Year 4 English Medium Term Plans 2018-2019 Autumn 1 Autumn...

Year 4 English Medium Term Plans

2018-2019

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Themes Childhood The Indus Valley

Civilisation

The Amazon Rainforest

The Roman Empire

The Tudors Technology

Fertile Question

What are the key ingredients for a happy childhood?

What did an Indus Valley city look like?

Why is the Amazon rainforest so rich?

What did we get from The Romans?

What does it take to be a King or Queen?

Is technology taking over our lives?

Texts Tom’s Sausage Lion- Michael Morpurgo (PoR sequence) 3 weeks The Promise- Nicola Davies (PoR sequence) 3 weeks

Tales told in Tents- Sally Pomme Clayton (PoR sequence) 2-3 weeks Gregory Cool- Caroline Binch (PoR sequence) 2-3 weeks- link to Geography

The Great Kapok Tree- Lynne Cherry (PoR sequence) 3 weeks Non-Fiction library service books about the Amazon Rainforest

The General- Janet Charters (PoR sequence) 4 weeks

Mouse Bird Snake Wolf- David Almond (PoR sequence) 3 weeks Werewolf Club Rules- Joseph Coelho (PoR sequence) 2-3 weeks

Varjak Paw- SF Said (PoR sequence) 4 weeks The village that vanished (PoR sequence) 1 weeks

Genres

Realistic Fiction- retelling the story 4-5 weeks Recount of school trip 1 Week

Stories from another culture 2-3 weeks Fact file Instructions Biography 2-3 weeks Recount of school trip 1 Week

Exploring Non-Fiction 4-5 weeks

Stories with a Historical setting 4-5 weeks

Fiction 4-5 weeks Narrative verse text 2 weeks

Journalistic recounts 4 weeks Retelling a story 1 week

Educational Visits

Visit a temple British Museum Kew Gardens Roman Workshop

Hampton Court Palace

Science Museum

Power of

Reading (PoR) Text Writing Outcomes

Diary writing

Persuasive speech

Letter writing

Poetry

Book review

Newspaper report writing

_____________

Poetry

Narrative descriptions

Story maps

Diary entry

Instructions

Autobiography

Writing in role

Debate

Character descriptions

Poetry

Letter in role

Narrative writing

Story mapping

Journals and diary entries

___________ Poetry

Story maps

Fact files

Instructions

Writing in role

Character descriptions

Narrative descriptions

Diary entry

Biography

Poetry

Performance of a poem

Explanation text

Debate

Report writing

Writing in role

Argument writing

Making a visual text

Note of advice

Playscript

Extension of a narrative

Advisory notes

Annotation

Biography

Booklet

Diary entry

Information booklet or poster

Medal Citations

Newspaper Report

Note taking

Obituary

Ode

Powerpoint presentation

Role on the Wall

Speeches

Speech and Thought Bubbles

Strip Poem

Writing in role

Line Poetry and Kennings

Creating a descriptive piece about characters and events

Persuasive poster

Writing in role as a character

Playscript of a new scene

Recount (diary entries) Poem Newspaper report Narrative (written from another point of view)

Autumn 1 Spoken

Language Speaking and

Listening

Pupils should be taught to:

ask relevant questions to extend their understanding and knowledge

give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings

use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas

consider and evaluate different viewpoints, attending to and building on the contributions of others.

Reading Phonics programme- RWI Guided reading daily sessions

Word reading Pupils should be taught to:

apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet

read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.

Comprehension Maintain positive attitudes to reading and understanding of what they read by:

listening to and discussing a wide range of fiction, non-fiction and reference books or textbooks

reading books that are structured in different ways and reading for a range of purposes

discussing words and phrases that capture the reader’s interest and imagination. Understand what they read by:

checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context

asking questions to improve their understanding of a text

drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

predicting what might happen from details stated and implied

identifying how language, structure, and presentation contribute to meaning

retrieving and record information from non-fiction.

