provision.
• Letters and Sounds and S,A,T,P,I,N.
Written Activities should include:
• Opportunities to use a variety of punctuation within reading and writing tasks e.g. using VCOP pyramid, Foundation Phase writing mats and Aled Apple strategies.
• Opportunities to develop spelling strategies of high-frequency words and common misspelt words through segmenting, knowledge of syllables to spell polysyllabic words and use of dictionary.
• Opportunities to develop handwriting e.g. forming upper-case and lower-case letters correctly orientated and of a consistent size.
6
Reception – Term 1
Focus Oracy / Reading Written Outcome Language Features Links with Framework
News Recount
• Pie Corbett – follow/create a sequence of events with illustrations
• Pie Corbett - Learn and recite simple news
• Shared reading and writing to model key features
Orally retell personal weekend news or following a trip Contribute orally to a shared writing activity following of a trip or visit
• Convey meaning through pictures and mark making
• Orally compose and dictate a sentence, e.g I went.., I was…
Labels / lists Information
• Develop relevant vocabulary through environmental print and activities within the Continuous Provision
• Playing the game – ‘I went to the shop and bought…’
Contribute orally when labelling pictures and writing lists Use a template to independently label a simple picture or to write a simple list
• Convey meaning through pictures and mark making
• Copy and write letters and words
• Use phonological knowledge to recognise initial sounds
Letter / Note • Shared reading and writing to model key features of a letter / note
• Practice sentence structure orally e.g. I would like…, I am…
• Opportunity to practice emergent writing within role play areas, e.g. the Café, recording a phone message
Contribute orally during a shared writing activity to create letter / note Independently create a simple letter / note using words and pictures
• Convey meaning through pictures and mark making
• Complete a letter / note using a template, with patterned language, e.g. I would like…, I am…,
• Use of pictures or flash cards for copying words
Greeting Card • Look at different examples of cards, e.g. Christmas cards, Thankyou cards, Birthday cards
Create a greeting card with a simple message Possibly opportunity to use ICT
• Convey meaning through pictures and mark making
• Copy or begin to blend words
• Write their name independently
7
Reception – Term 2
Reception – Term 3
Focus Oracy / Reading Written Outcome Language Features Links with Framework
Poster Persuasive / Information
• Look at different examples of posters, e.g. Healthy eating poster, new books, a football match
• Recognise and decide upon relevant information, e.g. what, when, where
Contribute orally during a shared writing activity to create a poster Create a simple poster independently Possibly opportunity to use ICT
• Convey meaning through pictures and mark making
• Copy or begin to blend words
• Arrange information for effect e.g. slanted text
Report / Portrait Information
• Develop relevant vocabulary through shared reading
• Using planning tools e.g. mind map with pictures
• Develop the description in response to prompts or questions, e.g. What does he look like?
• Listen to and respond to simple questions, e.g. what type of hair does she have?
Contribute orally during a shared writing activity to write a simple portrait Create a simple portrait independently using simple sentence patterns
• Convey meaning through pictures and mark making
• Copy or begin to blend words
• Use spelling support such as phonic mats, flash cards and other resources, e.g. She has…, …likes to …
• Use familiar and high frequency words
Instructions • Hide an object and then give verbal instructions to find it.
• Use a clothes line to organize a series of pictures and explain orally
• Pie Corbett – learn and recite a simple instructions using gestures
• Give instructions to a peer on how to manoeuvre the Beebot
• Practice the activity , e.g. make a sandwich
Contribute orally to shared writing activity using simple sentence patterns (no expectation of independent writing)
• Oral use of simple sentence patterns, e.g. Firstly…, You need…, Then…, After…
Poetry • Recite and perform familiar poems by heart e.g. Pori Drwy Stori
• Play rhyming games e.g. Phase 1 Letters and Sounds
Contribute orally to shared writing activity creating a free verse poem (no expectation of independent writing)
• Encourage pupils to contribute orally
• Using phonological knowledge to think of rhyming c-v-c words e.g. pop, mop, top, cap, tap
8
Focus Oracy / Reading Written Outcome Language Features Links with Framework
Story
• Pie Corbett - Opportunities to learn and recite a simple story using gestures
• Aled Apple – use of simple sentences
• Using sequencing cards to create a story orally
• Role Play / puppets
• Plan a simple story using a story map
• Story Sacks
Contribute orally during a shared writing activity to create a simple story Create a simple story independently using a story map
• Convey meaning through pictures and mark making
• Copy or begin to blend words
• Use sentence openers e.g. I, The, My, She, He
• Use spelling support such as phonic mats, flash cards and other resources, e.g. Aled Apple, the forest, storm, party
Report / Presenting Information (about a location, object, event or animal)
• Learn about the topic e.g. animal, through shared reading
• Draw a picture of the animal/object or location to encourage vocabulary
• Develop ideas through shared mind map activity using pictures and labels
Contribute orally during a shared writing activity to present simple information Write a simple information text independently using simple sentences
• Convey meaning through pictures and mark making
• Copy or begin to blend words
• Use sentence openers e.g. It, The, I, My
• Simple connectives e.g. and, but, so
• Use spelling support such as phonic mats, flash cards and other resources, e.g. ears, wheel, house
Invitation Persuasive
• Develop relevant vocabulary through shared reading
• Using planning tools e.g. mind map to decide where, when, what
• Agree on facts e.g. purpose, location, time
Contribute orally during a shared writing activity to create an invitation Create a simple invitation independently using short simple sentences and pictures Possibly opportunity to use ICT
• Convey meaning through pictures and mark making
• Copy or begin to blend words
• Use spelling support such as phonic mats, flash cards and other resources, e.g. Cake Sale, Reception Concert
• Consider: what, where, when
• Clear, short sentences e.g. Come to…., you will need…
• Use of capital letters for names and places
Poetry • Develop understanding of rhyme Listen to and select cvc words that rhyme
9
Year 1– Term 1
Focus Oracy / Reading Written Outcome Language Features Links with Framework
Diary Recount
• Pie Corbett- to create a timeline /sequence of events with illustrations
• Shared Reading
• Role Play
• Shared writing to model key features of a diary
Write simple sentences using patterned language, words and phrases to write a personal diary (possibly shared writing) or Write simple sentences to match pictures illustrating the events
• Past tense e.g. I went… We had… It was…
• Chronological order – 1st person e.g. I have… I walked…
• Single adjectives e.g. sad, big, fun
Labels, lists and captions Information
• Develop relevant vocabulary through reading simple labels, lists and captions
Write labels and simple sentences (for pictures or drawings)
• Use spelling support such as picture dictionaries, spelling mats and other resources
• Use appropriate specific vocabulary
• Prepositions e.g. up, down, over, across, under
• Adjectives e.g. pretty, long, old
• Simple connectives e.g. but, so, and, (because, then, when)
Letter / Postcard
• Shared reading and writing to model key features of a postcard / letter
• Practice sentence structure orally e.g. through role play and hot seating
Write a simple letter or postcard (Possibly shared writing)
• Follow a prepared template with address/date in top right-hand corner
• Use spelling support such as picture dictionaries, spelling mats and other resources
• Greet the reader
• Sentence openers e.g. The, I
• Include relevant information through simple sentences, words or pictures
• End with e.g. Lots of love, Bye for now
• Adjectives e.g. fun, tired, old, sad
• Simple connectives e.g. but, so, (because, then, when)
Poster Persuasive/ Information
• Shared reading and writing
• Look at different examples of posters
Create a poster Possibly opportunity to use ICT
• Short simple sentences to convey an instant message
• Use of pictures, words and diagrams
• Focus on one main idea
10
• Develop relevant vocabulary through reading simple information texts and diagrams
• Use planning tools e.g. mind maps
• Arrange information for effect e.g. slanted text
• Adjectives e.g. sad, mad, old, hot, kind, good, tasty
Poetry - Vocabulary building
• Perform and read free verse in both Welsh and English
Write free verse • Rhythm and Rhyme
Poetry – Rhyming couplets
• Read and recite familiar poems by heart
• Rhyming couplets
11
Year 1 – Term 2
Focus Oracy / Reading Written Outcome Language Features Exemplar Links with Framework
Blurb Persuasive
• Develop relevant vocabulary through guided and shared reading
• Use prompt cards/questions to develop sentence patterns e.g. this is good because…
• Show tell or question and/answer session
A simple blurb presenting information or a point of view
• Use spelling support such as picture dictionaries, spelling mats and other resources
• Sentence openers e.g. I like… because, This is my favourite, I feel …when,
• Simple connectives e.g. because, when, but, so, then
• Adjectives e.g. fun, old, cool
Report / Portrait Information
• Develop relevant vocabulary through guided and shared reading
• Develop the description in response to prompts or questions, e.g. What does he look like?
• Using planning tools e.g. mind map. Collate information under headings e.g. appearance, interests etc
• Shared writing to model key features of a portrait
• Find out about a person by listening and following text as information books are read.
• Listen to and respond to a talk/presentation (by a teacher/visiting expert)
A simple non-chronological report with a series of simple sentences to describe a person (could include pictures)
• Use spelling support such as picture dictionaries, spelling mats and other resources
• Adjectives e.g. big, kind, old, red, fun
• Sentence openers e.g. My, The, I
• Simple connectives e.g. because, so, then, when, but
• Arrange information i.e. appearance, likes/dislikes
Instructions • Develop relevant vocabulary through guided and shared reading of simple instructional text
• Give instructions for a partner to follow verbally e.g. build a Lego house
• Pie Corbett – learn and recite a simple instructions using gestures
Write simple instructions • Numerical Order with the use of numbers or bullet points.
• Simple ‘Bossy’ verbs e.g. put, get, mix, chop, add
• Label diagrams
• Prepositions e.g. in, out, up, on, into, by, down
12
• Use a washing line to organise pictures/steps.
Poetry • Recite and perform familiar poems by heart
• Perform and read free verse
Write free verse as a shared activity
• Rhyme
• Choose suitable adjectives to create effect e.g. scary, cold, magical (within a shared writing activity)
13
Year 1 – Term 3
Focus Oracy / Reading Written Outcome Language Features Links with Framework
Story (Could be based on Traditional Tales or Fairy tales)
• Pie Corbett and story mountain strategies
• Shared Reading
• Role Play
• Aled Apple – Large A3 picture books
• Using sequencing cards to create a story orally
• Story circles-one person in the circle to contribute to the story at a time.
Write a simple three part story
or
Write an adapted version of a traditional story / fairy tale
• Three part story -Opening -Problem /Dilemma -Ending / Resolution
• Sentence openers e.g. The, Then, Next
• Adjectives e.g. wild, small, dark, happy
• Use spelling support such as picture dictionaries, spelling mats and other resources
Report / Presenting Information (about a location, object, event or animal)
• Develop relevant vocabulary through guided and shared reading
• Using planning tools e.g. mind map.
• Shared writing to model key features of an informative text
• Find out about the location, object, event or animal by listening and following text as information books are read.
• Listen to and respond to a talk/presentation
• Develop the description in response to prompts or questions, e.g. What does it do?
A series of simple non-chronological sentences to share information on a particular aspect of a subject, using words, simple sentences and diagrams
• Use spelling support such as picture dictionaries, spelling mats and other resources
• Sentence openers e.g. My, The, I
• Adjectives e.g. big, cold, dry, ugly, old, hard, red
• Simple connectives e.g. because, so, but, then, when, and
• Arrange information i.e.
purpose, appearance,
interesting facts
• Simple technical vocabulary
Invitation Persuasive
• Develop relevant vocabulary through guided and shared reading
• Using planning tools e.g. mind map or template
• Shared writing to model key features of an invitation
• Agree on facts e.g. location, time, purpose.
Arrange and write an invitation to a real or fictional event. Could include menu for the occasion Possibly opportunity to use ICT
• Clear, short sentences
• Written in the first person e.g. Please come to my…., I am having…
• Simple persuasive language e.g. It would be great if you could…, please…
• Use of capital letters for days of the week, locations and names
14
Poetry - Vocabulary building
• Perform and read free verse
Write free verse • Rhythm and Rhyme
Poetry appreciation of a poet
• Recite and perform familiar poems by heart
• Shared reading of poems
• Express opinions, likes and dislikes
Simple sentences expressing an opinion
• Rhyming couplets
15
Year 2– Term 1
Focus Oracy / Reading Written Outcome Language Features Links with Framework
Diary Recount
• Pie Corbett- to create a timeline/sequence of events with illustrations
• Shared Reading
• Role Play
• Shared writing to model key features of a diary
Write a series of chronological sentences using patterned language, words and phrases to compile a personal diary (independent writing)
• Openers relating to time e.g. First, Then, Next, Last
• Simple connectives e.g. but, so, then because, into, when
• Single adjectives e.g. dark, sharp, thin, wet, fair, unhappy, lonely
• Similes e.g. As big as… As cold as…
• Prepositions e.g. up, down, in, into, out, to, onto, over, under, behind, above
Report / Information Pamphlet or Booklet
• Find out about a subject by listening and following text as information books are read.
• Listen to and respond to a talk/presentation (by a teacher/visiting expert)
• Develop relevant vocabulary through reading simple information texts and diagrams
• Shared writing to model key features of a pamphlet
• Develop ideas and language patterns through oracy in response to prompts or questions, e.g. What does it eat?
• Using planning tools e.g. mind map
Create a pamphlet to present information on a chosen topic (Could include pictures, photographs, diagrams or tables)
• Use appropriate specific vocabulary
• Sentence openers e.g. This is… These are…. They…. It is…. There are…., If, Another thing, So, Often
• Prepositions e.g. up, down, in, into, out, to, onto, over, under, behind, before, above
• Use common nouns
• Adjectives e.g. dark, sharp, thin, wet, fair, old, silver, new, cross, loud, messy, curly, famous, old, bigger
• Use headings to categorise information
• Bullet points
• Usually present tense (Past tense if discussing an historical topic e.g. He was a bad King)
Letter • Shared reading and writing to model key features and format of a letter
• Practice sentence structure orally e.g. through role play and hot seating
Write a letter Following a model or using a template as a guide
• Address in top right-hand corner
• Date underneath address
• Greet the reader
• 3 part - Begin with a greeting, main points, end with a friendly statement, e.g. I'm looking forward to seeing you soon.
• Ask questions, e.g. Are you ok after your nasty fall?
• Idioms e.g. On cloud nine, Last straw, on the ball
• End with e.g. Lots of love, Bye for now
16
Poster or Advertisement Persuasive
• Shared reading to look at different examples of posters / advertisements
• Shared writing to model key features
• Develop relevant vocabulary through reading simple information texts and diagrams
• Use planning tools e.g. mind maps
Create a poster or advertisement Possibly opportunity to use ICT
• Short, catchy sentences to convey an instant message e.g. Try our tasty mince pies!
