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Year 4 Planning: Links to the 2014 National Curriculum Programs of Study

Plan Reading Teaching Objectives Writing Teaching Objectives Spelling Teaching Objectives Grammar Teaching Objectives Text Type

How to Light a Light Bulb
  • Composing and rehearsing sentences orally, progressively building a varied and rich vocabulary and an increasing range of sentence structures
  • Using simple organisational devices such as headings and sub-headings
  • To plan writing by discussing writing similar to that which they are planning to write
  • Start a collection of homophones e.g. brake/break, fair/fare, grate/great, groan/grown, here/hear, knot/not, heel/heal/he’ll, mail/male, main/mane, meat/meet
  • Fronted adverbials
  • Causal Connectives
  • Non Fiction
    Explanation
    Instructions

    Friend or Foe
    Author: Michael Morpurgo
  • To infer characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • To discuss understanding of texts and to explain the meaning of words in context
  • To ask questions to improve their understanding of a text
  • To plan writing by discussing
  • To use fronted adverbials [for example, Later that day, I heard the bad news
  • To use paragraphs to organise ideas around a theme
  • Historical
    Narrative

    Anne Frank
    Author: David A Adler
    Friend or Foe
    Author: Michael Morpurgo
  • To discuss understanding of texts and to explain the meaning of words in context
  • To ask questions to improve their understanding of a text
  • To creating settings, characters and plot through narrative writing
  • To identify how language, structure, and presentation contribute to meaning
  • To assess the effectiveness of children’s own and others’ writing and suggesting improvements
  • To organise paragraphs around a theme
  • To use expanded noun phrases
  • To use powerful verbs
  • Historical
    Narrative

    The Yellow Star
    Rose Blanche
    Author: Ian McEwan
  • To discuss understanding of texts and to explain the meaning of words in context
  • To ask questions to improve their understanding of a text
  • To creating settings, characters and plot through narrative writing
  • To assess the effectiveness of children’s own and others’ writing and suggesting improvements
  • To organise paragraphs around a theme
  • To use fronted adverbials [for example, Later that day, I heard the bad news
  • To use paragraphs to organise ideas around a theme
  • Historical
    Narrative

    The Witches: plays for children
  • preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
  • discussing words and phrases that capture the reader’s interest and imagination
  • drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • Draft and write by composing and rehearsing sentences orally (including dialogue)
  • Homophones:
    Scene/seen
    Missed/mist
    Rain/rein/reign
  • Use fronted adverbials
  • Use commas after fronted adverbials
  • Play Script

    Our Visit to a Victorian Village
  • To read, listen to and discuss a wide range of fiction
  • To discuss pieces of writing similar to the piece to be written
  • To know about the features and structure of recounts
  • To use knowledge of structure, vocabulary and grammar used in similar pieces of writing to improve own writing
  • Spelling irregular verb tenses
  • Fronted Adverbials e.g. Later that day
  • Difference between plural and possessive – s
  • Recount

    Wolf Info
    Wolf Facts
  • Reading texts that are structured in different ways and reading for a range of purposes
  • Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
  • Use paragraphs to organise writing.
  • Use of pronoun and noun within and across sentences
  • Recount

    The Works
  • To listen to and discuss a wide range of poetry
  • To identify how language, structure, and presentation contribute to meaning
  • To discuss words and phrases that capture the reader’s interest and imagination
  • To participate in discussion about texts, taking turns and listening to what others say
  • To respond appropriately to the contributions of others in light of differing viewpoints
  • To spell homophones and near homophones
  • Similes and metaphors
  • Poetry

    The Works
  • To listen to and discuss a wide range of poetry
  • To discuss words and phrases that capture the reader’s interest and imagination
  • To participate in discussion about texts, taking turns and listening to what others say
  • To prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action
  • To discuss poems similar to that which they are planning to write in order to understand and learn from their structure, vocabulary and grammar
  • To use noun phrases expanded by the addition of modifying adjectives
  • Poetry