Whole Class shared reading and writing - Bathwick



|Phase 1 |Children can express their opinion of a story with reference to other work by the same author. |Phase 1: Reading and response. Introduce the unit |

| |Children can visualise a setting and make predictions about events that might happen there. |by reading and responding to a short story by an |

| |Visualise a setting and make predictions about events that might happen there (discussion, questioning). Write alternative openings for|author with whom children are likely to be familiar. |

| |a familiar story using, for example, dialogue, description or an event (marking and feedback). |Children read a variety of different books. (6 days) |

|Phase 2 |Children can talk about the distinctive features of an author's style by referring to characters, themes, settings or use of language. |Phase 2: Analysis, response and writing |

| |Children can write a new scene for a story in the style of the author. They can organise the scene into a sequence of paragraphs. |Explore aspects of the author's style by making |

| |(see also Grammar for writing, Year 5 unit 36 |generalisations about recurring themes or settings, |

| |Demonstrate understanding of an author's style by writing a new scene for a story in the style of the author; scene is organised into a|typical characters and their use of language. Refer |

| |sequence of paragraphs (marking and feedback). |to stories read together and draw on children's wider|

| | |reading.(5 days) |

|Phase 3 |Children can work effectively as part of a group to research a significant author and make a presentation to the class. |Phase 3: Speaking, listening and writing |

| |Grammar for writing, Year 5 unit 34 |Explore the idea of a 'significant author' by |

| |Work as part of a group to research a significant author and make a presentation to the class; individuals take on a specific role in |researching information about the author you are |

| |the group and play a role in planning what needs to be done and negotiating problems (teacher observation, feedback from groups). |reading in class. Pose questions for research. (4 |

| | |days) |

|Phase 4 |Children can write a complete story with a sequence of events arranged into paragraphs, linked with a range of connectives and varying |Phase 4:Writing |

| |sentence length |Introduce the writing task by asking children to |

| |(see also Grammar for writing), Year 5 unit 34 |reflect on a favourite author or text. They consider |

| |Write a complete story with a sequence of events arranged into paragraphs, linked with a range of connectives and using varying |what it is that they like about it and use this as |

| |sentence length (marking and feedback against agreed success criteria). |the starting point for their own writing (5 days) |

|Spelling Objectives and Sentence Level|Spelling Bank | |

|Objectives |Week 1: To investigate, collect and classify spelling patterns in pluralisation, construct rules for regular spellings, e.g. add s to | |

| |most words; add es to most words ending in s, sh, ch; when y is preceded by a consonant, change to ies; when y is preceded by a vowel, | |

| |add s | |

| |Week 2: Know and use less common prefixes and suffixes such as im-, ir-, -cian | |

| |Week 3: To investigate, collect and classify spelling patterns in pluralisation, e.g. change f to ves | |

| |Week 4: To identify word roots, derivations, and spelling patterns, e.g. sign, signature, signal; bomb, bombastic, bombard; remit, | |

| |permit, permission, in order to extend vocabulary and provide support for spelling. | |

|Year Group 5 |Fiction Yr 5 N1 |Unit Novels and stories by significant|No. of Weeks 4 |Core Text |

| | |children’s authors | | |

|Curricular Target: |

|Speaking and Listening (S 1 – 4) |Text Level – reading (S 7 / 8) |Text Level – writing (S 9 / 10) |

| | | |

|Plan and manage a group task over time using different levels of |Infer writers' perspectives from what is written and from what is |Experiment with different narrative form and styles to write their |

|planning |implied Understand underlying themes, causes and points of view |own stories Use different narrative techniques to engage and |

| | |entertain the reader |

|Understand different ways to take the lead and support others in |Compare different types of narrative and identify how they are | |

|groups Understand and use a variety of ways to criticise |structured Understand how writers use different structures to create |Vary the pace and develop the viewpoint through the use of direct and|

|constructively and respond to criticism |coherence and impact |reported speech, portrayal of action and selection of detail Select |

| | |words and language drawing on their knowledge of literary features |

|Understand the process of decision making Consider examples of |Explore how writers use language for comic and dramatic effects |and formal and informal writing |

|conflict and resolution, exploring the language used |Recognise rhetorical devices used to argue, persuade, mislead and | |

| |sway the reader | |

| | | |

| |Reflect on reading habits and preferences and plan personal reading | |

| |goals Read extensively and discuss personal reading with others, | |

| |including in reading groups | |

| | | |

| |Compare the usefulness of techniques such as visualisation, | |

| |prediction and empathy in exploring the meaning of texts Sustain | |

| |engagement with longer texts, using different techniques to make the | |

| |text come alive | |

|Sentence Level (S 11) |

| |

|Punctuate sentences accurately, including using speech marks and apostrophes |

|Use punctuation to clarify meaning in complex sentences Adapt sentence construction to different text-types, purposes and readers |

|Word Level (S 6) |

|Spell words containing unstressed vowels |

|Know and use less common prefixes and suffixes such as im-, ir-, -cian |

|Group and classify words according to their spelling patterns and their meanings |

