Guidance

Curriculum andStandards

Year 6 teachersStatus: Recommended

Date of issue: 11/2002

Ref: DfES 0752/2002

Year 6 PlanningExemplification2002–2003

The NationalLiteracy Strategy

The National Literacy Strategy

1

Year 6 Planning Exemplification 2002–2003

Contents

Introduction 2

Unit summaries 5

Target statements for reading 9

Target statements for writing 10

PlansPoetry: unit plan 11

Narrative reading: unit plan 12

Narrative writing: unit plan for weeks 1 and 2 13

Narrative writing: unit plan for week 3 14

Report writing: unit plan 15

Argument: unit plan 16

Formal writing: unit plan 17

Explanation writing: unit plan 18

Narrative reading revision: unit plan 19

Narrative writing revision: unit plan 20

Poetry reading revision: unit plan 21

Non-narrative reading revision: unit plan 22

Non-narrative writing revision: unit plan 23

The National Literacy Strategy

2

Year 6 Planning Exemplification 2002–2003

IntroductionThis booklet and CD-ROM contain examples of units of work for teaching children in Year 6. The

seven units are drawn from all three terms in Year 6. Some of the units were written for the Year 6

exemplification booklets in 2001–2002 and are reproduced in this publication with some

supplementary resources and/or guidance. Other units are new. The units cover reading and

writing objectives in three non-fiction text types, narrative, poetry and plays and related

sentence and word level objectives. They exemplify rich, varied and challenging teaching to

support children towards achieving levels 4 and 5 at the end of Year 6. The suggested length of

these units varies from one week to three. The five-week revision unit prepares children

specifically for the Key Stage 2 test. It covers narrative, poetry and non-narrative reading, and

narrative and non-narrative writing.

Word level teaching and learning is incorporated into the work on analysis of text and into

shared, guided and independent reading and writing. However, focused spelling, like mental

maths, needs concentrated daily attention so that writing words correctly with a fluent hand is

automatic and children’s cognitive capacity is released to attend to the content and form of their

writing. Ten minutes at the beginning of the literacy hour most days can be spent on sharpening

up children’s spelling knowledge.

In this booklet, there is a summary and a teaching plan for each unit. The complete units are on

the attached CD-ROM. (This booklet is also reproduced on the CD-ROM.) Each unit consists of

a five-page content section – contents page, introduction, teaching objectives, and teaching

plan – and resources section.

For most of the units the resources section contains all the resources the teacher needs to teach

the unit. (The revision unit has fewer resources attached as it recommends the use of past test

papers and the sample material for the 2003 test published by QCA.)

On the CD-ROM, the files are named with the unit titles (see below). The files are in read-only

pdf form which requires Adobe Acrobat Reader software, also included on the CD-ROM.

Word versions of all the units are available on the DfES Standards website

www.standards.dfes.gov.uk/literacy so that teachers may modify the resource sheets to suit

their particular needs.

Resources for use with/by children Resources for the teacher

• Overhead transparencies (OHTs) for

use in shared work. These can be

enlarged further if an overhead projector

is not available

• Pages to copy for use by the children,

e.g. short stories, planning sheets

• Annotated copies of overhead

transparencies (OHTs)

• Texts for demonstration-writing

• Annotated copies of texts for

demonstration-writing

• Information sheets

• Lesson notes for some lessons

• Transcripts of some lessons or parts

of lessons

The National Literacy Strategy

3

Year 6 Planning Exemplification 2002–2003

Year 6 exemplified units

This unit is designed to be used in the late spring and early summer terms – the five weeks before the Key Stage 2 test in week beginning 12 May

Unit Suggestednumber of weeks

Objectives Text Outcome

Poetry

Narrative reading

Narrative writing

Report

Argument

Formal andexplanation

Revision unit: reading and writingnarrative, readingpoetry, reading andwriting non-fiction

1

2

3

2

2 or 1+1

2

5

Term 2 objectivesText: 3, 4, 5, 6, 9

Term 2 objectivesText: 1, 2, 7, 8, Sentence: 4Word: 7

Term 1 objectivesText: 7Sentence: 1, 4, 5Word: 1, 2, 3, 4, 6Term 2 objectivesText: 10Sentence: 13Word: 1, 2, 3

Term 1 objectivesText: 13, 17Sentence: 2, 3Word: 1, 2, 3, 4

Term 2 objectivesText: 15, 16, 18, 19Sentence: 5 Word: 8

Term 2 objectivesText: 17, 20Sentence: 1, 2, 4Word: 4, 5 Term 3 objectivesText: 15, 21

Term 3 objectives Text: 4, 7, 17, 18, 19, 21, 22Sentence: 1, 3Word: 1, 2, 3

Range of forms

Short stories andextracts

Short stories andextracts

Curriculum subject

Balanced reports

Examples of ‘formal’ writing and presentationExplanatory texts

Short stories, poems, non-fiction texts

Interpretation of poems

Journal entries, annotated texts, play- script for a short scene

Full narratives anddescriptive pieces

Report

DebatePersuasive and discursive text

‘Official’ texts Explanatory text

Practice tests

The National Literacy Strategy

4

Year 6 Planning Exemplification 2002–2003

Key Stage 2 test – 2003The units on this CD-ROM take account of the changes to the writing test and the mark

scheme for the Key Stage 2 test in 2003. Writing both longer and shorter texts has been

incorporated into the narrative and non-narrative units. The resource texts have been

annotated according to the focuses in the new mark scheme under the three-strand

headings: sentence construction and punctuation, text structure and organisation,

composition and effect. The units suggest that teachers familiarise themselves with the

new mark scheme and refer to Changes to assessment 2003: guidance for teachers

(Key Stage 2 English), which outlines an approach for doing this. The revision unit

incorporates some of the QCA sample material from Changes to assessment 2003:

sample material for Key Stages 1 and 2 which has been sent to all schools as a booklet

and is also on the QCA website www.qca.org.uk/ca/tests/2003sample.

The assessment focuses in the 2003 mark scheme are drawn together under strands:

sentence construction and punctuation, text structure and organisation, composition

and effect. These are the elements of writing covered by the word, sentence and text

level objectives in the National Literacy Strategy Framework for teaching.

Sentence construction and punctuation

• vary sentences for clarity, purpose and effect

• write with technical accuracy of syntax and punctuation in phrases, clauses

and sentences

Text structure and organisation

• organise and present whole texts effectively, sequencing and structuring information,

ideas and events

• construct paragraphs and use cohesion within and between paragraphs

Composition and effect

• write imaginative, interesting and thoughtful texts

• produce texts which are appropriate to task, reader and purpose

The two word level focuses are

• select appropriate and effective vocabulary

• use correct spelling

The vocabulary focus is assessed through all the three strands and the spelling focus

is assessed through a separate spelling test.

Year 6 Planning Exemplification 2002–2003

The National Literacy Strategy

5

Unit summaries

Poetry

ObjectivesTerm 2 Text: 3, 4, 5, 6, 9

OriginYear 6 Planning Exemplification 2 2001–2002 (pages 25–30)

DurationOne week

SummaryThe poems introduced in this unit are Jabberwocky by Lewis Carroll and My mother saw a

dancing bear by Charles Causley. The unit uses a variety of comprehension strategies including

drawing and questioning to enable children to recognise meaning in the poems. The children

prepare choral presentations of the poems. The final day is used for test practice.

Narrative reading

Objectives Term 2 Text: 1, 2, 7, 8 Sentence: 4 Word: 7

Origin New

DurationTwo weeks

SummaryThe object of this unit is to provide suggestions, ideas and materials to support teachers in

helping children to understand and respond to narrative texts, and to develop higher order

reading skills. Children need to explore a range of comprehension strategies, using a variety of

learning styles, that will enable them to probe beyond the literal. Key to the expansion of

children’s understanding will be the teacher’s skill in questioning. All children need frequent

exposure to ‘open’ questions that allow and encourage deduction, speculation, prediction,

inference and evaluation. These should be part of the ‘book talk’ that takes place at various

times in the classroom to enhance and develop children’s analytical thinking.

Children need plenty of experience in tackling these kinds of questions orally before they can

successfully attempt written answers. It will be helpful to most children if teachers frame the

questions in as many different ways as possible, gradually incorporating into this oral work the

kinds of wording that are typically used in written questions. Removing the obstacle of the

unfamiliar language of written questions, by introducing it and explaining it orally, will enable

children to demonstrate and teachers to assess what children do and do not understand about

texts. It is suggested that teachers review past reading papers, list the relevant questions and

consider how they can be adapted for use in various speaking and listening contexts, including

shared and guided reading.

The National Literacy Strategy

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Year 6 Planning Exemplification 2002–2003

Four narratives are supplied in this unit: two short stories, ‘The long walk’ by George Layton in

The Fib and other stories and ‘The giant’s necklace’ by Michael Morpurgo in From Hereabout Hill,

and two extracts from novels, Freddie Pilcher and Meatpie on the Masham Road by Pie Corbett

(unpublished). After exploring one of the longer texts through reading, there is an opportunity to

work with the children on converting part of the story into a playscript.

Narrative writing

ObjectivesTerm 1 Text: 7 Sentence: 1, 4, 5 Word: 1, 2, 3, 4, 6

Term 2 Text: 10 Sentence: 13 Word: 1, 2, 3

OriginNew

There is an alternative set of materials in Year 6 Planning Exemplification 1 2001–2002 in the

publications section on www.standards.dfes.gov.uk/literacy

DurationThree weeks

SummaryThis unit extends children’s understanding of effective narrative writing by analysing and writing

each of the five parts of a narrative text: opening, build-up, dilemma, events and resolution/

ending and supporting the children in writing their own narrative. While analysing the text and

participating in demonstration lessons the children will learn how to construct sentences and

paragraphs to achieve the effects needed to interest the reader. In the plenary, the teacher will

have the opportunity to respond to the children’s writing with the three assessment strands in

mind. In the third week, children will focus on writing short pieces with precision and clarity.

Report writing

ObjectivesTerm 1 Text: 13, 17 Sentence: 2, 3 Word: 1, 2, 3, 4

OriginYear 6 Planning Exemplification 2 2001–2002 (pages 7–24)

Two additional reports to be used for analysis and two for demonstration-writing. Annotated

versions included.

DurationTwo weeks

SummaryThis unit prepares children for writing in other curriculum areas. Using analysis and teacher

demonstration children are shown how to write reports well and then given the opportunity to do

so using information gathered in another subject. As this was one of the suite of exemplified

units in 2001–02, additional resources are provided for mixed age Y5/6 classes for this year.

The National Literacy Strategy

7

Year 6 Planning Exemplification 2002–2003

Argument

ObjectivesTerm 2 Text: 15, 16, 18, 19 Sentence: 5 Word: 8

OriginYear 6 Planning Exemplification 2 2001–2002 (pages 31–48)

Two additional discussion texts to be used for analysis and two for demonstration-writing.

Annotated versions included.

DurationTwo weeks

SummaryLike the Report unit, this unit offers a cross-curricular opportunity. The unit follows the same

model of analysis and application (reading and analysing texts followed by writing) as both the

Report unit and the Narrative writing unit. As well as writing a discussion text, children will

prepare their arguments for a debate. As this was one of the suite of exemplified units in

2001–02, additional resources are provided for mixed age Y5/6 classes for this year.

Formal and explanation writing

ObjectivesTerm 2 Text: 17, 20 Sentence: 1, 2, 4 Word: 4, 5

Term 3 Text: 15, 21

OriginNew

DurationTwo weeks, but each week’s work could be taken separately.

SummaryThis unit extends children’s understanding of explanation writing and the use of formal language

features by comparing informal and formal texts; analysing and demonstrating written texts; and

supporting the children in writing their own formal texts and explanations. While reading the

texts, analysing them and participating in demonstration lessons the children will learn how to

construct sentences and paragraphs to achieve the effects needed to inform the reader. In the

plenary, the teacher will have the opportunity to respond to the children’s writing with the three

assessment strands in mind. At the end of the two weeks, the children will have written a formal

invitation, a formal explanation of the function of a library card, a formal letter of complaint, two

brief formal explanations, and an extended explanation of a process.

