Full

IWB Activity     

Essential ICT

Extension ICT

Year 6 Term 3

Fiction and poetry: comparison of work by significant children’s author(s) and poets: (a) work by same author (b) different authors’ treatment of same theme(s).

Non-Fiction: (i) explanations linked to work from other subjects; (ii) non-chronological reports linked to work from other subjects; (iii) reference texts, range of dictionaries, thesauruses, including I.T. sources.

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 five 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;

Vocabulary extension

5 to invent words using known roots, prefixes and suffixes, e.g. vacca + phobe = someone who has a fear of cows;

6 to practise and extend vocabulary, e.g. through inventing word games such as puns, riddles, crosswords;

7 to experiment with language, e.g. creating new words, similes and metaphors.

Language play web sites, e.g. anagram generator, Shakespearean insults etc.

Sentence level work: Grammar and punctuation

Grammatical awareness

1 to revise the language conventions and grammatical features of the different types of text such as:

- narrative (e.g. stories and novels);

- recounts (e.g. anecdotes, accounts of observations, experiences);

- instructional texts (e.g. instructions and directions);

- reports (e.g. factual writing, description)

- explanatory texts (how and why);

- persuasive texts (e.g. opinions, promotional literature)

- discursive texts (e.g. balanced arguments);

2 to conduct detailed language investigations through interviews, research and reading, e.g. of proverbs, language change over time, dialect, study of headlines;

2

Use Internet sources in investigations. Local newspaper text, archaic texts, ‘How stuff works’  etc.

Sentence construction and punctuation

3 to revise formal styles of writing:

- the impersonal voice;

- the use of the passive;

- management of complex sentences;

4 to secure control of complex sentences, understanding how clauses can be manipulated to achieve different effects.

Text level work: Comprehension and composition

Reading comprehension

1 to describe and evaluate the style of an individual writer;

2 to discuss how linked poems relate to one another by themes, format and repetition, e.g. cycle of poems about the seasons;

3 to describe and evaluate the style of an individual poet;

4 to comment critically on the overall impact of a poem, showing how language and themes have been developed;

5 to compare and contrast the work of a single writer;

6 to look at connections and contrasts in the work of different writers;

1, 3

Prepare texts to present to class, highlighting and annotating features using colours, text boxes etc.

1, 2, 3, 5, 6

Internet author information, including extracts of work.

Writing composition

7 to annotate passages in detail in response to specific questions;

8 to use a reading journal effectively to raise and refine personal responses to a text and prepare for discussion;

9 to write summaries of books or parts of books, deciding on priorities relevant to purpose;

10 to write a brief synopsis of a text, e.g. for back cover blurb;

11 to write a brief helpful review tailored for real audiences;

12 to compare texts in writing, drawing out:

- their different styles and preoccupations;

- their strengths and weaknesses;

- their different values and appeal to a reader;

13 to write a sequence of poems linked by theme or form, e.g. a haiku calendar;

14 to write an extended story, worked on over time on a theme identified in reading;

14

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

8

‘Book rap’ type activities.

Email is a powerful context for 9, 10, 11, 12.

Non-Fiction Reading comprehension

15 to secure understanding of the features of explanatory texts from Year 5 term 2;

16 to identify the key features of impersonal formal language, e.g. the present tense, the passive voice and discuss when and why they are used;

17 to appraise a text quickly and effectively; to retrieve information from it; to find information quickly and evaluate its value;

18 to secure the skills of skimming, scanning and efficient reading so that research is fast and effective;

19 to review a range of non-fiction text types and their characteristics, discussing when a writer might choose to write in a given style and form;

17, 18

Develop Internet ‘literacy’ ability to search, find and evaluate information quickly and effectively.

17, 18

Understanding search engines - power and limits.

Writing composition

20 to secure control of impersonal writing, particularly the sustained use of the present tense and the passive voice;

21 to divide whole texts into paragraphs, paying attention to the sequence of paragraphs and to the links between one paragraph and the next, e.g. through the choice of appropriate connectives;

22 to select the appropriate style and form to suit a specific purpose and audience, drawing on knowledge of different non-fiction text types.

Use outline mode and document map features of word-processor to show structure of long texts.