|Spell familiar words correctly and employ a range of strategies to spell difficult and unfamiliar words |

|Use a range of appropriate strategies to edit, proofread and correct spelling in their own work, on paper and on screen |

|Presentation (S 12) |

|Adapt handwriting for specific purposes, for example printing, use of italics |

|Use different styles of handwriting for different purposes with a range of media, developing a consistent and personal legible style |

|Key Outcome To write a new story inspired by a favourite book or author. |

| |

|Differentiate the outcome according to curricular targets and needs of the class. |

| |

|Phase 1 |Objectives |Whole Class shared reading and |Whole Class – phonics, |SEN |Independent Group Tasks. |Plenary. |

| | |writing. |spelling, vocab. and | | | |

| | | |grammar. | | | |

| |To be able to write a |The children to write the opening to|The children to use their |The children to use their |The children to use their |Editing is the development process for next week. |

| |descriptive opening from their |the Roald Dahl style story. They |planning to convert the |planning to convert the |planning to convert the story |The children need to understand the importance of |

| |planning. |are to write about |story into a Narrative |story into a Narrative |into a Narrative story. |working on the editing. The children need to make |

| |To be able to use their |The children need to look at |story. |story. | |sure they follow the editing sheet on their tables |

| |planning to convert a fairy |paragraphs to aid writing. | | |Explain to the children how |linked to COPS work. |

| |tale into a Roald Dahl type |Discuss the impact of overuse of |Explain to the children |Explain to the children |this can be completed using the| |

| |story. |action, description or dialogue on |how this can be completed |how this can be completed |different sentence structures | |

| |wc9 Writing is varied and |the reader. What is the effect of |using the different |using the different |looked at. | |

| |interesting, conveying meaning |changing the order of sentences |sentence structures looked|sentence structures looked| | |

| |clearly in a range of forms for|within the paragraph? |at. |at. |The teacher to work with the | |

| |different readers, using a more| | | |less able. The children need | |

| |formal style where appropriate | |Get the children to |Visualise their work in |work with a scribe to expand | |

| | | |visualise a setting and |line with what they have |their planning for development | |

| | | |make predictions about |written. Get the children|of their writing. | |

| | | |events that might happen |to discuss in response | | |

| | | |there (discussion, |partners. | | |

| | | |questioning). This will | | | |

| | | |help them to be able to | | | |

| | | |alternative openings for a| | | |

| | | |familiar story using, for | | | |

| | | |example, dialogue, | | | |

| | | |description or an event | | | |

| | | |(marking and feedback). | | | |

|Phase 2 |Objectives |Whole Class shared reading and |Whole Class – phonics, |SEN |AA |MA (Teacher Support) |

| | |writing. |spelling, vocab. and |(TA Support) | | |

| | | |grammar. | | | |

| |The children can write a |The children write the new scene to |The children write the |The children write the new |BA: | |

| |complete scene written into |the twitsBFG. They are to read |new scene to the story |scene to the story and work |The children write the new | |

| |paragraphs, linked with a range|through their work and add together |and work on evaluating |on evaluating each others |scene to their story. | |

| |of connectives and varying |the improvements that they could |each others work. The |work. | | |

| |sentence length. |make. |Go group have produced | |SEN: | |

| |wc9 Writing is varied and | |some excellent focussed |Much better use of planning |The children write the conflict| |

| |interesting, conveying meaning | |writing. This has |grids. The children |and resolution to their stories| |

| |clearly in a range of forms for| |enabled the children to |focussing on their work and |and share write. | |

| |different readers, using a more| |work and be accurate |writing with greater | | |

| |formal style where appropriate | |with their work. Focus |accuracy. Focus on writing | | |

| | | |on writing paragraphs |paragraphs and link it in to| | |

| | | |and link it in to the |the work completed on verbal| | |

| | | |work completed on verbal|stories. | | |

| | | |stories. | | | |

|Phase 3 |Objectives |Whole Class shared reading and |Whole Class – phonics, |SEN |AA |MA (Teacher Support) |

| | |writing. |spelling, vocab. and |(TA Support) |(Groups of 4) | |

| | | |grammar. | | | |

| |To be able to explore the idea |The children are to write a |Children use the planning |Children use the planning |Children use the planning to be| |

| |of a 'significant author' by |biography about what they have found|to be able to write the |to be able to write the |able to write the biography in | |

| |researching information about |out linked to the author. They are |biography in the correct |biography in the correct |the correct layouts. | |

| |the author the children are |to use the information researched to|layouts. |layouts. | | |

| |reading in class. |help them. Remind the children that| | |TA support. | |

| |Pose questions for research. |this is not a story and in fact it | |Teacher support |Scribed. | |

| |Children able to write a |needs to reflect the language of a | | | | |

| |biography. |report. Remind the children that | | | | |

| |re14 Retrieve and collate |writing to the genre is extremely | | | | |

| |information from a range of |important. | | | | |

| |sources | | | | | |

| | | | | | | |

| |ha8 Handwriting is joined clear| | | | | |

| |and fluent and, where | | | | | |

| |appropriate, is adapted to a | | | | | |

| |range of texts | | | | | |

|Phase 4 |Objectives |Whole Class shared reading and |Whole Class – phonics, |SEN |AA |MA (Teacher Support) |

