LITERACY HOUR: Weekly Plan Year 5 Term 1 Week 2 Class: Date: Text Level Text Word Level 24 to write recounts based on subject, topic or personal experiences for (a) a Carrie's War - Nina Bawden 8 to identify word roots, derivations and spelling patterns, e.g. sign, signature, signal; close friend and (b) an unknown reader, e.g. an account of a field trip, a Sentence Level bomb, bombastic, bombard; remit, permit, match, a historical event; permission, in order to extend vocabulary 1 investigate word order by examining how far the order of words in sentences can be changed: 26 to make notes for different purposes, e.g. noting key points as a record of which words are essential to meaning; and provide support for spelling; what has been read, listing cues for a talk, and to build on these notes in their which can be deleted without damaging the basic meaning; own writing or speaking; which words or groups of words can be moved into a different order; 27 to use simple abbreviations in note-taking. DAYS Whole Class Work Guided Work Independent Work Plenary Mon Spelling Bank - p.44 Guided reading: Spelling Bank - p.44 Feedback from Whole class investigations into word roots and spelling patterns. Using differentiated Differentiated group tasks. group tasks. recounts base session on Generate class list group targets. of word roots. Tues To prepare for written recount of the next stage in an evacuee's journey, Guided writing: In pairs children make notes to add to Discuss differences which ends with the arrival of the evacuee at their new home, use video of As independent task those from shared session using chapter between the 2 extract from 'Carrie's War' to make notes using technique modelled last focusing on different 2 from 'Carrie's War' using either of sources. week. Teacher demonstrates listing key words. Teacher scribes group each day based techniques demonstrated last week. starting to turn words into notes. Focus on using abbreviations in notes. on targets. Continue turning into notes through supported composition. Weds Teacher models planning recount using a flowchart with 5 boxes. (Model Using planning format from shared time Recap on key planning last week's shared text) Teacher demonstrates completing last children use the notes from yesterday to information needed box - children wait at station for train to take them away. Emphasise need plan a recount that describes the next to plan recount. to know ending to plan recount. In pairs discuss what should be included stage of the evacuee's journey and ends Brainstorm in the first box. Teacher scribes opening - where, when, who and why. with them arriving at their new home. connectives that In pairs children identify 3 events that happened between the opening and could be added to the end and sequence events. Feedback and teacher scribes on plan. flowchart. Key points: ~ clear about the ending; ~ plan a sequence of events that lead to this ending; ~ set the scene by answering who, where, when and why Thurs Using yesterday's shared plan teacher demonstrates writing opening to Using own plan and shared session as a model children start to letter. Refer to key questions to answer. Teacher scribes 1st 2 sentences write letters. of next paragraph in letter - focus on use of appropriate connective to start paragraph. Supported composition children write opening 2 sentences of No plenary to allow longer time for independent writing. next paragraph. Key points: ~ opening sets the scene; ~ paragraphs show shifts in time; Fri Teacher demonstrates writing concluding paragraph of recount focusing Complete letters. As a class make a on summarising and evaluating events. Edit and redraft with partner - focuses as list of 'I can . . .' Recap on key features of recounts - redraft shared letter focusing on 2 shared time. statements that can things: be used to evaluate ~ adding details to engage reader's interest; recounts. ~ reordering words in sentences to change emphasis.