Transcript Malmesbury Park Text-Based Curriculumx

The Text-Based Curriculum
Focus Texts
Year1
Year2
Year3
Year4
Year5
Year6
Writing Types
Year 1
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Character
Description
Character
Profile
Instructions
Making
Predictions
Narrative
Personal
Opinion
Persuasive
Playscript
Recount
Report
Retelling
Setting
Description
Story
Openings
Year 2
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Character
Description
Character
Profile
Instructions
Making
Predictions
Narrative
Personal
Opinion
Persuasive
Playscript
Recount
Report
Retelling
Setting
Description
Story
Openings
Year 3
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Author
Awareness
Character
Description
Character
Profile
Instructions
Making
Predictions
Narrative
Personal
Opinion
Persuasive
Playscript
Recount
Report
Retelling
Setting
Description
Story
Openings
Year 4
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Author
Awareness
Character
Description
Character
Profile
Explanatory
Instructions
Making
Predictions
Narrative
Personal
Opinion
Persuasive
Playscript
Recount
Report
Retelling
Setting
Description
Story
Openings
Transforming
Text
Year 5
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Author
Awareness
Biography
Character
Description
Character
Profile
Discussion
Explanatory
Instructions
Making
Predictions
Narrative
Personal
Opinion
Persuasive
Playscript
Recount
Report
Retelling
Setting
Description
Story
Openings
Transforming
Text
Year 6
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Author
Awareness
Biography
Character
Description
Character
Profile
Discussion
Explanatory
Instructions
Journalistic
Making
Predictions
Narrative
Personal
Opinion
Persuasive
Playscript
Recount
Report
Retelling
Setting
Description
Story
Openings
Transforming
Text
The Text-Based Curriculum
Punctuation Objectives
Year 1
Year 2
Year 3
Develop understanding of concepts
set out in English Appendix 2 P65
Leaving spaces between words
Join words and join clauses using ‘and’
Punctuate sentences using a capital
letter and full stops to mark the end of
a sentence
Explore other uses of capital letters
(people, places, days of the week,
personal pronoun ‘I’)
Use question marks at the end of a
sentence to show the sentence is a
question
Use exclamation marks to make a
sentence ‘stronger’
Terminology to be taught:
Letter, capital letter, word,
punctuation, full stop, question mark,
exclamation mark
Standard English concepts (Appendix
2 P 65 English Programmes of Study
KS1 and 2)
Use capital letters and full stops to
mark the start and end of a sentence
Explore other uses of capital letters
(people, places, days of the week,
personal pronoun ‘I’)
Use question marks at the end of a
sentence to show the sentence is a
question
Use exclamation marks to make the
sentence ‘stronger’
Use commas in lists
Use apostrophes for shortened forms
and the possessive (singular)
Terminology to be taught:
Apostrophe, comma, statement,
question, exclamation, command
Standard English concepts (Appendix
2 P 66 English Programmes of Study
KS1 and 2)
Use capital letters and full stops to
mark the start and end of a sentence
Explore other uses of capital letters
Use question marks at the end of a
sentence to show the sentence is a
question
Use exclamation marks to make the
sentence ‘stronger’
Use commas in lists
Use apostrophes for shortened forms
Use apostrophes for possession
Use speech marks to show words that
are actually spoken
Terminology to be taught:
Consonant, consonant letter vowel,
vowel letter,inverted commas (or
speech marks)
The Text-Based Curriculum
Year 4
Year 5
Year 6
Use apostrophes for shortened forms
Use apostrophes for possession
Use speech marks to show words that
are actually spoken
Know how to set out dialogue
Use commas to separate parts of a
sentence
Use commas to separate words and
phrases that appear at the start or end
of a sentence
Using connectives words instead of full
stops in complex sentences and vice
versa
Using commas in complex sentences
when the connecting word (or
subordinate clause) is at the beginning
Using commas in a complex sentence
that starts with a verb
Using commas in pairs to mark extra
information that has been added in the
middle of a sentence
Terminology to be taught:
Determiner
Know how to set out dialogue
Use commas to separate parts of a
sentence
Use commas to separate words and
phrases that appear at the start or end of
a sentence
Use connectives instead of full stops in
complex sentences
Use commas in complex sentences when
the connecting word (or subordinate
clause) is at the beginning
Use commas in a complex sentence that
starts with a verb
Use commas in pairs to mark extra
information that has been added in the
middle of a sentence
Use brackets to add an extra piece of
information
Explore the function of an ellipsis
Use inverted commas to mark quotations
and direct speech.