The National Literacy Strategy

8

Year 6 Planning Exemplification 2002–2003

Revision

ObjectivesTerm 3 Text: 4, 7, 17, 18, 19, 21, 22 Sentence: 1, 3 Word: 1, 2, 3

OriginYear 6 Planning Exemplification 3 2001–2002 (pages 6–37)

Amended introduction, replaced units plans for narrative and non-narrative writing and

Resource sheet 3 Writing.

DurationFive weeks

SummaryBy the summer term, children in Year 6 are experienced readers and writers. They have read and

written extensively across a variety of types of text throughout their schooling. The Key Stage 2

English test assesses this knowledge, skill and understanding by asking the children to engage

in reading and writing texts, not by ‘jumping through decontextualised hoops’. This five-week

revision unit is designed to enable children to harness that knowledge, skill and understanding

so that they give a good account of themselves in the tests which mark the end of their primary

schooling. In the three reading weeks, children revise how to access text quickly and efficiently

and how to read questions carefully, recognising the level of answer implied within the

questions. In the writing weeks, children interpret questions, practise fast planning for a number

of text types and construct meaningful texts appropriate for the stated purpose. They practise

writing long and short, narrative and non-narrative tasks.

The National Literacy Strategy

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Year 6 Planning Exemplification 2002–2003

Word recognition and • Use knowledge of word derivations and word formation, e.g. prefixes,phonic knowledge acronyms and letter omission, to construct the meaning of words in context.

Grammatical knowledge • Apply grammatical knowledge when re-reading complex sentences with appropriate phrasing and intonation.

• Read fluently, understanding and using more sophisticated punctuation marks, e.g. colon, semi-colon, parenthetic commas, dashes, brackets.

• Understand the use of connectives as signposts to indicate a change of tone, voice or opinion and apply this to maintain understanding when reading specific types of text.

Use of context • Identify the correct language conventions and features of different text types to sustain understanding when reading extended texts or from a range of sources.

Knowing how texts work • Identify and describe the styles of individual writers and poets.• Use secure understanding of the language features and structures of the

full range of non-fiction text types to support understanding when reading.

Interpretation and • Distinguish between implicit and explicit points of view.response • Comment on the success of texts and writers in evoking particular

responses in the reader.

Literary texts • Analyse how messages, moods, feelings and attitudes are conveyed in poetry and prose using inference and deduction and making reference to the text.

• Comment critically on the overall impact of poetry or prose with reference to a range of features, e.g. use of language, development of themes.

Non-fiction • Secure the skills of skimming, scanning and efficient reading so that research is fast and effective.

• Appraise a text quickly and effectively.

Attitude • Declare and justify personal preferences for writers and types of text.• Decide on the quality/usefulness of a text by skim reading to gain an

overall impression using bibliographic knowledge.• Articulate personal responses to literature, identifying how and why the

text affects the reader.

Target statements for readingYear 6 as for Year 5 and:

WO

RD

SE

NT

EN

CE

TE

XT

The National Literacy Strategy

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Year 6 Planning Exemplification 2002–2003

Spelling Use independent spelling strategies, including:• building up spellings by syllabic parts, using known prefixes, suffixes and

common letter strings;• applying knowledge of spelling rules and exceptions;• building words from other known words, and from awareness of the

meaning or derivation of words;• using dictionaries and IT spell-checks;• using visual skills, e.g. recognising common letter strings and checking

critical features.

Style: language • Use well-chosen phrases such as adverbials, adventurous and preciseeffects vocabulary and other techniques such as sentence variation or figurative

language, to contribute to the effectiveness of writing.

Style: sentence • Secure control of complex sentences, understanding how clauses can be construction manipulated to achieve different effects.

• Write sentences in an appropriate and effective style, in relation to text type, audience and purpose.

• Use conditional sentences and the passive voice.

Punctuation • Demarcate most sentences correctly with Year 5 range of punctuation marks. • Secure the use of the comma to demarcate grammatical boundaries and to

separate elements of a sentence, such as short phrases, clauses or items in a list.

• Begin to make use of other punctuation marks such as the semi-colon.

Purpose and • Use pronouns and tenses accurately to establish textual cohesion and to organisation avoid ambiguity.

• Use a range of connecting words and phrases appropriately in different text types.

• Write with appropriate pace. • In narrative, create characters with some significant interaction between

them, through direct or reported speech, building characterisation through action, description, and characters’ responses.

• In non-fiction structures, write appropriately, including relevant introduction and clear presentation of information or points which lead to a well-drawn conclusion, often relating the subject to the reader.

• Use paragraphs to distinguish the structure of different texts.• Relate events logically so that writing is coherent and provides good

coverage of the main topic. • Use the range of different types of connectives to write coherently.• Keep writing lively, to interest, inform or persuade the reader through, for

example, the ways in which characters or events are developed and commented upon or by providing persuasive reasons with examples.

Process • Plan quickly and effectively, including the conclusion. • Polish own poetry for performance. • Use IT to plan, revise and edit writing for publication. • Discuss and select appropriate style and form to suit specific purpose and

audience, drawing on knowledge of different texts.

Target statements for writingYear 6 as for Year 5 and:

WO

RD

SE

NT

EN

CE

TE

XT

The National Literacy Strategy

11

Year 6 Planning Exemplification 2002–2003

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d th

e ne

xt p

art o

f ‘Th

e gi

ant’s

nec

klac

e’, d

emon

stra

ting

activ

e re

adin

g st

rate

gies

.

Dem

onst

rate

clo

se re

adin

g to

iden

tify

auth

or’s

tech

niq

ues

for

1) c

reat

ing

amb

igui

ty a

nd c

onfu

sion

, 2) h

and

ling

time.

Cre

ate

chec

klis

t of k

ey fe

atur

es o

f pla

yscr

ipts

. Dem

onst

rate

firs

t

stag

e in

con

vert

ing

narr

ativ

e to

pla

y: id

entif

ying

func

tions

of

elem

ents

of t

ext.

Dem

onst

rate

rew

ritin

g th

e st

ory

as a

pla

y, a

rtic

ulat

ing

dec

isio

ns

abou

t con

vent

iona

l lay

out.

Col

lect

idea

s fo

r fre

sh c

onte

nt. U

se te

ache

r scr

ibin

g to

sta

rt o

ff a

new

sce

ne.

Rea

d ‘F

red

die

Pilc

her’

, dem

onst

ratin

g ac

tive

read

ing

stra

tegi

es.

Rea

d ‘M

eatp

ie o

n th

e M

asha

m R

oad

’, d

emon

stra

ting

activ

e

read

ing

stra

tegi

es.

The National Literacy Strategy

12

Year 6 Planning Exemplification 2002–2003

The National Literacy Strategy

13

Year 6 Planning Exemplification 2002–2003

Sha

red

read

ing:

ana

lyse

and

ann

otat

e tw

oex

amp

les/

crea

te c

heck

list

Op

enin

g –

intr

od

ucin

g c

hara

cter

s

Sha

red

writ

ing

– te

ache

r dem

onst

ratio

n us

ing

chec

klis

t O

pen

ing

– in

tro

duc

ing

cha

ract

ers

Sha

red

read

ing:

ana

lyse

and

ann

otat

e tw

oex

amp

les/

crea

te c

heck

list

Bui

ld-u

p –

est

ablis

hing

set

ting

Sha

red

writ

ing

– te

ache

r dem

onst

ratio

n us

ing

chec

klis

tB

uild

-up

– e

stab

lishi

ng s

etti

ng

Sha

red

read

ing:

ana

lyse

and

ann

otat

e tw

oex

amp

les/

crea

te c

heck

list

Dile

mm

a

Sha

red

writ

ing

– te

ache

r dem

onst

ratio

n us

ing

chec

klis

tD

ilem

ma

Sha

red

read

ing:

ana

lyse

and

ann

otat

e tw

oex

amp

les

/cre

ate

chec

klis

tR

eact

ion

– ev

ents

Sha

red

writ

ing

– te

ache

r dem

onst

ratio

n us

ing

chec

klis

tR

eact

ion

– ev

ents

Sha

red

read

ing:

ana

lyse

and

ann

otat

e tw

oex

amp

les/

crea

te c

heck

list

Res

olu

tio

n an

d e

ndin

g

Sha

red

writ

ing

– te

ache

r dem

onst

ratio

n us

ing

chec

klis

tR

eso

luti

on

and

end

ing

Wee

kD

ay 1 2 3 4 5 6 7 8 9 10

1 2

Sha

red

text

and

sen

tenc

e le

vel

Gui

ded

rea

din

g/w

riti

ngIn

dep

end

ent w

ork

Wor

king

in p

airs

, ana

lyse

the

open

ings

of o

ther

sho

rt s

torie

s an

dex

tend

the

chec

klis

t

Wor

king

ind

epen

den

tly, a

pp

ly th

ech

eckl

ist t

o w

rite

an o

pen

ing

Wor

king

in s

mal

l gro

ups,

ana

lyse

the

bui

ld-u

p a

nd s

ettin

g of

oth

er s

hort

stor

ies

and

ext

end

the

chec

klis

t

Wor

king

ind

ivid

ually

, ap

ply

the

chec

klis

t to

bui

ld a

sto

ry

Wor

king

in p

airs

, ana

lyse

the

dile

mm

aof

oth

er s

hort

sto

ries

and

ext

end

the

chec

klis

t

Wor

king

ind

ivid

ually

, ap

ply

the

chec

klis

t to

crea

te a

dile

mm

a

Wor

king

in p

airs

, ana

lyse

the

reac

tion/

even

ts o

f oth

er s

hort

sto

ries

and

ext

end

the

chec

klis

t

Wor

king

ind

ivid

ually

, ap

ply

the

chec

klis

t and

rela

te th

e ev

ents

Wor

king

in s

mal

l gro

ups,

ana

lyse

the

reso

lutio

n an

d e

ndin

g of

oth

er s

hort

stor

ies

and

ext

end

the

chec

klis

t

Wor

king

ind

ivid

ually

, ap

ply

the

chec

klis

t to

reso

lve/

end

a s

tory

Chi

ldre

n co

ntrib

ute

to th

e cl

ass

chec

klis

t of f

eatu

res

of e

ffect

ive

open

ings

Chi

ldre

n’s

wor

k is

eva

luat

ed

agai

nst t

he c

heck

list a

nd th

e th

ree

writ

ing

stra

nds

(see

intr

oduc

tion)

Con

trib

ute

to th

e cl

ass

chec

klis

t –

bui

ld-u

ps

Wor

k ev

alua

ted

aga

inst

che

cklis

t

Con

trib

ute

to th

e cl

ass

chec

klis

t –

dile

mm

a

Wor

k ev

alua

ted

aga

inst

che

cklis

t

Con

trib

ute

to th

e cl

ass

chec

klis

t –

reac

tions

Wor

k ev

alua

ted

aga

inst

che

cklis

t

Con

trib

ute

to th

e cl

ass

chec

klis

t –

reso

lutio

ns

Wor

k ev

alua

ted

aga

inst

che

cklis

t

Ple

nary

Nar

rativ

e w

ritin

g:un

it pl

an fo

r wee

ks 1

and

2

The National Literacy Strategy

14

Year 6 Planning Exemplification 2002–2003

Sha

red

rea

din

g

Rea

d a

nd a

sses

s sh

ort d

escr

iptio

ns o

f an

inci

den

t writ

ten

by

two

child

ren

(Res

ourc

e sh

eets

9a

to 9

d).

Dis

cuss

the

effe

ctiv

ean

d le

ss e

ffect

ive

feat

ures

. Set

a fr

esh

imag

inar

y in

cid

ent t

od

escr

ibe

succ

inct

ly d

urin

g in

dep

end

ent t

ime.

Sha

red

rea

din

g a

nd w

riti

ng

Ana

lyse

and

ann

otat

e ch

arac

ter d

escr

iptio

n (R

esou

rce

shee

ts10

a an

d 1

0b).

Cre

ate

web

to s

upp

ort c

hara

cter

cre

atio

n(R

esou

rce

shee

t 11)

. Dem

onst

rate

writ

ing

par

t of d

escr

iptio

n(R

esou

rce

shee

ts 1

2a a

nd 1

2b).

Dis

cuss

key

feat

ures

of e

ffect

ive

char

acte

r des

crip

tion.