• Use of pictures, words and diagrams
• Focus on one main idea
• Arrange information for effect e.g. slanted text
• Use persuasive vocabulary e.g. best, must, do not miss…
• Carefully chosen words/adjectives
• Alliteration and rhyme
Poetry - Vocabulary building
• Perform and read free verse Write free verse • Rhythm and Rhyme
Poetry – Rhyming couplets
• Read and recite familiar poems by heart
• Rhyming couplets
17
Year 2 – Term 2
Focus Oracy / Reading Written Outcome Language Features Links with Framework
Blurb Persuasive
• Develop relevant vocabulary through guided and shared reading
• Use prompt cards/questions to develop sentence patterns e.g. this is good because…
• Show tell or question and/answer session
A simple blurb presenting information or a point of view (possibly with aspects of persuasion)
• Sentence openers e.g. I like…because, This is my favourite, I feel …when
• Connectives e.g. because, so, when, but, then
• Carefully chosen adjectives e.g. dark, sharp, thin, famous, interesting
• Similes e.g. as happy as…, as brave as…, as quiet as…,
• Persuasive language e.g. best ever, must have, can’t miss…
Report / Portrait Information
• Develop relevant vocabulary through guided and shared reading
• Develop the description in response to prompts or questions, e.g. What does he look like?
• Using planning tools e.g. mind map. Collate information under headings e.g. appearance, interests etc
• Shared writing to model key features of a portrait
• Find out about a person by listening and following text as information books are read.
• Listen to and respond to a talk/presentation (by a teacher/visiting expert)
A series of sentences to describe a person (could include pictures)
• Sentence openers e.g. One interesting fact, If, So, But, Another thing,
• Connectives e.g. because, so, then, when, if, also, however, but
• Adjectives e.g. messy, upset, curly, old, thin
• Arrange information i.e. basic information, appearance, likes/dislikes, and personality
• Similes / Idioms e.g. as tall as…, as scary as…, as beautiful as…, as green as…
• Alliteration e.g. big bonny baby
Instructions • Develop relevant vocabulary through guided and shared reading of instructional text
• Give instructions to partner to follow verbally e.g. build a Lego house
• Pie Corbett – learn and recite instructions using gestures
Write step by step instructions
• Ordering words e.g. First, then, next, second, third
• ‘Bossy’ verbs e.g. put, get, mix, chop, add
• Label diagrams
• Prepositions e.g. into, above, along, behind, between
18
• Use washing line to organise pictures/steps.
• Read and follow simple sets of instructions
Poetry • Recite and perform familiar poems by heart
• Perform and read free verse
• Collect a bank of suitable words as a class/group activity
• Adapt a familiar poem e.g. changing adjectives or nouns.
Write a free verse following a pattern or template
• Rhyme
• Choose suitable adjectives to create effect e.g. the sad, lonely, hungry frog
• Alliteration e.g. busy bumble bee
• Onomatopoeia e.g. pop, splat, ping, whiz, bang
Poetry - Vocabulary building
• Perform and read free verse
Write free verse • Rhythm and Rhyme
Poetry – Rhyming Couplets
• Recite and perform familiar poems by heart
Write free verse • Rhyming couplets
19
Year 2 – Term 3
Focus Oracy / Reading Written Outcome Language Features Links with Framework
Story (Could be based on Traditional Tales or Fairy tales)
• Pie Corbett and story mountain strategies
• Shared Reading
• Role Play
• Aled Apple – Large A3 picture books
• Using sequencing cards to create a story orally
• Story circles- one person in the circle to contribute to the story at a time.
Write a four part story (could be based on a traditional tale)
• Four part story – -Opening e.g. Once upon a time -Build-up e.g. One day… -Dilemma e.g. All of a sudden…,
Unfortunately … -Resolution/Ending e.g. In the
end..., Finally…
• Alliteration
• Adjectives e.g. wonderful, dark, large, tasty, magical
• Similes e.g. as ugly as…, as happy as…, as good as…, as beautiful as…
Report / Presenting Information (about a location, object, event or animal) OR Newspaper Report
• Develop relevant vocabulary through guided and shared reading
• Using planning tools e.g. mind map.
• Shared writing to model key features of an informative text
• Find out about the location, object, event or animal by listening and following text as information books are read.
• Listen to and respond to a talk/presentation (by a teacher/visiting expert)
• Develop the description in response to prompts or questions, eg What does it do?
A series of simple non-chronological sentences to share information on a particular aspect of a subject, using words, simple sentences and diagrams
• Sentence openers e.g. Firstly,
Another thing, But, Although
• Adjectives e.g. great, old, large, tiny, golden, expensive
• Connectives e.g. when, so, but, however, if, because
• Arrange information i.e.
appearance, purpose, interesting
facts etc.
• Simple technical vocabulary
• Headings, sub-headings
Newspaper Report OR Presenting Information
• Develop relevant vocabulary through guided and shared reading of newspaper reports
• Using planning tools e.g. mind map.
A series of sentences to share information on a particular event
• Precise clear language to give information
• To arrange information (introduction to simple paragraphing) i.e. What? Who? When? Where?
20
• Shared writing to model key features of a newspaper report
• Find out about the event by listening, discussing or reading information
• Develop the description in response to prompts or questions, e.g. When did it happen? Where? Who was there? How did …feel?
• Sentence openers e.g. First, Then, But, Also, Although, The last time
• Headline
• Adjectives e.g. stormy, scary, fun, loud, happy
• Connectives e.g. when, so, but, however, if, after
Questionnaire
• Develop relevant vocabulary through guided and shared reading
• Using planning tools e.g. mind map, KWL boards –What I know, What I want to know and What I’ve learnt.
• Shared writing to model key features of a questionnaire
• Use of hot seating or role play to develop questioning techniques
• Use prompt cards e.g. How? When? Who? What? Why?
Create a questionnaire using a variety of sentence openers to a fictional or real person Possibly opportunity to use ICT Could include answers
• Question based sentence openers e.g. How…? When…?
• Use of question marks
• Relevant questions e.g. When were you born? Do you like…? Are you …?
• Arrange questions i.e. in order of preference or importance
Poetry - Vocabulary building
• Perform and read free verse
Write free verse • Rhythm and Rhyme
Poetry appreciation of a poet
• Recite and perform familiar poems by heart
• Shared reading of poems
• Express opinions, likes and dislikes
Simple sentences expressing an opinion
• Rhyming couplets
21
Language and Literacy Scheme of Work - Key Stage 2
It is important to consider the following range of experiences for oracy, reading and writing when planning activities / lessons e.g. use
paintings, music, film, still and moving images as stimuli when providing opportunities for pupils to respond orally.
Range of Experiences - Oracy
Learners should be given opportunities to:
• orally rehearse for writing
• respond orally to continuous and non-continuous texts
• see and hear different people talk, including successful speakers and people with different dialects, and respond to what is being seen and heard
• increase their confidence in language use by drawing on their knowledge of English (including standard English), Welsh and other languages
• respond orally to a variety of stimuli and ideas, including written and dynamic texts
• communicate for a range of purposes, e.g. recount and present information, instruct, argue and explain a point of view, discuss an issue, persuade, question and explore interpretations, convey feelings
• speak and listen individually, in pairs, in groups and as members of a class
• use a variety of methods to present ideas, including ICT, dramatic approaches, discussion and debate
• present, talk and perform in formal and informal contexts and for a variety of audiences including teachers, peers, younger/older learners, familiar and unfamiliar adults
• engage in activities that focus on words, their derivation, meanings, choice and impact
• listen and view attentively, responding to a wide range of communication, e.g. written and dynamic texts, theatre and poetry performance, visiting speakers, explanations
• speak clearly, using intonation and emphasis appropriately, e.g. recitation, oral storytelling
• use appropriate vocabulary suitable for the situation or purpose
• use appropriate vocabulary and terminology to discuss, consider and evaluate their own work and that of others, e.g. authors, peers.
Learners should experience a language-rich environment across the key stage where oracy, reading and writing experiences are connected
22
Debate, consider, evaluate information and develop ideas / methods
Voice and express opinions with supporting evidence
Diamond 9
Create mind maps to develop ideas
Compare orally written examples of instructional, persuasive explanation, recount,
information and discussion texts evaluating their effectiveness
Evaluate the use of language in a range of genres, including poetry e.g. the use of
rhetorical questioning
Describe own interpretation of stimulus e.g. poetry, films, paintings.
KWL Questioning grids e.g. teacher led discussion to reinforce / assess knowledge
and understanding orally
Hot seating
Adopt the role of a chosen character in real life and
imaginary situations e.g. to debate, recount, inform,
instruct
Interviews
Script and perform a dialogue
Listen to audio clips considering dialects when appropriate and
discuss key features of Traditional Tales
Power point presentation on a chosen subject
Watch and listen to third party recounts e.g. news / sports reports
on television, radio or podcast. Develop commentary orally to
recount events
Discuss graphs, tables, diagrams, data, spread sheets which are
presented electronically
Discuss information gathered from the internet e.g. google,
Wikipedia
Pie Corbett, Talk4Writing, Story Mountains, Big Writing
Shared reading, shared writing
Guided Reading
Recount real and imaginary events
Recite poetry
Deliver information on a chosen topic in a formal
situation e.g. presentation to parents
23
Range of experiences - Reading
Learners should be given opportunities to:
• read a wide range of continuous and non-continuous texts, in printed and dynamic format, as a basis for oral and written responses. These should include: extracts and complete texts
• information and reference texts
• traditional and contemporary poetry and prose
• classic children’s fiction and poetry
• graphic novels and picture books
• drama, including drama in performance
• texts written by Welsh authors, texts with a Welsh dimension and texts from other cultures
• texts that have challenging subject matter, which broadens perspectives and extends thinking
• texts with a variety of structures, forms, purposes, intended audiences and presentational devices
• texts that demonstrate quality and variety in language use
• texts that reflect individual choice of reading matter
• texts with a variety of social, historical and cultural contexts
• texts that extend learners’ intellectual, moral and emotional understanding
• texts with a variety of tone, e.g. humour, parody, word play
• texts that demonstrate the impact of technology on language use
• texts that present challenge
• read individually and collaboratively, e.g. paired reading, guided group reading, shared reading
• read for different purposes, e.g. for personal pleasure; to retrieve, summarise and synthesise key information; to interpret and integrate information; to verify information; to deepen understanding through re-reading; to identify language devices used by the writer in order to analyse purpose; to identify alternative readings of a text
• develop appropriate vocabulary and terminology to discuss, consider and evaluate their own work and that of others, e.g. authors, poets, peers in written and dynamic texts. Learners should experience a language-rich environment where oracy, reading and writing experiences are connected to ensure that they become enthusiastic, independent and reflective readers.
24
Read and re-tell
Guided reading using reading prompt questioning cards e.g.
to introduce texts, ask open question questions about the
text and characters, model language patterns that may be
unfamiliar, encourage prediction and occasionally address
letter-sound relationships or clusters.
Use of recall questions
Prompts for responding to the text e.g. sequencing, high
frequency words.
Letters and Sounds / SATPIN
Focus on specific content e.g. characterisation, language features / effects, dialogue, what’s inferred and structure in both fiction, non-
fiction and within the six text types
Read and re-tell a wide range of texts from a variety of media, including ICT and classic novels and those with Welsh dimensions e.g. myths and
tales
Language experience e.g. add adjectives, metaphors or similes to simple text to enhance the readers experience and understanding.
Shared book experience; including annotation and teacher question led discussion to ensure progression and understanding.
Model reading using punctuation for effect, drawing upon dialects and evoking the emotions of children.
Create spider charts, timelines, tables, boxing-up grids etc. to plan work,
categorize information and to create structure for final written
outcomes.
Letters and Sounds / SATPIN
Supported reading of fiction and non-fiction to
refine and develop skills, knowledge and
understanding of texts.
Use past test papers and booklets to model
different question styles and possible answers both
orally and in writing.
Use the school library to select relevant material for
research and personal interest.
Letters and Sounds / SATPIN
25
Range of experiences - Writing
Learners should be given opportunities to:
• write for a variety of purposes, including to: recount
• instruct
• inform
• explain
• argue/persuade
• discuss/analyse
• evaluate
• narrate
• describe
• empathise
• write in a range of continuous and non-continuous texts in a variety of forms, e.g. letters, diaries, articles, stories, reports, speeches, short plays and scripts, leaflets, advertisements, posters, web pages, questionnaires, reviews, soliloquies
• write for a range of authentic audiences, real or imagined, e.g. peers, younger learners, teachers, family members, publications, local politicians, historical and fictional characters
• produce poetic writing, using imagery and poetic devices
• use a wide range of written and dynamic stimuli, e.g. stories, picture books, images, poems, experiences, film, paintings and music
• use appropriate vocabulary and terminology to discuss, consider and evaluate their own work and that of others, e.g. authors, peers.
Learners should experience a language-rich environment where oracy, reading and writing experiences are connected.
26
Shared reading
Role Play
Hot Seating
Map a story/Retell – Pie Corbett
Change the story e.g. outcome of a dilemma
Cause and effect e.g. how to actions result in reactions
Story Breakdown – Setting, Theme, Characters, Events e.g.
Setting – wood, Grandmother’s house
Select genre/topic
Identify success criterea
Select content and plan and research the topic
Individual, paired and group tasks leading to writing
Draft
Improve text/make adjustments
Proof read and check spelling
Share with others
Assessment for learning throughout the process
Directionality – left to right, top to bottom
Spaces between words
Sentence structure
Spelling and Grammar
Use of vocabulary
27
Activities should include when possible:
• Opportunities to develop and use a variety of punctuation within oracy, reading and writing tasks e.g. through shared reading and writing, Talk for Writing/ Pie Corbett strategies and VCOP pyramid.
• Opportunities to develop phonological knowledge through explicit teaching, including blending for reading and segmenting for spelling e.g. Letters and Sounds and purposeful planned opportunities to build on/reinforce skills within other areas of the curriculum.
• Opportunities to develop handwriting in accordance with the school policy and the requirements of the Literacy and Numeracy Framework.
• Opportunities to develop ICT skills.
• Opportunities to establish Learning Objectives, agree Success Criteria and redraft for improvement, using personal / on-line and formal dictionaries thesauruses when appropriate
28
Year 3 – Term 1
Spelling
Spell plural forms, e.g. –s, -es, -ies
Use past tense of verbs consistently e.g. consonant doubling before –ed
Spelling strategies – use strategies including knowledge of word families, roots, morphology and
graphic knowledge to spell words
Spell all high frequency words
Handwriting
Produce legible handwriting and present work appropriately joining
letters in some words
ICT
Use on-screen functions, e.g. font, colour, cut, paste, size, to present their
work in ways to interest the reader and enhance meaning
Year 3 – Term 1
Focus
Possible stimuli for Oracy, Reading and Writing Written Outcome Language Features/Continuum Links with Framework
Fiction -
Recount
Diary
Book Review
• Model reading using punctuation for effect, drawing
upon dialects and evoking the emotions of the listener.
• Encourage pupils to listen carefully to fables and ask
relevant questions to reinforce and build on
understanding e.g. characterisation, language features,
effects, dialogue, what’s inferred and structure.
Discuss relevant information and key ideas e.g. How
did the chosen character feel? What led to the day’s
events?
• Explore visual clues in fables e.g. to enhance
understanding.
• Recount a series of events in sequence using Pie
Corbett storytelling strategies e.g. A day in the life
of….
