LITERACY HOUR Weekly Plan - DOC

							                                                                                                 LITERACY HOUR: Weekly Plan
Year 5 Term 1 Week 4                                                                                 Date:
          Text Level                                                                                        Text                                                                                            Word Level
22 to read and evaluate a range of instructional texts in                                                                                                                                            5 to investigate, collect and
                                                                                                                                                                                                     classify spelling patterns in
terms of their:
                                                                                                                                                                                                     pluralisation, construct rules for
 purposes;                                                                                                                                                                                          regular spellings, e.g. add -s to
 organisation and layout;                                                                                         Sentence Level                                                                    most words; add -es to most
 clarity and usefulness;                                   8   to revise and extend work on verbs (see Y4 objectives), focusing on:                                                                 words ending in -s, -sh, -ch;
25 to write instructional texts, and test them out,            tenses: past, present, future; investigating how different tenses are formed by using auxiliary verbs e.g. have, was, shall, will;   change -f to -ves; when -y is
e.g. instructions for loading computers, design briefs         forms: active, interrogative, imperative;                                                                                            preceded by a consonant, change
for technology, rules for games;
                                                               person: 1st, 2nd, 3rd. Identify and classify examples from reading; experiment with transforming tense/form/person in these          to -ies; when -y is preceded by a
                                                                examples – discuss changes that need to be made and effects on meaning;                                                              vowel, add -s;
                                                            9 to identify the imperative form in instructional writing and the past tense in recounts and use this awareness when writing for
                                                            these purposes.
DAYS                                                Whole Class Work                                                       Guided Work                             Independent Work                                  Plenary
Mon            Distribute a selection of instructional texts. In pairs decide on purpose and                             Guided reading:               Children evaluate different sets of                     Feedback as a class
               audience of texts. In pairs investigate organisation and layout. List key                                 Based on group                instructions for making something with                  - which were most
               features on grid. Share as a class and list key features of all instructional                             targets.                      paper (e.g. paper boat, zig-zag book etc.)              effective and why?
               texts.                                                                                                                                  referring to key points.
               Key points:
               ~ sequenced steps;
               ~ written in imperative;
               ~ need to know how something is done;
               ~ written down clearly and explicitly;
Tues           As a class create a flowchart that shows        Spelling Bank - p. 42                                                                   Spelling Bank - p.42                                    Feedback as a class
               how instructions are structured.                Whole class investigation into                                                          Differentiated group tasks.                             and add new
               Key points:                                     plurals.                                                                                                                                        generalisations to
               ~ statement of what is to be achieved;                                                                                                                                                          class list from last
               ~ list of materials required;                                                                                                                                                                   week.
               ~ diagram(s);
               ~ instructions showing procedural
               sequence;
Weds           Grammar for Writing - Start to plan book of playground games for                                                                        In pairs children select game to write up               Swap flowcharts
               unit 37                       younger children. Teacher models steps to go                                                              for book. Play game and then use a                      with another pair.
               Read.                         through. First by playing game, making notes                                                              flowchart to make notes of actions.                     Discuss if all the
                                             using flowchart.                                                                                                                                                  steps are clear.


Thurs          Supported Composition:                                                                                                                                                                          Edit and redraft
               After short introduction from teacher whole session is spent using plans to write instructions in pairs. Teacher stops session at various points to                                             instructions with
               make teaching points for whole group.                                                                                                                                                           another pair.
               See Grammar for Writing (p.15 - 16) for details of structure.
Fri            Grammar for Writing - Independent session:                                                                 Shared session:                                                                      In pairs improve
               unit 37                     Using a different pairs instructions children                                  Feedback as a class. Teacher                                                         instructions by
               Discuss.                    follow instructions and play game. Referring to                                demonstrates improving instructions by                                               using techniques
                                           key features evaluate the effectiveness of the                                 drawing the reader in by 'selling' the                                               from shared time to
                                           instructions.                                                                  game.                                                                                draw reader in.