Writing Genre features

Tom’s Sausage Lion- Michael Morpurgo (PoR sequence) 3 weeks Realistic Fiction- retelling the story Recount of school trip 1 Week

Transcription/ Spellings


use further prefixes and suffixes and understand how to add them (Unit 1,2,special focus 1ou). Rules and Guidance: Most prefixes are added to the beginning of root words without any changes in spelling, but see in–below. Like un–, the prefixes dis–and mis–have negative meanings. (Unit 1) Example words:

dis–: disappoint, disagree, disobey mis– misbehave, mislead, misspell (mis + spell) (Unit 1)

The prefix in–can mean both ‘not’ and ‘in’/‘into’. In the words given here it means ‘not’. The ending sounding like /ʒə/ is always spelt –sure. The ending sounding like /t ʃ ə/ is often spelt –ture, but check that the word is not a root word ending in (t)ch with an er ending –e.g. teacher, catcher, richer, stretcher. Example Words:

measure, treasure, pleasure, enclosure, creature, furniture, picture, nature, adventure (Unit 2)

young, touch, double, trouble, country (Special Focus 1)

Grammar Vocabulary

Use conjunctions to express time or cause.

Use adverbs to modify verb. Grammar

Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately when discussing their writing and reading.

Use adverbs to modify verb.

(Children need to understand that we cannot only say that something is done or happened, but also HOW. She went off happily to see her granny. He kicked the ball furiously into the wall)

Use conjunctions to express time or cause. (Extend children’s use of complex sentences by encouraging them to think about how, when, where or why something was done or happened. Dad tripped on the stairs because the cat was lying there. When the film was over, we all went and had a meal. He was certainly still angry so the dogs thought it best to keep out of his sight for a while.) Text

Use of paragraphs to organise ideas around a theme. Punctuation

Use of inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”].

Composition Ongoing objectives that should be completed with every genre taught:

discuss writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar

discuss and recording ideas

compose and rehearsing sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2

organise paragraphs around a theme

assess the effectiveness of their own and others’ writing and suggesting improvements

propose changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences.

proof-read for spelling and punctuation errors

read aloud their own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear

learn the grammar for years 3 and 4 in English Appendix 2. Realistic fiction features:

use what I know about the characters to show how they react to their new dilemma and what the consequences are

describe a new setting using the senses and similes so the reader can build a strong picture in their mind

include direct speech, which is set out and punctuated correctly. Recount features:

a ‘scene setting’ opening

recount of events as they occurred

chronological order

a closing statement summing up the main points

past tense

first or third person

focus on specific people or events, not general topics.

Handwriting Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined.

Increase the legibility, consistency and quality of their handwriting.

Autumn 2 Spoken


Listening


use relevant strategies to build their vocabulary

articulate and justify answers, arguments and opinions


speak audibly and fluently with an increasing command of Standard English

select and use appropriate registers for effective communication.







reading books that are structured in different ways and reading for a range of purposes

discussing words and phrases that capture the reader’s interest and imagination. Understand what they read by:






retrieving and record information from non-fiction

participating in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.


Tales told in Tents- Sally Pomme Clayton (PoR sequence) 2-3 weeks

Stories from another culture



use further prefixes and suffixes and understand how to add them (Unit 3,4,5 and special focus 2) Rules and Guidance: The suffix –ly is added to an adjective to form an adverb. The suffix –ly starts with a consonant letter, so it is added straight on to most root words. Example words:

sadly, completely, usually (usual + ly), finally (final + ly), comically (comical + ly) Adding the prefix auto–means ‘self’ or ‘own’. Example words:

auto–: autobiography, autograph Adding the prefix inter–means ‘between’ or ‘among’. inter–: interact, intercity, international, interrelated (inter + related) Adding the suffix –ly Homophones and near-homophones

Gregory Cool- Caroline Binch (PoR sequence) 2-3 weeks- link to Geography

Fact file Instructions Biography 2-3 weeks Recount of school trip 1 Week

Example words: Groan/grown, main/mane, reign/rain/rein, peace/piece, berry/bury

Grammar Vocabulary

Use pronouns, possessive pronouns.

Make appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition. Grammar

Make appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition

Pronoun, possessive pronoun

Use and understand the grammatical terminology in English Appendix 2 accurately and appropriately in discussing their writing and reading. Text

Use paragraphs to organise ideas around a theme

Use instruction text features. Punctuation

Use inverted commas and other punctuation to indicate direct speech [for example, a comma after the reporting clause; end punctuation within inverted commas: The conductor shouted, “Sit down!”].

Indicate possession by using the possessive apostrophe with singular and plural nouns.




compose and rehearse sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures (English Appendix 2



propose changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences



learn the grammar for years 3 and 4 in English Appendix 2. Stories from another culture features:

explore the cultural context of Sugarcane Juice to improve their understanding of the plot, setting and characters

understand how the author uses the senses to create vivid descriptions

use powerful verbs to describe the action

use dialogue that creates atmosphere and tension

include pronouns to avoid repetition. Biography features:

use past tense

write in the third person

write about the key events in a person’s life

use the passive voice.