Sha

red

rea

din

g a

nd w

riti

ngA

naly

se a

nd a

nnot

ate

beg

inni

ng o

f a s

ettin

g (R

esou

rce

shee

ts13

a an

d 1

3b).

Dem

onst

rate

writ

ing

the

rest

of t

he s

ettin

g(R

esou

rce

shee

t 13b

). D

iscu

ss k

ey fe

atur

es o

f effe

ctiv

e se

ttin

gs.

Sha

red

rea

din

g a

nd w

riti

ngA

naly

se a

nd a

nnot

ate

the

beg

inni

ng o

f an

actio

n st

ory

(Res

ourc

e sh

eets

14a

and

14b

). D

emon

stra

te w

ritin

g th

e re

st o

fth

e st

ory’

s op

enin

g (R

esou

rce

shee

t 14b

). D

iscu

ss k

ey fe

atur

esof

effe

ctiv

e ac

tion

open

ings

.

Sha

red

rea

din

g a

nd w

riti

ngR

emin

d p

upils

of a

ctio

n op

enin

g of

Jud

e st

ory,

then

qui

ckly

read

the

end

ing

(Res

ourc

e sh

eet 1

4c).

Rea

d a

loud

the

beg

inni

ng o

fth

e m

idd

le s

ectio

n of

the

stor

y (R

esou

rce

shee

t 14d

) the

nd

emon

stra

te w

ritin

g th

e re

st o

f thi

s m

idd

le p

art o

f Jud

e’s

adve

ntur

e (R

esou

rce

shee

ts 1

4d a

nd 1

4e).

Day 1 2 3 4 5

Sha

red

text

and

sen

tenc

e le

vel

Gui

ded

rea

din

g/w

riti

ngIn

dep

end

ent w

ork

Writ

e a

brie

f cle

ar d

escr

iptio

n of

the

inci

den

t.

Thin

k of

an

imag

inar

y ch

arac

ter

and

writ

e a

des

crip

tion,

usi

ngch

arac

ter w

eb a

s su

pp

ort.

Cho

ose

a se

ttin

g an

d c

omp

ose

own

stor

y op

enin

g b

ased

on

anef

fect

ive

sett

ing.

Writ

e ow

n ac

tion

open

ing

to

a st

ory.

Cre

ate

an a

ltern

ativ

e m

idd

lese

ctio

n to

Jud

e’s

stor

y, th

at w

ould

fit w

ith th

e op

enin

g an

d th

een

din

g.

Ass

ess

a ch

ild’s

writ

ing

agai

nst

the

key

feat

ures

dis

cuss

ed in

shar

ed s

essi

on.

In p

airs

, ass

ess

each

oth

er’s

wor

kw

ith re

fere

nce

to e

arlie

rd

iscu

ssio

ns in

sha

red

ses

sion

.

Ass

ess

a ch

ild’s

writ

ing

agai

nst

the

key

feat

ures

dis

cuss

ed in

shar

ed s

essi

on.

In p

airs

, ass

ess

each

oth

er’s

wor

kag

ains

t the

key

feat

ures

dis

cuss

ed in

sha

red

ses

sion

.

Refl

ect o

n th

e w

eek’

s le

arni

ng,

sum

mar

isin

g th

e d

iffer

ent t

ypes

of

writ

ing

and

the

key

feat

ures

of

eac

h.

Ple

nary

Nar

rativ

e w

ritin

g: u

nit p

lan

for w

eek

3

The National Literacy Strategy

15

Year 6 Planning Exemplification 2002–2003

•U

nit 4

5 fr

om G

ram

mar

for W

ritin

g.•

Sha

red

read

ing:

read

and

dis

cuss

con

tent

of r

epor

t tex

t (e.

g.

Sam

ple

Tex

t A);

anal

yse

and

ann

otat

e fo

r org

anis

atio

n of

cont

ent a

nd c

reat

e re

por

t ske

leto

n-fr

ame.

Sha

red

writ

ing

(dem

onst

ratio

n) –

fast

pla

nnin

g. Im

por

t con

tent

from

ano

ther

cur

ricul

um a

rea

and

org

anis

e it

into

rep

ort

skel

eton

-fra

me.

Sha

red

read

ing:

ana

lyse

and

ann

otat

e te

xt (e

.g. S

amp

le T

ext A

)

for l

angu

age

feat

ures

and

cre

ate

chec

klis

t for

rep

ort w

ritin

g.

Sha

red

writ

ing

(teac

her a

s sc

ribe)

– re

ferr

ing

to s

kele

ton-

fram

e.

Writ

e in

trod

uctio

n an

d s

ome

par

agra

phs

of t

he te

xt u

sing

chec

klis

t.

Sha

red

read

ing

and

writ

ing:

revi

sion

(dem

onst

ratio

n an

d te

ache

r

as s

crib

e): r

evis

e th

e op

enin

g p

arag

rap

h an

d tw

o fu

rthe

r

par

agra

phs

of t

he te

xt.

Uni

t 45

from

Gra

mm

ar fo

r Writ

ing.

Sha

red

read

ing:

ana

lyse

rep

ort t

ext (

e.g.

Sam

ple

Tex

t C) a

t bot

h

orga

nisa

tiona

l and

sen

tenc

e/w

ord

leve

l.

Sha

red

writ

ing

(sup

por

ted

com

pos

ition

) – im

por

t con

tent

from

anot

her c

urric

ulum

are

a, q

uick

pla

n an

d w

rite

som

e p

arag

rap

hs

of te

xt.

Sha

red

read

ing:

do

par

t of a

pra

ctic

e re

adin

g te

st p

aper

on

a

rep

ort t

ext,

all

toge

ther

.

Sha

red

writ

ing:

do

a p

ract

ice

writ

ing

test

pap

er a

ll to

geth

er

invo

lvin

g a

rep

ort t

ext.

Rea

din

g

Writ

ing

Rea

din

g

Writ

ing

Rea

din

g

Writ

ing

Rea

din

g

Writ

ing

In p

airs

, ana

lyse

and

ann

otat

e ot

her r

epor

t tex

ts (e

.g.

Sam

ple

Tex

t B) f

or o

rgan

isat

ion

of c

onte

nt, a

nd c

reat

e

rep

ort s

kele

ton-

fram

e.

In p

airs

, fas

t pla

nnin

g p

ract

ice.

Usi

ng c

hild

ren’

s

exis

ting

know

led

ge o

f an

agre

ed s

ubje

ct, m

ake

brie

f

note

s of

con

tent

in re

por

t ske

leto

n-fr

ame.

In p

airs

, ana

lyse

and

ann

otat

e an

othe

r tex

t (e.

g.

Sam

ple

Tex

t B) f

or la

ngua

ge fe

atur

es a

nd a

dd

to

chec

klis

t for

rep

ort w

ritin

g.

In p

airs

and

refe

rrin

g to

ske

leto

n-fr

ame,

writ

e

rem

aini

ng a

nd c

losi

ng p

arag

rap

hs o

f the

text

, usi

ng

chec

klis

t.

Rev

ise

the

rem

aini

ng a

nd c

oncl

udin

g p

arag

rap

hs o

f

the

text

.

In p

airs

, inv

estig

ate

the

spel

ling

of u

nstr

esse

d v

owel

s

(Sp

ellin

g b

ank,

pag

e 69

).

Ind

ivid

ually

, ana

lyse

ano

ther

rep

ort t

ext (

e.g.

Sam

ple

Text

D) a

t bot

h or

gani

satio

nal a

nd s

ente

nce/

wor

d

leve

l.

Ind

ivid

ually

, writ

e re

mai

ning

par

agra

phs

of t

ext.

Chi

ldre

n ex

pla

in th

e or

gani

satio

n of

thei

r

text

(s) a

nd g

ener

alis

e fo

r rep

orts

as

a

text

typ

e.

Chi

ldre

n ex

pla

in th

e re

ason

ing

beh

ind

thei

r pla

nnin

g.

Chi

ldre

n co

ntrib

ute

thei

r ad

diti

onal

poi

nts

for t

he c

heck

list o

r exp

lain

how

the

exis

ting

chec

klis

t wor

ks fo

r Sam

ple

Text

B.

Chi

ldre

n ex

pla

in th

e re

ason

ing

beh

ind

thei

r writ

ing

in re

latio

n to

the

chec

klis

t.

Chi

ldre

n ex

pla

in w

here

and

why

they

have

mad

e re

visi

ons.

Rec

ap o

n th

e p

rinci

ple

s b

ehin

d th

e

sent

ence

wor

k.

Chi

ldre

n ex

pla

in th

eir a

naly

ses.

Chi

ldre

n ex

pla

in th

e re

ason

ing

beh

ind

thei

r writ

ing.

Fini

sh te

st p

aper

.

Fini

sh te

st p

aper

.

Ana

lyse

Mon

day

Ap

ply

Tues

day

Ana

lyse

Wed

nesd

ay

Ap

ply

Thur

sday

Ana

lyse

and

ap

ply

Frid

ay

Ana

lyse

and

ap

ply

Mon

day

Ana

lyse

Tues

day

Ap

ply

Wed

nesd

ay

Ana

lyse

Thur

sday

Ap

ply

Frid

ay

Sha

red

text

and

sen

tenc

e le

vel

Gui

ded

In

dep

end

ent w

ork

Ple

nary

Rep

ort w

ritin

g: u

nit p

lan

Ind

ivid

ually

, do

par

t of a

pra

ctic

e re

adin

g te

st p

aper

(rep

ort t

ext).

Ind

ivid

ually

, do

a p

ract

ice

writ

ing

test

pap

er (r

epor

t tex

t).

The National Literacy Strategy

16

Year 6 Planning Exemplification 2002–2003

•U

nit 5

1 fr

om G

ram

mar

for W

ritin

g.•

Sha

red

read

ing:

read

and

dis

cuss

con

tent

of d

iscu

ssio

n te

xt

(e.g

. Sam

ple

Tex

t A);

anal

yse

and

ann

otat

e fo

r org

anis

atio

n of

cont

ent a

nd c

reat

e sk

elet

on-f

ram

e.

Sha

red

writ

ing

(dem

onst

ratio

n) –

fast

pla

nnin

g. Im

por

t con

tent

from

ano

ther

cur

ricul

um a

rea

and

org

anis

e it

into

dis

cuss

ion

skel

eton

-fra

me.

Sha

red

read

ing:

ana

lyse

and

ann

otat

e te

xt (e

.g. S

amp

le T

ext A

)

for l

angu

age

feat

ures

and

cre

ate

chec

klis

t for

dis

cuss

ion

writ

ing.

Sha

red

writ

ing

(teac

her a

s sc

ribe)

– re

ferr

ing

to s

kele

ton-

fram

e.

Writ

e in

trod

uctio

n an

d s

ome

par

agra

phs

of t

he te

xt u

sing

chec

klis

t.

Sha

red

read

ing

and

writ

ing:

revi

sion

(dem

onst

ratio

n an

d te

ache

r

as s

crib

e): r

evis

e th

e op

enin

g p

arag

rap

h an

d o

ne o

r tw

o fu

rthe

r

par

agra

phs

of t

he te

xt.

Uni

t 51

from

Gra

mm

ar fo

r Writ

ing.

Sha

red

read

ing:

ana

lyse

dis

cuss

ion

text

(e.g

. Sam

ple

Tex

t C) a

t

bot

h or

gani

satio

nal a

nd s

ente

nce/

wor

d le

vel.

Imp

ort c

onte

nt fr

om a

noth

er c

urric

ulum

are

a, q

uick

pla

n fo

r

writ

ing

a d

iscu

ssio

n te

xt. T

hen

dis

cuss

how

to u

se th

e sa

me

mat

eria

l in

a d

ebat

e an

d o

rgan

ise

the

child

ren

into

gro

ups

to

pre

par

e fo

r a d

ebat

e.

Sha

red

read

ing:

do

a re

adin

g te

st p

aper

all

toge

ther

, bas

ed o

n a

dis

cuss

ion

text

.

Sha

red

writ

ing:

do

a w

ritin

g te

st p

aper

all

toge

ther

, inv

olvi

ng a

dis

cuss

ion

text

.

