LITERACY HOUR: Weekly Plan Year 5 Term 1 Week 1 Class: Date: Text Level Text Word Level 21 to identify the features of recounted texts such as sports reports, diaries, police reports, including: How We Went to War - Lewis Blake 4 to examine the properties of words ending in vowels other than introduction to orientate reader; chronological sequence; Sentence Level the letter ‘e’; supporting illustrations; 1 investigate word order by examining how far the order of words in degree of formality adopted; sentences can be changed: use of connectives, e.g. first…next…once; which words are essential to meaning; which can be deleted without damaging the basic meaning; 23 to discuss the purpose of note-taking and how this influences the nature of notes made; which words or groups of words can be moved into a different order; 26 to make notes for different purposes, e.g. noting key points as a record of what has been read, listing cues for a talk, and to build on these notes in their own writing or speaking; DAYS Whole Class Work Guided Work Independent Work Plenary Mon Shared reading of text extract. Paired discussion - type of text, purpose Spelling Bank - Guided reading: Spelling Bank - p.40 As a class play etc. Take feedback as a class. In pairs brainstorm what they know p.40 Using Differentiated group tasks. Pelmanism game about recounts. Take feedback and identify and annotate in text. Whole class differentiated using a mixture of Key points: activity relating to recounts base regular and irregular ~ purpose to retell events; food words. session on group forms. ~ details and incidents used to engage reader; targets and discuss ~ written in chronological order; features of ~ written in the past tense; recounts. Tues Using text from yesterday focus on the structure of recounts. Give out different parts of the In pairs children reorder Feedback to another text to pairs to decide what each part of the text tells the reader. Annotate structure on class differentiated recounts. pair. Discuss text. Extension - sequence recount with reasons for Key points: no connectives. Add in possible sequence. Are they Orientation - to set scene; connectives. in agreement. Events - answer questions who? what? where? when? why?; Feedback as a class Reorientation - closing statement/ summary; what supported Highlight connectives in text - discuss purpose. List other sequential connectives that could sequencing? What be used in recounts. posed difficulties? Weds Distribute examples of other types of recounts e.g. diaries, newspaper reports, police reports Genre exchange activity - using Discuss what and other text types e.g. instructions, narrative etc.. In pairs decide if text is a recount by diary extract turn it into elements of text had referring to key features. Take feedback as a class - list different forms of recounts. What newspaper report or vice versa. to change and what key features are common to all? What are features of a specific form of recount? Discuss Extension - turn a set of simple stayed the same. whether they are fact or opinion. instructions into a recount. Thurs Note taking - brainstorm as a class when they might take notes. Clarify the purpose of notes. Using differentiated texts children Discuss notes with What are the difficulties of taking notes? delete words to create notes. another pair. Did Teacher scribes deleting words from text that are not essential to meaning. Explain that OR they agree on key notes could also be made by focusing on key words - Teacher demonstrates using the shared In pairs children highlight key words? What words text to highlight key words. Can the children make sense of them or do more words need to words in a different recount and needed to be added? be added? Teacher scribes turning key words into brief notes. Discuss when this form of then turn into coherent notes. note taking would not be possible - when taking notes from talk/ video etc. Fri Use a tape of a book review and teacher demonstrates taking notes. Link to yesterday's In pairs 1 child talks about Use notes to present work on key words and make a list of key words. At the end teacher scribes turning words something they've read/ seen on talk to another pair. into notes. TV etc. Other lists key words and Discuss whether all Key points: takes notes. Swap over. key points were ~ key words essential to meaning and must prompt memory; included. How ~ need to turn words into fuller notes immediately; useful were the notes?