Genre focus area: character descriptions, narrative writing and writing reports.
Character descriptions and narrative writing both focus on building a picture in the reader's head through the use of different language features including speech, similes and interesting adjectives, verb and nouns. Report writing give children the opportunity to explore language that allows them to explain their ideas.
Surface features are continually focussed on throughout the year. These include:
- Writing letters in the correct formation and size.
- Knowing where to use capital letters.
- Punctuating sentences accurately using fullstops. This then moves onto using commas, speech marks, exclamation marks, and question marks.
This term children are given the opportunity to share news in a small group and in a class situation. They are asked to share personal, national or international news.
Children will also present their findings on a subject they have 'wondered' about. To complete this task they will use library time to research to answer questions they have formed. They will also use different thinking tools to help them analyse information find out. This will be done in class time near the end of the term.
Key skills being developed:
- To talk confidently within a group.
- To take turns in a group situation.
- To listen to others in a group.
- To ask questions of others speaking.
- To present with confidence and expression.
Children are grouped depending on the specific strategies they need to learn in order to be successful readers.
This term children are learning:
- What to do when they get to a word they don't know how to read.
- How to use keywords to locate information in a text.
- To use evidence in the text to make predictions.
- To identify clues in the text that allow them to infer information.
Progression: Each stage needs to be mastered before moving onto the next.
- Printing letters the correct size, shape, and formation.
- Writing using ligatures.
For children to become successful readers it helps if they are read to, read with (shared reading), and if they read independently whilst being listened to. Children should be reading at least fifteen minutes each night.
It will help their understanding if the text is discussed during and after. This discussion could include two types of questioning. The first type is where the children are required to look back in the text to locate the specific information that is directly stated (finding information questions). The next type is where children are required to use clues to infer what the answer would be as the information is not directly stated (inference questions).