To use commas for a range of purposes
Use brackets to add an extra piece of
information
Explore the function of an ellipses
Use inverted commas to mark
quotations and direct speech
Use a dash to add an extra thought or
piece of information onto the end of a
sentence
Use hyphens effectively to link words
together and can be used to avoid
ambiguity
Use colons effectively to start a list, a
quotation, an example or a piece of
information
Use semi-colons effectively to
separate two parts of a sentence that
could be written as two separate
sentences
Explore the effect of using different
punctuation for parenthesis.
Terminology to be taught:
Parenthesis, bracket, dash
Terminology to be taught:
Ellipses, hyphen, colon, semi-colon,
bullet points
The Text-Based Curriculum
Grammar Objectives
Year 1
Identify and use common nouns
Identify and use proper nouns
Identify and use adjectives
Identify and use verbs
Use the conjunction ‘and’ to extend
sentences
Terminology to be taught:
Word, singular, plural, sentence
Year 2
Identify and use common nouns
Identify and use proper nouns
Choose nouns carefully to give the reader a
clear picture
Identify and use adjectives
Choose adjectives carefully to give the
reader a clear picture
Identify and use verbs
Choose verbs carefully to give the reader a
clear picture
Identify and use adverb
Explore how using simple conjunctions
(connectives that connect together ideas
within a sentence) connect together ideas,
and, but, so, because
Explore subordinate clauses (using when, if,
that, because)
Identify regular verbs in the present and past
tense
Identify and use effectively articles in a
sentence (the/a/an)
Explore expanded noun phrases
Terminology to be taught
Compound, suffix,,adjective, verb,tense
(past, present)
Year 3
Choose nouns carefully to give the reader a clear picture
Explore plurals adding ‘s’ to nouns
Explore noun plurals which are a different word
Choose adjectives carefully to give the reader a clear
picture
Use comparative adjectives and superlatives
Choose verbs carefully to give the reader a clear picture
Identify and use adverbs
Explore the effect of moving an adverb within a sentence
Identify pronouns
Use a range of pronouns to avoid repetition
Identify and use prepositions
Explore how connectives can be used to link together ideas
in separate sentences or paragraphs
Explore using time connectives to make clear the sequence
of events
Explore how using simple conjunctions (connectives that
connect together ideas within a sentence) connect
together ideas, and, but, so, because
Identify regular and irregular verbs in the present and past
tense
Change writing between past and present tense and vice
versa
Identify and use effectively articles in a sentence
(the/a/an)
Identify writing in the first and third person
Explore how verbs change depending on the person being
written about
Make a simple sentence longer by adding adjectives,
adverbs and prepositions
Explore how word order is important in simple sentences
Terminology to be taught:
Preposition, conjunction,, word family, prefix, clause,
subordinate clause, direct speech
The Text-Based Curriculum
Year 4
Choose nouns carefully to give the reader a clear picture (p5)
Explore plurals adding ‘es’ to nouns (p9)
Explore noun plurals which are a different word (p9)
Choose adjectives carefully to give the reader a clear picture
(p5)
Use comparative adjectives and superlatives. (p8)
Choose verbs carefully to give the reader a clear picture (p13)
Identify and use adverbs (p14)
Explore the effect of moving an adverb within a sentence (p15)
Use a range of pronouns to avoid repetition. (p10)
Use pronouns carefully to avoid confusion (P11)
Identify and use prepositions (p16)
Explore how the meaning of a sentence changes when using a
different preposition (p17)
Explore how connectives can be used to link together ideas in
separate sentences or paragraphs (p18)
Explore using time connectives to make clear the sequence of
events (p19)
Explore using cause and effect connectives to help explain
something clearly (p19)
Explore how using simple conjunctions (connectives that
connect together ideas within a sentence) connect together
ideas, and, but, so, because, if, until, when, or, although,
