Phonics, Spelling & Vocabulary
Spelling revision & consolidation from Y3blending phonemes, segmenting, syllabic patterns, cues, HFWknowledge. (W1)
Identify mis-spelt words in own writing; tokeep individual lists (wordbooks) & learn to spell them(W2,3,4)
Handwriting (W15,16 & 17)
Torevise work on verbs from Y3 & to investigate verb tenses(S2)
Todevelop independent writing & to produce examples of extendedwriting every 2nd week. Respond to issues in a text,exploring alternative courses of action & evaluating the authorssolution (T12)
Fiction and Poetry: Historical stories & short novels;play scripts; poems based on common themes, e.g. space, school,animals, families, feelings viewpoints.
Non-fiction: A range of text-types from reports &articles in newspapers & magazines, etc.; instructions.
Titles and Source Books
Topractise new spellings by the look, say, cover, write, checkstrategy W4.
Identify syllabic patterns in words W1.
Revise vowels and consonants.
Identify the use of powerful verbs S3.
Toinvestigate how characters are built up from small details, & howthe reader responds to them T1
Toidentify the main characteristics of the key characters, drawing onthe text to justify views, & using the information to predictactions T2.
write character sketches, focusing on smalldetail to evoke sympathy or dislike T11
Write independently, linking own experiences tosituations in historical stories T12
Raiders! By Lynne Benton
GFW Unit 22
1 & 2
Torevise verbs as above S2
Tocontinue work on adverbs, understanding their function in sentences S4
Toexplore chronology in narrative writing T3
Toexplore narrative order T4
Touse different ways of planning stories T9
Toplan a story, identifying the stages of its telling T10
Touse paragraphs in story writing to organise & sequence thenarrative T15.
The Butterfly Lion by Michael Morpurgo
GFW Unit 25
3 & 4
Toidentify adverbs & understand their functions in sentences throughidentifying, collecting & classifying.
Use adverbs with greater distinction in theirown writing S4
Toprepare, read & perform playscripts; compare organisation ofscripts with stories how are settings indicated, story lines madeclear? T5
Tochart the build up of a play scene T6
Towrite play scripts, e.g. using known stories as a base.
Play scripts, Traditional (fairy) tale, e.g. 3Little Pigs, red Riding Hood.
GFW Unit 23
5 & 6
Tospell irregular tense changes, e.g. go/went, can/could W8
Toread and spell correctly the words in the medium frequency wordlist W10
Touse 3rd and 4th place letters to locate andsequence words in alphabetical order W12
Toidentify the use of powerful verbs, e.g. hobbled instead of went,e.g. through cloze procedure GFW unit22 S3
Towrite character sketches, focusing on small details to evokesympathy or dislike T11
Toidentify the main characteristics of the key characters, drawing onthe text to justify views, and using the information to predictactions T2
Toinvestigate how characters and settings are built up from smalldetails, and how the reader responds to them T1
Narrative: Character and Setting
GFW unit 22
The Storm Primary National Strategy Smartfile.
Final Week left for Christmasactivities