• Explore the key features of characters within fables
through role play; keeping in role and supporting
others.
• Track a character through a story and see how they
change during e.g. become wiser
• Independent and shared reading of diary extracts.
• Discuss and evaluate extracts from diaries e.g. layout,
use of language
• Shared writing to model key features of a diary.
• Recount information from fables in the form of a
written diary entry.
• Use a fable (myth, legend or parable) to write a
fictional diary of the chosen character.
• Proofread and give an opinion about their own written
work and that of others; identify ways to improve and
begin to edit
• Review and improve sections of their work
Use a fable (myth, legend or
parable) to write a fictional diary of
the chosen character.
Write a review of the literature
studied.
• First person
• Past tense
• Punctuation – full stops, question marks, exclamation marks
and commas for lists.
• Simple connectives e.g. and, but, so
• Sentence starters for coherence e.g. Firstly…, Next…,
Finally…
• Other sentence starters e.g. I felt so…
• Specific and descriptive language e.g. magical, kingdom
• Adverbs to describe actions e.g. gently, angrily, bravely,
carefully, foolishly, excitedly
• Adjectives to describe characters e.g. old, thin, young,
curly, kind, brave, untidy
• Adjectives to describe settings e.g. cosy, dusty, warm, cold
• Speech like phrases e.g. by the way, I should have told you
that, I think that, the best bit was, the worst part was.
• Adverbs to start a diary sentence with e.g. Hopefully,
Luckily, Thankfully.
• Rhetorical questions e.g. You’ll never guess what happened?
Non-fiction OR
Fiction
Instructions
Leaflet.
Poster
• Shared reading to model and identify the key features
of instructional writing e.g. states a goal to be
achieved, lists materials required in sequence, provides
simple, clear instructions and includes diagrams or
illustrations for clarity.
• Identify the topic and main ideas of some instructional
writing, using highlighting techniques, to identify key
words etc.
• Read and follow a set of written instructions,
evaluating their effectiveness.
• Research specific information in texts using contents,
indexes, glossaries and dictionaries e.g. playground
games
• Create questionnaires to gather further information
• Work in small groups, sharing ideas and information to
prepare a set of oral instructions on ‘How to…’
• Give clear oral instructions to another group, using
relevant vocabulary and terminology e.g. How to…
Write clear instructions within a
leaflet.
For example
Non Fiction – How to look after a
rabbit. Write a set of step by
step instructions on how to care for
them daily.
OR
Fiction – How to catch a dragon
Write a set of step by step
instructions.
• Present tense
• Description for precision
• Punctuation – full stops, question marks, exclamation marks
and commas for lists.
• Titles
• Subject specific technical vocabulary
• Sentence statements e.g. Be careful if you…, Remember
to…, Try not to…, try to…
• Imperative verbs e.g. First, next, after, lastly
• Prepositions e.g. before, after, next, onto, inside
• Common nouns
• Connectives e.g. also, if, because, so
• Numbers/Bullet points
• Headings / Sub-headings
• Diagrams with arrows / labelled diagrams
• Use of negative commands e.g. Do not use glue at this time
• Additional advice or suggested alternatives e.g. it’s a good idea
to leave it overnight if you have time.
29
• Skim to gain an overview of leaflets e.g. topic, purpose,
layout, language features
• Explore visual clues in leaflets to enhance
understanding and discuss the layout, structure and
language used.
• Plan and create a ‘How to guide’ in the form of a leaflet
which includes visual information e.g. labelled diagrams,
questionnaires.
• Proofread and give an opinion about their own written
work and that of others; identify ways to improve and
begin to edit
• Review and improve sections of their work
Create a poster which summarises
the steps in the process e.g. include
visual information e.g. labelled
diagrams
Non-fiction –
Persuasion
Formal Letter
Writing
Invitation
• Create mindmaps on a chosen topic e.g. The effects of
pollution
• Small group discussion on the chosen topic e.g. The
main causes of pollution and what can be done to
prevent further damage to the environment.
• Listen carefully to others and make connections with
what they are learning and already know. Encourage
pupils to ask relevant questions/make comments to
reinforce understanding.
• Further research the topic in texts using contents,
indexes, glossaries and dictionaries
• Develop relevant vocabulary through exploring a wide
range of simple persuasive texts, reading information
texts and diagrams
• Edit mindmaps, adding any relevant information that
has been gathered.
• Discuss the importance of speaking clearly when
presenting a point of view and varying expression in
order to persuade others e.g. peers, visitors to the
school.
• Role play and drama – explore particular persuasive
scenarios and discuss the effectiveness of different
strategies used e.g. the use of formal and informal
language.
• Shared reading of persuasive formal letters to model
and identify the key features
• Compare orally written examples of persuasive formal
letters, evaluating their effectiveness.
• Plan and present a point of view in the form of a formal
letter.
• Proofread and give an opinion about their own written
work and that of others; identify ways to improve and
begin to edit
• Review and improve sections of their work
Present a point of view in the form
of a formal letter e.g. letter to the
school council asking for new
resources for the school playground.
• Simple present tense
• Phrases using ‘that’ e.g. I think that…,
• Punctuation – full stops, question marks, exclamation marks
and commas for lists.
• Select appropriate style and vocabulary
• Adverbs of time to aid sequencing e.g. now, then, tonight,
tomorrow, yesterday (if a sequence of events is described in
support of an argument)
• Rhetorical questions e.g. Don’t you think…?
• Sentence starters e.g. I think…, I don’t think…, I believe…, I
don’t believe…
• Connectives e.g. also, if, because, so
• Openings e.g. I write to you because…, I would like to…,
Thank you for
• Phrases to finish of e.g. Lastly…, I would like to say…, I
believe that…, I look forward to hearing from you…
Poetry -
Vocabulary
building
• Describe the effect a poem has and suggest possible
interpretations.
• Discuss the choice of words and their impact, noticing
how the poet creates ‘sound effects’ e.g. alliteration
• Read, recite and perform free verse, varying volume,
experimenting with expression and use of pauses for
effect.
• Language forms associated with spoken language, relying more
on the patterns of speech than on poetic conventions of rhyme
and metre.
Poetry Structure
Free Verse –
Acrostics
• Read and recite Acrostic
• Express personal likes and dislikes.
Write Acrostics • The first letter of each line spells out a word or sentence
30
31
Year 3 – Term 2
Spelling
Spell plural forms, e.g. –s, -es, -ies
Use past tense of verbs consistently e.g. consonant doubling before –ed
Spelling strategies – use strategies including knowledge of word families, roots, morphology and graphic
knowledge to spell words
Spell all high frequency words
Handwriting
Produce legible handwriting and present work appropriately
joining letters in some words
ICT
Use on-screen functions, e.g. font, colour, cut, paste, size, to present their
work in ways to interest the reader and enhance meaning
Year 3 – Term 2
Focus Possible stimuli for Oracy, Reading and Writing Written Outcome Language Features/Continuum Links with Framework
Fiction -
Dialogue with 2
characters
• Shared reading of dialogues to model key features and
deduce the main ideas developed
• Identify a scenario to be explored and developed
through the dialogue e.g. daily chores undertaken by the
warriors.
• Role Play e.g. re-enact dialogues, using appropriate and
relevant vocabulary for the task e.g. greetings, level of
formality. Keep in role and support others.
• Evaluate a range of dialogues, noting the effectiveness
of key features, such as; choice of vocabulary, use of
punctuation for effect e.g. exclamation mark and
choice of dialogue tags.
• Plan and write a dialogue between 2 fictional characters
which develops the key points and ideas explored
through the chosen topic
• Proofread and give an opinion about their own written
work and that of others; identify ways to improve and
begin to edit
• Review and improve sections of their work
Write a dialogue between 2 fictional
characters.
• Use appropriate and relevant vocabulary for the task
e.g. greetings, level of formality
• Use dialogue to increase the tension, ( move the story
forward if within a narrative) and reveal character’
relationships to one another.
• Punctuation – full stops, question marks, exclamation
marks and commas for lists.
• Use of connectives e.g. first of all…, after that…, at
the end of the day…
• Dialogue tags other than “said” e.g. asked, cried, lied,
sang, replied, laughed
• Connectives e.g. and, but, so, when, then, because,
when, if
Non-fiction –
Information
Portrait
• Explore the key features of historical portraits;
including the use of past tense, layout, information
included and language features
• Model correct use of simple research and note taking
techniques using information and ICT texts.
• Small groups to research and gather information on a
specific characteristic of a chosen historical e.g.
Group 1 – personality
Group 2 – features
Group 3 – hobbies
Group 4 – important facts
• Read and explore simple informative texts to locate
information and develop relevant vocabulary; these
should include ICT, historical texts, charts, timelines
and diagrams where appropriate.
• Explore visual clues in historical texts to enhance
understanding e.g. pictures, photographs, diagrams,
timelines
• Each group to create a fact file on the gathered
evidence.
• Hot Seating activities to explore the historical
characters e.g. Groups 1,2 and 3 ask a member of group
4 (who had adopted the role of the chosen character)
questions which will reveal important facts about
his/her life.
• Each group to compile suitable questions to ask in
advance and listen carefully to the evidence provided
Compile a portrait of an historical
character.
• Time connectives e.g. as a child…, many years later…
• Chronological order – 1st person
• Past tense
• Punctuation – full stops, question marks, exclamation
marks and commas for lists.
• Adjectives e.g. gentle, brave, clever, heroic, proud,
caring
• Similes e.g. as brave as a lion, as happy as a lark
• Idioms e.g. in a pickle,
• Comparative language to describe and differentiate e.g.
taller, smaller, braver, older, sadder
32
through answers, making notes of any new or relevant
information gathered.
• Pupils to organise the key points gathered into a table
e.g. facial features, family, hobbies, likes and dislikes
• Use collated evidence to compile a portrait of an
historical character.
• Proofread and give an opinion about their own written
work and that of others; identify ways to improve and
begin to edit
• Review and improve sections of their work
Non-fiction OR
Fiction
Explanation –
‘why’ something
happens
Encyclopaedia
Entry
• Explore the key features of explanation texts e.g. a
general statement to introduce the topic and clear
steps or phases on a process explained logically and in
order through shared reading, developing relevant
vocabulary and discussing key features such as language
features, layout and sequence.
• Encourage pupils to reflect on things that are
happening around them so that they begin to think
about causes and effects, e.g. Why the ice melted?
Why didn’t the wolf eat the third little pig?
Individually sequence an explanation orally.
• Listen carefully to others and make connections with
what they are learning and already know. Encourage
pupils to ask relevant questions/make comments to
reinforce understanding.
• See and hear an oral explanation of a process using a
flowchart.
• Read flowcharts / diagrams which explain other
processes.
• Brainstorm ideas on the chosen topic -‘Why something
happens.’
• Research the ‘Why?’ question’ through: reading
captions, pictures, diagrams and text in books and the
world around them e.g. wall displays that explain a
process.
• Explore visual clues in explanation texts to enhance
understanding.
• Collaborate and discuss within groups in order to
compile relevant information on the task. Summarise
the information in flow charts and/or make notes of
stages in a process, ensuring items are clearly
sequenced.
• Use the assembled evidence to write an explanation of
‘why’ something happens e.g. Why some things float,
whilst others sink?
• Proofread and give an opinion about their own written
work and that of others; identify ways to improve and
begin to edit
• Review and improve sections of their work
Create diagrams e.g. flow charts to
summarise or make notes of stages in a
process, ensuring items are clearly
sequenced.
Use the assembled evidence to write an
explanation of ‘why’ something happens
For example:
Non-fiction
Why do some things float, whilst others
sink?
OR
Fiction
Why does the tooth fairy only come at
night?
• Logical sequence /Time connectives e.g. First, then,
following, finally
• Opening statements e.g. I will try to…, Firstly I
will…, I am going to…
• Punctuation – full stops, question marks, exclamation
marks and commas for lists.
• Causal connectives e.g. so…, because…
• ‘Timeless’ present tense e.g. are, turns, happens
• Action verbs – e.g. falls, rises, changes
• Conjunctions – when, then, first, after this, so
• Heading
Poetry -
Vocabulary
building
• Describe the effect a poem has and suggest possible
interpretations.
• Discuss the choice of words and their impact, noticing
how the poet creates ‘sound effects’ e.g. alliteration
• Read, recite and perform free verse
• Language forms associated with spoken language,
relying more on the patterns of speech than on poetic
conventions of rhyme and metre.
Poetry structure
Free Verse
Poetry – List
Poem
• Read and perform list poetry
Write a list poem • A simple list of words, phrases or sentences, often
preceded by a ‘starter’ sentence, such as ‘Happiness
is…’
33
Year 3 – Term 3
Spelling
Spell plural forms, e.g. –s, -es, -ies
Use past tense of verbs consistently e.g. consonant doubling before –ed
Spelling strategies – use strategies including knowledge of word families, roots, morphology
and graphic knowledge to spell words
Spell all high frequency words
Handwriting
Produce legible handwriting and present work appropriately joining
letters in some words
ICT
Use on-screen functions, e.g. font, colour, cut, paste, size, to present their
work in ways to interest the reader and enhance meaning
Year 3 – Term 3
Focus
Possible stimuli for Oracy, Reading and
Writing
Written Outcome Language Features/Continuum Links with Framework
Fiction - Fiction -
Adventure story
• Shared reading to identify common
features and themes in stories with
familiar settings; analyse plots and
suggest reasons for actions and events.
• Compare settings in different stories.
• Collect evidence from stories to build a
picture of an imagined world. Note
examples of descriptive language, talk
about the mood or atmosphere they
create and make predictions about how
characters will behave in such a place
• Identify with characters and make links
with own experiences
• Explore ideas through role play; keeping in
role and supporting others.
• Explore orally dilemmas for characters
• Explore how dilemmas are resolved.
Encourage pupils to draw parallels with
real events from their own lives.
• Use a basic structure to plan and write a 3
part adventure story focusing on plot.
• Proofread and give an opinion about their
own written work and that of others;
identify ways to improve and begin to edit
• Review and improve sections of their work
Write an adventure story focusing on plot • Three part story –
Introduction – set the scene (location and characters)
Problem / Dilemma – describe the problem and how it came
about.
Ending – what is the resolution/outcome?
• Alliteration e.g. roaring river, cosy cottage, mysterious
monstrous mountain, vibrant villagers, desolate desert.
• Prepositions e.g. before, after, next, onto, inside
• Adjectives to describe settings e.g. dusty, drab, warm,
glum, cosy, beautiful, windy, sunny, scary, dark, cold
• Adverbs to describe actions e.g. gently, angrily, bravely,
carefully, foolishly, excitedly
• Adjectives to describe characters e.g. old, thin, young,
curly, kind, brave, untidy
• Punctuation – full stops, question marks, exclamation marks
and commas for lists.
• Similes e.g. as cold as ice, as flat as a pancake, as busy
as a bee, as quiet as a mouse.
• Metaphors e.g. a bright idea, jumping for joy
• Repetition of 3 for effect and rhythm e.g. he ran and he
ran and he ran
• Idioms e.g. raining cats and dogs, in a pickle, on cloud
nine.
