Full

IWB Activity     

Essential ICT

Extension ICT

YEAR 6 TERM 2

Fiction and poetry: longer established stories and novels selected from more than one genre; e.g. mystery, humour, sci-fi., historical, fantasy worlds, etc. to study and compare; range of poetic forms e.g. kennings, limericks, riddles, cinquain, tanka, poems written in other forms (as adverts, letter, diary entries, conversations), free verse, nonsense verse.

Non-Fiction: (i) discussion texts: texts which set out, balance and evaluate different points of view, e.g. pros and cons of a course of action, moral issue, policy

(ii) formal writing: notices, public information documents.

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.

Continue 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 revise and consolidate work from previous four terms with particular emphasis on:

- learning and inventing spelling rules;

- inventing and using mnemonics for irregular or difficult spellings;

- unstressed vowel spellings in polysyllabic words;

5 to extend work on word origins and derivations from previous term. Use personal reading, a range of dictionaries and previous knowledge to investigate words with common prefixes, suffixes, word roots;

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

Vocabulary extension

6 collect and explain the meanings and origins of proverbs, e.g. a rolling stone gathers no moss, familiarity breeds contempt, referring to dictionaries of proverbs and other reference sources;

7 to understand that the meanings of words change over time, e.g. through investigating such words as nice, presently, without;

8 to build a bank of useful terms and phrases for argument, e.g. similarly. whereas

6, 7

Explore Internet sources for proverbs and language change.

Sentence level work: Grammar and punctuation

Grammatical awareness

1 to investigate further the use of active and passive verbs:

- secure the use of the terms active and passive;

- know how sentences can be re-ordered by changing from one to the other;

- identify examples of active and passive verbs in texts;

- experiment in transformation from active to passive and vice-versa and study the impact of this on meaning; consider how the passive voice can conceal the agent of a sentence, e.g. the chicks were kept in an incubator;

2 to understand features of formal official language through, e.g.:

- collecting and analysing examples, discussing when and why they are used;

- noting the conventions of the language, e.g. use of the impersonal voice, imperative verbs, formal vocabulary;

- collecting typical words and expressions, e.g. those wishing to hereby forms may be obtained;

1, 2

Word-processing exercises adapting text.

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

Sentence construction and punctuation

3 to revise work on complex sentences:

- identifying main clauses;

- ways of connecting clauses;

- constructing complex sentences;

- appropriate use of punctuation;

4 to revise work on contracting sentences:

- summary;

- note making;

- editing;

5 to use reading to:

- investigate conditionals, e.g. using if then, might, could, would, and their uses, e.g. in deduction, speculation, supposition;

- use these forms to construct sentences which express, e.g. possibilities, hypotheses;

- explore use of conditionals in past and future, experimenting with transformations, discussing effects, e.g. speculating about possible causes (past) reviewing a range of options and their outcomes (future).

4, 5

Text transformation activities using word processor.

Text level work: Comprehension and composition

Reading comprehension

1 to understand aspects of narrative structure, e.g.:

- how chapters in a book (or paragraphs in a short story or chapter) are linked together;

- how authors handle time, e.g. flashbacks, stories within stories, dreams;

- how the passing of time is conveyed to the reader;

2 to analyse how individual paragraphs are structured in writing, e.g. comments sequenced to follow the shifting thoughts of a character, examples listed to justify a point and reiterated to give it force;

3 to recognise how poets manipulate words:

- for their quality of sound, e.g. rhythm, rhyme, assonance;

- for their connotations;

- for multiple layers of meaning, e.g. through figurative language, ambiguity;

4 to investigate humorous verse:

- how poets play with meanings;

- nonsense words and how meaning can be made of them;

- where the appeal lies;

5 to analyse how messages, moods, feelings and attitudes are conveyed in poetry;

6 to read and interpret poems in which meanings are implied or multilayered; to discuss, interpret challenging poems with others;

7 to identify the key features of different types of literary text, e.g. stock characters, plot structure, and how particular texts conform, develop or undermine the type, e.g. through parody;

8 to analyse the success of texts and writers in evoking particular responses in the reader, e.g. where suspense is well-built;

9 to increase familiarity with significant poets and writers of the past;

4

Text-disclosure activities with nonsense verse – highlights which words are replaceable and  understandable.

4, 5, 6, 9

Add poems to class poem resource collection on network and use for these activities.

9

Find information about poets on the Internet.

Writing composition

10 to use different genres as models to write, e.g. short extracts, sequels, additional episodes, alternative endings, using appropriate conventions, language;

11 to write own story using, e.g. flashbacks or a story within a story to convey the passing of time;

12 to study in depth one genre and produce an extended piece of similar writing, e.g. for inclusion in a class anthology; to plan, revise, redraft this and bring to presentational standard, e.g. layout, paragraphing, accuracy of punctuation and spelling, handwriting/printing;

13 parody a literary text, describing stock characters and plot structure, language, etc.;

14 to write commentaries or summaries crediting views expressed by using expressions such as The writer says that;

Use ICT tools to plan and structure extended writing. Inspiration for planning, MS Word outline view and document map.

Non-Fiction Reading comprehension

15 to recognise how arguments are constructed to be effective, through, e.g.:

- the expression, sequence and linking of points;

- the provision of persuasive examples, illustrations and evidence;

- pre-empting or answering potential objections;

- appealing to the known views and feelings of the audience;

16 to identify the features of balanced written arguments which, e.g.:

- summarise different sides of an argument;

- clarify the strengths and weaknesses of different positions;

- signal personal opinion clearly;

17 to read and understand examples of official language and its characteristic features, e.g. through discussing consumer information, legal documents, layouts, use of footnotes, instructions, parentheses,

headings, appendices and asterisks;

15, 16

Persuasive issue-based web sites.

17

Sources of official language – e.g. government documents on the web.

Writing composition

18 to construct effective arguments:

- developing a point logically and effectively;

- supporting and illustrating points persuasively;

- anticipating possible objections;

- harnessing the known views, interests and feelings of the audience;

- tailoring the writing to formal presentation where appropriate;

19 to write a balanced report of a controversial issue:

- summarising fairly the competing views;

- analysing strengths and weaknesses of different positions;

20 to discuss the way standard English varies in different contexts, e.g. why legal language is necessarily highly formalised, why questionnaires must be specific.

18

Examples of persuasive writing on  issue-based web sites.

20

Sources of official language – e.g. government documents on the web.