Full

IWB Activity     

Essential ICT

Extension ICT

Year 5 Term 1

Fiction and poetry: (i) novels, stories and poems by significant children’s writers; (ii) play-scripts; (iii) concrete poetry.

Non-Fiction: (i) recounts of events, activities, visits; observational records, news reports etc. (ii) instructional texts: rules, recipes, directions, instructions, etc. showing how things are done.

Word level work: Phonics, spelling and vocabulary

Spelling strategies

1 to identify mis-spelt words in own writing; to keep individual lists (e.g. spelling logs); to learn to spell them;

2 to use known spellings as a basis for spelling other words with similar patterns or related meanings;

3 to use independent spelling strategies, including:

- building up spellings by syllabic parts, using known prefixes, suffixes and common letter strings;

- applying knowledge of spelling rules and 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, e.g. recognising common letter strings and checking critical features (i.e. does it look right, shape, length, etc.);

2, 3

Modelling spelling lists – hide/reveal games.

Teach correct use of computer spell checker. Displaying and choosing alternative words. Be aware of words not picked up by spell checker. Adding new words, proper names etc. – to spell checker dictionary.

2, 3

Spelling practice software – e.g. Starspell

Spelling conventions and rules

4 to examine the properties of words ending in vowels other than the letter e;

5 to investigate, collect and classify spelling patterns in pluralisation, construct rules for regular spellings, e.g. add -s to most words; add -es to most words ending in -s, -sh, -ch; change -f to -ves; when -y is preceded by a consonant, change to -ies; when -y is preceded by a vowel, add -s;

6 to collect, and investigate the meanings and spellings of words using the following prefixes: auto, bi, trans, tele, circum;

Literacy Bank and similar drill and practice exercises with plurals, prefixes and other language features.

Vocabulary extension

7 to explain the differences between synonyms, e.g. angry, irritated, frustrated, upset; collect, classify and order sets of words to identify shades of meaning; sign, signature, signal; bomb, bombastic, bombard; remit, permit, permission, in order to extend vocabulary and provide support for spelling;

9 to collect and classify a range of idiomatic phrases, clichés and expressions, e.g. the more the better, under the weather, past his prime, given up the ghost, taken for a ride, not up to it, put on a brave face, over the top, beat about the bush, in for a penny, par for the course, putting his back up. Compare,

discuss, speculate about meaning/origins and check in dictionaries; use in own writing and be aware of when it is appropriate to use these in speech and writing;

10 to use adverbs to qualify verbs in writing dialogue, e.g. timidly, gruffly, excitedly, using a thesaurus to extend vocabulary.

Sentence level work: Grammar and punctuation

1 investigate word order by examining how far the order of words in sentences can be changed:

- which words are essential to meaning;

- which can be deleted without damaging the basic meaning;

- which words or groups of words can be moved into a different order;

2 to understand the basic conventions of standard English and consider when and why standard English is used:

- agreement between nouns and verbs;

- consistency of tense and subject;

- avoidance of double negatives;

- avoidance of non-standard dialect words;

3 to discuss, proof-read and edit their own writing for clarity and correctness, e.g. by creating more complex sentences, using a range of connectives, simplifying clumsy constructions;

4 to adapt writing for different readers and purposes by changing vocabulary, tone and sentence structures to suit, e.g. simplifying for younger readers;

5 to understand the difference between direct and reported speech (e.g. she said, I am going, she said she was going), e.g. through:

- finding and comparing examples from reading;

- discussing contexts and reasons for using particular forms and their effects;

- transforming direct into reported speech and vice versa, noting changes in punctuation and words that have to be changed or added;

1, 2

Model and discuss using relevant current texts

3

Use word-processed text for proofreading by groups of children, and also to reflect on process of proofreading.

4, 5

word processor exercises –text transformation. Adapt text for different audiences, change type of speech.

Literacy Bank and similar drill and practice exercises with language features.

