Year 4 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 |
How to Light a Light Bulb
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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
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To plan writing by discussing writing similar to that which they are planning to write
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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
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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
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To plan writing by discussing
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To use fronted adverbials [for example, Later that day, I heard the bad news
To use paragraphs to organise ideas around a theme
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Historical
Narrative
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Anne Frank
Author: David A Adler
Friend or Foe
Author: Michael Morpurgo
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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
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To assess the effectiveness of children’s own and others’ writing and suggesting improvements
To organise paragraphs around a theme
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To use expanded noun phrases
To use powerful verbs
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Historical
Narrative
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The Yellow Star
Rose Blanche
Author: Ian McEwan
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To discuss understanding of texts and to explain the meaning of words in context
To ask questions to improve their understanding of a text
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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
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To use fronted adverbials [for example, Later that day, I heard the bad news
To use paragraphs to organise ideas around a theme
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Historical
Narrative
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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
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Draft and write by composing and rehearsing sentences orally (including dialogue)
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Homophones:
Scene/seen
Missed/mist
Rain/rein/reign
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Use fronted adverbials
Use commas after fronted adverbials
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Play Script
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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
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To use knowledge of structure, vocabulary and grammar used in similar pieces of writing to improve own writing
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Spelling irregular verb tenses |
Fronted Adverbials e.g. Later that day
Difference between plural and possessive – s |
Recount
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Wolf Info
Wolf Facts
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Reading texts that are structured in different ways and reading for a range of purposes
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Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar
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Use paragraphs to organise writing.
Use of pronoun and noun within and across sentences
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Recount
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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
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To spell homophones and near homophones |
Similes and metaphors |
Poetry
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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
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To discuss poems similar to that which they are planning to write in order to understand and learn from their structure, vocabulary and grammar
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To use noun phrases expanded by the addition of modifying adjectives |
Poetry
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Post Card Unit
All resources needed for teaching this unit: Postcards, editing guide and planning document, three lesson plans are all included in the unit.
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To listen to and discuss non-fiction texts |
To discuss writing similar to that which is being planned in order to understand and learn from its structure, vocabulary and grammar
To compose and rehearse sentences, progressively
building a varied and rich vocabulary and an increasing range of sentence structures
To use simple organisational devices
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consider
purpose
popular
though
although
thought
through
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To use headings and subheadings to aid presentation
To extend the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although
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Non-fiction (factual & opinion writing)
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