since, unless, while, as (p20)
Identify verbs in the present and past tense (p26)
Change writing between past and present tense and vice versa
(p27)
Identify writing in the first and third person (p28)
Change writing between the first and third person and vice versa
(p29)
Explore how verbs change depending on the person being written
about (p30)
Make a simple sentence longer by adding adjectives, adverbs and
prepositions (p32)
Explore how word order is important in simple sentences (p33)
Know that simple sentences can be made longer by adding a
phrase (p34)
Know that simple sentences can be made longer by adding a
clause (p34)
Form compound sentences by joining two simple sentences using
a conjunction (p35)
Know that complex sentences link two or more ideas together
within one sentence (p36)
Terminology to be taught:
Year 5
Year 6
Choose adjectives carefully to give the reader a clear picture (p5)
Choose verbs carefully to give the reader a clear picture (p13)
Identify and use adverbs effectively (p14)
Explore the effect of moving an adverb within the sentence (p15)
Use a range of pronouns to avoid repetition (p10)
To use pronouns carefully to avoid confusion (p11)
To use connectives effectively (including time connectives, cause
and effect connectives and conjunctions) to link ideas together
(p18-20)
Change writing between past and present tense and vice versa
(p27)
Change writing between first and third person (p29)
Know that the verb changes depending on the person being
written about (p30)
Know that simple sentences can be made longer by adding a
phrase (p34)
Know that simple sentences can be made longer by adding a
clause (p34)
Form compound sentences by joining two simple sentences
using a conjunction (p35)
Know that complex sentences link two or more ideas together
within one sentence (p36)
Use complex sentences to make writing smooth and flowing
(p37)
Identify the main clause and subordinate clause in complex
sentences (p38)
Know that effective writing contains a mixture of simple,
compound and complex sentences (p39)
Identify that some sentences are statements/ questions/
instructions or commands (p40)
Change sentences from statements/questions/instructions or
commands to statements/questions/instructions or commands
(p40 &41)
Explore how sentences can be positive or negative (p42)
Change sentences from positive to negative and vice versa.
Explore double negatives (p42)
Identify conditional sentence (p43)
Complete conditional sentences appropriately (p43)
Identify direct and reported speech (p44)
Change writing from direct and reported speech (p45)
Choose adjectives, verbs and adverbs effectively carefully to give
the reader a clear picture (p5, 13, 14)
To use connectives effectively (including time connectives cause
and effect connectives and conjunctions) to link ideas together
(p18-20)
Change writing between past and present tense and vice versa
(p27)
Change writing between first and third person (p29)
Know that simple sentences can be made longer by adding
phrases and clauses (p34)
Form compound sentences by joining two simple sentences
using a conjunction (p35)
Know that complex sentences link two or more ideas together
within one sentence (p36)
Use complex sentences to make writing smooth and flowing
(p37)
Identify the main clause and subordinate clause in complex
sentences (p38)
Know that effective writing contains a mixture of simple,
compound and complex sentences (p39)
Change sentences from statements/questions/instructions or
commands to statements/questions/instructions or commands
(p40 &41)
Explore how sentences can be positive or negative (p42)
Change sentences from positive to negative and vice versa.
Explore double negatives (p42)
Identify conditional sentence (p43)
Complete conditional sentences appropriately (p43)
Identify direct and reported speech (p44)
Change writing from direct and reported speech (p45)
Identify active and passive voice (p46)
Change writing from active to passive voice and vice versa (p47)
Identify and use common, proper, collective, abstract nouns
Identify and use coordinating and subordinating conjunctions
Identify and use adverbs of time, manner, frequency and place.