• Connectives e.g. and, but, so, when, then, because, when,
if
• Words/phrases to signify the passage of time e.g. before
long, soon, at that moment, in a flash, next day
• Words/phrases to change the focus of the story e.g.
Suddenly, All of a sudden
Non-fiction –
Information
News Paper Article
Advertisement
• Read and listen to a range of newspaper
articles, identifying how they are
organised e.g. paragraph headings,
pictures, graphs, the use of questions as
titles.
• Group discussion on a particular topic e.g.
The importance of eating healthily. What
do they know? What do they need to
research? How will they undertake their
research?
• Research the topic e.g. listen to and
discuss related texts, watch videos on the
topic, interview a member of the public
(policeman, resident of a housing estate,
doctor), visit the place to gain deeper
understanding of the issues (countryside
where proposed housing development is to
be built).
• Continually discuss the information as it is
being collected, recording key points in
Factual based Newspaper article e.g. The
importance of a healthy diet.
Include supporting simple graphs, tables
and imported images to summarise
information.
Create an advertisement for the
Newspaper e.g. for a new healthy drink
Article
• Precise clear language to give information
• Introduction to set the scene
• Punctuation – full stops, question marks, exclamation marks
and commas for lists.
• Headings, sub-headings
• Degree of formality
• Opening Statements e.g. I am going to…, I will try…
• Factual sentence starters for information e.g. This is a …,
…are…, …is…, They are…, They are also…, They like to…,
They don’t like…, It can…, It doesn’t…
Advertisement
• Starting sentences with a verb e.g. Don’t…, Try a..., You
will be…
• Persuasive statements e.g. it will…, you will be…
• Adjectives e.g. amazing…, incredible
34
note form e.g. mind map, diagrams,
highlighting key words of texts.
• Work in small groups to collate information
under specific headings e.g. positive,
negative effects.
• Write a newspaper article that draws
attention to the topic being discussed,
include supporting simple graphs, tables
and imported images to summarise
information.
• Proofread and give an opinion about their
own written work and that of others;
identify ways to improve and begin to edit
• Review and improve sections of their work
Non-fiction OR Fiction
Explanations/Invitation
How…
• Guide pupils to reflect on processes and to
sequence an explanation orally.
• See and hear an oral explanation of a
process using a flowchart.
• Orally explain how to
make…/create…/build….
• Listen carefully to others and make
connections with what they are learning
and already know. Encourage pupils to ask
relevant questions during
discussion/presentations and to make
comments to reinforce understanding.
• Develop relevant vocabulary through
independent, guided and shared reading of
simple explanation texts and invitations.
• Read explanations in the form of captions,
pictures, diagrams and text in books and
the world around them e.g. wall displays.
• Look for specific information in texts
using contents, indexes, glossaries and
dictionaries.
• Explore visual clues to enhance
understanding e.g. diagrams, charts
• Undertake a practical task and produce a
flow chart, ensuring content is clearly
sequenced leading to final written outcome
and compile a class book of explanations
e.g. on ‘How we recycled materials to make
something useful’
• Read and discuss a variety of invitations to
different events; identifying the main
features e.g. language, layout
• Create individual invitations e.g. to a sale
where the recycled objects will be sold to
raise money.
• Proofread and give an opinion about their
own written work and that of others;
identify ways to improve and begin to edit
• Review and improve sections of their work
Produce a flow chart, ensuring content is
clearly sequenced leading to final written
outcome and compile a class book of
explanations.
For example:
Non-fiction
Class book - How materials can be recycled
into something useful.
Create individual invitations to a sale
where the recycled objects will be sold
to raise money.
OR
Fiction
Class book - How magic spells are created.
Create individual invitations to magic
show.
Explanation
• Logical sequence /Time connectives e.g. First, then,
following, finally
• Opening statements e.g. I will try to…, Firstly I will…, I
am going to…
• Punctuation – full stops, question marks, exclamation marks
and commas for lists.
• Causal connectives e.g. so…, because…
• ‘Timeless’ present tense e.g. are, turns, happens
• Action verbs – e.g. falls, rises, changes
• Conjunctions – when, then, first, after this, so
• Heading
• Use of diagrams or pictures
Invitation
• Polite directives e.g. please come to…, it will take place
at…, it starts at…, it finishes at… we’re looking forward
to…
• Punctuation – full stops, question marks, exclamation marks
and commas for lists.
• More advanced language constructions e.g. we/I would like
to invite you…, during the afternoon we/I will be…, at
around…, it would be good if…, we/I hope that you will…
• Time connectives e.g. first of all…, later…, at about…,
following that…, at the end of the afternoon…, finally
Poetry - Vocabulary
building
• Recite and perform familiar poems by
heart
• Shared reading of poems
• Express opinions, likes and dislikes
• Explain the pattern of simple forms.
• Rhythm and Rhyme
Poetry Structure –
Haiku
• Read and write Haiku and Tanka poetry Write Haiku and Tanka poetry • Haiku – 3 lines: syllable pattern 5, 7, 5
35
Year 4 – Term 1
Spelling
Use strategies including knowledge of word families, roots, morphology, derivations and graphic knowledge to spell
words e.g. words with more complex patterns
Handwriting
Produce handwriting which is clear and legible and may be cursive
ICT
Explore and use appropriately the different
forms of writing on-screen to interact with
others, e.g. websites, e-mails, blogs
Year 4 – Term 1
Focus
Possible stimuli for Oracy, Reading and Writing Written Outcome Language Features /Continuum Links with Framework
Fiction -
Recount
Diary
Book Review
• Encourage pupils to listen carefully to myths or legends and ask
relevant questions to reinforce and build on understanding e.g.
characterisation, language features, effects, dialogue, what’s
inferred and structure. Discuss relevant information and key
ideas e.g. How did the chosen character feel? What led to the
day’s events?
• Shared reading of a myth or legend, encouraging pupils to use
understanding of sentence structure and punctuation to make
meaning.
• Accurately identify the main points and supporting information in
the myth/legend e.g. highlighting, annotating key words/features
• Independent and shared reading of diary extracts to identify
how they are organised and to discuss the key features e.g. how
the verbs used for speech help you work out characters
personality.
• Role play, monologue describing another character from the text.
• Guided writing to model key features of a diary and how to
include main ideas with supporting details.
• Use evidence collected to write a diary. Adopt the role of a
character and write a diary describing another key character
from a story, play, myth or legend; focusing on effective
characterisation.
• Proofread their own work and that of others, assessing and
identifying ways to improve before editing
• Improve writing, checking for clarity and organisation
Adopt the role of a character from a
story, play, myth or legend. Write a
diary describing another key character
focusing on effective characterisation.
Write a review of the literature studied.
• First Tense
• Punctuation – full stops, commas and apostrophes e.g. he’d
• Adverbs to start a sentence e.g. anyway, lately, luckily
• Adverbs to describe actions e.g. boldly, caringly, clumsily, accidentally, firmly
• Simple connectives e.g. but, so, then, because, when
• Speech like phrases e.g. By the way…, I hope that…, I think that
• Adjectives to describe characters e.g. caring, bold, gentle, nasty
• old, thin, young, curly, kind, brave, untidy
• Adjectives to describe settings e.g. drab, rural, mysterious, bleak
• Reorientation e.g. a closing statement that may include elaboration (I hope he
continues to defend my kingdom from danger as he did today)
• Evoke senses – ‘The foul smell of smoke lingered in his hair.’
• Verbs are used when expressing opinions, e.g. I think …. I do believe… They
say that he / she…….
• Write in the past tense and in Chronological Order
• To help the reader empathise with you use pronouns such as .I, We, Us, We’re
and I’m.
• Personal language including thoughts and feelings.
• Rhetorical questions e.g. Have you ever …?
• Speculative sentence starters e.g. I wonder if …
• Other sentence starters e.g. I felt so…, Sometimes…, At times…, At least
Non-fiction OR
Fiction
Instructions
Recipes
Poster
• Display an example of instructional writing within a brochure or
pamphlet on the Interactive Whiteboard. Class discussion
encouraging pupils to identify the main topic, structure and
language features e.g. states a goal to be achieved, lists
materials required in sequence, provides simple, clear instructions
and includes diagrams or illustrations for clarity.
• Teacher led annotation of a text; highlighting key features, use
of language and organisation of text.
• Look at a range of brochures or pamphlets, encouraging pupils to
respond orally and explain information and key ideas.
• Read and follow a set of written instructions, evaluating their
effectiveness.
• Research specific information on the chosen ‘How to…’ topic from
web pages, using search methods, considering the most efficient
methods.
• Create a set of oral instructions based on the researched topic.
Individually explain the instructions orally to peers within small
group situations, using relevant vocabulary. Listen carefully to
the presentations of others and show understanding of the main
points, responding and giving views on what the speaker has said.
• Compile a class book based on the researched topic; ensuring that
information and instructions are presented clearly. Include
illustrations and diagrams for clarity of meaning.
Compile a class recipe book.
For example:
Non-fiction - Our healthy recipes.
Fiction – Our marvellous potions for a
range of ailments
Individuals to compile instructions on the
chosen topic. Collate into a class book
which includes a cover, contents page,
glossary of terms and illustrations.
Create a poster advertising the launch of
the book.
• Formal
• Present tense
• Titles
• Punctuation – full stops, commas, exclamation marks
• Subject specific vocabulary
• Sentence statements e.g. Be careful if you…, Remember to…, Think about…,
Consider…
• Procedural phrases e.g. To start with…, Afterwards…, At this point…, Lastly
• Prepositions e.g. before, after, next, onto, inside, through, during
• Common nouns
• Connectives e.g. also, if, because, so, after, however
• Bullet points
• Headings / Sub-headings
• Diagrams with arrows / labelled diagrams to introduce sections/paragraphs
• Use of negative commands e.g. Do not eat food with high sugar content.
• Additional advice or suggested alternatives e.g. it’s a good idea to leave it
overnight if you have time.
36
• Proofread their own work and that of others, assessing and
identifying ways to improve before editing
• Improve writing, checking for clarity and organisation
Non-fiction –
Persuasion
Formal Letter
Writing
Book blurb
• Gather ideas on a chosen topic through discussion e.g. The
effects of pollution
• Small group discussion on the chosen topic e.g. The main causes
of pollution and what can be done to prevent further damage to
the environment.
• Listen carefully to others and make connections with what they
are learning and already know. Encourage pupils to ask relevant
questions/make comments to reinforce understanding.
• Develop skimming techniques through further research on the
chosen topic. Read and analyse a range of persuasive texts to
identify key features e.g. letters to newspapers, discussions of
issues in books. Encourage pupils to record relevant information
to use in their writing.
• Listen to audio clips of people talking persuasively. Discuss the
use of persuasive language and use role play to consolidate
understanding.
• Use notes gathered to prepare a short talk to highlight the main
points of the chosen argument. Present the talk to younger
members of the school,
• Shared reading and writing to model key features of a formal
letter
• Analyse how a particular view can most convincingly be presented,
e.g. ordering points, visual aids, graphs, images, etc. can be used
to support or reinforce arguments and investigate how style and
vocabulary are used to convince the reader.
• Plan and present a point of view in the form of a formal letter.
• Proofread their own work and that of others, assessing and
identifying ways to improve before editing
• Improve writing, checking for clarity and organisation
Write a persuasive letter from own point
of view e.g. A letter to the local council
which outlines the need for better
amenities for children in the area.
• Simple present tense
• Punctuation – full stops, commas, exclamation marks, question marks and
apostrophes e.g. I’ve
• Phrases using ‘that’ e.g. I believe that…, It is clear that…,
• Select appropriate style and vocabulary
• Adverbs of time to aid sequencing e.g. now, then, tonight, tomorrow,
yesterday
• Rhetorical questions e.g. Isn’t it clear that…? I can’t believe that…?
• Sentence starters e.g. I believe…, I don’t believe…, In my opinion
• Connectives e.g. also, if, because, so, after, however
• Openings e.g. I write to you because… , I would like to…, I wish to…, Thank
you for…
• Phrases to finish off e.g. Lastly…, I would like to say…, I believe that…My
last point is…
Poetry -
Vocabulary
building
• Describe the impact of poetry and explain own interpretation of
poems.
• Comment on the use of expressive language to create images,
sound effects and atmosphere
• First person
• Recount or explanation of a personal viewpoint.
• Address the reader directly e.g. by asking questions or using language as if the
reader is taking part in a conversation with the writer – “Is it hard to believe?”
Poetry Structure
-Conversation
• Read and recite Conversation poems.
• Vary volume, pace and use expression when performing.
• Use actions, sound effects, musical patterns and images to
enhance a poem’s meaning.
Write Conversation Poetry • Two or more voices present.
• Dialogue taking place or a series of questions and answers e.g. as in ‘Who killed
Cock Robin?”
37
Year 4 – Term 2
Spelling
Use strategies including knowledge of word families, roots, morphology, derivations and graphic knowledge to
spell words e.g. words with more complex patterns
Handwriting
Produce handwriting which is clear and legible and may be cursive
ICT
Explore and use appropriately the different
forms of writing on-screen to interact with
others, e.g. websites, e-mails, blogs
Year 4 – Term 2
Focus
Possible stimuli for Oracy, Reading and Writing Written Outcome Language Features/Continuum Links with Framework
Fiction -
Dialogue with
more characters
• Guided reading of dialogues to identify conventions for
punctuation and layout. Careful questioning to encourage
pupils to consider what dialogues reveal about characters’
feelings, actions and relationships.
• Evaluate a range of dialogues, noting the effectiveness of
key features, such as; choice of vocabulary, use of
punctuation for effect e.g. exclamation mark and choice of
dialogue tags.
• Listen to audio clips of dialogue. Discuss content and
important features of speech e.g. dialect, level of
formality. What effect does this have on the listener?
How do we portray the characters?
• Plan and write a conversation between two fictional
characters from a story, highlighting a dilemma or problem
• Small groups to perform their dialogues to the class using
props. Experiment with varying the pitch and tone of their
voice as appropriate.
• Proofread their own work and that of others, assessing and
identifying ways to improve before editing
• Improve writing, checking for clarity and organisation
Write a conversation between two fictional
characters from a story, highlighting a
dilemma or problem
• Use appropriate and relevant vocabulary for the task e.g. greetings, level of formality
• Punctuation – full stops, commas, exclamation marks, question marks, speech
marks and apostrophes e.g. I’ve
• Use dialogue to increase the tension, (move the story forward if within a narrative)
and reveal character’ relationships to one another.
• Punctuation: quotation marks, commas, explanation marks
• Dialogue tags other than “said” e.g. agreed, argued, begged, giggled, screamed,
sobbed, yelled, replied
• Connectives e.g. and, but, so, when, then, because, when, if, after, while, as well
as, also.
• Apostrophes for omission e.g. she’s, he’s,
Non-fiction
Information
Portrait
• Explore further the key features of historical portraits;
including the use of past tense, layout, information
included and language features discussing their
effectiveness in character portrayal
• Orally recall existing knowledge on the chosen character
and compile a class mind map to capture the information.
