Genre focus area: instructional writing and letter writing
Instructional writing focuses on children being able to write a set of instructions in sequential order. They may support these instructions with a labelled diagram. Letter writing focuses on the layout of a friendly letter and the explanation of ideas using paragraphs. Narrative writing will be continued from last term. This focused on the development of a story line and the use of interesting language that builds a picture in the reader's head.
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 class situation. They are asked to share personal, national or international news.
Children will also present their findings on a particular topic that they will have been researching during library time. 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 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).