Silkstone Primary School, High Street, Silkstone, Barnsley, South Yorkshire, S75 4LR

01226 790333

Silkstone Primary School

A School with Soul

Class Five

Curriculum Plan for English Class Five

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Literary Form

Street Child

 

Way Home

Narnia

The Highwayman

Macbeth

 

King of the Sky

Emerald Blue

Link to theme

Historical narrarive

 

Contemporary

Picturebook

Classic narrative

Classic

Poetry

Shakespeare

Picture book – Cultural

 

Reading

  • Read books that are structured in different ways

  • Identify and discuss themes and conventions

  • Discuss understanding and explore meaning of words in context

  • Ask questions to improve understanding

  • Draw inferences such as inferring characters' feelings, thoughts and motives from their actions and justifying inferences with evidence

  • Identifying how language, structure and presentation contribute to meaning

  • Discuss and evaluate how authors use language

  • Participate in discussions about books, building on their own and others' ideas and challenging views

  • Explain and discuss their understanding of what they have read.

 

  • Maintain positive attitudes to reading and understanding of what they read by:

  • continuing to read and discuss an increasingly wide range of fiction;

  • reading books that are structured in different ways and reading for a range of purposes;

  • identifying and discussing themes and conventions in and across a wide range of writing;

  • making comparisons within and across books.

  • Understand what they read by:

  • checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context;

  • asking questions to improve their understanding;

  • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence;

  • predicting what might happen from details stated and implied;

  • identifying how language, structure and presentation contribute to meaning;

  • discuss and evaluate how authors use language, including figurative language, considering the impact on the reader;

  • 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;

  • explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary;

  • provide reasoned justifications for their views.

 

· drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence  · predicting what might happen from details stated and implied  · summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas  · identifying how language, structure and presentation contribute to meaning  · discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

 

Retrieve, select and describe information, events or ideas

Deduce, infer and interpret information, events or ideas

  • Reading books that are structured in different ways and reading for a range of purposes;

  • reading aloud to children should include whole books so that they meet books and authors that they might not choose to read themselves;

  • Identifying and discussing themes and conventions in and across a wide range of writing;

  • making comparisons within and across books;

  • checking the book makes sense to them, discussing their understanding and exploring the meaning of words in context;

  • ask questions to improve their understanding;

  • draw inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence;

  • predicting what might happen from details stated and implied;

  • summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas;

  • identifying how language, structure and presentation contribute to meaning;

  • discuss and evaluate how authors use language, including figurative language, considering the impact on the reader;

  • 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 engage children with a story with which they will empathise

  • To explore themes and issues, and develop and sustain ideas through discussion

 

National Curriculum SPAG

Recap of word classes

Adverbial phrases

Relative pronouns and clauses

Cohesion among paragraphs

 

Relative pronouns and clauses

Modal verbs

 

 

Past perfect tense to link events

Cohesion among paragraphs

Parenthesis

Converting nouns or

adjectives into verbs using suffixes (e.g. –ate; –ise; –ify)

 

Verb prefixes (e.g. dis–,

de–, mis–, over– and re–)

 

Adverbial phrases

 

Cohesion among paragraphs.

 

 

Modal verbs

 

Revision of key Year 5 SPAG and begin preparation for Year 6 SPAG

Language competency

Diary writing – fronted adverbials, adverbials for cohesion, complex sentences

Recount

Discursive writing

Debate – modal verbs and balanced arguments. Causal language

 

Book talk

 

 

Narrative – figurative language, expanded noun phrases,

Punctuation for ambiguity

Sentence length for impact and tension

Dialogue – use of speech

Book talk

Developed narrative – paragraph structure, cohesion

 

Book talk

 

 

 

 

Poetry response

Narrative of story – sentence impact, use of parenthesis

 

Debate – one sided and balanced argument. Language of formality, causal language and persuasion

Macbeth

Book talk

Etymology of words

Performance – speaking and intonation

 

Biography – order and structure. Adverbials for cohesion

Extended writing outcome

Diary writing

Discursive writing

 

 

 

Description for character and setting

Narratives

 

(Biography writing – linked to Black History week)

Developed narrative

 

Narrative - action, dialogue and description used to move events forward

 

 

Narrative add detail

 

Discursive writing

 

Autobiography writing

 

 

Developed narrative

 

Poetry

 

Playscript - performance

Discursive writing

 

Biography writing