• Compose questions to ask in order to locate further
information e.g. When was he/she born? How old was he
when he became king?
• Analyse a number of report/information from texts and
web pages on a chosen historical character and note their
function, form and typical language features. Consider
which are the most effective methods and choose two for
closer study.
• Gather ideas using contents, index, headings and sub-
headings to build a character profile which includes
relevant and significant information on the chosen
character. Record information in note form on a timeline,
including illustrations where appropriate.
• Guided writing of a portrait of a historical character to
highlight how to present information in an unbiased way
that is easy to understand. Modelling correct use of
language and paying attention to typical structure.
• Present the information in a portrait of a historical
character based on notes gathered from 2 different
sources.
• Proofread their own work and that of others, assessing and
identifying ways to improve before editing
• Improve writing, checking for clarity and organisation .
Compile a portrait of a historical character
based on notes gathered from 2 different
sources.
• Punctuation – full stops, commas, exclamation marks, question marks and
apostrophes e.g. he’d
• Time connectives e.g. At a young age…, As a teenager…, By the end of his/her
life…
• Other starters e.g. Sometimes he/she…,
• Chronological order – 1st person
• Past tense
• Adjectives e.g. caring, gentle, violent, wealthy, confident, aggressive
• Similes e.g. as cunning as a fox, as stubborn as a mule
• Idioms e.g. pull the wool over…eyes, saved by the bell
• Comparative language to describe and differentiate e.g. angrier, more/most evil,
richer, longer, more/most powerful
38
Non-fiction OR
Fiction
Explanation
Why something
happens
Question and
answer leaflets
• Read and analyse explanatory texts to identify key
features. e.g. a general statement to introduce the topic
and clear steps or phases on a process explained logically
and in order
• Distinguish between explanatory texts, reports and
recounts. Recognise that some forms of writing might
contain examples of various texts e.g. recipes, brochures
• Summarise processes following practical activities and
collate evidence in flowcharts which show the sequence of
events/actions.
• Discuss ‘titles’ and their importance in explanatory texts.
Are some more successful than others in highlighting what
the writer is explaining.
• Discuss the use of images to support explanatory texts e.g.
flow chart, photographs, diagrams
• Read opening paragraphs in explanation texts, highlighting
the key language features used and their effectiveness in
introducing what is being explained.
• Contribute to the shared writing of an explanation where
the teacher acts as scribe and models the use of
paragraphs, connectives and the other key language and
structural features appropriate to explanatory writing,
• After oral and written rehearsal, write explanatory texts
independently from a flowchart, using the conventions
modelled in shared writing, ensuring content is clearly
sequenced leading to final written outcome and compile a
class book of explanations e.g. Why do rivers dry up? Why
is the coastline changing?
• Proofread their own work and that of others, assessing and
identifying ways to improve before editing
• Improve writing, checking for clarity and organisation
Create diagrams e.g. flow charts to
summarise or make notes of stages in a
process, ensuring items are clearly
sequenced.
Use the assembled evidence to write an
explanation of ‘why’ something happens
For example:
Non-fiction
Why is the coastline changing?
OR
Fiction
Why did the ugly sisters dislike Cinderella?
• Punctuation – full stops, commas, exclamation marks, speech marks, question
marks and apostrophes e.g. I’ve
• Opening statement e.g. I will attempt to…This explanation will…
• Logical sequence/Time connectives e.g. To begin with…, Next…, Before long…,
Finally…
• Causal connectives e.g. this is because, this leads to, as a result
• ‘Timeless’ present tense e.g. are, turns, happens
• Action verbs – e.g. introduce, improve, effect, explore, persuade, provide,
promote, delay
• Conjunctions – when, then, first, after this, so
• Heading and sub headings
Poetry -
Vocabulary
building
• Describe the impact of poetry and explain own
interpretation of poems.
• Comment on the use of expressive language to create
images, sound effects and atmosphere
• Language forms associated with spoken language, relying more on the patterns of
speech than on poetic conventions of rhyme and metre.
Poetry Structure
–Riddles
• Read, recite and respond to limericks
Write Limericks • 5 line rhyming form
• Humorous subject matter
• Rhyme pattern usually AABBA
• First line is typically …”There once was a …from …”
39
Year 4 – Term 3
Spelling
Use strategies including knowledge of word families, roots, morphology, derivations and graphic knowledge to
spell words e.g. words with more complex patterns
Handwriting
Produce handwriting which is clear and legible and may be cursive
ICT
Explore and use appropriately the different
forms of writing on-screen to interact with
others, e.g. websites, e-mails, blogs
Year 4 – Term 3
Focus
Possible stimuli for Oracy, Reading and Writing Written Outcome Language Features/Continuum Links with Framework
Fiction -
Adventure story
on a chosen theme
• Listen carefully to an adventure story, responding and
giving views e.g. plot, characterisation and dialogue
• Discuss language used by the author to persuade the
reader to like/dislike characters
• Predict how characters will behave in stories and
whether their actions were justified.
• Role Play to explore dilemmas and resolutions.
• Identify with characters and make links with own
experiences
• Interview story characters.
• Analyse dialogue – what does it reveal about
relationships? Personal traits?
• Role play dialogue between characters
• Language study e.g. tense, phrases used to introduce
chapters or paragraphs, sentences of three for
description
• Discuss the structure of a 5 part adventure story.
• Use Pie Corbett and story mountain strategies to
recount a story, recognising the stages in a story.
• Use story starters to inspire writing e.g. Teachers TV,
Digi-flip clips, good quality pictures, music, and
inspiration boxes.
• Plan and write a 5 part adventure story – sequence
events clearly using paragraphs.
• Proofread their own work and that of others, assessing
and identifying ways to improve before editing
• Improve writing, checking for clarity and organisation
Write a story on a chosen theme,
focusing on setting and plot
• Five part story –
Introduction – detailed description of setting
Build-up – build in suspense towards the problem or dilemma
Problem / Dilemma - include detail of actions/dialogue
Resolution – link with the problem
Ending – link back to the start e.g. how the character or situation has changed
from the beginning.
• Punctuation – full stops, commas, exclamation marks, speech marks, question
marks and apostrophes e.g. I’ve
• Metaphors e.g. run like the wind, heart of gold, boiling mad
• Alliteration e.g. crowded café, dreary dungeon, luxurious loft, peaceful park
• Prepositions e.g. after, before, by the side of, next to, in front of, during,
through, throughout
• Similes e.g. like a bull in a china shop, as happy as a lark, as light as a
feather, as hard as rock.
• Adjectives to describe settings e.g. dusty, drab, warm, glum, cosy, beautiful,
windy, sunny, scary, dark, cold, bleak, cramped, dingy, lively
• Adjectives to describe characters e.g. caring, bold, gentle, nasty
• old, thin, young, curly, kind, brave, untidy
• Adverbs to describe actions e.g. boldly, caringly, clumsily, accidentally, firmly
• Idioms e.g. the last straw, on the ball, a piece of cake, if pigs could fly
• Repetition of 3 for effect and rhythm e.g. he screamed and he screamed and he
SCREAMED!
• Connectives e.g. and, but, so, when, then, because, when, if
• Words/phrases to signify the passage of time e.g. before long, soon, at that
moment, in a flash, next day
• Words/phrases to change the focus of the story e.g. Suddenly, All of a sudden
Non-fiction
Discussion/Report
Informative
Article for the
local newspaper
• Analyse a range of newspaper articles identifying the
main points and supporting information e.g. visual clues
• Develop relevant vocabulary through guided and shared
reading of newspaper articles
• Watch and listen to third person reports such as news
or sports reports on television or radio. Recount the
information to peers.
• Explore the expression of different views through
discussion, role play and drama.
• Gather ideas to plan for writing, categorising ideas
under headings e.g. for and against.
• Work in small groups to consider different sides of an
argument based on notes gathered from several sources.
Adopt a particular viewpoint and debate orally.
• Write an independent article for the local newspaper
summarising reasons for choices in an article e.g. The
impact of a new housing development on the community.
Discussion: Consider different sides of
an argument e.g. on a local topical
subject; based on notes gathered from
several sources
Information: Write an independent report
for the local newspaper summarising
reasons for choices in an article e.g.
the impact of a new housing development
on the community
Write a job advertisement e.g. asking
for a range of skilled craftsmen to build
the new estate.
• Punctuation – full stops, commas, exclamation marks, question marks and
apostrophes
• Expressive language to engage reader / viewer
• Precise clear language to give information
• Introduction to simple paragraphing
• Headings, sub-headings
• Present tense (The argument is written in the timeless present tense. This might
change to the past if historical background to the issue was being given. If
predictions are being made the tense might change to the future).
• The writer uses repetition of words, phrases and concepts deliberately, for
effect.
• Strong effective adjectives e.g. pollute, clutter, cramped, crowded.
• Rhetorical questions e.g. How would you feel? How would you react? What
would you do?
• Opening Statements e.g. Firstly I will…, This article will…
• Factual sentence starters for information texts e.g. As a rule…, Usually…, They
avoid …because…, This is a…, Sometimes…, Often…, They are usually…, It is
usually…, They are never…, It is never…, Most…
40
Advertisement
Include supporting evidence e.g. tables, diagrams,
images that add or summarise information.
• Proofread their own work and that of others, assessing
and identifying ways to improve before editing
• Improve writing, checking for clarity and organisation
• Use of pronouns (I, we, us) to manipulate the reader to agree with the position
argued.
• Use of emotive language i.e. words that will appeal to the reader's feelings,
e.g. concern, unreasonable, should.
• Connectives e.g. without any warning, presently, after that, eventually
• Indirect speech e.g. he/she agreed that…, he/she claimed…, he/she went on
to say…, he/she also spoke of…
Advertisement
• Starting sentences with a verb e.g. Imagine…, Find out…
• Persuasive statements e.g. it will…, you will be…,
• Adjectives e.g. amazing…, incredible, attractive, unique
Fiction OR Non-
fiction
Explanations –
How…
• Develop relevant vocabulary through guided and shared
reading of explanation texts. Encourage pupils to explain
information and ideas. Create a flow charts e.g. How solids
can change to liquids
• Find information and ideas from web pages, using different
search methods to explain a process.
• Encourage pupils to skim and scan different sources if
information on the topic e.g. reference books, web pages
and leaflets. Summarise the information and orally explain
the process to their peers in small group situations.
• After oral rehearsal, write explanatory texts
independently from a flowchart, notes and/or diagrams
using the conventions modelled in shared writing, ensuring
content is clearly sequenced leading to final written
outcome and compile a class book of explanations e.g. Our
wacky classroom experiments.
• Create individual invitations e.g. To a Science evening in the
school
• Proofread their own work and that of others, assessing and
identifying ways to improve before editing
• Improve writing, checking for clarity and organisation
Produce a flow chart, ensuring content
is clearly sequenced leading to final
written outcome and compile a class
book of explanations on ‘how ‘to do
something e.g. Our Wacky Classroom
Experiments.
For example:
Non-fiction
How liquids can be changed into solids.
Create individual invitations to a Science
evening in the school
OR
Fiction
How can a giant spider trap its prey?
Create individual invitations to the
unveiling of the new school terrarium.
Explanation
• Punctuation – full stops, commas, exclamation marks, question marks and
apostrophes
• Opening statement e.g. I will attempt to…This explanation will…
• Logical sequence/Time connectives e.g. To begin with…, Next…, Before long…,
Finally…
• Causal connectives e.g. this is because, this leads to, as a result
• ‘Timeless’ present tense e.g. are, turns, happens
• Action verbs – e.g. introduce, improve, effect, explore, persuade, provide,
promote, delay
• Conjunctions – when, then, first, after this, so
• Heading and sub headings
Invitation
• Punctuation – full stops, commas, exclamation marks, question marks and
apostrophes e.g. I’ve
• Polite directives e.g. please come to…, it will take place at…, it starts at…, it
finishes at… we’re looking forward to…
• More advanced language constructions e.g. we/I would like to invite you…, during
the afternoon we/I will be…, at around…, it would be good if…, we/I hope
that you will…, Don’t forget to…
• Time connectives e.g. first of all…, later…, at about…, following that…, at the
end of the afternoon…, finally…
Poetry -
Vocabulary building
• Perform and read free verse
• Describe poem’s impact and explain own interpretation
• Shared reading of poems
• Express opinions, likes and dislikes
• Rhythm and Rhyme
Poetry Structure –
Tanka
• Read and write Haiku and Tanka poetry Simple sentences expressing an opinion • Tanka – 5 lines: syllable pattern 5, 7, 5, 7, 7.
41
Year 5 – Term 1
Spelling
Use a variety of strategies to spell words with complex regular patterns, e.g. exercise, competition
Handwriting
Produce legible, cursive handwriting with increasing fluency
ICT
Explore the layout of web pages to create material using available tools
Year 5 –
Term 1
Focus
Possible stimuli for Oracy, Reading and Writing Written Outcome Language Features/Continuum Links with Framework
Fiction -
Recount
Diary
Book Review
• Encourage pupils to listen carefully to myths or legends and
ask relevant questions to reinforce and build on understanding
e.g. characterisation, language features, effects, dialogue,
what’s inferred and structure. Discuss relevant information
and key ideas e.g. How do different characters perceive the
main character?
• Shared reading of a myth or legend, encouraging pupils to
identify how punctuation relates to sentence structure and
how meaning is constructed in complex sentences.
• Small groups to brainstorm ideas and create a mind map or
flowchart showing how different characters perceive the main
character
• Identify with characters and make links with own experiences
when judging their actions.
• Independent and shared reading of diary extracts to identify
how they are organised and to discuss the key features.
• Guided writing to model how to write with a clear purpose e.g.
characterisation and how to expand main ideas with supporting
reasons. Look at complex sentence construction and when
simple sentences are needed for effect!
• Collate the evidence and use planning to write a series of diary
accounts that highlight the key points from different
character perspectives.
• Proofread their own work and that of others, assessing it and
making appropriate recommendations for improvement;
edit/redraft work to show progression
• Revise and improve writing, explaining why they have made
changes
Consider the main character of a story,
myth or legend.
How do different characters perceive the
main character?
Adopt the role of 2 different characters
from the chosen literature and write 2
diary accounts that highlight key points
from different perspectives.
Write a review of the literature studied.
• First Tense
• Punctuation – full stops, commas, exclamation marks,
question marks and apostrophes
• Adverbs to start a sentence e.g. eventually, thankfully,
recently, hopefully
• Adverbs for action e.g. wisely, gratefully, spitefully,
proudly, instantly
• Simple connectives e.g. but, so, then, because, when
• Speech like phrases e.g. To be honest…, I must tell you
about…, In truth…
• Adjectives to describe characters e.g. cautious, stern,
stubborn, vicious, enthusiastic
• Adjectives to describe settings e.g. colourful, gloomy,
crowded, peaceful,
• Reorientation e.g. a closing statement that may include
elaboration (I hope I can defend my kingdom again from
danger as I did today)
• Evoke senses – ‘The foul smell of smoke lingered in his
hair.’
