National Literacy Strategy - DOC

							National Literacy Strategy
Medium Term Planning - Half Termly Planner
School


 CLASS                                                         YEAR GROUP(S) 5                                           TERM 1                                                      TEACHER
                                                               YEAR                                                      2nd HALF


 Phonics, Spelling and Vocabulary                              Grammar and Punctuation                                   Comprehension and Composition                               Texts

 Continuous work:                                              Continuous work:                                          Continuous work:                                            Range:

 1         identify mis-spelt words in own writing; keep       3        discuss, proof-read and edit their own writing   9        develop an active attitude towards                 Fiction and Poetry:
           individual lists; learn how to spell them                    for clarity and correctness, eg. by creating              reading: seeking answers, anticipating events,     poems by significant children’s writers;
 2         use known spellings as a basis for spelling other            more complex sentences, using a range of                  empathising with characters and imagining          concrete poetry
           words with similar patterns or related meanings              connectives, simplifying clumsy constructions             events that are described                          Non-Fiction:
 3         use independent spelling strategies including:      6        understand the need for punctuation as an aid    13       record their ideas, reflections and predictions    recounts of events, activities, visits,
 *         building up spellings by syllabic parts, using               to the reader                                             about a book                                       observational records, news reports etc;
           known prefixes, suffixes and common letter                                                                                                                                instructional texts: rules, recipes, directions,
           strings;                                                                                                                                                                  instructions, etc. showing how things are
 *         applying knowledge of spelling rules and                                                                                                                                  done
           exceptions;
 *         building words from other known words and
           from awareness of the meaning or derivations of
           words;
 *         using dictionaries and IT spell-checks;
 *         using visual skills

 Blocked work:                                                 Blocked Work:                                             Blocked Work:                                               Titles:                                            Week

 8         identify word roots, derivations and spelling       2        understand the basic conventions of standard     21       identify the features of recounted texts such as   recounts                                           1
           patterns in order to extend vocabulary and                   English and consider when and why standard                sports reports, diaries, police reports,
           provide support for spelling                                 English is used:                                          including:
                                                               *        agreement between nouns and verbs                *        introduction to orientate reader;
                                                               *        consistency of tense and subject;                *        chronological sequence;
                                                               *        avoidance of double negatives;                   *        supporting illustrations;
                                                               *        avoidance of non-standard dialect words          *        degree of formality adopted;
                                                                                                                         *        use of connectives
                                                                                                                         24       write recounts based on subject, topic or
                                                                                                                                  personal experiences for a) a close friend and
                                                                                                                                  b) an unknown reader

                                                               9        identify the imperative form in instructional    22       read and evaluate a range of instructional texts   instructional texts                                2
                                                                        writing and use this awareness when writing               in terms of their:
                                                                        for this purpose                                 *        purposes;
                                                                                                                         *        organisation and layout;
                                                                                                                         *        clarity and usefulness
                                                                                                                         23       discuss the purpose of note taking and how this
                                                                                                                                  influences the nature of notes made
                                                                                                                         5        investigate, collect and classify spelling



             KCSA - Key Skills Unit - Literacy Team
                                                                                                                      patterns in pluralisation, construct rules for
                                                                                                                      regular spellings identify the imperative form
                                                                                                                      in instructional writing and use this awareness
                                                                                                                      when writing for these purposes
                                                                                                                 4    adapt writing for different readers and
                                                                                                                      purposes by changing vocabulary, tone and

5          investigate, collect and classify spelling patterns   4   adapt writing for different readers and     26   make notes for different purposes and to build                                                3
           in pluralisation, construct rules for regular             purposes by changing vocabulary, tone and        on these notes in their own writing or speaking
           spellings                                                 sentence structures to suit                 27   use simple abbreviations in note-taking
                                                                                                                 25   write instructional texts and test them out

9          collect and classify a range of idiomatic phrases,                                                    6    read a number of poems by significant poets        Poems by significant children’s writers;   4
           cliches and expressions; compare, discuss,                                                                 and identify what is distinctive about the style   concrete poetry
           speculate about meanings/origins and check in                                                              or content of their poems
           dictionaries; use in own writing and be aware of                                                      7    analyse and compare poetic style, use of forms
           when it is appropriate to use these in speech and                                                          and the themes of significant poets; respond to
           writing                                                                                                    shades of meaning; explain and justify
                                                                                                                      personal tastes; consider the impact of full
                                                                                                                      rhymes, half rhymes, internal rhymes and other
                                                                                                                      sound patterns
                                                                                                                 16   convey feelings, reflections or moods in a
                                                                                                                      poem through the careful choice of words and
                                                                                                                      phrases

                                                                                                                 17   write metaphors from original ideas or from                                                   5
                                                                                                                      similes
                                                                                                                 8    investigate and collect different examples of
                                                                                                                      word play, relating form to meaning

(revision time)                                                                                                  8    investigate and collect different examples of                                                 6
                                                                                                                      word play relating form to meaning




              KCSA - Key Skills Unit - Literacy Team