Rea

din

g

Writ

ing

Rea

din

g

Writ

ing

Rea

din

g

Writ

ing

Rea

din

g

Writ

ing

In p

airs

, ana

lyse

and

ann

otat

e an

othe

r dis

cuss

ion

text

(e.g

. Sam

ple

Tex

t B) f

or o

rgan

isat

ion

of c

onte

nt a

nd

crea

te d

iscu

ssio

n sk

elet

on-f

ram

e.

In p

airs

, fas

t pla

nnin

g p

ract

ice.

Usi

ng c

hild

ren’

s

exis

ting

know

led

ge o

f an

issu

e, m

ake

brie

f not

es in

dis

cuss

ion

skel

eton

-fra

me.

In p

airs

, ana

lyse

and

ann

otat

e an

othe

r tex

t (e.

g.

Sam

ple

Tex

t B) f

or la

ngua

ge fe

atur

es a

nd a

dd

to

chec

klis

t for

dis

cuss

ion

writ

ing.

In p

airs

and

refe

rrin

g to

ske

leto

n-fr

ame,

writ

e

rem

aini

ng a

nd c

losi

ng p

arag

rap

hs o

f the

text

, usi

ng

chec

klis

t.

Rev

ise

the

rem

aini

ng a

nd c

oncl

udin

g p

arag

rap

hs o

f

the

text

.

Wor

k in

sp

ellin

g lo

gs; i

den

tify

the

tric

ky b

its o

f rec

ently

used

wor

ds

from

this

and

oth

er p

iece

s of

writ

ing.

In

pai

rs, t

est e

ach

othe

r’s s

pel

ling

know

led

ge.

Ind

ivid

ually

, ana

lyse

ano

ther

dis

cuss

ion

text

(e.g

.

Sam

ple

Tex

t D) a

t bot

h or

gani

satio

nal a

nd s

ente

nce

leve

l/wor

d le

vel.

Chi

ldre

n ex

pla

in th

e or

gani

satio

n of

thei

r

text

(s) a

nd g

ener

alis

e fo

r dis

cuss

ion

as a

text

typ

e.

Chi

ldre

n ex

pla

in th

e re

ason

ing

beh

ind

thei

r pla

nnin

g.

Chi

ldre

n co

ntrib

ute

thei

r ad

diti

onal

poi

nts

for t

he c

heck

list o

r exp

lain

how

the

exis

ting

chec

klis

t wor

ks fo

r Sam

ple

Text

B.

Chi

ldre

n ex

pla

in th

e re

ason

ing

beh

ind

thei

r writ

ing

in re

latio

n to

the

chec

klis

t.

Chi

ldre

n ex

pla

in w

here

and

why

they

have

mad

e re

visi

ons.

Rec

ap o

n th

e p

rinci

ple

s b

ehin

d th

e

sent

ence

wor

k.

Chi

ldre

n ex

pla

in th

eir a

naly

ses.

Fini

sh re

adin

g te

st p

aper

.

Fini

sh w

ritin

g te

st p

aper

.

Ana

lyse

Mon

day

Ap

ply

Tues

day

Ana

lyse

Wed

nesd

ay

Ap

ply

Thur

sday

Ana

lyse

an

d a

pp

lyFr

iday

Ana

lyse

and

ap

ply

Mon

day

Ana

lyse

Tues

day

Ap

ply

Wed

nesd

ay

Thur

sday

Frid

ay

Sha

red

text

and

sen

tenc

e le

vel

Gui

ded

In

dep

end

ent w

ork

Ple

nary

Arg

umen

t: u

nit p

lan

Ind

ivid

ually

, do

a re

adin

g te

st p

aper

(dis

cuss

ion

text

).

Ind

ivid

ually

, do

a w

ritin

g te

st p

aper

(dis

cuss

ion

text

).

In g

roup

s, p

rep

are

to d

efen

d o

ne o

r oth

er s

ide

of th

e ar

gum

ent i

n a

deb

ate

late

r in

the

day

.

The National Literacy Strategy

17

Year 6 Planning Exemplification 2002–2003

Gu

ide

dIn

de

pe

nd

en

t w

ork

In p

airs,

co

mp

lete

co

mp

ara

tive

grid

(see R

eso

urc

e s

heet 2e) o

f th

e tw

oin

vita

tio

ns,

usi

ng

the k

ey

info

rmatio

n

as

a p

rom

pt to

their s

earc

hes.

E

xtensi

on a

ctivi

ty: f

orm

al/in

form

al

co

mp

ara

tive

vo

cab

ula

ry.

Dra

win

g o

n y

est

erd

ay’

s fo

rmal

invi

tatio

n, w

rite

a fo

rmal i

nvi

tatio

n

to the e

vent in

Reso

urc

e s

heet 3.

Child

ren u

se their n

ote

s and

ye

sterd

ay’

s co

mp

ara

tive

grid

/lis

ts

to s

up

po

rt their w

ork

.

Dra

win

g o

n the d

rivi

ng

licence text

as

mo

del,

child

ren c

om

ple

te the

writing

of th

e e

xpla

natio

n o

f lib

rary

card

s and

their u

se. E

nco

ura

ge them

to u

se w

hat th

ey

kno

w a

bo

ut fo

rmal

lang

uag

e a

nd

layo

ut.

Ext

ensi

on

activi

ty: a

dd

a furt

her

sectio

n o

n the

use

of th

e s

cho

ol l

ibra

ry u

sing

fo

rmal

lang

uag

e.

Giv

e o

ut p

ho

toco

pie

s o

f p

ass

po

rt text

. In

pairs,

hig

hlig

ht any

technic

al /

form

al

wo

rds

and

phra

ses.

Decid

e w

hat

sim

ple

wo

rd o

r p

hra

se c

ould

rep

lace it

.U

se this

to

cre

ate

glo

ssary

/dic

tio

nary

entr

ies.

Reco

rd these

in the v

ocab

ula

ryp

ag

es

of sp

elli

ng

log

s.

Usi

ng

the s

cenario

pro

vid

ed

(Reso

urc

esh

eet 7), a

sk c

hild

ren to

write

their o

wn

brief le

tter

of co

mp

lain

t. E

nco

ura

ge

them

to

aim

to

co

mp

lete

this

in 2

0m

inute

s. G

ive a

lett

er

tem

pla

tesh

ow

ing

the la

yout so

they

co

ncentr

ate

on the c

onte

nt o

f b

od

y o

fth

e le

tter,

no

t th

e le

tter

form

at.

Ple

na

ry

Take

so

me c

om

para

tive

s. A

sk c

hild

ren

to id

entify

the featu

res

of a fo

rmal

invi

tatio

n w

ith e

xam

ple

s. R

etu

rn to

form

al p

hra

ses/

wo

rds

identifie

d e

arlie

r.D

emons

trat

ion-

writ

e a

glo

ssar

y/d

ictio

nary

entr

y. G

ive

rest

of p

hra

ses

as h

om

ewo

rk.

Share

exa

mp

les

of child

ren’s

wo

rk

and

ask

oth

ers

to

ass

ess

use

of

pre

cis

e d

eta

ils, f

orm

al p

hra

ses

and

vocab

ula

ry, w

heth

er

key

info

rmatio

nin

clu

ded

, layo

ut.

Share

so

me e

xam

ple

s o

f th

e w

riting

and

loo

k fo

r im

pers

onal/fo

rmal

ele

ments

/text

str

uctu

re. I

dentify

the

pass

ive s

ente

nce in

Reso

urc

e s

heet

4a a

nd

briefly

recap

the p

rincip

les

(see

Unit 4

8 o

f G

ram

mar

fo

r W

riting

(GfW

)).U

sing

exa

mp

les

fro

m the c

hild

ren’s

writing

, pra

ctise

rem

ovi

ng

the a

gent

fro

m s

ente

nces

(turn

ing

active

sente

nces

to p

ass

ive). D

iscuss

the

imp

act th

is h

as

on the w

riting

.

Lis

t w

ord

s and

phra

ses

child

ren h

ave

und

erlin

ed

. Ask

child

ren to

off

er

their

glo

ssary

/dic

tio

nary

entr

ies.

Dis

cuss

whic

h is

best

and

why.

Child

ren ro

le-p

lay

read

ing

their le

tters

alo

ud

. Oth

ers

co

mm

ent o

n their

eff

ective

ness

and

use

of fo

rmal

lang

uag

e.

Sh

are

d t

ext,

se

nte

nc

e a

nd

wo

rd le

vel

Dis

cuss

invi

tatio

ns

and

their p

urp

ose

. What d

o they

need

to

tell

you?

Lis

t ke

y in

form

atio

n. S

hare

d read

ing

, dis

cuss

ion a

nd

part

ial a

nno

tatio

n

of in

form

al i

nvi

tatio

n (R

eso

urc

e s

heet 2a) a

nd

fo

rmal i

nvi

tatio

n (R

eso

urc

esh

eet 2c). A

dd

any

furt

her

sug

gest

ions

to k

ey

info

rmatio

n. D

iscuss

the

diff

ere

nt im

pact o

f each in

vita

tio

n. B

eg

in a

co

mp

ara

tive

list

of fe

atu

res.

No

te fo

rmal p

hra

ses

and

vo

cab

ula

ry to

retu

rn to

in p

lenary

.

Share

d read

ing

of th

e a

cco

unt o

f a b

all

(Reso

urc

e s

heet 3). E

nco

ura

ge

recall,

infe

rence a

nd

ded

uctio

n to

identify

key

info

rmatio

n. N

ote

-take

ke

y fa

cts

on w

hiteb

oard

s. S

pelli

ng

: Make

link

betw

een a

cco

mp

anie

din

Reso

urc

e s

heet 3 a

nd

co

mp

any

(fro

m ‘r

eq

uest

the c

om

pany’

). C

reate

wo

rd fam

ily fro

m ro

ot w

ord

.

Dis

cuss

when fo

rmal w

ritt

en la

ng

uag

e is

enco

unte

red

and

why

offi

cia

ld

ocum

ents

are

writt

en in

such a

way.

Share

d read

ing

of R

eso

urc

e s

heet

4a. C

heck

und

ers

tand

ing

, esp

ecia

lly fo

rmal p

hra

ses,

vo

cab

ula

ry.

Anno

tate

and

dis

cuss

fo

rmal f

eatu

res

and

layo

ut.

No

te text

str

uctu

re o

fin

tro

ductio

n (w

hat lic

ence fo

r, d

eta

iled

desc

rip

tio

n o

f a li

cence. S

ee

Reso

urc

e s

heet 4b

). M

ake

po

int th

at fo

rmal l

ang

uag

e o

ccurs

in m

any

diff

ere

nt ki

nd

s o

f te

xts.

Sp

elli

ng

: Challe

ng

e c

hild

ren to

identify

the tricky

part

of s

pelli

ng

licence

and

a w

ay

to rem

em

ber

the c

orr

ect sp

elli

ng

. Sho

wexa

mp

le o

f lo

cal l

ibra

ry c

ard

and

dis

cuss

what it is

fo

r, w

ho

is e

ntitled

to

one, w

hat it c

onsi

sts

of,

when it

is p

rod

uced

and

who

can a

sk to

see it

.U

nd

ert

ake

dem

onst

ratio

n o

r sh

are

d w

riting

of in

tro

ductio

n to

a le

afle

t o

nlib

rary

card

s (e

ntitlem

ent to

bo

oks

, tap

es,

vid

eo

s, C

Ds)

base

d o

n m

od

el

fro

m R

eso

urc

e s

heet 4a. S

tress

use

of fo

rmal,

imp

ers

onal l

ang

uag

e,

generic s

tate

ments

and

layo

ut.

Rem

ind

the c

lass

of o

fficia

l text

they

read

yest

erd

ay

and

get th

em

to

re

cap

chara

cte

rist

ics.

Read

furt

her

exa

mp

le o

f o

fficia

l text

(Reso

urc

esh

eet 5a). D

iscuss

and

identify

the featu

res

it s

hare

s w

ith o

ther

form

al

text

s st

ud

ied

(see R

eso

urc

e s

heet 5b

).S

pelli

ng

: Write

co

unte

rsig

nat

ure

, co

unte

rsig

nat

ories.

Identify

the ro

ot

wo

rd. C

hild

ren w

rite

oth

er

wo

rds

with the s

ign

roo

t, in

clu

din

g p

refix

es

and

suffi

xes.