• Verbs are used when expressing opinions, e.g. I think …. I do
believe… They say that he / she…….
• Write in the past tense and in Chronological Order”
• To help the reader empathise with you use pronouns such as I,
We, Us, We’re and I’m.
• Personal language including thoughts and feelings.
• Rhetorical questions e.g. Have you ever …?
• Speculative sentence starters e.g. Maybe…
Non-fiction –
Instructional
PowerPoint
Poster
• Look at a range of instructional PowerPoint presentations and
encourage pupils to explore their features e.g. use of
vocabulary, gesture, and format. Ask pupils to highlight
different features, noting any relevant information regarding
structure, choice of language and how the topic is developed
through writing.
• Read and follow a set of written instructions, evaluating their
effectiveness.
• Study a wide range of information on the chosen ‘How to…’
topic from trusted sources, on-screen and on paper, selecting
and downloading any relevant information.
Use flow charts, diagrams and photographs to note findings.
• Create a set of oral instructions based on the researched
topic. Individually explain the instructions orally to the class,
using supportive resources e.g. on-screen and web based
materials. Listen carefully to the presentations of others
using techniques to remember the main points e.g. making notes
and summarising. Encourage pupils to ask questions and
respond to both the content.
Plan and create a PowerPoint presentation
For example
Non-fiction
How to cross the road safely.
OR
Fiction
How to train a crocodile
Prepare an instructional guide in the form
of a PowerPoint presentation and invite
younger members of the school to a talk
on the chosen subject.
• Present tense
• Punctuation – full stops, commas, exclamation marks,
question marks, speech marks and apostrophes
• Description for precision rather than to create an emotional
response, including the language of comparison and contrast
• Titles
• Subject specific technical vocabulary
• Sentence statements e.g. More than half…, Less than
half…, Most…
• Advanced language constructions e.g. Begin by…, Continue
by…, Do this until…, Be careful of…, Don’t forget to…
• Prepositions e.g. underneath, towards, beneath, since,
beyond
• Common nouns
• Connectives e.g. even though, besides, however, as well as
• Bullet points/Numbered lists
• Headings / Sub-headings
• Diagrams with arrows / labelled diagrams
• Use of negative commands e.g. Do no………. Avoid….
42
• Compare the different sources of information to plan,
compose, edit and refine a PowerPoint presentation which
includes a variety of elements e.g. reporting chart, list of
instructions, labelled explanatory diagram.
• Proofread their own work and that of others, assessing it
and making appropriate recommendations for improvement;
edit/redraft work to show progression
Create an instructional poster to display
in the Foundation Phase.
• Additional advice or suggested alternatives e.g. it’s a good
idea to leave it overnight if you have time.
Non-fiction –
Persuasion
Formal
Letter
Writing
Flyer
• Create mind maps on a chosen topic to plan for writing e.g. The
effects of pollution
• Small group discussion on the chosen topic e.g. The main
causes of pollution and what can be done to prevent further
damage to the environment.
• Listen carefully to others and make connections with what they
are learning and already know. Encourage pupils to ask relevant
questions/make comments to reinforce understanding.
• Research information from a wide range of media using
strategies for skimming to locate the main points, key words
and phrases. Download any useful information to use in their
writing later, highlighting parts which are of significance.
• Construct an argument in note form to persuade others and
present the case to the class, answering questions clearly and
as logically possible.
• Draft and write individual letters on emotive topics, including
relevant details to support the argument/point of view.
• Proofread their own work and that of others, assessing it and
making appropriate recommendations for improvement;
edit/redraft work to show progression
• Revise and improve writing, explaining why they have made
changes
Following research write a persuasive letter
on an emotive topic e.g. Letter from a
school child in Victorian times (Maestir
School) to persuade councillors to allow
them to speak Welsh and to abolish the
Welsh Not.
• Simple present tense
• Phrases using ‘that’ e.g. It appears that…, There is no doubt
that…
• Punctuation – full stops, commas, bullet points, exclamation
marks, question marks, speech marks and apostrophes
• Select appropriate style and vocabulary
• Adverbs of time to aid sequencing e.g. now, then, tonight,
tomorrow, yesterday, daily
• Rhetorical questions e.g. Isn’t it clear that…? Does anyone
really believe…?
• Sentence starters e.g. As I see it…, Clearly…, In my
opinion…
• Connectives e.g. even though, besides, however, as well as
• Opening e.g. I wish to express…, I would like to inform you
that…, I would like to thank you for…
• Phrases to finish of e.g. Lastly…, I would like to say…, I
believe that…, Finally…, It is my belief that…, I look
forward to hearing from you…, Thank you once again for…
• Useful expressions e.g. I wonder if…, I would be grateful
if…, I hope that…
• Phrases followed by a comma e.g. Firstly, secondly,
• Phrases to provide evidence e.g. For example…, My evidence
to support this is…
Poetry -
Appreciation
• Discuss poet’s possible viewpoint, explain and justify own
response and interpretation.
Poetry
Structure –
Raps
• Read and respond to raps,
• Perform raps varying pitch, pace, volume, expression and use of
pauses to create impact
Write raps focusing on social commentary
e.g ‘bulling’
• A mix of poetry, talk and song.
• Central elements of hip hop
43
Year 5 – Term 2
Spelling
Use a variety of strategies to spell words with complex regular patterns, e.g. exercise, competition
Handwriting
Produce legible, cursive handwriting with increasing fluency
ICT
Explore the layout of web pages to create material using available tools
Year 5 – Term 2
Focus
Possible stimuli for Oracy, Reading and Writing Written Outcome Language Features/Continuum Links with Framework
Fiction -
Dialogue
• Analyse dialogues at particular points in stories and
summarise its purpose e.g. to explain plot, show character or
relationships.
• Evaluate a range of dialogues, noting the effectiveness of key
features, such as the choice of vocabulary and sentence
construction for narrative to set the scene.
• Discuss dialect in plays and unfamiliar language that is native
to a certain area or particular period of time in history.
• Use role play to explore characters, setting and events in
stories. Use appropriate and relevant vocabulary for the task
e.g. greetings, level of formality,
• Plan and write a series of short dialogues for different
purposes e.g. to explain plot, show character or relationships.
• Proofread their own work and that of others, assessing it and
making appropriate recommendations for improvement;
edit/redraft work to show progression
• Revise and improve writing, explaining why they have made
changes
• ICT: explore the layout of web pages to create material
using available tools
Write a series of short dialogues for
different purposes e.g. to explain
plot, show character or/and
relationships.
• Use appropriate and relevant vocabulary for the task e.g.
greetings, level of formality
• Use dialogue to increase the tension, move the story forward
and reveal character’ relationships to one another
• Punctuation – full stops, commas, bullet points, exclamation
marks, question marks, speech marks and apostrophes
• Dialogue tags other than “said” e.g. admitted, answered,
bragged, confessed, demanded, , promised, pleaded,
sighed, whispered
• Connectives e.g. and, but, so, when, then, because, when,
if, after, while, as well as, also., besides, even though
• Apostrophes for omission e.g. they’ve, we’ve, couldn’t,
wouldn’t, shouldn’t, didn’t
• Adjectives to set the scene e.g. blustery, sunny, wintery,
chilly, glorious, bleak, tranquil, secluded, scenic, dreary
Non-fiction –
Information
Portrait
• Read a wide range of historical portraits, discussing and
annotating the use of language e.g. time connectives, legacy
statements and past tense.
• Prepare for factual research by reviewing what is known and
unknown about the chosen historical character and which
resources are available for the task.
• Work in small groups to skim and scan a range of sources e.g.
information from the web, television documentaries, audio
clips and texts to research a particular line of enquiry e.g.
characters’ social standing, education, family tree and
personal traits. Write personal notes to record selected
information e.g. mindmaps, timelines, tables, flowcharts,
illustrations.
• Group discussion on the selected information leading to the
planning of an oral presentation on the chosen topic to the
other members of the class. Each member of the group to
take some responsibility for completing the task well..
• Listen carefully to group oral presentations editing and
refining notes as applicable.
• Individually draft a portrait of the historical character
based on the notes gathered from a range of different
sources.
• Proofread their own work and that of others, assessing it and
making appropriate recommendations for improvement;
edit/redraft work to show progression.
Evaluate a range of evidence based on
notes gathered from different
sources to build an informative and
accurate portrait of a historical
character e.g. King Arthur
• Punctuation – full stops, commas, bullet points, exclamation
marks, question marks, speech marks and apostrophes
• Time connectives e.g. during his early life, Soon
afterwards, Many years later, Towards the end of his life…
• Other starters e.g. As it happened…, Once he/she had…
• Making statements e.g. One of the most interesting things
about…was…
• Legacy statements e.g. His/her life was…, He /she will be
remembered for…, His/her life was…
• Chronological order – 1st person
• Past tense
• Adjectives e.g. aggressive, bashful, dishonest, humble,
spiteful, impatient
• Similes e.g. as stubborn as a mule, as tough as leather
• Idioms e.g. the best of both worlds, see eye to eye
• Comparative language to describe and differentiate e.g.
angrier, more anxious, smarter
44
• Revise and improve writing, explaining why they have made
changes
• ICT: explore the layout of web pages to create material
using available tools
Non-fiction OR
Fiction
Explanation
Why something
happens
Non-fiction book
entry
• Read and analyse a range of explanatory texts a general
statement to introduce the topic and clear steps or phases on
a process explained logically and in order; investigating and
noting features of impersonal style e.g. complex sentences;
passive voice; technical vocabulary
• Summarise processes following practical activities and collate
evidence in flowcharts which summarise the sequence of
events/actions
• Research a particular topic from a range of sources, including
web based information.
• Discuss the information gathered with peers, building on
ideas
• Use techniques in planning writing e.g. mindmapping,
sequencing, and placemat activities.
• In shared writing and independently plan, compose, edit and
refine explanatory texts, using reading as a source, focusing
on clarity. Explain ‘why’ something happens, documenting the
process e.g. Why are cogs and levers needed within certain
designs
• Independently plan, compose, edit and refine explanatory
texts, using reading as a source, focusing on clarity. Explain
‘why’ something happens, documenting the process e.g. Why
are cogs and levers needed within certain designs.
• Explore different ways to present the information, revising,
improving and explaining why changes have been made.
• Proofread their own work and that of others, assessing it and
making appropriate recommendations for improvement;
edit/redraft work to show progression.
• Revise and improve writing, explaining why they have made
changes
• ICT: explore the layout of web pages to create material
using available tools
Create diagrams e.g. flow charts to
summarise or make notes of stages in a
process, ensuring items are clearly
sequenced.
Use the assembled evidence to write
an explanation of ‘why’ something
happens
For example:
Non-fiction
Why are cogs and levers needed with
certain designs?
OR
Fiction
Why do heroes always win in stories?
• Punctuation – full stops, commas, bullet points, exclamation
marks, question marks, speech marks and apostrophes
• Opening statements e.g. This explanation is designed to…
• Logical sequence/Time connectives e.g. To begin with…, After
a minute…, When…, At this point…, Finally
• Causal connectives e.g. this is because, this leads to, as a
result, therefore
• Other useful phrases e.g. this causes…, this helps…, this
ensures…, this must….
• ‘Timeless’ present tense e.g. are, turns, happens
• Action verbs – e.g. reduce, provide, support, direct, activate,
expand, guide, maintain
• Heading and sub headings.
Poetry -
Vocabulary
building
• Explain the use of unusual language choices and effects e.g.
metaphor and personification; comment on how this effects
imagery.
Poetry Structure
Cinquains
• Read, recite and respond to Cinquains
• Use actions, sound effects and dramatic interpretation to
perform cinquains
Write cinquains experimenting with
rhyme and syllabification.
• Five-line poem
• Syllable pattern for each line 2, 4, 6, 8, 2
45
Year 5 – Term 3
Spelling
Use a variety of strategies to spell words with complex regular patterns, e.g. exercise, competition
Handwriting
Produce legible, cursive handwriting with increasing fluency
ICT
Explore the layout of web pages to create material using
available tools
Year 5 – Term 3
Focus Possible stimuli for Oracy /Reading Written Outcome Language Features/Continuum Links with Framework
Fiction - Story with
a theme
• Listen and contribute to the reading of an adventure story or
story with a theme.
• Map out texts showing how key points are developed e.g.
setting, suspense, dilemma, resolution, ending. Compare how
these are developed in different texts.
• Discuss the main ideas developed in stories and make
inferences about what is written and implied.
• Identify features of typical settings and how language is used
to evoke images, description and characterisation.
• Discuss how characters change during the course of stories
e.g. become braver, wiser or more adventurous.
• Re-cap on the structure of a 5 part story and how events are
sequenced in paragraphs.
• Plan and tell stories orally using Pie Corbett and story mountain
strategies.
• Use role play to explore different points of view of characters
in a particular scenario e.g. when facing a moral dilemma. Will
the choices they make lead to a satisfactory resolution?
• Experiment with different ways to start a story e.g. simile,
sentence of three, dialogue, question. Discuss the
effectiveness of the strategies.
• Use language to create effect e.g. suspense, drama, fear
• Use story starters to inspire writing e.g. Teachers TV, Digi-flip
clips, good quality pictures, music, and inspiration boxes.
• Plan and re-write a 5 part story
• Proofread their own work and that of others, assessing it and
making appropriate recommendations for improvement;
edit/redraft work to show progression
• Revise and improve writing, explaining why they have made
changes
Plan and re-write a familiar story from
an alternative point of view e.g. Gwion
and the Witch from the witch’s point
of view.
• Five part story –
Introduction – detailed description of setting
Build-up – build in suspense towards the problem or dilemma
Problem / Dilemma - include detail of actions/dialogue
Resolution – link with the problem
Ending – link back to the start e.g. how the character or situation has
changed from the beginning.
• Punctuation – full stops, commas, bullet points, exclamation marks,
question marks, speech marks and apostrophes
• Commas for sentence of 3 description e.g. The house was almost
invisible, hiding under a blanket of snow and the dark shadows of
the trees above.
• Dialogue to advance the action e.g. “What was that Noise?”
• Alliteration e.g. eerie exterior, magnificent moment, racing river,
rural retreat, polluted pond, savage sea,
• Prepositions e.g. underneath, since, towards, beneath, beyond,
• Similes e.g. as tough as leather, as old as the hills, as fresh as a
daisy, as clean as a whistle, as safe as houses
• Adjectives to describe settings e.g. bleak, colourful, deserted,
dreary, eerie, gloomy, isolated, mysterious,
• Adverbs for action e.g. wisely, gratefully, spitefully, proudly,
instantly
• Adjectives to describe characters e.g. cautious, stern, stubborn,
vicious, enthusiastic
• Idioms e.g. I’ve got a bone to pick with you, once in a blue moon,
hit the nail on the head, it cost an arm and a leg
• Connectives e.g. however, besides, as well as, after which, even
though, despite
• Words/phrases to signify the passage of time e.g. instantly, soon,
after a while, much later, within seconds, as the sun set,
eventually
• Words/phrases to change the focus of the story e.g. some distance
away, meanwhile, suddenly
46
Non-fiction –
Recount/Discussion
Report
Newspaper Article
Advertisement
• Analyse a number of newspaper articles and note their
function, form and typical language features e.g. introduction,
short statements, specific technical language and develop
relevant vocabulary through guided and shared reading of
newspaper
• Discuss a topical issue, identifying questions posed by the
subject.