Identify and use possessive, personal and relative pronouns.
Terminology to be taught:
Subject, object, active, passive, synonym, antonym
Terminology to be taught:
Modal verb, relative pronoun, relative clause, cohesion, ambiguity
Pronoun, possessive pronoun,adverbial
The Text-Based Curriculum
Irregular Verbs
Irregular verbs can be an area of weakness. Therefore a select
list of irregular verbs will be addressed and taught more
frequently and with more emphasis rather than featuring as a
one off grammar objective.
Autumn
Year 3
Year 4
Spring
Autumn
Say (said)
Run (ran)
See (saw)
Think (thought)
Throw (threw)
Know (knew)
Come (came)
Throw (threw)
Teach (taught)
Sell (sold)
Sing (sang)
Tell (told)
Write (wrote)
Find (found)
Get (got)
Give (gave)
Eat (ate)
Make (made)
Pay (paid)
Send (sent)
Hold (held)
Fall (fell)
Blow (blew)
Bring (brought)
Can (could)
Have (had)
Hear (heard)
go (went)
Take (took)
Break (broke)
Buy (bought)
Creep (crept)
Drink (drank)
Win (won)
Catch (caught)
Bend (bent)
Mean (meant)
Say (said)
Run (ran)
See (saw)
Think (thought)
Throw (threw)
Know (knew)
Come (came)
Teach (taught)
Sell (sold)
Sing (sang)
Keep (kept)
Fight (fought)
Sit (sat)
Ride (rode)
Tell (told)
Write (wrote)
Find (found)
Get (got)
Give (gave)
Eat (ate)
Make (made)
Pay (paid)
Send (sent)
Hold (held)
Fall (fell)
Sleep (slept)
Begin (began)
Wear (wore)
Grow (grew)
Summer
Year 5
Blow (blew)
Bring (brought)
Can (could)
Have (had)
Hear (heard)
go (went)
Take (took)
Break (broke)
Buy (bought)
Creep (crept)
Drink (drank)
Win (won)
Catch (caught)
Bend (bent)
Mean (meant)
Stand (stood)
Kneel (knelt)
Sink (sank)
Choose (chose)
Hang (hung)
Say (said)
Run (ran)
See (saw)
Think (thought)
Throw (threw)
Know (knew)
Come (came)
Throw (threw)
Teach (taught)
Sell (sold)
Sing (sang)
Keep (kept)
Fight (fought)
Sit (sat)
Ride (rode)
Mean (meant)
Rise (rose)
Shine (shone)
Swim (swam)
Speak (spoke)
Tell (told)
Write (wrote)
Find (found)
Get (got)
Give (gave)
Eat (ate)
Make (made)
Pay (paid)
Send (sent)
Hold (held)
Fall (fell)
Sleep (slept)
Begin (began)
Wear (wore)
Grow (grew)
Hide (hid)
Tear (tore)
Wind (wound)
Slide (slid)
Forgot (forget)
Year 6
Blow (blew)
Bring (brought)
Can (could)
Have (had)
Hear (heard)
go (went)
Take (took)
Break (broke)
Buy (bought)
Creep (crept)
Drink (drank)
Win (won)
Catch (caught)
Bend (bent)
Mean (meant)
Stand (stood)
Kneel (knelt)
Sink (sank)
Choose (chose)
Hang (hung)
Awake (awoke)
Lay (laid)
Shake (shook)
Say (said)
Run (ran)
See (saw)
Think (thought)
Throw (threw)
Know (knew)
Come (came)
Throw (threw)
Teach (taught)
Sell (sold)
Sing (sang)
Keep (kept)
Fight (fought)
Sit (sat)
Ride (rode)
Mean (meant)
Rise (rose)
Shine (shone)
Swim (swam)
Speak (spoke)
Bite (bit)
Rise (rose)
Freeze (froze)
Tell (told)
Write (wrote)
Find (found)
Get (got)
Give (gave)
Eat (ate)
Make (made)
Pay (paid)
Send (sent)
Hold (held)
Fall (fell)
Sleep (slept)
Begin (began)
Wear (wore)
Grow (grew)
Hide (hid)
Tear (tore)
Wind (wound)
Slide (slid)
Forgot (forget)
May (might)
Understand
(understood)
Drive (drove)
Summer
blow (blew)
bring (brought)
can (could)
have (had)
hear (heard)
go (went)
take (took)
break (broke)
buy (bought)
creep (crept)
drink (drank)
Spring
The Text-Based Curriculum
Common Errors
Common Errors to address
Autumn
Spring
Summer
•
Use the verbs ‘done’ and
‘did’ accurately
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Use the verbs ‘was’ and
‘were’ accurately
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Use ‘this’, ‘that’, ‘those’
and ‘these’ appropriately.