Cre

ate

join

t ‘s

ign’ w

ord

chart

.

Co

mp

are

the tw

o le

tters

of co

mp

lain

t (R

eso

urc

e s

heets

6a a

nd

6c).

Dis

cuss

why

the fo

rmal l

ett

er

is m

ore

eff

ective

. Id

entify

the featu

res

of fo

rmal w

ritt

en text

use

d. P

oin

t o

ut th

e in

tro

ductio

n: p

rob

lem

outlin

ed

,d

eta

ils, r

esu

lt w

ante

d; s

tructu

re o

f th

e p

ara

gra

phs

(see R

eso

urc

e s

heets

6b

and

6d

). O

rally

, turn

one o

r tw

o s

ente

nces

fro

m R

eso

urc

e s

heet 6a

into

pass

ive s

ente

nces

and

dis

cuss

imp

act.

Po

int o

ut th

at to

o m

any

pass

ive s

ente

nces

can s

ound

po

mp

ous.

Intr

od

uce the in

dep

end

ent

task

by

read

ing

the s

cenario

and

dem

onst

ratio

n-w

riting

a few

op

enin

gse

nte

nces.

Mo

del f

orm

al t

one/u

se o

f la

ng

uag

e.

Da

y

1 2

3

4 5 Fo

rmal

writ

ing:

uni

t pla

n

The National Literacy Strategy

18

Year 6 Planning Exemplification 2002–2003

Gui

ded

Ind

epen

den

t wo

rk

Chi

ldre

n co

ntin

ue to

writ

e th

e fo

rmal

exp

lana

tion

to th

e he

adte

ache

r.E

ncou

rage

them

to in

clud

e fo

rmal

phr

ases

and

voc

abul

ary

and

to th

ink

abou

t the

str

uctu

re o

f the

exp

lana

tion.

Giv

e p

aral

lel n

otes

(Res

ourc

e sh

eet

9d) t

o gr

oup

s of

thre

e. C

hild

ren

role

-pla

ygi

ving

thei

r exp

lana

tion

of th

e ac

cid

ent

to th

e p

olic

e co

nsta

ble

. The

n jo

intly

com

pos

e th

e op

enin

g of

a fo

rmal

acco

unt o

f the

inci

den

t whi

ch s

houl

din

clud

e a

pas

sive

sen

tenc

e.

Rem

ind

chi

ldre

n of

not

e ta

king

m

odel

led

yes

terd

ay. C

hild

ren

mak

eno

tes

on w

hat c

ause

s ea

rthq

uake

s.B

ooks

on

eart

hqua

kes,

leafl

ets,

C

D-R

OM

s, In

tern

et a

vaila

ble

for

rese

arch

.

Chi

ldre

n co

ntin

ue w

ritin

g th

e op

enin

gan

d n

ext f

ew p

arag

rap

hs, u

sing

the

par

agra

ph

list t

o gu

ide

them

.

Chi

ldre

n co

mp

lete

writ

ing

eart

hqua

keex

pla

natio

n te

xt.

Ple

nary

Sha

re R

esou

rce

shee

t 8c

with

them

as

one

pos

sib

le fo

rmal

lett

er. L

ook

at fo

rmal

feat

ures

, str

uctu

re a

ndse

que

nce,

how

end

ed, u

se o

f tem

por

alan

d c

ausa

l con

nect

ives

. How

is it

diff

eren

t fro

m th

e in

form

al v

ersi

on?

Ask

them

to s

hare

thei

r ow

n le

tter

s w

ith a

writ

ing

resp

onse

par

tner

and

dec

ide

ifth

ey c

an im

pro

ve th

eir l

ette

rs in

the

light

of th

is e

xam

ple

/dis

cuss

ion.

Sha

re w

ritte

n ve

rsio

ns a

nd c

omp

are.

Lo

ok fo

r for

mal

feat

ures

and

p

assi

ve v

oice

.

Sho

w s

ome

of c

hild

ren’

s no

tes

on O

HT

and

ask

them

to e

xpla

in th

e ra

tiona

leb

ehin

d h

ow th

ey h

ave

orga

nise

d th

eir

note

s. C

heck

they

ind

icat

e ca

usal

and

seq

uent

ial r

elat

ions

hip

s. Id

entif

y an

yte

chni

cal w

ord

s co

mm

on to

bot

hvo

lcan

oes

and

ear

thq

uake

s an

d re

cap

spel

ling

stra

tegi

es.

Ret

urn

to te

chni

cal w

ord

s d

iscu

ssed

on

Wed

nesd

ay a

nd s

ee w

ho c

an re

call

how

to s

pel

l the

m u

sing

sp

ellin

g st

rate

gies

dis

cuss

ed. A

sk th

em to

pro

ofre

ad th

ese

wor

ds

in th

eir o

wn

writ

ing.

Sha

re s

ome

exam

ple

s of

the

child

ren’

sw

ritin

g an

d a

sk th

em to

iden

tify

the

feat

ures

of e

xpla

natio

n te

xt a

nd fo

rmal

text

s th

ey d

isp

lay.

Sha

red

text

, sen

tenc

e an

d w

ord

leve

l

Sha

red

read

ing

of R

esou

rce

shee

t 8a

(Exp

lana

tion

to a

frie

nd).

Dis

cuss

and

ensu

re c

hild

ren

und

erst

and

the

caus

al, a

ccum

ulat

ive

seq

uenc

e.A

skw

heth

er it

is a

form

al o

r inf

orm

al e

xpla

natio

n an

d h

ow th

ey k

now

.A

nnot

ate

info

rmal

feat

ures

. Get

them

to re

cap

feat

ures

of f

orm

al la

ngua

ge.

Not

e th

at e

ven

in th

is in

form

al e

xpla

natio

n th

e st

ruct

ure

is o

f sta

tem

ent o

fw

hat i

s go

ing

to b

e ex

pla

ined

, fol

low

ed b

y se

que

nce

of e

vent

s w

ith c

ausa

llin

ks. L

ook

at th

e co

mp

lex

sent

ence

‘The

n, w

hen

I tol

d h

im o

ff, m

y m

um..

.’Tr

y m

ovin

g su

bor

din

ate

clau

se a

roun

d u

sing

whi

teb

oard

s. D

iscu

ssp

unct

uatio

n. D

iscu

ss h

ow th

is e

xpla

natio

n m

ight

be

writ

ten

if it

was

a fo

rmal

exp

lana

tion

to a

hea

dte

ache

r. W

hat w

ould

be

the

sam

e/d

iffer

ent?

Dem

onst

ratio

n-w

rite

the

open

ing

par

agra

ph

of le

tter

to h

ead

teac

her

(Res

ourc

e sh

eets

8c

and

8d

).

Sha

red

read

ing

of s

choo

l acc

iden

t exp

lana

tion

(Res

ourc

e sh

eet 9

a).

Dis

cuss

str

uctu

re a

nd fo

rmal

feat

ures

. Ask

chi

ldre

n to

iden

tify

com

ple

xse

nten

ces

and

exp

erim

ent w

ith m

ovin

g cl

ause

s. D

iscu

ss h

ow c

omp

lex

sent

ence

s al

low

you

to a

dd

pre

cise

det

ail t

o a

sent

ence

and

why

this

isim

por

tant

in e

xpla

natio

ns. S

elec

t the

pas

sive

sen

tenc

e in

the

text

and

reca

pp

rinci

ple

s (G

fW U

nits

45/

48).

Dis

cuss

why

hea

dte

ache

r mig

ht h

ave

used

pas

sive

voi

ce h

ere

– no

age

nt, n

ot a

scrib

ing

bla

me/

neut

ral.

Sho

w h

ow th

isac

coun

t cou

ld b

e w

ritte

n as

a s

erie

s of

not

es o

nto

a flo

w c

hart

(Res

ourc

esh

eet 9

c), w

hich

sho

ws

the

par

alle

l ser

ies

of e

vent

s.

Rea

d te

xt o

n vo

lcan

oes

(Res

ourc

e sh

eet 1

0a).

Poi

nt o

ut th

at th

e p

revi

ous

two

exp

lana

tions

hav

e b

een

pas

t ten

se (a

s ex

pla

inin

g ev

ents

that

hav

eha

pp

ened

). W

hat t

ense

is th

is?

Why

? A

naly

se a

nd a

nnot

ate

stru

ctur

al

and

lang

uage

feat

ures

of e

xpla

natio

n. L

ist t

echn

ical

voc

abul

ary

and

ask

child

ren

to s

ugge

st s

trat

egie

s th

ey c

ould

use

to re

mem

ber

how

to s

pel

lth

ese

wor

ds.

Exp

lain

ind

epen

den

t tas

k an

d m

odel

how

to q

uick

ly a

sses

s a

boo

k fo

r its

use

fuln

ess.

Rer

ead

the

volc

ano

open

ing

par

agra

ph

(Res

ourc

e sh

eet 1

0a).

Dem

onst

ratio

n-w

rite

the

open

ing

sent

ence

s of

an

eart

hqua

ke e

xpla

natio

n,ta

king

con

tent

from

the

child

ren’

s no

tes

or u

sing

Res

ourc

e sh

eet 1

1 as

a

mod

el. T

alk

abou

t for

mal

and

tech

nica

l lan

guag

e/te

nse/

use

of p

assi

vese

nten

ces

as y

ou c

omp

ose.

Dis

cuss

wha

t fol

low

ing

par

agra

phs

of t

he e

xpla

natio

n m

ight

con

tain

an

d p

rod

uce

a lis

t of p

arag

rap

hs.

Use

vol

cano

text

(Res

ourc

e sh

eet 1

0a) t

o d

iscu

ss th

e en

din

g of

exp

lana

tion

text

. Dra

w a

tten

tion

to th

e ‘d

ual’

end

ing,

i.e.

the

end

ing

of th

e ca

usal

/seq

uent

ial e

xpla

natio

n b

ut a

lso

som

e ge

nera

l com

men

ts

to ‘r

ound

off

’ the

text

.C

reat

e w

ord

fam

ily fr

om e

rup

t(er

uptio

n, ru

ptu

re, d

isru

pt,

etc

.).

Day

6 7 8 9 10

Exp

lana

tion

writ

ing:

uni

t pla

n

The National Literacy Strategy

19

Year 6 Planning Exemplification 2002–2003

Nar

rativ

e re

adin

g re

visi

on: u

nit p

lan

Sha

red

read

ing

and

wri

ting

(40

min

utes

)

Mod

el a

nd d

iscu

ss s

trat

egie

s fo

r acc

essi

ng n

arra

tive

text

(Res

ourc

e sh

eet 1

). A

sk c

hild

ren

to re

ad te

xt in

div

idua

lly u

sing

str

ateg

ies

(e.g

. No

mor

e sc

hool

? –

2000

KS

2 te

st).

Dis

cuss

the

stra

tegi

es th

ey u

sed

. Rea

d th

e in

stru

ctio

ns o

n p

age

3 of

the

Ans

wer

boo

klet

and

then

dis

cuss

rout

ine

for r

ead

ing

que

stio

ns a

nd il

lust

rate

with

som

e of

the

test

que

stio

ns, b

ut d

on’t

answ

er th

em (R

esou

rce

shee

t 2).

Dem

onst

rate

the

pro

cess

for a

nsw

erin

g q

uest

ion

1. G

ive

child

ren

two

min

utes

to w

rite

the

answ

er to

que

stio

n 2,

then

take

resp

onse

s

and

exp

lana

tions

as

to h

ow th

ey lo

cate

d th

e co

rrec

t ans

wer

. Rep

eat w

ith q

uest

ions

3 a

nd 4

. Usi

ng in

form

atio

n in

the

mar

k sc

hem

e,

dis

cuss

the

natu

re o

f the

ans

wer

exp

ecte

d to

que

stio

n 5

to g

ain

two

mar

ks; i

llust

rate

the

sort

s of

ans

wer

s w

hich

wou

ld fa

ll sh

ort o

f

two

mar

ks.

Ind

epen

den

t/g

uid

ed

wo

rk(1

0 m

inut

es)

Chi

ldre

n an

swer

que

stio

ns 6

, 7 a

nd 8

ind

epen

den

tly.