• Research and locate information in text and on screen,
considering points of view and evaluating orally how different
sources portray the same information. Discuss viewpoints.
• Following careful consideration of the evidence gathered
debate two sides of an argument logically.
• Evaluate orally by comparing how different sources treat the
same information
• Draft and write individual, group or class reports for real
purposes and put a point of view, comment on an emotive issue
or protest e.g. The impact of wind farms on the local
environment.
• Explore how ICT can support the effectiveness of the report
e.g. graphs to display statistics.
• Proofread their own work and that of others, assessing it and
making appropriate recommendations for improvement;
edit/redraft work to show progression.
• Revise and improve writing, explaining why they have made
changes
Write a newspaper article which
includes detailed facts , reasoned
views and supporting visual evidence
e.g. A day in the life of a homeless
person
Explore how ICT can support the
effectiveness of the report e.g.
graphs to display statistics.
Create an advertisement in support of
the article e.g. for volunteers to help
in the local Food bank/Soup kitchen
• Expressive language to engage reader / viewer
• Precise clear language to give information
• Paragraphs which include main ideas and related details
• Headings and sub-heading
• Present tense (The argument is written in the timeless present
tense. This might change to the past if historical background to the
issue was being given. If predictions are being made the tense might
change to the future).
• The writer uses repetition of words, phrases and concepts
deliberately, for effect.
• Punctuation – full stops, commas, bullet points, exclamation
marks, question marks, speech marks and apostrophes
• Opening Statements e.g. The purpose of this article…,The
following information…, I will attempt to…, Each paragraph…
• Factual sentence starters for information texts e.g. Usually…,
Normally…, Instead they…, They are rarely…, It is rarely…,
They are a very…, It is a very…, Although…, Despite…, Often…,
More than half…, Less than half…
• Strong effective adjectives e.g. pollute, clutter, cramped,
crowded.
• Rhetorical questions e.g. How would you feel? How would you
react? What would you do?
• Use of pronouns (I, we, us) to manipulate the reader to agree with
the position argued.
• Use of emotive language i.e. words that will appeal to the reader's
feelings, e.g. unfairly, alarmed,
• Connectives e.g. unfortunately, fortunately, without any warning,
presently, eventually.
• Indirect speech e.g. he/she disputed…, he/she also claimed
that…, he/she reported that
• Use of pronouns (I, we, us) to manipulate the reader to agree with
the position argued.
• Questions for titles e.g. Are wind farms beneficial to the
environment?
• Summary and conclusion
Advertisement
• Starting sentences with a verb e.g. Imagine…, Find out…,
Consider…, Take a moment…
• Persuasive statements e.g. it will…, you will be…, just think how
• Adjectives e.g. amazing…, incredible, attractive, unique
• Rhetorical questions e.g. Do you think that…? Why not…? Have you
ever thought about…?
Non-Fiction OR
Fiction
Explanations –
reference books
• Look at a range of explanation texts; discussing and identifying
key features of layout, text, language and supporting details e.g.
graphs
• Watch a documentary on the chosen topic and make
notes/summarise key points. Discuss the use of language and
the speakers’ viewpoints. Was the speakers’ viewpoint supported
by factual evidence? How do we know?
• Research for further information on the chosen topic e.g. in
reference books, on the web, through discussion with members
of the public.
• Compile the evidence and prepare an oral explanation of the
process from own notes.
• Independently plan, compose, edit and refine explanatory texts,
using reading as a source, focusing on clarity. Explain ‘how’
something happens, documenting the process e.g. How volcanoes
erupt.
• Compile a class book e.g. Natural Disasters and explore in groups
and as a class different ways to present the information,
Individually research and plan a page
for a reference book on one aspect of
a class topic.
Compile a class reference book e.g.
Natural Disasters.
Create individual invitations to
parents, governors etc. to the unveiling
to the new reference section in the
school library, where the book will be
displayed.
For example:
Non-fiction – How volcanoes erupt.
Explanation
• Logical sequence/Time connectives e.g. To begin with…, Next…,
Before long…, Finally…
• Opening statements e.g. This explanation is designed to…
• Causal connectives e.g. this is because, this leads to, as a result
• ‘Timeless’ present tense e.g. are, turns, happens
• Action verbs – e.g. introduce, improve, effect, explore,
persuade, provide, promote, delay
• Conjunctions – when, then, first, after this, so
• Heading and sub headings
Invitation
• Polite directives e.g. please come to…, it will take place at…, it
starts at…, it finishes at… we’re looking forward to…, it will
be…,
• More advanced language constructions e.g. we/I would like to
invite you…, during the afternoon we/I will be…, at around…, it
47
• Proofread their own work and that of others, assessing it and
making appropriate recommendations for improvement;
edit/redraft work to show progression.
• Revise and improve writing, explaining why they have made
changes
• Create individual invitations e.g. To the unveiling of the new
reference in the school library.
Fiction – How future inventions will
change the world.
would be good if…, we/I hope that you will…, Don’t forget to…,
you are welcome to provide suggestions….
• Time connectives e.g. first of all…, later…, at about…, following
that…, at the end of the afternoon…, finally…
Poetry -
Vocabulary
building
• Compare different forms of Free Verse and describe impact.
Poetry Structure
– Rhyming
Couplets
• Read, recite and respond to rhyming couplets Write rhyming couplets, for parts of a
poem that is longer than two lines long
e.g. at the end of a verse or stanza
• Two lines, each with the same metre and rhyme
• Rhythm
• Experiment with humour in the rhyme
48
Year 6 – Term 1
Spelling
Use strategies to spell correctly polysyllabic, complex and irregular words
Handwriting
Produce fluent and legible handwriting
ICT
Explore different ways to present work and use them
appropriately, e.g. moving image, slides, voice-over
Year 6 –
Term 1
Focus
Oracy, Reading and Writing Written Outcome Language Features/Continuum Links with Framework
Fiction -
Soliloquy
Book Review
• Encourage pupils to listen carefully to the chosen literature
and ask relevant questions to reinforce and build on
understanding e.g. characterisation, language features,
effects, dialogue, what’s inferred and structure. Discuss
relevant information and key ideas e.g. How did the chosen
character feel? What led to the day’s events?
• Shared reading of the chosen literature, encouraging pupils
to understand how punctuation can vary and so affect
sentence structure and meaning
• Pupils to read a range of texts both on screen and on paper
to create a character profile, highlighting the main ideas and
significant details to include in their soliloquy
• Independent and shared reading of soliloquy extracts to
identify how they are organised and to discuss the key
features.
• Guided writing to model how to write purposeful soliloquy
• Write a creative soliloquy based on the chosen literature e.g.
The train in ‘Goodnight Mr Tom’, The bookcase from ‘Anne
Frank’
• Proofread their own work and that of others, assess and
evaluate it and make clear recommendations for improvement;
edit/redraft work to show progression
• Reflect on, edit and redraft to improve their writing
• ICT: Explore different ways to present work and use them
appropriately, e.g. moving image, slides, voice-over
Write a creative soliloquy based on the chosen
literature e.g. from the perspective of the train in
‘Goodnight Mr Tom’ The bookcase from ‘Anne Frank’
Write a review of the literature studied.
• Paragraphs
• Punctuation – full stops, commas, exclamation marks,
question marks and apostrophes
• Adverbs to start a sentence e.g. fortunately, unfortunately,
incidentally,
• Speech like phrases e.g. in truth, I expect that, I imagine
that
• Adverbs for actions e.g. anxiously, determinedly, forcefully,
nervously, defiantly, lazily, wisely, patiently
• Evoke senses – ‘The foul smell of fear lingered in the
darkness.’
• Start with a simile e.g. As cunning as a fox, he crept
through the darkness
• Metaphors for direct comparison e.g. it was music to my
ears, I was frozen with fear, it was a heated debate
• Comparative adjectives e.g. powerful, bravest, strongest,
saddest, happiest
• Long sentences to enhance description or information
• Short sentences to move events on quickly
• Sentence of 3 for description e.g. His face was almost
invisible, hiding under a wide brimmed hat and a mop of
dark curly hair.
• Powerful verbs e.g. scare, tremble
• Boastful language e.g. unbelievable, exciting
• Speculative sentence starters e.g. I wonder whether
Non-fiction –
Report
Instructions
Technical
Manual
Poster
• Look at a range of technical manuals and encourage pupils to
explore their features e.g. use of vocabulary, gesture, visual
aids. Ask pupils to highlight different features, noting any
relevant information regarding structure, choice of language
and how the topic is developed through writing.
• Read and follow a set of written instructions, evaluating their
effectiveness.
• Study a wide range of information on the chosen ‘How to…’
topic from trusted sources, on-screen and on paper, selecting
and downloading any relevant information.
• Create a set of oral instructions based on the researched
topic. Individually explain the instructions orally to the class,
using supportive resources e.g. on-screen and web based
materials. Listen carefully to the presentations of others
using techniques to remember the main points e.g. making
notes and summarising. Encourage pupils to ask questions
and respond to both the content.
• Compare the different sources of information to plan,
compose, edit and refine a page for a technical manual with a
variety of elements e.g. reporting chart, list of instructions,
labelled explanatory diagram. Collate individual work into a
class book.
Compare different sources of information to plan,
compose, edit and refine a Technical manual
For example:
Non-fiction – How to change a battery
Fiction- How to build a robot
Collate individual work into a class book and create a
poster which includes details of a ‘Book Launch’
`
• Present tense
• Punctuation – full stops, commas, bullet points/numbered
lists, exclamation marks, question marks and apostrophes
• Description for precision rather than to create an emotional
response, including the language of comparison and contrast
• Titles
• Subject specific technical vocabulary
• Sentence statements e.g. More than half…, Less than half…,
Most…, Frequently they…
• Advanced language constructions e.g. Begin by…, Continue
by…, Do this until…, Avoid…, Don’t forget to…, Whatever
you do don’t…, To conclude…
• Prepositions e.g. underneath, towards, beneath, since,
beyond
• Common nouns
• Connectives
• Headings / Sub-headings
• Diagrams with arrows / labelled diagrams
• Use of negative commands e.g. Do not rush this stage of a
process.
• Additional advice or suggested alternatives e.g. Use the time
you are waiting to…
49
Wikipedia
entry
• Proofread their own work and that of others, assessing it and
making appropriate recommendations for improvement;
edit/redraft work to show progression
• Revise and improve writing, explaining why they have made
changes
Non-fiction –
Persuasion
Formal
Letter
Writing
• Use a range of strategies to research and collate ideas on an
emotive topic. Record relevant facts and details for oral and
written persuasive arguments e.g. notes, diagrams,
flowcharts.
• Small group discussion on the chosen topic e.g. The main
causes of pollution and what can be done to prevent further
damage to the environment.
• Listen carefully to others and make connections with what
they are learning and already know. Encourage pupils to ask
relevant questions/make comments to reinforce
understanding.
• Use internet searches carefully to find information on the
chosen topic. Use skimming strategies for gaining the gist of
a text and scanning for more detail when relevant.
• Use reading to investigate conditionals, e.g. using if…then,
might, could, would, and their persuasive uses
• Recognise how persuasive texts are organised e.g. expression,
emotive language, developing points logically.
• Prepare one side on an argument to debate a topic orally,
using Standard English and the conventions and language of
debate. Pre-empting or answering potential objections
• Collate the evidence collected and refine and edit the
information to draft and write a persuasive letter which
outlines an argument/point of view. Pre-empting or answering
potential objections
• Proofread their own work and that of others, assess and
evaluate it and make clear recommendations for improvement;
edit/redraft work to show progression
• Reflect on, edit and redraft to improve their writing
• ICT: explore different ways to present work and use them
appropriately, e.g. moving image, slides, voice-over
Construct an argument in note form to persuade others
of a point of view and present the case to the class or
group e.g. The effects of a new housing development on
the countryside.
Write a persuasive letter outlining your argument e.g.to
the local council
• Simple present tense
• Punctuation – full stops, commas, bullet points, exclamation
marks, question marks, speech marks and apostrophes
• Phrases using ‘that’ e.g. It appears that…, There is no doubt
that…, I am convinced that…, It is obvious that…, There is
no doubt that…
• Select appropriate style and vocabulary
• Adverbs of time to aid sequencing e.g. now, then, tonight,
tomorrow, yesterday, daily, yearly
• Rhetorical questions e.g. Isn’t it the case that…? Isn’t it
any wonder that…?
• Sentence starters e.g. As I see it…, Clearly…, In my
opinion…, Inevitably…, Obviously…
• Connectives e.g. in addition to…, despite…, contrary to…
• Openings e.g. It has come to my attention that…, I am
grateful to you for…, It is with regret that…, I would like
to inform you that…
• Phrases to finish of e.g. In conclusion…, In summary…, It is
my sincere belief that….
• Closing remark e.g. Please do not hesitate to contact me…,
I look forward to hearing from you…
• Useful expressions e.g. I trust that…, I would be grateful
if…, As I see it…, It is for this reason that….
• Phrases followed by a comma e.g. In addition, Furthermore
• Phrases to provide evidence e.g. For example…, My evidence
to support this is…, I would draw your attention to…, I
would refer to…
Poetry
Appreciation
• Research a particular poet and his/her use of metaphors and
personification
• Comment on poems’ structures and how these influence
meaning, explaining the impact of expressive language
• Perform poetry to a wider audience
Use simple metaphors and personification to create free
verse based on real or imagined events.
• Figurative and expressive language
• Metaphors
50
Year 6 – Term 2
Spelling
Use strategies to spell correctly polysyllabic, complex and irregular words
Handwriting
Produce fluent and legible handwriting
ICT
Explore different ways to present work and use them
appropriately, e.g. moving image, slides, voice-over
Year 6 – Term 2
Focus Oracy, Reading and Writing Written Outcome Language Features Links with Framework
Fiction -
Dialogue
• Read and evaluate a range of plays, noting the
effectiveness of key features; including ellipses, layout,
descriptive language and instructional writing for stage
setting and/or for the actor.
• Watch a play in a theatre or on television. Recount the
plot and discuss what it revealed about characters’
feelings, motives and relationships. How did degrees of
formality within speech portray character relationships
within the play?
• Re-enact the play in small groups , using appropriate and
relevant vocabulary for the task e.g. greetings, level of
formality,
• Plan, write and perform a fictional play, including
narrative to set the scene.
• Proofread their own work and that of others, assess and
evaluate it and make clear recommendations for
improvement; edit/redraft work to show progression
• Reflect on, edit and redraft to improve their writing
Write and perform a play, including narrative to set the
scene.
• Instructional writing e.g. for stage setting and/or for the
actor
• Two or Three Acts - Every time the setting of the play changes,
a new scene is started
• Description of setting at the beginning of each new scene
• Ellipsis (…) to demonstrate that the person is thinking or
stuttering. It can also be used to develop suspense.
