Full

IWB Activity     

Essential ICT

Extension ICT

YEAR 6 TERM 1

Fiction and poetry: classic fiction, poetry and drama by long-established authors including, where appropriate, study of a Shakespeare play; adaptations of classics on film/TV.

Non-Fiction: (i) autobiography and biography, diaries, journals, letters, anecdotes, records of observations, etc. which recount experiences and events;

(ii) journalistic writing; (iii) non-chronological reports.

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 revise and extend work on spelling patterns for unstressed vowels in polysyllabic words from Year 5 term 3;

5 to use word roots, prefixes and suffixes as a support for spelling, e.g. aero, aqua, audi, bi, cede, clude, con, cred, duo, log(o)(y), hyd(ro)(ra), in, micro, oct, photo, port, prim, scribe, scope, sub, tele, tri, ex;

6 to investigate meanings and spellings of connectives: therefore, notwithstanding, furthermore, etc.; link to sentence level work on connectives;

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

Vocabulary extension

7 to understand how words and expressions have changed over time, e.g. old verb endings -st and -th and how some words have fallen out of use, e.g. yonder, thither;

8 to research the origins of proper names, e.g. place names such as -borough or -chester, surnames such as Donaldson, O’Donnell and MacDonald, the days of the week, months of the year, names of products, e.g. models of cars, names of sportswear, names of newspapers;

9 to understand how new words have been added to the language, e.g. trainers, wheelie;

10 to understand the function of the etymological dictionary, and use it to study words of interest and significance.

9

Add to class electronic dictionary/word collection on school network.

9

Use on-line definitions and dictionaries, e.g. define: in Google.

Sentence level work: Grammar and punctuation

1 to revise from Y5:

- the different word classes, e.g. prepositions;

- re-expressing sentences in a different order;

- the construction of complex sentences;

- the conventions of standard English;

- adapting texts for particular readers and purposes;

2 to revise earlier work on verbs and to understand the terms active and passive; being able to transform a sentence from active to passive, and vice versa;

3 to note and discuss how changes from active to passive affect the word order and sense of a sentence;

1, 2, 3

Word-processing exercises adapting text.

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

Sentence construction and punctuation

4 to investigate connecting words and phrases:

- collect examples from reading and thesauruses;

- study how points are typically connected in different kinds of text;

- classify useful examples for different kinds of text  for example, by position (besides, nearby, by); sequence (firstly, secondly.); logic (therefore, so, consequently);

- identify connectives which have multiple purposes (e.g. on, under, besides);

5 to form complex sentences through, e.g.:

- using different connecting devices;

- reading back complex sentences for clarity of meaning, and adjusting as necessary;

- evaluating which links work best;

- exploring how meaning is affected by the sequence and structure of clauses;

6 to secure knowledge and understanding of more sophisticated punctuation marks:

- colon;

- semi-colon;

- parenthetic commas, dashes, brackets.

4, 5, 6

Display examples to highlight and discuss.

4

Use electronic thesaurus

6

Text-disclosure focussing on punctuation.

Text level work: Comprehension and composition

Reading comprehension

1 to compare and evaluate a novel or play in print and the film/TV version, e.g. treatment of the plot and characters, the differences in the two forms, e.g. in seeing the setting, in losing the narrator;

2 to take account of viewpoint in a novel through, e.g.:

- identifying the narrator;

- explaining how this influences the reader’s view of events;

- explaining how events might look from a different point of view;

3 to articulate personal responses to literature, identifying why and how a text affects the reader;

4 to be familiar with the work of some established authors, to know what is special about their work, and to explain their preferences in terms of authors, styles and themes;

5 to contribute constructively to shared discussion about literature, responding to and building on the views of others;

1

Use video clips – some available on Internet.

3, 4, 5

Add to and use review database.

3, 4, 5

‘Book raps’ or similar email book projects.

4

Information about books from author and publisher web sites.

Writing composition

6 to manipulate narrative perspective by:

- writing in the voice and style of a text;

- producing a modern retelling;

- writing a story with two different narrators;

7 to plan quickly and effectively the plot, characters and structure of their own narrative writing;

8 to summarise a passage, chapter or text in a specified number of words;

9 to prepare a short section of story as a script, e.g. using stage directions, location/setting;

10 to write own poems experimenting with active verbs and personification; produce revised poems for reading aloud individually;

6, 8, 9

Appropriate word-processing tasks, starting from extracts of actual text and transforming.

7

Use Inspiration to plan narrative.

Non-Fiction

Reading comprehension

11 to distinguish between biography and autobiography;

- recognising the effect on the reader of the choice between first and third person;

- distinguishing between fact, opinion and fiction;

- distinguishing between implicit and explicit points of view and how these can differ;

12 to comment critically on the language, style, success of examples of non-fiction such as periodicals, reviews, reports, leaflets;

13 to secure understanding of the features of non-chronological reports:

- introductions to orientate reader;

- use of generalisations to categorise;

- language to describe and differentiate;

- impersonal language;

- mostly present tense;

11

Work on validity and reliability of web information.

12, 13

Media texts– newspapers, reports etc. on the web as source of first hand information.

Writing composition

14 to develop the skills of biographical and autobiographical writing in role, adopting distinctive voices, e.g. of historical characters through, e.g.:

- preparing a CV

- composing a biographical account based on research;

- describing a person from different perspectives, e.g. police;

- description, school report, newspaper obituary;

15 to develop a journalistic style through considering:

- balanced and ethical reporting;

- what is of public interest in events;

- the interest of the reader;

- selection and presentation of information;

16 to use the styles and conventions of journalism to report on e.g. real or imagined events;

17 to write non-chronological reports linked to other subjects;

18 to use IT to plan, revise, edit writing to improve accuracy and conciseness and to bring it to publication standard, e.g. through compiling a class newspaper, paying attention to accuracy, layout and presentation.

15

Explore journalism on the Internet – newspaper and broadcasting sites.

18

DTP, word-processing and web-design software. Increasing use of features.