Theme

Activity/Skill/Knowledge

Year 3

Year 4

Year 5

Year 6

Term 1

Term 2

Term 3

Term 1

Term 2

Term 3

Term 1

Term 2

Term 3

Term 1

Term 2

Term 3

Authors - awareness of authors and their styles

compare/contrast works by the same author; discuss preferences & reasons for these

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find out about popular authors

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identifying familiar features of a writer’s work

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how texts can be rooted in writer’s experience

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how they record and acknowledge their sources

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write in the style of

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be familiar with established authors‘ work

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increase familiarity with significant poets/writers of the past

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connections & contrasts in the work of different writers

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style of individual author; describe/evaluate style

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Characters see Stories - characters in stories

Explanations/Explanatory texts

reading, investigating, writing*

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Information texts

reading, investigating, writing*

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Instructions/Instructional texts

reading, investigating, writing*

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Language authors‘ use of language

creation of opening, build-up, atmosphere

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humour, types of *

expressive/descriptive language; figurative language; simile

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arguments/persuasive writing/advertisements - style/vocabulary, linguistic devices

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word play

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impersonal style, passive voice; technical vocabulary; hypothetical language

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distinguish author and narrator, narrative viewpoint

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literal and figurative language; effects of imagery in poetry and prose

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deliberate use of ambiguity, half-truth, bias; how opinion can be disguised as fact

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comment on the language, style, success of non-fiction works

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Language, features and organisation of different forms of text

understand fact and fiction

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style and structure of fiction and non-fiction writing

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compare real life/fiction

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1st and 3rd person accounts

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identify different types of text

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features of non-fiction texts

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distinguish fact and opinion

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how texts are targeted at particular readers; identify audience

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paragraphs, to organise and sequence information

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chapters

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features of different fiction genres; features of myths, legends and fables

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how authors record and acknowledge their sources

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compare oral and written story telling

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challenge and appeal of older literature

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distinguishing between fact, opinion and fiction

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features of official language; balanced written arguments; different types of literary texts

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the way standard English varies in different contexts

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compare texts - styles, preoccupations, values; appeal to reader; strengths/weaknesses

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non-fiction text types and their characteristics

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key features of impersonal formal language

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Letters

reading, investigating, writing*

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Newspaper reports*

see Reports

Non-chronological reports*

see Reports

Note making (see also summarising)

reading, writing; reading, investigating, writing*

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Persuasive writing/arguments/adverts

reading, investigating, writing*

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Playscripts

reading, investigating, writing*

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Poems

reading, reciting, performing*

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poems and rhyme*

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poems: range, form, style, content of poems*

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poems: readers‘ response to poems*

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poems: writing poetry*

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Reading: range of types of texts

read stories

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read poems

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read/use index/contents pages; dictionaries/bibliographies; classification systems etc.

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read playscripts

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read information texts

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read instructional texts

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read letters

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read reports (newspaper reports; non-chronological reports)

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read explanatory texts

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read arguments/discussions; advertisements/persuasive texts

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widen reading experience

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read recounted texts

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read examples of word play

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read/use notes

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read a range of texts from different cultures

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older literature

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read biography and autobiography

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compare written version of story/play with film/TV version

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read periodicals, reviews, reports, leaflets

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read a range of literary texts

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read examples of official language

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study in depth one genre

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read a range of non-fiction texts

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Reading skills/strategies - skimming, scanning, close reading, appraising text

"scaning" to locate information quickly and accurately

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strategies for reading IT texts

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scan texts for key words or phrases

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describe/review own reading habits

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develop active attitude to reading

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scanning; skimming; close reading

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to appraise a text quickly and effectively

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scanning/skimming for efficient research

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Reading: research skills

use contents, index, headings, sub-headings, page nos., bibliographies

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locate books by their classification

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prepare for research by reviewing what is known/what they need to find out etc.

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locate information confidently and efficiently

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text-marking

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Reading

keeping a reading log/journal

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Reading: readers‘ response/writing in response to texts read

make a record of information from texts read

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express their views about story/poem, identify words/phrases to support view

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describe/sequence key incidents of a story in a variety of ways

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write book reviews for a specified audience

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evaluate stories, justify preferences

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re-tell main points of a story

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review a range of stories

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appraise a non-fiction book

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write about an issue or dilemma raised in a story

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discuss enduring appeal of established authors/‘classic’ texts

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evaluate a book, referring to details/examples

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compare different versions of the same story

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compare/evaluate different sources

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consider/evaluate cultural features in relation to own experience

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identify cultural features by reference to the text

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evaluate texts for persuasiveness, clarity, quality of information

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write discursively about a novel/story

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compare/evaluate printed version with film/TV version

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discuss literature constructively; articulate personal responses

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success of texts/writers in evoking particular responses

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discuss writers choice of style and form

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write book summaries, relevant to purpose; brief synopsis of a text

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write brief helpful review tailored for real audience

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raise & refine personal responses to a text

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Recounts

reading, investigating, writing*

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Reports (including non-chronological reports; newspaper reports)

reading, investigating, writing*

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Stories

read, compare and investigate*

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stories - story settings: investigating and writing*

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stories - characters in stories*

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stories - structure and organisation of stories*

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stories - point of view/narrative view*

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Summarising

see also note making*

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Terms

‘fact’, ‘fiction’, ‘non-fiction’

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fact and opinion

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ballad, sonnet, rap, elegy, narrative poem

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verse, chorus, couplet, stanza, rhyme, rhythm, alliteration

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Writing: planning writing

plan main points as a structure for story; story plan for own myth, fable, traditional tale

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plot a sequence of episodes modelled on known story

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identify the stages of telling a story; use different ways of planning stories

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the presentation of a point of view

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plan, compose, edit, refine short explanatory texts/short non-chronological reports

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draft, write individual, group or class letters for real purposes

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plan quickly and effectively; use IT to plan, revise, edit writing

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Writing - range of forms

writing dialogue

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writing poems

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writing descriptions

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writing playscripts

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writing stories (whole or part)

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writing notes/summaries

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writing about characters

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writing instructions

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writing book reviews/about a story

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writing letters

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writing reports/commentary

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writing explanations

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writing arguments/persuasive writing; advertisements

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make alphabetically ordered texts

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writing a first person account

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writing messages matched to intended reader

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writing about the same event in different forms

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writing about an issue or dilemma raised in a story

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evaluating their work

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writing from another character‘s point of view

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writing a commentary on an issue

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creating biographical and autobiographical writing (in role)

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write using a journalistic style

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writing commentaries/summaries crediting others views

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parody a literary text

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producing an extended, polished piece of writing in studied genre

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write use different genres as models

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write using impersonal style (including present tense/passive voice)

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compare texts in writing

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Writing - techniques/skills of

begin using paragraphs in dialogue/in stories

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write for a known audience

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write using simple formats to capture key points

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use IT to bring writing to a published form

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organise writing into paragraphs

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write independently, linking own experience to situations in historical stories

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improving cohesion of written instructions

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improve cohesion of written explanations

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record and acknowledge sources in their own writing

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review and edit writing to match audience

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write in the style of the author

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use IT to plan, revise, edit and bring to a publication standard (incl. layout/presentation)

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develop a journalistic style/use the styles/conventions of journalism

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write in well linked paragraphs

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select the appropriate style/form for purpose/audience

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annotate passages in response to questions

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