Spring 1 Spoken


Listening



participate in discussions, presentations, performances, role-play, improvisations and debates

gain, maintain and monitor the interest of the listener

give well-structured descriptions and explanations for different purposes.






listening to and discussing a wide range of poetry

recognising some different forms of poetry (narrative poetry). Understand what they read by:






retrieving and record information from non-fiction participating in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.


The Great Kapok Tree- Lynne Cherry (PoR sequence) 3 weeks Non-Fiction library service books about the Amazon Rainforest Exploring Non-


Rules and Guidance: Words with the sound spelt ei, eigh, or ey /eɪ/ Example words:

vein, weigh, eight, neighbour, they, obey The suffix –ous Sometimes the root word is obvious and the usual rules apply for adding suffixes beginning with vowel letters. Sometimes there is no obvious root word. –our is changed to –or before –ous is added. A final ‘e’ of the root word must be kept if the /dʒ/ sound of ‘g’ is to be kept. If there is an /i:/ sound before the –ous ending, it is usually spelt. Example words:

poisonous, dangerous, mountainous, famous, various

serious, obvious, curious Words with the /s/ sound spelt sc (Latin in origin) In the Latin words from which these words come, the Romans probably pronounced the c and the k as two sounds rather than one –/s/ /k/. Example words:

science, scene, discipline, fascinate, crescent

Fiction

Grammar Vocabulary

Use fronted adverbials.

Progressively building a varied and rich vocabulary (focus on synonyms). Grammar

Use fronted adverbials.

Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although. Text

Use a wide range of devices to build cohesion within and across texts.

Explanation texts: Introduction, logical steps that explain the process, continue steps until the explanation is complete. Punctuation

Use commas after fronted adverbials.

Use of the colon to introduce a list.










learn the grammar for years 3 and 4 in English Appendix 2. Explanation text features:

use further organisational and presentational devices to structure text and to guide the reader (for example, headings, bullet points, underlining)

include diagrams or illustrations to help with the explanation. Instruction text features:

give clear, useful advice using organisation features, e.g.: headings, bullet points, text boxes

include imperative verbs

include the second person. Evaluating evidence features:

include a clear introduction

balance the strengths and flaws of the evidence listed

use technical language

include supporting images and share key words with my audience

correct use of apostrophes to show who or what something belongs to.



Spring 2 Spoken


Listening


maintain attention and participate actively in collaborative conversations, staying on topic and initiating and responding to comments

speak audibly and fluently with an increasing command of Standard English

use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.







increasing their familiarity with a wide range of books

learning a wider range of poetry by heart. Understand what they read by:

participating in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.

identifying main ideas drawn from more than one paragraph and summarising these




identifying how language, structure, and presentation contribute to meaning.


The General- Janet Charters (PoR sequence) 4 weeks Stories with a Historical setting


Rules and Guidance: Possessive apostrophes with plural words. The apostrophe is placed after the plural form of the word; –s is not added if the plural already ends in –s, but is added if the plural does not end in –s (i.e. is an irregular plural –e.g. children’s). Example words: girls’, boys’, babies’, children’s, men’s, mice’s (Note: singular proper nouns ending in an s use the ’s suffix e.g. Cyprus’s population). Endings which sound like spelt –tion, –sion, –ssion, –cian /ʃən/ Example words:

expression, discussion, confession, permission, admission

invention, injection, action, hesitation, completion Adding prefixes: un -, in-, mis-, dis- Example words:

illegal, illegible

immature, immortal, impossible, impatient, imperfect

unkind, unbelievable

Grammar Vocabulary

Use passive verbs to affect the presentation of information in a sentence. Grammar

Use the possessive apostrophe for singular and plural nouns.

Revision of the grammatical terminology in English Appendix 2. Text

Use poetic features.

Understand the key features of explanation texts. Punctuation

Use possessive apostrophes with plural words.










learn the grammar for years 3 and 4 in English Appendix 2. Stories with a historical setting features:

engage with the historical context of The General to develop their understanding of the plot, setting and characters

show (rather than tell) the reader what the characters are thinking and feeling

include historical references to describe the setting

may include standard and non-standard English for dialogue, depending on which character is speaking. Narrative features:

give extra information by including powerful adverbs and adjectives

use at least one feature of the author’s style

include the first person past tense. Information text features:

opening contains a general classification a description of their chosen subject

paragraphs about different aspects of the subject

conclusion

present tense

technical vocabulary relevant to the subject

descriptive and factual language

general language

third person.