| | |writing. |spelling, vocab. and |(TA Support) |(Groups of 4) | |

| | | |grammar. | | | |

| |The children can write a |The children write the conflict and |The children write the |The children write the |BA: | |

| |complete story with a sequence |resolution. They are to read |conflict and resolution to|conflict and resolution to|The children write the conflict| |

| |of events arranged into |through their work and add together |the story and work on |the story and work on |and resolution to their story. | |

| |paragraphs, linked with a range|the improvements that they could |evaluating each others |evaluating each others | | |

| |of connectives and varying |make. |work. Focus on writing |work. Focus on writing |SEN: | |

| |sentence length. | |paragraphs and link it in |paragraphs and link it in |The children write the conflict| |

| |ha8 Handwriting is joined clear| |to the work completed on |to the work completed on |and resolution to their stories| |

| |and fluent and, where | |verbal stories. |verbal stories. |and share write. | |

| |appropriate, is adapted to a | | | | | |

| |range of texts | | | | | |

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Prior Learning

Plan, tell and write complete stories with a clear sequence of events and showing how one event leads to another; use detailed description and powerful verbs to evoke setting and portray characters.

Participate in group discussion by offering reasons for their opinions supported by evidence, summarising ideas, reaching agreement and presenting ideas to an audience.

Talk about books by a favourite author, explaining why they enjoy them and how and why the books were written.

Learning outcomes For Phase 1:

Read stories by a significant children's author including a serialised class novel. Children express their response with reference to other books they have read by the same author. Visualise setting, make predictions about plot and note story structure. Compare story openings and experiment with different types of opening.

Learning outcomes For Phase 2:

Explore aspects of an author's style by comparing themes, settings and characters in different stories. Focus on characterisation and make inferences about the author's perspective on a particular character. Review conventions of dialogue: what it reveals about plot or character. Write a new scene for a story in the style of the author.

Learning outcomes For Phase 3:

Explore the idea of a 'significant author' by collecting information about an author. Draw on children's own responses, survey popularity in the class or school and collect background information. Children work collaboratively in groups to research an author of their choice and make a presentation to the class.

Learning outcomes For Phase 4:

Write a new story inspired by a favourite book or author. Include elements based on reading, for example an interesting story opening or language used to create a particular comic or dramatic effect. Vary the length of sentences to achieve particular effects.

1998 Framework Objectives:

Year 5, Term 1: T1 openings; T2 compare story structure; T3 presentation of characters; T4 links with author's experience; T9 active attitude towards reading; T10 evaluate books; T11 experiment with story openings; T12 appeal of established authors; T14 map out texts; T15 write new scenes or characters.

S5 difference between direct and reported speech; S7 how dialogue is set out.

Overall Unit Target:

Most children learn to:

(The following list comprises only the strands, numbered 1 through 12, that are relevant to this particular unit.)

3. Group discussion and interaction

Plan and manage a group task over time using different levels of planning

Understand different ways to take the lead and support others in groups

Understand the process of decision making

7. Understanding and interpreting texts

Infer writers' perspectives from what is written and what is implied

Compare different types of narrative and information texts and identify how they are structured

Explore how writers use language for comic and dramatic effects

8. Engaging with and responding to texts

Reflect on reading habits and preferences and plan personal reading goals

Compare the usefulness of techniques such as visualisation, prediction and empathy in exploring the meaning of texts

9. Creating and shaping texts

Experiment with different narrative forms and styles to write their own stories

11. Sentence structure and punctuation

Punctuate sentences accurately, including using speech marks and apostrophes

12. Presentation

Adapt handwriting for specific purposes, for example printing, use of italics

Spelling Targets.

Spell words containing unstressed vowels

Know and use less common prefixes and suffixes such as im-, ir-, -cian

Group and classify words according to their spelling patterns and their meanings

Sentence Structure and Punctuation.

Blue emphasised text signifies end-of-year (EOY) objectives within Mathematics and Early Learning Goals (ELG) within Foundation Stage. In Years 1 to 6, Literacy does not have end-of-year (EOY) objectives.

Adapt sentence construction to different text-types, purposes and readers

Punctuate sentences accurately, including using speech marks and apostrophes

Speaking, Listening, Group work, Drama Focus

Read and compare stories by significant children's authors. Include at least one serialised class novel and draw on children's wider reading for examples.

Map and compare story structure in different stories. Compare story openings.

Explore aspects of an author's style, for example themes, settings, typical characters. Make links with children's own reading habits and preferences. Look at different ways of presenting characters, for example dialogue, action, description, and discuss response.

Explore meaning of text through prediction, visualisation and empathy with characters.

Develop particular aspects of written narrative: experiment with story openings; write new scenes or characters into a familiar story in the style of the author; organise scenes using paragraphs effectively.

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