Outcome

• Yr 4 recap x 4 weeks
• Cious/tious/ious
• Homophones

Outcome

• Listening for extended periods of time, initiating and responding to comments.
• To ask probing questions.
• To be able to give supporting evidence

Outcome

• Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
• Prediction
• Checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context asking questions and summarising to improve their understanding
• Inferring characters’ feelings, thoughts and motives from their actions and justifying inferences with evidence
• Check that the text makes sense to them and discuss their understanding
• Use imagination and empathy to explore a text beyond the page
• Answer questions drawing on information from several places in the text
• Predict what may happen using stated and implied details and a wider personal understanding of the world
• Summarise using an appropriate amount of detail as evidence
• Use evidence to both support and challenge conclusions drawn within and from a text
• Identify a point in the text where the author has made a structural choice and consider the reasoning behind it
• Discuss and evaluate how authors use language and the impact on the reader
• Recognise that different parts of the text may have different purposes
• Comment on the effect that the reader’s or writer’s context has on the meaning of texts e.g. historical context, location

Outcome

• In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action
• Ensuring correct subject and verb agreement when using singular and plural, distinguishing between the language of speech and writing and choosing the appropriate register

Outcome

• Words with silent letters
• Modal verbs
• Adverbs of possibility/frequency

Outcome

• Listening for extended periods of time.
• 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 ask probing questions and stay on topic.

Outcome

• Discuss and evaluate the author’s use of language including figurative language and impact on the reader
• Prediction
• checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
• asking questions and summarising to improve their understanding
• inferring characters’ feelings, thoughts and motives from their actions and justifying inferences with evidence
• Check that the text makes sense to them and discuss their understanding
• Use imagination and empathy to explore a text beyond the page
• Answer questions drawing on information from several places in the text
• Predict what may happen using stated and implied details and a wider personal understanding of the world
• Summarise using an appropriate amount of detail as evidence
• Use evidence to both support and challenge conclusions drawn within and from a text
• Identify a point in the text where the author has made a structural choice and consider the reasoning behind it
• Discuss and evaluate how authors use language and the impact on the reader
• Recognise that different parts of the text may have different purposes
• Comment on the effect that the reader’s or writer’s context has on the meaning of texts e.g. historical context, location

Outcome

• Selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
• In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action

Outcome

• Creating nouns using ity/ness/ship
• Homophones

Outcome

• For gestures to become increasingly natural.
• To carefully consider the words and phrasing they use to express their ideas and how this supports the purpose of talk.

Outcome

• Making comparisons within and across books
• identifying and discussing themes and conventions in and across a wide range of writing
• Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
• Check that the text makes sense to them and discuss their understanding
• Use imagination and empathy to explore a text beyond the page
• Answer questions drawing on information from several places in the text
• Predict what may happen using stated and implied details and a wider personal understanding of the world
• Summarise using an appropriate amount of detail as evidence
• Use evidence to both support and challenge conclusions drawn within and from a text
• Identify a point in the text where the author has made a structural choice and consider the reasoning behind it
• Explain why an author has used figurative language and the effect this has
• Comment on a writer’s purpose and viewpoint e.g. noting bias
• Comment on the effect that the reader’s or writer’s context has on the meaning of texts e.g. historical context, location

Outcome

• In narratives, describing settings, characters and atmosphere and integrating dialogue to convey character and advance the action

Outcome

• Or/au
• Nouns to adjectives – suffix ate, ise, ify, en

Outcome

• For gestures to become increasingly natural.
• To be able to draw upon knowledge of the world to support their own point of view and explore different perspectives.

Outcome

• Making comparisons within and across books
• identifying and discussing themes and conventions in and across a wide range of writing
• Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
• Participate in discussions, building on ideas and challenging views courteously – provide justification for their views (Oracy link)
• Check that the text makes sense to them and discuss their understanding
• Use imagination and empathy to explore a text beyond the page
• Answer questions drawing on information from several places in the text
• Predict what may happen using stated and implied details and a wider personal understanding of the world
• Summarise using an appropriate amount of detail as evidence
• Use evidence to both support and challenge conclusions drawn within and from a text
• Identify a point in the text where the author has made a structural choice and consider the reasoning behind it
• Explain why an author has used figurative language and the effect this has
• Comment on a writer’s purpose and viewpoint e.g. noting bias
• Comment on the effect that the reader’s or writer’s context has on the meaning of texts e.g. historical context, location

Outcome

• Plan his/her writing by identifying the audience for and purpose of the writing, using other similar writing as models for his/her own.
• Draft and write by using devices to build cohesion within and across sentences and paragraphs e.g. then, after that, this, firstly.
• Draft and write by using further organisational and presentational devices to structure text and to guide the reader e.g. headings, bullet points, underlining.

Outcome

• Ough
• Time adverbials
• Place adverbials
• ere

Outcome

• To project their voice to large audience- speaking with flair and passion.
• To be able to draw upon knowledge of the world to support their own point of view and explore different perspectives.

Outcome

• Understand what they read by: identifying how language, structure and presentation contribute to meaning
• Recommending books that they have read to their peers, giving reasons for their choices
• Participate in discussions, building on ideas and challenging views courteously – provide justification for their views (Oracy link)
• Check that the text makes sense to them and discuss their understanding
• Use imagination and empathy to explore a text beyond the page
• Answer questions drawing on information from several places in the text
• Predict what may happen using stated and implied details and a wider personal understanding of the world
• Summarise using an appropriate amount of detail as evidence
• Use evidence to both support and challenge conclusions drawn within and from a text
• Explain some choices an author has made in structuring and organising their text
• Identify how the choice of language contributes to meaning Identify, describe and compare writers’ themes across a range of texts
• Comment on the effect that the reader’s or writer’s context has on the meaning of texts e.g. historical context, location

Outcome

• Plan his/her writing by identifying the audience for and purpose of the writing, using other similar writing as models for his/her own.
• Draft and write by using devices to build cohesion within and across sentences and paragraphs e.g. then, after that, this, firstly.
• Draft and write by using further organisational and presentational devices to structure text and to guide the reader e.g. headings, bullet points, underlining.

Outcome

• Unstressed vowels
• Verb prefixes de, re, over
• Nouns/verbs into adjectives – ful, ive, al

Outcome

• To project their voice to large audience- speaking with flair and passion.
• To use an increasingly sophisticated range of sentence stems with fluency and accuracy.

Outcome

• Understand what they read by: identifying how language, structure and presentation contribute to meaning
• Recommending books that they have read to their peers, giving reasons for their choices
• Check that the text makes sense to them and discuss their understanding
• Use imagination and empathy to explore a text beyond the page
• Answer questions drawing on information from several places in the text
• Predict what may happen using stated and implied details and a wider personal understanding of the world
• Summarise using an appropriate amount of detail as evidence
• Use evidence to both support and challenge conclusions drawn within and from a text
• Explain some choices an author has made in structuring and organising their text
• Identify how the choice of language contributes to meaning
• Identify, describe and compare writers’ themes across a range of texts
• Comment on the effect that the reader’s or writer’s context has on the meaning of texts e.g. historical context, location

Outcome

• Plan his/her writing by identifying the audience for and purpose of the writing, using other similar writing as models for his/her own.