Ple

nary

(10

min

utes

)

Dis

cuss

ion

of c

hild

ren’

s

answ

ers

in re

latio

n to

mar

k sc

hem

e.

Sha

red

read

ing

and

wri

ting

(25

min

utes

)

Ask

the

child

ren,

in p

airs

, to

rete

ll to

eac

h ot

her t

he s

tory

No

mor

e sc

hool

?A

sk th

em to

des

crib

e th

e st

rate

gies

need

ed w

hen

read

ing

test

que

stio

ns. G

ive

the

child

ren

thre

e m

inut

es to

writ

e th

e an

swer

s to

que

stio

n 9,

then

take

resp

onse

s an

d e

xpla

natio

ns a

s to

how

they

loca

ted

the

corr

ect a

nsw

ers.

Rep

eat w

ith q

uest

ion

10. U

sing

info

rmat

ion

in th

e m

ark

sche

me,

dis

cuss

the

natu

re o

f the

ans

wer

exp

ecte

d to

que

stio

n 11

to g

ain

thre

e m

arks

;

illus

trat

e th

e so

rts

of a

nsw

ers

whi

ch w

ould

fall

shor

t of t

hree

mar

ks.

Sha

red

read

ing

and

wri

ting

(60

min

utes

)

Rem

ind

chi

ldre

n of

the

stra

tegi

es fo

r acc

essi

ng n

arra

tive

text

(Res

ourc

e sh

eet 1

). A

sk c

hild

ren

to re

ad te

xt in

div

idua

lly u

sing

str

ateg

ies

(e.g

. Lea

ving

Hom

e –

1998

KS

2 te

st).

Dis

cuss

the

stra

tegi

es th

ey u

sed

. Loo

k at

the

list s

tart

ed th

e p

revi

ous

day

of t

he s

orts

of q

uest

ions

that

can

be

aske

d a

bou

t nar

rativ

es a

nd th

e d

iffer

ent l

evel

s of

ans

wer

s th

at m

erit

one,

two

or th

ree

mar

ks. A

sk th

e ch

ildre

n, in

pai

rs, t

o d

evis

e a

que

stio

n w

hich

wou

ld re

qui

re a

one

-mar

k an

swer

from

the

first

par

t of t

he s

tory

(e.g

. whe

n C

lara

was

in b

ed).

Take

som

e of

thei

r sug

gest

ions

and

dis

cuss

. Rep

eat w

ith q

uest

ions

req

uirin

g tw

o an

d th

ree

mar

ks. R

ead

the

first

test

que

stio

n an

d c

omp

are

with

the

que

stio

ns th

e ch

ildre

n m

ade

up. R

ead

que

stio

n 5

and

est

ablis

h th

at th

e

info

rmat

ion

is n

ot g

iven

but

imp

lied

in th

e te

xt. D

raw

the

child

ren’

s no

tice

to th

e fa

ct th

at th

is q

uest

ion

still

car

ries

only

one

mar

k. Q

uest

ions

req

uirin

g on

e-m

ark

answ

ers

can

be

info

rmat

ion

retr

ieva

l or d

educ

tion.

Con

tinue

read

ing

the

que

stio

ns, p

icki

ng o

ut th

e ke

y w

ord

s in

the

que

stio

ns a

nd n

otin

g th

e ex

pec

ted

leve

l of a

nsw

er. A

dd

to li

st o

f ‘th

ings

to lo

ok fo

r in

que

stio

ns’.

Ind

epen

den

t/g

uid

ed w

ork

(30

min

utes

)

Chi

ldre

n an

swer

the

test

pap

er L

eavi

ng H

ome.

Ple

nary

(30

min

utes

)

Rev

iew

the

child

ren’

s an

swer

s.

Ind

epen

den

t/g

uid

ed w

ork

(30

min

utes

)

Chi

ldre

n an

swer

the

test

pap

er L

eavi

ng H

ome.

Ple

nary

(30

min

utes

)

Dis

cuss

ion

of te

st a

nd re

view

of c

hild

ren’

s an

swer

s.

Ind

epen

den

t/g

uid

edw

ork

(15

min

utes

)

Chi

ldre

n an

swer

que

stio

ns 1

2, 1

3, 1

4, 1

5

and

16

ind

epen

den

tly.

Ple

nary

(20

min

utes

)

Dis

cuss

ion

of c

hild

ren’

s an

swer

s. B

egin

to

anal

yse

how

que

stio

ns a

re a

sked

and

mak

e a

list o

f thi

ngs

to n

otic

e in

que

stio

ns a

nd th

e

sort

s of

ans

wer

s re

qui

red

(e.g

. ret

rievi

ng

info

rmat

ion;

ded

ucin

g op

inio

n).

Mo

n

Tues

Wed

Thu

r

Fri

The National Literacy Strategy

20

Year 6 Planning Exemplification 2002–2003

Sha

red

rea

din

g a

nd w

riti

ng (2

0 m

inut

es)

Tell

the

child

ren

that

in th

e te

st th

ey w

ill b

e as

ked

to d

o tw

o p

iece

s of

writ

ing

– a

long

er a

nd a

sho

rter

pie

ce. O

ne o

fth

em m

ay b

e na

rrat

ive

so th

is w

eek

they

will

be

pra

ctis

ing

bot

h lo

nger

and

sho

rter

nar

rativ

e ta

sks.

With

refe

renc

e to

Res

ourc

e sh

eet 3

, dis

cuss

a n

arra

tive

title

from

a te

st p

aper

(e.g

. If p

ictu

res

coul

d s

pea

k . .

. 19

99 K

S2

Test

pap

er).

Rea

d a

nd d

iscu

ss th

e p

lann

ing

pro

mp

ts (R

esou

rce

shee

t 3).

Dem

onst

rate

fast

pla

nnin

g of

the

stor

y, e

mp

hasi

sing

the

imp

orta

nce

of th

e st

ruct

ure

to c

reat

e an

effe

ctiv

e st

ory.

Rep

eat t

he p

roce

ss w

ith a

diff

eren

t nar

rativ

e ge

nre

(e.g

.Th

ree

Wis

hes

2001

KS

2 te

st).

Sha

red

rea

din

g a

nd w

riti

ng(3

0 m

inut

es)

Enl

arge

the

first

par

agra

ph

of s

crip

t 2 If

pic

ture

s co

uld

sp

eak

. . .

on p

age

49 o

f KS

2 E

nglis

h te

sts

mar

k sc

hem

es Q

CA

199

9.D

iscu

ss th

eef

fect

iven

ess

of th

e op

enin

g (R

esou

rce

shee

t 4).

Dis

pla

y an

alte

rnat

ive

open

ing

writ

ten

on th

e b

asis

of y

our p

lann

ing

note

s an

d R

esou

rce

shee

t 4 a

nd d

emon

stra

te w

ritin

g th

e ne

xt p

arag

rap

h (R

esou

rce

shee

t 5).

Brin

g ou

t the

lang

uage

feat

ures

as

you

writ

e. T

he te

st m

arki

ng ta

kes

acco

unt o

f chi

ldre

n’s

cons

iste

nt u

se o

f ful

l sto

ps

to d

emar

cate

sen

tenc

e b

ound

arie

s. It

is th

eref

ore

very

imp

orta

nt to

focu

s on

pun

ctua

tion

asyo

u d

emon

stra

te w

ritin

g an

d w

hen

you

dis

cuss

chi

ldre

n’s

writ

ing.

Sha

red

rea

din

g a

nd w

riti

ng(1

5 m

inut

es)

By

agre

emen

t with

the

child

ren,

cho

ose

a go

od e

xam

ple

(per

hap

s no

tth

e b

est)

of th

eir s

torie

s, e

nlar

ge a

nd d

iscu

ss it

s ef

fect

iven

ess

in te

rms

of s

tyle

and

pun

ctua

tion.

The

n lo

ok c

lose

ly a

t the

end

ing.

Ask

oth

erch

ildre

n to

read

out

thei

r end

ings

. Eve

n th

ough

the

end

ings

wer

ep

lann

ed o

n D

ay 1

, not

ice

how

diff

eren

t the

y ar

e. A

sk th

e ch

ildre

n in

pai

rs to

dec

ide

an e

ven

bet

ter fi

nal s

ente

nce

to th

is s

tory

than

they

have

hea

rd fr

om th

e cl

ass

so fa

r.

Ind

epen

den

t/g

uid

ed w

ork

(15

min

utes

) C

hild

ren

read

thei

r sto

ries

to th

eir r

esp

onse

par

tner

s, lo

okin

g in

par

ticul

ar a

t the

fina

l sen

tenc

e. T

oget

her,

pic

k ou

t the

mos

tsu

cces

sful

par

ts o

f the

two

stor

ies

and

som

e p

arts

whi

ch c

ould

be

imp

rove

d. E

ach

child

revi

ses

thei

r ow

n st

ory

by

del

etin

g an

d a

dd

ing

in th

e sp

ace

pro

vid

ed.

Ind

epen

den

t/g

uid

ed w

ork

(45

min

utes

)Te

st p

ract

ice:

tim

ed w

ritin

g of

a n

arra

tive

long

er ta

sk (4

5 m

inut

es) u

nder

test

con

diti

ons.

Use

200

3 sa

mp

le m

ater

ial f

rom

QC

A o

r ad

apt a

nar

rativ

e tit

le fr

om a

pas

t pap

er, e

.g. A

Cha

nge

in T

ime

(200

2 K

S2

Test

).

Sha

red

rea

din

g a

nd w

riti

ng (2

0 m

inut

es)

Enl

arge

and

dis

pla

y a

mar

ked

scr

ipt,

e.g

. the

nar

rativ

e‘s

hort

er ta

sk’A

ctiv

ity h

olid

ayin

the

QC

A s

amp

le m

ater

ial

ww

w.q

ca.o

rg.u

k/ca

/tes

ts/2

003s

amp

leD

iscu

ss w

ith th

ech

ildre

n ho

w th

e p

iece

of w

ritin

g w

as m

arke

d a

nd g

oth

roug

h th

e p

roce

dur

e fo

r the

writ

ing

test

usi

ng g

uid

ance

from

QC

A a

nd R

esou

rce

shee

t 3.

Ind

epen

den

t/g

uid

ed w

ork

(20

min

utes

) Te

st p

ract

ice:

tim

ed w

ritin

g of

a n

arra

tive

shor

ter t

ask

(20

min

utes

) und

er te

st c

ond

ition

s. Y

ou c

ould

ask

the

child

ren

to w

rite

abou

t the

Act

ivity

hol

iday

but

cho

osin

g ei

ther

the

team

gam

es o

r the

trea

sure

hun

t, o

r ad

apt a

nar

rativ

e tit

lefr

om a

pas

t pap

er, e

.g. A

For

cefu

l cha

ract

er (2

002

KS

2Te

st) i

n w

hich

the

child

ren

coul

d b

e as

ked

to d

escr

ibe

the

mai

n ch

arac

ter.

Day

1

Day

2

Day

3

Day

4

Day

5

Ple

nary

(15

min

utes

) C

hild

ren

pre

sent

thei

r pla

ns o

rally

, res

pon

dan

d im

pro

ve. P

ay p

artic

ular

att

entio

n to

how

they

pla

n to

link

the

end

to th

e b

egin

ning

.

Ind

epen

den

t/g

uid

ed w

ork

(30

min

utes

) W

orki

ng in

dep

end

ently

, chi

ldre

n co

mp

lete

the

stor

y le

avin

g a

spac

e b

etw

een

each

line

to a

llow

for l

ater

revi

sion

.

Ple

nary

(30

min

utes

)E

nlar

ge a

nd d

isp

lay

a m

arke

d s

crip

t,

e.g.

the

narr

ativ

e ‘lo

nger

task

’ A n

ew

Wor

ldin

the

QC

A s

amp

le m

ater

ial

ww

w.q

ca.o

rg.u

k/ca

/tes

ts/2

003s

amp

leD

iscu

ss w

ith th

e ch

ildre

n ho

w th

e p

iece

of

writ

ing

was

mar

ked

and

go

thro

ugh

the

pro

ced

ure

for t

he w

ritin

g te

st u

sing

gui

dan

cefr

om Q

CA

and

Res

ourc

e sh

eet 3

.