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Show an awareness of when
the word ‘go’ needs to be
followed with ‘to’.
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Use ‘much’ and ‘many’
appropriately
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Know what double negatives
are and how to avoid them.
These grammatical
elements have been
identified as areas of
weakness in the children’s
writing and speaking.
Therefore these common
errors will be addressed and
taught more frequently and
with more emphasis rather
than featuring as a one off
grammar objective.
The Text-Based Curriculum
Planning for The Text-Based
Curriculum
The Text-Based Curriculum
The Two Week Cycle
Week 2
Week 1
1)
Monday
(For Y5/6 Texts)
- Spellings (20 mins)
- Punctuation Focus (40 mins)
2) Tuesday
- New Vocabulary
3) Wednesday
-Focused read and comprehension
4) Wednesday
- Grammar
5) Thursday
- Short Writing
6) Friday
- Reading for Performance
7) Monday
- Spellings (20 mins)
- Punctuation Focus (40 mins)
8) Tuesday
-Focused Read and comprehension
9) Wednesday
- Grammar (+ 15 mins Common Errors)
10) Thursday
- Planning for Long Writing
11) Thursday
- Long Writing
12) Friday
- Focused read and comprehension
(+ 15 mins Irregular Verbs)
Lessons to be taught on specific days (All other lessons need to be taught during
each week, however the sequencing of lessons can be altered to suit the text.
The Text-Based Curriculum
The Two Week Cycle
Week 2
Week 1
1)
Monday
(For Y3/4 Texts)
- Spellings (20 mins)
- Punctuation Focus (40 mins)
2) Tuesday
- New Vocabulary
3) Wednesday
- Grammar(+ 15 mins Irregular Verbs/ Common Errors- alternate on a fortnightly basis)
4) Thursday
- Short Writing
5) Friday
- Focused reading and comprehension
7) Monday
- Spellings (20 mins)
- Punctuation Focus (40 mins)
8) Tuesday
- Focused Read and comprehension
9) Wednesday
- Grammar (+ 15 mins Common Errors)
10) Thursday
- Planning for Long Writing
11) Thursday
- Long Writing
12) Friday
- Reading for performance
Lessons to be taught on specific days (All other lessons need to be taught during
each week, however the sequencing of lessons can be altered to suit the text.
The Text-Based Curriculum
The Two Week Cycle
Week 2
Week 1
1)
Monday
(For Y1/2 Texts)
- Reading the Text
2) Tuesday
- Grammar
3) Wednesday
- Reading Task
4) Thursday
- Planning for Writing
- Short Writing
5) Friday
-
6) Monday
- Reading for Performance
7) Tuesday
- New Vocabulary
- Punctuation Focus
8) Wednesday
- Planning for Writing
9) Thursday
- Long Writing
10) Friday
-
Reading Task
Phonics spelling
Reading Task
Phonics spelling
The Text-Based Curriculum