• Present tense (used for setting scenes and describing actions)
• Appropriate formality of speech
• Character names should be bold and CAPITALS
• Character names contained in stage directions should be
ITALIC AND CAPITALS
• Dialogue is indented from the character name
• Stage directions are to be in italics
• Stage directions within dialogue should be (in brackets and
italics)
• Punctuation – full stops, commas, bullet points, exclamation
marks, question marks and apostrophes
Non-Fiction
Information
Portrait
• Read a wide and varied range of historical portraits to
secure understanding of the form, language conventions
and grammatical features of the genre. Consider the
effectiveness of the texts in conveying information and
ideas.
• Class brainstorming session to pool known facts on a
chosen historical character.
• Class discussion to consider how she/he was perceived by
others. What evidence do we have to support this?
• Research further, locating evidence which provides
evidence of how the character was perceived by others
e.g. Henry V111 from the perspective of some of his
wives, Record findings in a table, summarising the
viewpoints of various characters in note form.
• Record supporting evidence effectively e.g. timeline of
events, significant dates
• Use notes gathered to explore scenarios through
sustained role play e.g. the events leading to the death
of one of Henry V111’s wives.
• Collate and consider the evidence gathered from
different sources to draft and write a series of
portraits of the chosen historical character.
Write a series of portraits of an historical character
from different perspectives based on information
gathered from different sources e.g. Henry V111
from the perspective of some of his wives,
• Time connectives e.g. At a young age…, As a teenager
he/she …, In 1878, at the age of…he/she…, In his/her
final years…
• Other starters e.g. Sometimes he/she…, what is clear is
that he/she…, Nobody is sure why…
• Making statements e.g. One of the most remarkable facts
about…was…, Another unusual thing about…was…
• Legacy statements e.g. His/her life was…, He /she will be
remembered for…, His/her life was… He/She will never be
forgiven…
• Chronological order – 1st person
• Punctuation – full stops, commas, bullet points, exclamation
marks, question marks, speech marks and apostrophes
• Past tense
• Adjectives e.g. ambitious, arrogant, bold, cautious,
considerate, inconsiderate, defiant, disrespectful, hostile,
resilient,
• Similes e.g. as tough as old boots, as poor as a church
mouse, as clean as a whistle
• Idioms e.g. bite of more than he/she could chew,
• Comparative language to describe and differentiate e.g.
angrier, more anxious, smarter, darker,
51
• Proofread their own work and that of others, assess and
evaluate it and make clear recommendations for
improvement; edit/redraft work to show progression
• Reflect on, edit and redraft to improve their writing .
• Expressing a viewpoint e.g. In my view…, As I see it…, It’s
difficult to understand why… I find it hard to believe…
Non-fiction
OR Fiction
Explanation
why something
happens
Encyclopaedia
entry
• Read and analyse explanatory texts to identify key
features of explanation texts e.g. a general statement
to introduce the topic and clear steps or phases on a
process explained logically and in order
• Distinguish between explanatory texts, reports and
recounts. Recognise that some forms of writing might
contain examples of various texts e.g. recipes, brochures
• Summarise processes following practical activities and
collate evidence in flowcharts which summarise the
sequence of events/actions
• Discuss the use of images to support explanatory texts
e.g. flow chart, photographs, diagrams
• Contribute purposefully to group discussions about ‘why’
something happens. Include supporting evidence to
elaborate on key points
• Read opening paragraphs to explanation, highlighting the
key language features e.g. use of ‘timeless present tense,
sequencing of ideas, specific technical vocabulary
• Use the language conventions and grammatical features of
explanatory text to write an explanation on the chosen
topic e.g. Why it is important to recycle household
goods?
• Proofread their own work and that of others, assess and
evaluate it and make clear recommendations for
improvement; edit/redraft work to show progression
• Reflect on, edit and redraft to improve their writing
Research and plan explanatory text on a chosen topic
e.g. Why it is important to recycle household goods?
Use the assembled evidence to write an explanation of
‘why’ something happens
For example:
Non-fiction
Why it is important to recycle household goods?
OR
Fiction
Why will teachers no longer be required in the future?
• Logical sequence e.g. Firstly…, To begin with…, Finally…,
Subsequently…, when…, next…
• Opening statements e.g. The purpose of this explanation is
to …, Firstly I will…., Following that I intend to…
• Causal connectives e.g. this is because, this leads to, as a
result, therefore…, Furthermore
• Other useful phrases e.g. In addition…, Everyone
understands that…, Many people believe that…, It is true
to say…
• Punctuation – full stops, commas, bullet points, exclamation
marks, question marks, speech marks and apostrophes
• ‘Timeless’ present tense e.g. are, turns, happens
• Action verbs – e.g. compile, monitor, interpret, reduce,
modify, formulate, increase, accelerate, adjust, produce,
collect
• Heading and sub headings
• Labelled diagrams
Poetry
Appreciation
• Interpret poems, explaining how the poet creates shades
of meaning
• Justify own views and explain underlying themes
Use language imaginatively to create amusing and
inventive poetry.
• Pitch
• Pace
• Volume
• Rhythm and expression
52
Year 6 – Term 3
Spelling
Use strategies to spell correctly polysyllabic, complex and irregular words
Handwriting
Produce fluent an d legible handwriting
ICT
Explore different ways to present work and use
them appropriately, e.g. moving image, slides,
voice-over
Year 6 –
Term 3
Focus
Oracy, Reading and Writing Written Outcome Language Features Links with Framework
Fiction -
Science
Fiction
Story
• Compare a story with a film or TV adaptation. Discuss how the characters are
portrayed. Do they come across differently on screen? Explore possible
reasons for this.
• Analyse a range of scenes from Science Fiction stories, scanning to highlight
key points and specific language conventions. Annotate text for future
reference when planning own stories.
• Identify the structure of Science Fiction stories e.g. imaginary settings, time
travel, heroes as the main characters, the use of unfamiliar language in
dialogues e.g. for aliens
• Discuss the role of dialogue in stories to develop plot, show relationships,
resolve dilemmas
• Explore unfamiliar scenarios through role play e.g. time travel, the future,
alien worlds
• Group collaboration and research on the future. How will the environment
look? Which inventions will be central to our daily lives? What will our day
entail? Collect information from discussion, texts and Internet search
engines. Collate findings in mind maps, grouping ideas under headings.
Integrate relevant information into their stories for effect.
• Use language to create effect e.g. suspense, drama, fear
• Use story starters to inspire writing e.g. Teachers TV, Digi-flip clips, good
quality pictures, music, and inspiration boxes.
• Plan and write a 5 part science fiction story or extended adventure story –
develop a theme clearly through a sequence of events using clearly linked
paragraphs.
• Proofread their own work and that of others, assess and evaluate it and make
clear recommendations for improvement; edit/redraft work to show
progression
• Reflect on, edit and redraft to improve their writing
• ICT: explore different ways to present work and use them appropriately, e.g.
moving image, slides, voice-over
Write a Science Fiction story • Five part story –
Introduction – detailed description of setting/characters
Build-up – build in suspense towards the problem or dilemma
Problem / Dilemma - include detail of actions/dialogue
Resolution – link with the problem
Ending – link back to the start e.g. how the character or situation
has changed from the beginning.
• Commas for sentence of 3 description e.g. The alien’s face was
almost unrecognisable, hiding under a funny wide brimmed hat and
a pair of star shaped glasses.
• Dialogue to advance the action e.g. “What was that Noise?”
• Alliteration e.g. mysterious meteor, polluted planet, bleak
boulder, desolate dimensions, scenic solar system, anxious
astronaut, cantankerous controller
• Prepositions e.g. parallel to, adjacent to, vertically, horizontally,
beyond, towards, at,
• Similes e.g. as clear as crystal, as sick as a dog, as fast as a
bullet, as quick as lightening
• Idioms e.g. a shot in the dark, bite off more than you can chew,
best of both worlds, see eye to eye, add salt to the wound,
• Adjectives to describe settings e.g. bleak, barren, desolate,
deserted, dreary, eerie, gloomy, isolated, mysterious, secluded,
tranquil, vibrant
• Adverbs for actions e.g. anxiously, determinedly, forcefully,
nervously, defiantly, lazily, wisely, patiently
• Adjectives to describe characters e.g. generous, aggressive,
dynamic, energetic, gallant, reckless, ruthless
• Connectives e.g. even though, never the less, in addition to,
contrary to, despite, besides, however, so as to
• Words/phrases to signify the passage of time e.g. Within seconds,
just at that moment, simultaneously presently, eventually, finally,
in a flash,
• Words/phrases to change the focus of the story e.g. some distance
away, meanwhile, suddenly, not far away, during
• Punctuation – full stops, commas, exclamation marks, question
marks, speech marks and apostrophes
Non-fiction
Discussion
Debate
Report
Newspaper
article
• Consolidate understanding of the layout and language features of non-
chronological reports.
• Research a controversial issue/topic., summarising both sides of an argument
before reaching a conclusion e.g. Was Henry V111 justified in executing his
wives Anne Boleyn and Catherine Howard?
• Compile detailed notes during research, categorising information in a variety
of ways e.g. written notes, diagrams, flowcharts, tables
• Use own notes to construct a case for or against an issue. Present a reasoned
oral report to the group and/or argue a point of view during a class debate.
• Plan how to organise the information in a newspaper article e.g. paragraphs,
headings, sub-headings
Research a controversial issue/topic and
prepare a balanced newspaper article,
summarising both sides of an argument and
reaching a conclusion e.g. Was Henry
V111 justified in executing his wives
Anne Boleyn and Catherine Howard?
Advertisement e.g. A new wife for
Henry V111
• Expressive language to engage reader / viewer
• Precise clear language to give information
• Introduction to simple paragraphing
• Headings and sub-headings
• Present tense (The argument is written in the timeless present
tense. This might change to the past if historical background to the
issue was being given. If predictions are being made the tense might
change to the future).
• Opening Statements e.g. The purpose of this article is to …,, The
information presented will…, This article is designed to…,, It can
be difficult to…so…
53
Advertisement
• Discuss some of the key features used to ‘hook’ readers e.g. rhetorical
questions, emotive language, questions as headings
• Work in pairs to draft an opening paragraph which captures the readers’
interest and provide a clear outline of the topic to be discussed in the article.
• Write a newspaper article which includes detailed facts, reasoned views and
supporting visual evidence.
• Proofread their own work and that of others, assess and evaluate it and make
clear recommendations for improvement; edit/redraft work to show
progression
• Reflect on, edit and redraft to improve their writing
• Factual sentence starters for information texts e.g. Like many…,
Unlike…, Generally…, Normally…, Frequently…, Despite the fact
that…, Even though…, Rarely…,
• The writer uses repetition of words, phrases and concepts
deliberately, for effect.
• Strong effective adjectives e.g. conceited, formidable, obstinate,
cantankerous, malicious, loathsome, impatient
• Rhetorical questions e.g. Was this an act of madness? Was there
another way? Was he too impatient?
• Use of pronouns (I, we, us) to manipulate the reader to agree with
the position argued.
• Use of emotive language i.e. words that will appeal to the reader's
feelings, e.g. aggravated, agonized, alarmed, agitated
• Connectives e.g. fortunately, unfortunately, without any warning,
foolishly, predictably
• Indirect speech e.g. he/she claimed that…, he/she spoke of…,
he/she refused to accept…, A spokesman stated…
• Questions for titles e.g. Friend or Foe? Right or wrong?
• Punctuation – full stops, commas, bullet points, exclamation marks,
question marks, speech marks and apostrophes
• Summary and conclusion
Advertisement
• Starting sentences with a verb e.g. Imagine…, Find out…,
Consider…, Take a moment…, Guaranteed to…
• Persuasive statements e.g. it will…, you will be…, just think how…, for
the rest of your life
• Adjectives e.g. amazing…, incredible, attractive, unique, unmissable,
sensational, outrageous
• Rhetorical questions e.g. Do you think that…? Why not…? Have you
ever thought about…? Bored by…? Haven’t you always longed…?
Non-Fiction
Explanations
Reference
book/
PowerPoint
presentation
• Read and analyse explanatory texts to identify key features of explanation
texts.
• Create a mindmap on what they already know about the chosen topic.
• Research for information on the chosen topic, deciding on which sources of
information are most reliable/useful e.g. contain more useful facts,
illustrations
• Summarise processes orally following practical activities and choose how to
collate evidence in order summarise the sequence of events/actions e.g.
annotated illustrations, flowchart…
• Evaluate how explanations are presented in PowerPoint presentations and
discuss orally how they’d like their finished presentations to look.
• Discuss the use of images to support explanatory texts e.g. flow chart,
photographs, diagrams. How can these be used in the PowerPoint?
• Use the language conventions and grammatical features of explanatory text to
prepare a PowerPoint presentation to inform parents and members of the
community e.g. How erosion occurs and invite them through formal written
invitations to an educational afternoon on the topic.
• Create explanatory educational displays which include pictures, diagrams,
graphs and photographs to enhance the invitees experience during the
informative event.
• Proofread their own work and that of others, assess and evaluate it and make
clear recommendations for improvement; edit/redraft work to show
progression
• Reflect on, edit and redraft to improve their writing.
Prepare a PowerPoint presentation to
inform parents and members of the
community e.g. How erosion occurs and
create invitations to an educational
afternoon on the topic.
Create explanatory educational displays
which include pictures, diagrams, graphs
and photographs to enhance the invitees
experience during the informative event.
Explanation
• Logical sequence/Time connectives e.g. To begin with…, Next…,
Before long…, Finally…
• Opening statements e.g. The purpose of this explanation is to …,
Firstly I will…., Following that I intend to…
• Causal connectives e.g. this is because, this leads to, as a result
• ‘Timeless’ present tense e.g. are, turns, happens
• Action verbs – e.g. introduce, improve, effect, explore, persuade,
provide, promote, delay
• Conjunctions – when, then, first, after this, so
• Heading and sub headings
• Punctuation – full stops, commas, bullet points, exclamation marks,
question marks, speech marks and apostrophes
Invitation
• Polite directives e.g. please come to…, it will take place at…, it starts
at…, it finishes at… we’re looking forward to…, it will be…, we are/I
am holding this event because…
• More advanced language constructions e.g. I/we would like to invite
you…, During the afternoon I/we will be…, at two o’clock there will
be…, There will also be…, The easiest way to get here is…, I expect
that…, It is anticipated that we will finish around…, If you can
remember to…
• Time connectives e.g. first of all…, later…, at about…, following
that…, afterwards…, next, we will…, at the end of the
afternoon/evening…, finally…,
54
Poetry
• Read, recite and perform various poetry
• Discuss possibilities within small groups e.g. expressive language, sound effects,
atmosphere
• Use actions, sound effects, musical patterns and images to enhance a poem’s
meaning
Plan and create poetry individually or as
part of a group which displays features of
other text types, e.g. lists, dialogues,
questions and answers.
Create a class book of poetry e.g. to sell at
the Summer Fair
• Punctuation
• Rhythm and rhyme
• Metre
• Alliteration
• Metaphors and personification
• Similes