Year 6 Planning: Links to the 2014 National Curriculum Programs of Study
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| Plan |
Reading Teaching Objectives |
Writing Teaching Objectives |
Spelling Teaching Objectives |
Grammar Teaching Objectives |
Text Type |
Jacqueline Wilson
Author
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To continue to read and discuss an increasingly wide range of fiction, non fiction and reference books or textbooks
To understand and use the terms 'biography' and 'autobiography' and evaluate the usefulness of biographical information from different sources
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To note and develop initial ideas drawing on reading and research
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To use further prefixes and suffixes and understand the guidance for adding them
To use morphology and etymology in spelling
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To recognise vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms
To use passive verbs to affect the presentation of information in a sentence
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Biography
Autobiography
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Earnest Shackleton
Polar Explorer
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To distinguish between statements of fact and opinion
To continue to read and discuss an increasingly wide range of fiction, non fiction and reference books or textbooks
To read books that are structured in different ways and reading for a range of purposes
To identify how language, structure and presentation contribute to meaning
To compare how writers from different times and places present experiences and use language
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To develop the skills of biographical and autobiographical writing in role, adopting distinctive voices, e.g. of historical characters through a blog
To make notes and arrange events on a timeline
To revise features of a recount and first and third person
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To spell words with ‘silent’ letters |
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Recount
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To identify how language, structure and presentation contribute to meaning
To identify and discuss themes and conventions in and across a wide range of writing
To make comparisons within and across books
To revise and identify the principal features of different fiction genres
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To understand that the spelling of some words needs to be learnt specifically
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To use modal verbs or adverbs to indicate degrees of possibility |
Narrative
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To identify how language, structure and presentation contribute to meaning
To identify and discuss themes and conventions in and across a wide range of writing
To make comparisons within and across books
To compare how writers from different times and places present experiences and use language
To revise and identify the principal features of different fiction genres
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To use a range of devices to build cohesion within and across paragraphs
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To understand that the spelling of some words needs to be learnt specifically |
To use modal verbs or adverbs to indicate degrees of possibility |
Narrative
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To select appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning
To use different styles of handwriting for different purposes with a range of media, developing a consistent and personal legible style
To assess the effectiveness of their own and others’ writing
To use a range of devices to build cohesion within and across paragraphs
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To understand that the spelling of some words needs to be learnt specifically
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To link ideas across paragraphs using a wider range of cohesive devices: repetition, grammatical connections and ellipsis |
Narrative
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To identify and discuss themes and conventions in and across a wide range of writing
To make comparisons within and across books. To be able to compare characters, settings, themes and other aspects of what they read
To summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
To discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
To participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
To explore characters, their conflicts and dilemmas and extend pupils’ response to stories
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To identify the audience for and purpose of writing, selecting the appropriate form and using other similar writing as models for their own
To learn the conventions of different types of writing
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To link ideas across paragraphs using adverbials such as ‘on the other hand’, ‘in contrast’, or ‘as a consequence’; and to show the passing of time |
Narrative
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To consider how authors have developed characters and settings
To identify and discuss themes and conventions in and across a wide range of writing
To make comparisons within and across books
To be able to compare characters, settings, themes and other aspects of what they read
To summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
To discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
To participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
To explain and discuss their understanding of what they have read
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To select appropriate grammar and vocabulary, for writing, understanding how such choices can change and enhance meaning
To use a wide range of devices to build cohesion within and across paragraphs
To assess the effectiveness of their own and others’ writing
To note and develop initial ideas
To learn the conventions of different types of writing
To use paragraphs to structure narrative, shifting for a change of mood, scene, time
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To link ideas and the passing of time, across paragraphs, using a wider range of cohesive devices |
Narrative
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To continue to read and discuss an increasingly wide range of poetry
To identify and discuss themes and conventions in and across a wide range of writing
To prepare poems to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
To identify how language, structure and presentation contribute to meaning
To discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
To understand how poets can use personification to communicate with their readers
To use personification, simile and metaphor in composition
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To evaluate and edit by assessing the effectiveness of their own and others’ writing
To plan writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
To propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
To perform own compositions, using appropriate intonation, volume, and movement so that meaning is clear
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To understand the difference between vocabulary typical of informal speech and vocabulary appropriate for writing |
Poetry
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To continue to read and discuss an increasingly wide range of poetry
To identify and discuss themes and conventions in and across a wide range of writing
To prepare poems to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience
To identify how language, structure and presentation contribute to meaning
To discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
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To plan writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own
To evaluate and edit by assessing the effectiveness of their own and others’ writing
To propose changes to vocabulary, grammar and punctuation to enhance effects and clarify meaning
To perform own compositions, using appropriate intonation, volume, and movement so that meaning is clear
To begin to use imagery effectively in own poems
To value own poems and those of others and enjoy sharing them
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To understand the difference between vocabulary typical of informal speech and vocabulary appropriate for writing |
Poetry
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Participate in discussions about books, building on their own and others’ ideas and challenging views courteously. Provide reasoned justifications for their views
To reading books that are structured in different ways and reading for a range of purposes
Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
Retrieve, record and present information from non-fiction
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Use a wide range of devices to build cohesion within and across paragraphs
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desperate
determined
communicate
community
yacht
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Layout devices, such as headings, sub-headings, columns, bullets |
Cross Curricular unit - Non-Chronological Report
Chronological Recount
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