Sentence construction and punctuation

6 to understand the need for punctuation as an aid to the reader, e.g. commas to mark grammatical boundaries; a colon to signal, e.g. a list;

7 from reading, to understand how dialogue is set out, e.g. on separate lines for alternate speakers in narrative, and the positioning of commas before speech marks;

8 to revise and extend work on verbs (see Y4 objectives), focusing on:

- tenses: past, present, future; investigating how different tenses are formed by using auxiliary verbs e.g. have, was, shall, will;

- forms: active, interrogative, imperative;

- person: 1st, 2nd, 3rd. Identify and classify examples from reading; experiment with transforming tense/form/person in these examples . discuss changes that need to be made and effects on meaning;

9 to identify the imperative form in instructional writing and the past tense in recounts and use this awareness when writing for these purposes.

6, 7, 8, 9

Model with displayed texts.

7, 8, 9

Text editing activities in word processor.

Text level work: Comprehension and composition

1 to analyse the features of a good opening and compare a number of story openings;

2 to compare the structure of different stories, to discover how they differ in pace, build-up, sequence, complication and resolution;

3 to investigate how characters are presented, referring to the text:

- through dialogue, action and description;

- how the reader responds to them (as victims, heroes, etc.);

- through examining their relationships with other characters;

4 to consider how texts can be rooted in the writer’s experience, e.g. historical events and places, experience of wartime, friendship, holidays;

5 to understand dramatic conventions including:

- the conventions of scripting (e.g. stage directions, asides);

- how character can be communicated in words and gesture;

- how tension can be built up through pace, silences and delivery;

6 to read a number of poems by significant poets and identify what is distinctive about the style or content of their poems;

7 to analyse and compare poetic style, use of forms and the themes of significant poets; to respond to shades of meaning; to explain and justify personal tastes; to consider the impact of full rhymes, half

rhymes, internal rhymes and other sound patterns;

8 to investigate and collect different examples of word play, relating form to meaning;

9 to develop an active attitude towards reading: seeking answers, anticipating events, empathising with characters and imagining events that are described;

10 to evaluate a book by referring to details and examples in the text;

11 to experiment with alternative ways of opening a story using, e.g. description, action, or dialogue;

12 to discuss the enduring appeal of established authors and classic texts;

3, 5, 6, 7, 8

Model and teach using displayed texts.

1

In word processor, collect opening sentences from stories in text resource bank.

5

Organise pages for play scripts on screen. Use tabs (for margin), different fonts for directions etc.

6, 7

Add to class collection of poems and use.

10, 12

Add to and use class review bank.

12

Find further information about books and authors from the Internet.

Writing composition

13 to record their ideas, reflections and predictions about a book, e.g. through a reading log or journal;

14 to map out texts showing development and structure, e.g. its high and low points, the links between sections, paragraphs, chapters;

15 to write new scenes or characters into a story, in the manner of the writer, maintaining consistency of character and style, using paragraphs to organise and develop detail;

16 to convey feelings, reflections or moods in a poem through the careful choice of words and phrases;

17 to write metaphors from original ideas or from similes;

18 write own playscript, applying conventions learned from reading; include production notes;

19 to annotate a section of playscript as a preparation for performance, taking into account pace, movement, gesture and delivery of lines and the needs of the audience;

20 to evaluate the script and the performance for their dramatic interest and impact;

13

Add to and use class book review database.

14

Use Inspiration (flow chart or concept map software) to map out a current story.

15

Support this work by providing text starting points on word processor for new scenes etc. to be added.

Non-Fiction Reading comprehension

21 to identify the features of recounted texts such as sports reports, diaries, police reports, including:

- introduction to orientate reader;

- chronological sequence;

- supporting illustrations;

- degree of formality adopted;

- use of connectives, e.g. first next once;

22 to read and evaluate a range of instructional texts in terms of their:

- purposes;

- organisation and layout;

- clarity and usefulness;

23 to discuss the purpose of note-taking and how this influences the nature of notes made;

21, 22, 23

Display texts for discussion.

Writing composition

24 to write recounts based on subject, topic or personal experiences for (a) a close friend and (b) an unknown reader, e.g. an account of a field trip, a match, a historical event;

25 to write instructional texts, and test them out, e.g. instructions for loading computers, design briefs for technology, rules for games;

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;

27 to use simple abbreviations in note-taking.

Use word-processing for these tasks.

Create instruction sheets for familiar ICT equipment e.g. digital camera.