Nar

rativ

e w

ritin

g re

visi

on: u

nit p

lan

Ind

epen

den

t/g

uid

edw

ork

(25

min

utes

) W

orki

ngin

dep

end

ently

,ch

ildre

n p

lan

two

mor

e na

rrat

ives

.

Ple

nary

(15

min

utes

)D

ispl

ay th

e as

sess

men

t foc

uses

und

er th

e he

adin

gs o

f the

thre

est

rand

s fo

r the

long

er ta

sk.I

n pa

irs, a

sk th

e ch

ildre

n to

mar

k th

eir

wor

k ag

ains

t the

focu

ses.

You

may

wis

h to

em

phas

ise

som

e fo

cuse

sm

ore

than

oth

ers

depe

ndin

g on

the

need

s of

the

clas

s.D

iscu

ss a

nyis

sues

that

aris

e.

Ple

nary

(20

min

utes

)D

isp

lay

the

asse

ssm

ent f

ocus

es u

nder

the

head

ings

of t

he tw

o st

rand

s fo

r the

sho

rter

task

. In

pai

rs, a

sk th

e ch

ildre

n to

mar

k th

eir

wor

k ag

ains

t the

focu

ses.

You

may

wis

h to

em

pha

sise

som

efo

cuse

s m

ore

than

oth

ers

dep

end

ing

on th

e ne

eds

of th

e cl

ass.

Dis

cuss

any

issu

es th

at a

rise.

The National Literacy Strategy

21

Year 6 Planning Exemplification 2002–2003

Poe

try

read

ing

revi

sion

: uni

t pla

nM

on

Sha

red

read

ing

and

wri

ting

(60

min

utes

)

Dis

cuss

str

ateg

ies

for r

ead

ing

poe

try

(Res

ourc

e sh

eet 1

) and

illu

stra

te u

sing

a p

oem

(e.g

. Ow

lby

Pie

Cor

bet

t, R

esou

rce

shee

t 6).

Exp

lain

to th

e ch

ildre

n th

at th

ey a

re g

oing

to re

ad a

poe

m

in a

boo

klet

cal

led

Sp

inne

rs(1

999

KS

2 te

st).

Rea

d p

age

3 to

the

child

ren

and

sho

w th

em th

e p

ictu

res

of th

e sp

ider

sp

inni

ng it

s w

eb o

n p

age

5 b

ut d

on’t

go in

to a

ny d

etai

l. A

sk c

hild

ren

to

read

the

poe

m, S

pin

ner,

on

pag

e 7,

ind

ivid

ually

, usi

ng s

ome

of th

e st

rate

gies

they

kno

w a

bou

t. D

iscu

ss th

e st

rate

gies

they

use

d. R

ead

the

inst

ruct

ions

on

pag

e 3

of th

e A

nsw

er b

ookl

et a

nd

then

dis

cuss

the

rout

ine

for r

ead

ing

que

stio

ns a

nd g

o th

roug

h al

l the

que

stio

ns, u

nder

linin

g th

e ke

y w

ord

s. N

otic

e th

e re

fere

nce

in th

e q

uest

ions

to th

e fir

st, s

econ

d a

nd th

ird p

arts

of t

he

poe

m (R

esou

rce

shee

t 2).

Ask

the

child

ren

to w

rite

the

answ

er to

que

stio

n 1.

With

refe

renc

e to

the

mar

k sc

hem

e b

ookl

et, d

iscu

ss th

e an

swer

s th

ey g

ive.

Rep

eat w

ith q

uest

ions

2 a

nd 3

.

Tues

Sha

red

read

ing

and

wri

ting

(15

min

utes

)

Ask

the

child

ren

in p

airs

to re

read

to e

ach

othe

r the

poe

m, S

pin

ner.

Ask

them

to d

escr

ibe

the

stra

tegi

es

need

ed w

hen

read

ing

test

que

stio

ns. U

sing

info

rmat

ion

in th

e m

ark

sche

me,

dis

cuss

the

natu

re

of th

e an

swer

exp

ecte

d to

que

stio

n 4

to g

ain

two

mar

ks; i

llust

rate

the

sort

s of

ans

wer

s w

hich

wou

ld

fall

shor

t of t

wo

mar

ks.

Ind

epen

den

t/g

uid

ed w

ork

(10

min

utes

)

Chi

ldre

n an

swer

que

stio

ns

5, 6

, and

7 in

div

idua

lly.

Ple

nary

(35

min

utes

)

Dis

cuss

ion

of c

hild

ren’

s an

swer

s to

que

stio

ns 5

, 6, a

nd 7

and

the

natu

re o

f the

ans

wer

s

req

uire

d, e

.g. i

nfor

mat

ion

retr

ieva

l, d

educ

tion.

Usi

ng in

form

atio

n in

the

mar

k sc

hem

e, d

iscu

ss

the

natu

re o

f the

ans

wer

exp

ecte

d to

que

stio

n 8

to g

ain

thre

e m

arks

; illu

stra

te th

e so

rts

of

answ

ers

whi

ch w

ould

fall

shor

t of t

hree

mar

ks. A

sk th

e ch

ildre

n to

writ

e an

ans

wer

to

que

stio

n 9

ind

ivid

ually

and

then

dis

cuss

thei

r res

pon

ses.

Beg

in to

ana

lyse

how

que

stio

ns a

re

aske

d a

nd m

ake

a lis

t of t

hing

s to

not

ice

in q

uest

ions

and

the

sort

s of

ans

wer

s re

qui

red

(e.g

.

retr

ievi

ng in

form

atio

n; d

educ

ing

opin

ion)

.

Wed

Sha

red

read

ing

and

wri

ting

(35

min

utes

)

Re-

read

the

poe

m O

wl.

Look

at t

he li

st s

tart

ed th

e p

revi

ous

day

of t

he s

orts

of q

uest

ions

that

can

be

aske

d a

bou

t poe

ms

and

the

diff

eren

t lev

els

of a

nsw

ers

that

mer

it on

e, tw

o

and

thre

e m

arks

. Ask

the

child

ren,

in p

airs

, to

dev

ise

a q

uest

ion

whi

ch w

ould

req

uire

a

one-

mar

k an

swer

. Tak

e so

me

of th

eir s

ugge

stio

ns a

nd d

iscu

ss. R

epea

t with

que

stio

ns

req

uirin

g tw

o an

d th

ree

mar

ks. R

emin

d c

hild

ren

of th

e st

rate

gies

for r

ead

ing

poe

ms

(Res

ourc

e sh

eet 1

).

Ind

epen

den

t/g

uid

ed w

ork

(15

min

utes

)

Ask

chi

ldre

n to

read

the

poe

m C

ity J

ungl

e (2

000

Wel

sh K

S2

test

)ind

ivid

ually

usi

ng s

trat

egie

s ou

tline

d (R

esou

rce

shee

t 7).

Ask

the

child

ren,

in p

airs

, to

dev

ise

que

stio

ns w

hich

wou

ld

req

uire

one

-, tw

o- a

nd th

ree-

mar

k an

swer

s on

the

bas

is o

f the

ir

know

led

ge o

f the

wor

din

g of

que

stio

ns a

nd th

e ex

pec

ted

leve

ls

of a

nsw

ers.

Ple

nary

(10

min

utes

)

Take

som

e of

the

child

ren’

s su

gges

ted

que

stio

ns a

nd d

iscu

ss.

Thu

rS

hare

d re

adin

g a

nd w

ritin

g(2

0 m

inut

es)

Rea

d th

e te

st q

uest

ions

on

City

Jun

gle,

pic

king

out

the

key

wor

ds

in th

e q

uest

ions

and

not

ing

the

exp

ecte

d le

vel o

f

answ

er (R

esou

rce

shee

t 8).

Com

par

e to

the

que

stio

ns th

e

child

ren

mad

e up

.

Ind

epen

den

t/g

uid

ed w

ork

(20

min

utes

)

Chi

ldre

n, in

div

idua

lly, a

nsw

er th

e te

st p

aper

City

Jun

gle

(Res

ourc

e sh

eet 8

).

Ple

nary

(20

min

utes

)

Rev

iew

the

child

ren’

s an

swer

s in

the

light

of t

he m

ark

sche

me

(Res

ourc

e sh

eet 9

).

Fri

Ind

epen

den

t/g

uid

ed w

ork

(30

min

utes

)

Chi

ldre

n re

ad a

nd a

nsw

er q

uest

ions

ind

ivid

ually

on

Prin

ts (1

995

KS

2 te

st).

Ple

nary

(30

min

utes

)

Dis

cuss

ion

of te

xt a

nd re

view

of c

hild

ren’

s an

swer

s.

The National Literacy Strategy

22

Year 6 Planning Exemplification 2002–2003

Non

-nar

rativ

e re

adin

g re

visi

on: u

nit p

lan

Mo

n

Tues

Wed Thu

r

Fri

Sha

red

read

ing

and

wri

ting

(30

min

utes

)

Dis

cuss

str

ateg

ies

for a

cces

sing

non

-fict

ion

text

s (R

esou

rce

shee

t 1).

Rem

ind

the

child

ren

of th

e p

oem

ab

out s

pid

ers

they

read

last

wee

k an

d e

xpla

in th

at th

ey a

re g

oing

to re

ad th

e re

st o

f the

boo

klet

tod

ay. R

ead

them

the

intr

oduc

tory

pag

e 3

of th

e R

ead

ing

boo

klet

Sp

inne

rs (2

000

KS

2 te

st).

Ask

them

to re

ad th

e tw

o d

oub

le-p

age

spre

ads,

one

on

spid

ers’

web

s an

d th

e ot

her e

ntitl

ed ‘T

he tr

uth

abou

t Mis

s M

uffe

t’, i

ndiv

idua

lly, u

sing

ap

pro

pria

te s

trat

egie

s (p

ages

4

and

5, 8

and

9).

Dis

cuss

the

stra

tegi

es th

ey u

sed

for e

ach

text

and

the

varie

ty o

f sou

rces

of i

nfor

mat

ion,

par

ticul

arly

on

pag

es 8

and

9. R

ead

the

inst

ruct

ions

on

pag

e 3

of th

e an

swer

boo

klet

and

then

dis

cuss

rout

ine

for r

ead

ing

que

stio

ns

and

illu

stra

te w

ith s

ome

of th

e te

st q

uest

ions

, but

don

’t an

swer

them

(Res

ourc

e sh

eet 2

). A

sk th

e ch

ildre

n to

ans

wer

que

stio

n 1

ind

ivid

ually

and

then

take

resp

onse

s an

d e

xpla

natio

ns a

s to

how

they

loca

ted

the

corr

ect a

nsw

er. R

epea

t

with

que

stio

ns 2

, 3 a

nd 4

. Dis

cuss

que

stio

n 5,

enc

oura

ging

clo

se re

adin

g of

the

exp

lana

tions

whi

ch a

re in

not

e fo

rm to

find

whi

ch o

ne m

atch

es e

ach

pic

ture

.

Sha

red

read

ing

and

wri

ting

(20

min

utes

)

Ask

the

child

ren

to d

escr

ibe

the

stra

tegi

es n

eed

ed w

hen

read

ing

test

que

stio

ns. A

sk th

em to

find

pag

es 8

and

9 o

f the

Rea

din

g b

ookl

et a

nd p

ages

10

and

11

of th

e A

nsw

er b

ookl

et. P

oint

out

that

the

first

que

stio

n is

not

ask

ing

a q

uest

ion,

as s

uch,

but

giv

ing

them

an

inst

ruct

ion

to fi

ll ou

t the

cha

rt. A

sk th

e ch

ildre

n w

here

they

will

find

the

info

rmat

ion

to d

o

this

. Ask

them

to w

rite

the

answ

ers

for q

uest

ions

1 a

nd 2

and

then

che

ck fo

r any

mis

und

erst

and

ings

of t

he te

xt. A

sk th

e

child

ren

to re

ad q

uest

ion

3. A

sk th

em to

look

bac

k to

que

stio

n 7

on p

age

5 an

d to

pic

k ou

t the

sim

ilarit

y (‘W

hy d

o yo

u

thin

k th

e w

riter

...?

’). D

iscu

ss h

ow th

ey a

nsw

ered

that

que

stio

n ye

ster

day

and

how

they

nee

d to

ans

wer

this

que

stio

n

(aut

horia

l int

ent).