Handwriting Use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one

another, are best left unjoined.


Summer 1 Spoken


Listening


participate in discussions, presentations, performances, role play, improvisations and debates

articulate and justify answers, arguments and opinions

give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.






listening to and discussing a wide range of fiction and plays

increasing their familiarity with a wide range of books

increasing their familiarity with a wide range of books, myths and legends, and retelling some of these orally. Understand what they read by:

participating in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say




drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.


Mouse Bird Snake Wolf- David Almond (PoR sequence) 3 weeks Fiction

Werewolf Club Rules- Joseph Coelho (PoR sequence) 2-3 weeks Narrative verse text 2 weeks


Rules and Guidance: Words ending with the /g/ sound spelt –gue and the /k/ sound spelt –que (French in origin) Example words:

league, tongue, antique, unique Add the prefix –ir Example words:

irregular, irrelevant, irresponsible Homophones and near-homophones Example words:

heal/heel, missed/mist, who’s/whose

Accept/except, affect/effect

Grammar Vocabulary

Ensure correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register.

Progressively building a varied and rich vocabulary (synonyms for said).

Use similes, metaphors and personification in poetry. Grammar

Revision of the grammatical terminology in English Appendix 2.

Use the present perfect form of verbs in contrast to the past tense. Text

Link ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence], and ellipsis.

Use play script features.

Use persuasive writing features. Punctuation

Use the correct punctuation of play scripts.

Punctuate questions correctly.










learn the grammar for years 3 and 4 in English Appendix 2. Writing in role features

write from a character’s point of view

Write in the first person

focus on specific people or events, not general topics. Poetry (free verse) features:

create strong feelings and makes a vivid picture in the reader’s mind

use poetic features, e.g.: alliteration, simile and personification

is written in free verse (use line breaks instead of commas to show the reader where to pause when reading aloud). Persuasive writing features:

write an attention-grabbing trailer script to advertise a film to a specific audience

use persuasive techniques to encourage the audience to see the film

lay out the film script correctly using film conventions

include at least one question to engage the reader, which is punctuated correctly. Play script features:

use play script conventions, e.g.: names before speech, stage directions and scene descriptions

use dialogue and stage directions to show how the characters think, move and speak

include a final speech

include –ing for stage directions, which are verbs, e.g.: standing, strutting.



Summer 2 Spoken


Listening


ask relevant questions to extend their understanding and knowledge



articulate and justify answers, arguments and opinions.






listening to and discussing a wide range of fiction and non-fiction (newspaper articles)

increasing their familiarity with a wide range of books and journals

increasing their familiarity with a wide range of books. Understand what they read by:

participating in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say




drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.


Varjak Paw- SF Said (PoR sequence) 4 weeks Journalistic recounts Narrative- point of view Diary entry 4 weeks The village that vanished (PoR sequence) 1 weeks


Rules and Guidance: Adding the suffix -ion Example Words:

Confession, possession, expression, admission, discussion, progression

Expansion, comprehension,

Tension, revision Spell words that are often misspelt (English Appendix 1) Write from memory simple sentences, dictated by the teacher, that include words and punctuation taught so far.

Grammar Vocabulary

Progressively building a varied and rich vocabulary.

Discuss the difference between standard and non-standard English. Grammar

Revision of the grammatical terminology in English Appendix 2.

Use conjunctions, adverbs and prepositions to express time and cause.

Use fronted adverbials. Text

Link ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence], and ellipsis.

Use the correct features for stories with a historical setting.

Retelling a story 1 week

Use journalistic recounts features. Punctuation

Use and punctuate direct speech.

Indicate possession by using the possessive apostrophe.










learn the grammar for years 3 and 4 in English Appendix 2. Journalistic recount features:

the article is in chronological order

includes quotations to add detail or give a point of view

experiment with the language and features of newspaper articles

use the third person past tense. Writing in role features:

write from a character’s point of view

write in the first person

focus on specific people or events, not general topics. Narrative features:

include a problem reaction and resolution

include dialogue that sounds convincing because it is based on what I know about the characters

show the characters reactions to new situations

include correct use of first person (I, We) for a short part which is written by a first person narrator.



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