Outcome

• Yr 3 recap x4 weeks
• augh/prefix/sion
• Homophones

Outcome

• To consider movement when addressing an audience.
• To be able to summarise a discussion.
• Considers position and posture when addressing an audience.
• To use intonation (link to reading)
• Deliberately varies tone of voice in order to convey meaning.

Outcome

• Prediction
• Using dictionaries to check the meaning of words that they have read
• Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
• Drawing inferences (feelings, thoughts and motives) and justifying with evidence Ask questions to improve their understanding of a text
• Empathise with characters and their situations
• Answer questions giving evidence from the text in their response
• Predict what may happen and explain using stated and implied detail from the text
• Summarise a text using the key points
• Use textual details and examples to support inferences and explanations about a text’s meaning
• Identify how the layout in book and screen-based texts aids the reader
• Discuss language which has captured their interest
• Identify the author’s purpose and adjust reading strategy accordingly e.g. consider the evidence in a persuasive text
• Make connections between texts in terms of plot, similar characters, same author etc.

Outcome

• Organising paragraphs around a theme
• Use organisational devices such as headings.
• Proposing changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences

Outcome

• sion/tion/cian/ough

Outcome

• To ask probing questions.
• To reflect on discussions and identify how to improve.
• To be able to summarise a discussion.
• To speak with confidence in front of an audience.
• Considers position and posture when addressing an audience.

Outcome

• Prediction
• Using dictionaries to check the meaning of words that they have read
• Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
• Drawing inferences (feelings, thoughts and motives) and justifying with evidence
• Ask questions to improve their understanding of a text
• Empathise with characters and their situations
• Answer questions giving evidence from the text in their response
• Predict what may happen and explain using stated and implied detail from the text
• Summarise a text using the key points
• Use textual details and examples to support inferences and explanations about a text’s meaning
• Identify how the layout in book and screen-based texts aids the reader
• Discuss language which has captured their interest
• Identify the author’s purpose and adjust reading strategy accordingly e.g. consider the evidence in a persuasive text
• Make connections between texts in terms of plot, similar characters, same author etc.

Outcome

• Compose and rehearse sentences.
• Discussing and recording ideas
• Organise paragraphs around a theme
• Create settings, characters and plots.
• Proof reading

Outcome

• Homophones/suffix
• ation/prefix sub, super/possession

Outcome

• To make precise language choices
• To ask probing questions.
• To carefully consider the words and phrasing they use to express their ideas and how this supports the purpose of talk.
• To reach shared agreement in discussions.

Outcome

• Asking questions to improve their understanding of a text
• discussing words and phrases that capture the reader’s interest and imagination
• Understand what they read, in books they can read independently, by: identifying how language, structure, and presentation contribute to meaning
• Ask questions to improve their understanding of a text
• Empathise with characters and their situations
• Answer questions giving evidence from the text in their response
• Predict what may happen and explain using stated and implied detail from the text
• Summarise a text using the key points
• Use textual details and examples to support inferences and explanations about a text’s meaning
• Identify how the layout in book and screen-based texts aids the reader
• Select and discuss effective words and phrases e.g. figurative language
• Recognise the viewpoint of the author
• Make connections between texts in terms of plot, similar characters, same author etc.

Outcome

• Discuss and record ideas
• Compose and rehearse sentences
• oOrally progressively building a varied and rich vocabulary and increasing range of sentence structures.
• Organise paragraphs around a theme
• In narratives, create settings, characters and plot
• In non-narrative material, use simple organisational devices such as headings and sub-headings

Outcome

• sc/ce/word families

Outcome

• To carefully consider the words and phrasing they use to express their ideas and how this supports the purpose of talk.
• To be able to give supporting evidence
• To use more natural and subtle prompts for turn taking.

Outcome

• Discussing words and phrases that capture the reader’s interest and imagination
• checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
• Understand what they read, in books they can read independently, by: identifying how language, structure, and presentation contribute to meaning
• Ask questions to improve their understanding of a text
• Empathise with characters and their situations
• Answer questions giving evidence from the text in their response
• Predict what may happen and explain using stated and implied detail from the text
• Summarise a text using the key points
• Use textual details and examples to support inferences and explanations about a text’s meaning
• Identify how the layout in book and screen-based texts aids the reader
• Select and discuss effective words and phrases e.g. figurative language
• Recognise the viewpoint of the author
• Make connections between texts in terms of plot, similar characters, same author etc.

Outcome

• Discuss and record ideas
• Compose and rehearse sentences orally progressively building a varied and rich vocabulary and increasing range of sentence structures.
• Organise paragraphs around a theme
• In narratives, create settings, characters and plot
• In non-narrative material, use simple organisational devices such as headings and sub-headings

Outcome

• prefix inter, anti, auto, ex, non, word ending ar, er

Outcome

• To use pauses for effect in presentational talk e.g. when telling a anecdote or telling a joke.
• To be able to give supporting evidence
• To be able to empathise with an audience.

Outcome

• Participate in discussion – 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
• Ask questions to improve their understanding of a text
• Empathise with characters and their situations
• Answer questions giving evidence from the text in their response
• Predict what may happen and explain using stated and implied detail from the text
• Summarise a text using the key points
• Use textual details and examples to support inferences and explanations about a text’s meaning
• Identify instances where structure and layout contribute to meaning
• Engage in a discussion on an author’s use of language
• Distinguish between fact and opinion when discussing viewpoint
• Make connections between texts in terms of plot, similar characters, same author etc.

Outcome

• Discuss and record ideas
• Compose and rehearse sentences orally progressively building a varied and rich vocabulary and increasing range of sentence structures.
• Organise paragraphs around a theme
• In narratives, create settings, characters and plot In non-narrative material, use simple organisational devices such as headings and sub-headings
• Propose changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
• Proof read for spelling and punctuate errors

Outcome

• ous including no definitive root word, dropping the y, e etc
• Adverbials

Outcome

• To use pauses for effect in presentational talk e.g. when telling a anecdote or telling a joke.
• To be able to give supporting evidence

Outcome

• Participate in discussion – taking turns and listening to what others say
• identifying main ideas drawn from more than one paragraph and summarising these
• asking questions to improve their understanding of a text
• identifying how language, structure, and presentation contribute to meaning
• Answer questions giving evidence from the text in their response
• Predict what may happen and explain using stated and implied detail from the text
• Summarise a text using the key points
• Use textual details and examples to support inferences and explanations about a text’s meaning
• Identify instances where structure and layout contribute to meaning
• Engage in a discussion on an author’s use of language
• Distinguish between fact and opinion when discussing viewpoint
• Make connections between texts in terms of plot, similar characters, same author etc.

Outcome

• Discuss and record ideas
• Compose and rehearse sentences orally progressively building a varied and rich vocabulary and increasing range of sentence structures.
• Organise paragraphs around a theme
• In narratives, create settings, characters and plot In non-narrative material, use simple organisational devices such as headings and sub-headings
• Propose changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences
• Proof read for spelling and punctuate errors