Dis

cuss

the

wor

din

g of

que

stio

ns 4

–7. T

urn

to p

age

14 a

nd d

iscu

ss th

e im

plic

atio

ns o

f the

thre

e m

arks

for q

uest

ion

2.

Ind

epen

den

t/

gui

ded

wo

rk

(15

min

utes

)

Chi

ldre

n an

swer

que

stio

ns 6

–9

ind

epen

den

tly.

Ind

epen

den

t/

gui

ded

wo

rk

(20

min

utes

)

Chi

ldre

n an

swer

que

stio

ns 4

–7 a

nd

1 an

d 2

on

pag

e

14 in

dep

end

ently

.

Ple

nary

(15

min

utes

)

Usi

ng in

form

atio

n in

the

mar

k

sche

me,

dis

cuss

the

child

ren’

s

answ

ers

to th

e q

uest

ions

. In

que

stio

n

7, e

nsur

e th

e ch

ildre

n un

der

stan

d th

at

the

que

stio

n re

qui

res

them

to in

dic

ate

the

inte

ntio

n of

the

auth

or to

cre

ate

an

effe

ct a

nd h

ow th

ey s

houl

d e

xpre

ss

this

in fu

ll.

Ple

nary

(20

min

utes

)

Dis

cuss

ion

of c

hild

ren’

s an

swer

s.

Con

sid

er th

e na

ture

of t

he q

uest

ions

and

how

they

com

par

e w

ith

que

stio

ns a

sked

ab

out n

arra

tive

text

s an

d p

oetr

y.

Sha

red

read

ing

and

wri

ting

(60

min

utes

)

Rem

ind

chi

ldre

n of

the

stra

tegi

es fo

r acc

essi

ng n

on-fi

ctio

n te

xts

(Res

ourc

e sh

eet 1

). A

sk c

hild

ren

to re

ad te

xt in

div

idua

lly u

sing

ap

pro

pria

te s

trat

egie

s (e

.g. G

reat

Wal

ls o

f the

Wor

ld, p

ages

11–1

3, 2

000

KS

2 te

st).

Dis

cuss

the

stra

tegi

es th

ey u

sed

and

the

diff

eren

t way

s th

e in

form

atio

n is

pre

sent

ed. C

onve

rt th

e in

form

atio

n fr

om th

e C

onci

se G

uid

e to

Was

hing

ton

into

a th

ree-

bul

let ‘

fact

box

’ and

ask

whi

ch fa

ct is

mis

sing

. With

refe

renc

e to

yes

terd

ay’s

dis

cuss

ion

abou

t the

sor

ts o

f que

stio

ns w

hich

can

be

aske

d a

bou

t non

-fict

ion

text

s an

d th

e d

iffer

ent l

evel

s of

answ

ers

that

mer

it on

e, tw

o or

thre

e m

arks

, ask

the

child

ren,

in p

airs

, to

dev

ise

a q

uest

ion

whi

ch w

ould

req

uire

a o

ne-m

ark

answ

er. T

ake

som

e of

thei

r sug

gest

ions

and

dis

cuss

. Rep

eat w

ith

que

stio

ns re

qui

ring

two

and

thre

e m

arks

. If t

hey

don

’t su

gges

t it,

ask

whe

ther

the

info

rmat

ion

on th

e p

age

coul

d, i

n an

y w

ay, b

e p

rese

nted

in a

cha

rt, a

s in

‘The

trut

h ab

out M

iss

Muf

fet’

answ

er b

ookl

et. R

ead

que

stio

ns 1

7 an

d 1

8 in

the

answ

er b

ookl

et a

nd a

sk th

e ch

ildre

n w

hat s

ort o

f mis

take

s p

eop

le m

ight

mak

e w

hen

answ

erin

g th

ese

que

stio

ns. A

sk h

alf t

he c

lass

to

dis

cuss

que

stio

n 23

in p

airs

and

the

othe

r hal

f to

dis

cuss

que

stio

n 14

in p

airs

. Pai

r up

the

pai

rs to

exc

hang

e th

ough

ts o

n ea

ch q

uest

ion.

Tak

e so

me

feed

bac

k ce

ntra

lly. U

sing

info

rmat

ion

in

the

mar

k sc

hem

e, d

iscu

ss th

e na

ture

of t

he a

nsw

ers

exp

ecte

d to

que

stio

n 27

to g

ain

max

imum

mar

ks.

Ind

epen

den

t/g

uid

ed w

ork

(30

min

utes

)

Chi

ldre

n an

swer

all

the

que

stio

ns o

n se

ctio

n 2

of th

e te

st p

aper

Bui

lt to

last

?

Ple

nary

(30

min

utes

)

Rev

iew

the

child

ren’

s an

swer

s.

Ind

epen

den

t/g

uid

ed w

ork

(45

min

utes

)

Und

er ‘t

est c

ond

ition

s’, c

hild

ren

read

the

read

ing

boo

klet

Oce

an V

oice

s (2

001

KS

2 te

st)a

nd a

nsw

er a

ll th

e

que

stio

ns in

the

answ

er b

ookl

et.

Ple

nary

(15

min

utes

)

Rev

iew

the

child

ren’

s an

swer

s.

The National Literacy Strategy

23

Year 6 Planning Exemplification 2002–2003

Sha

red

rea

din

g a

nd w

riti

ng (2

0 m

inut

es)

Rem

ind

the

child

ren

that

in th

e te

st th

ey w

ill b

e as

ked

to d

o tw

o p

iece

s of

writ

ing

– a

long

er a

nd a

sho

rter

pie

ce. O

ne o

f the

m m

ay b

e no

n-na

rrat

ive

so th

is w

eek

they

will

be

pra

ctis

ing

bot

h lo

nger

and

sho

rter

no

n-na

rrat

ive

task

s. D

emon

stra

tion-

pla

nnin

g: u

sing

two

diff

eren

t non

-nar

rativ

e q

uest

ions

from

pas

t pap

ers,

dem

onst

rate

cre

atio

n of

ow

n w

ritin

g fr

ames

in re

spon

se to

a p

artic

ular

writ

ing

stim

ulus

, e.g

. Trie

d a

nd T

este

d(2

002

KS

2 te

st) (

Res

ourc

e sh

eets

3 a

nd 1

0). E

mp

hasi

se n

eed

to a

dap

t/co

mb

ine

fam

iliar

ele

men

ts fr

om k

now

nte

xt ty

pes

acc

ord

ing

to p

artic

ular

aud

ienc

e an

d p

urp

ose.

Dem

onst

rate

not

e-fo

rm p

lann

ing

usin

g on

e of

ow

nfr

ames

(Res

ourc

e sh

eet 1

0).

Sha

red

rea

din

g a

nd w

riti

ng (3

0 m

inut

es)

Dem

onst

ratio

n-w

ritin

g: u

sing

pla

nnin

g no

tes

(Res

ourc

e sh

eet 1

0), d

emon

stra

te c

omp

osin

gcl

ear o

pen

ing

par

agra

ph,

with

defi

nitio

n, s

tate

men

t of p

urp

ose,

etc

. as

app

rop

riate

.

Ind

epen

den

t/g

uid

ed w

ork

(30

min

utes

) W

orki

ng in

dep

end

ently

, chi

ldre

n fo

llow

the

pla

n an

d w

rite

rem

aini

ng p

arag

rap

hs, u

sing

su

b-h

ead

ings

, bul

let p

oint

s as

ap

pro

pria

te a

nd le

avin

g sp

ace

for f

utur

e re

visi

ons.

Sha

red

rea

din

g a

nd w

riti

ng (1

5 m

inut

es)

By

agre

emen

t with

the

child

ren,

cho

ose

a go

od e

xam

ple

(per

hap

s no

t the

bes

t) of

thei

r rep

orts

, enl

arge

and

dis

cuss

its

effe

ctiv

enes

s in

term

s of

sty

le a

nd p

unct

uatio

n. T

hen

look

clos

ely

at th

e en

din

g. A

sk o

ther

chi

ldre

n to

read

out

thei

ren

din

gs. C

onsi

der

the

sort

s of

end

ing

sent

ence

s su

itab

le fo

ran

eva

luat

ive

rep

ort s

uch

as th

is o

ne. A

sk th

e ch

ildre

n in

pai

rsto

dec

ide

an e

ven

bet

ter fi

nal s

ente

nce

to th

is re

por

t tha

nth

ey h

ave

hear

d.

Ind

epen

den

t/g

uid

ed w

ork

(15

min

utes

) C

hild

ren

read

thei

r rep

orts

to th

eir r

esp

onse

par

tner

s, lo

okin

gin

par

ticul

ar a

t the

fina

l sen

tenc

e. T

oget

her p

ick

out t

he m

ost

succ

essf

ul p

arts

of t

he tw

o re

por

ts a

nd s

ome

par

ts w

hich

coul

d b

e im

pro

ved

. Eac

h ch

ild re

vise

thei

r ow

n re

por

t by

del

etin

g an

d a

dd

ing

in th

e sp

ace

pro

vid

ed.

Ple

nary

(30

min

utes

)E

nlar

ge a

nd d

isp

lay

a m

arke

d s

crip

t, e

.g. t

he n

on-n

arra

tive

‘long

er ta

sk’ T

he h

ealth

y sn

ack

shop

in th

e Q

CA

sam

ple

mat

eria

l ww

w.q

ca.o

rg.u

k/ca

/tes

ts/2

003s

amp

leD

iscu

ss w

ith th

e ch

ildre

n ho

w th

e p

iece

of w

ritin

g w

asm

arke

d a

nd g

o th

roug

h th

e p

roce

dur

e fo

r the

writ

ing

test

usin

g gu

idan

ce fr

om Q

CA

and

Res

ourc

e sh

eet 3

.

Ind

epen

den

t/g

uid

ed w

ork

(45

min

utes

)Te

st p

ract

ice:

tim

ed w

ritin

g of

a n

on-n

arra

tive

long

er ta

sk (4

5 m

inut

es) u

nder

test

con

diti

ons.

Use

200

3 sa

mp

le m

ater

ial f

rom

QC

A o

r ad

apt a

non

-nar

rativ

e tit

le fr

om a

pas

t pap

er, e

.g.

Com

mun

ity P

ark

(200

2 K

S2

Test

).

Ple

nary

(15

min

utes

)D

isp

lay

the

asse

ssm

ent f

ocus

es u

nder

the

head

ings

of t

he th

ree

stra

nds

for t

he lo

nger

task

. In

pai

rs, a

sk th

e ch

ildre

n to

mar

k th

eir w

ork

agai

nst t

he fo

cuse

s. Y

ou m

ay w

ish

to e

mp

hasi

seso

me

focu

ses

mor

e th

an o

ther

s d

epen

din

g on

the

need

s of

the

clas

s. D

iscu

ss a

ny is

sues

th

at a

rise.

Sha

red

rea

din

g a

nd w

riti

ng (2

0 m

inut

es)

Enl

arge

and

dis

pla

y a

mar

ked

scr

ipt,

e.g

. the

non

-nar

rativ

e‘s

hort

er ta

sk’ S

afet

y in

the

kitc

hen

in th

e Q

CA

sam

ple

mat

eria

l ww

w.q

ca.o

rg.u

k/ca

/tes

ts/2

003s

amp

le.

Dis

cuss

with

the

child

ren

how

the

pie

ce o

f writ

ing

was

mar

ked

and

go

thro

ugh

the

pro

ced

ure

for t

he w

ritin

g te

stus

ing

guid

ance

from

QC

A a

nd R

esou

rce

shee

t 3.

Ind

epen

den

t/g

uid

ed w

ork

(20

min

utes

) Te

st p

ract

ice:

tim

ed w

ritin

g of

a n

on-n

arra

tive

shor

ter t

ask

(20

min

utes

) und

er te

st c

ond

ition

s. Y

ou c

ould

ad

apt a

title

from

a p

ast p

aper

.

Day

1

Day

2

Day

3

Day

4

Day

5

Ple

nary

(15

min

utes

) C

hild

ren

pre

sent

thei

r pla

ns o

rally

,re

spon

d a

nd im

pro

ve.

Non

-nar

rativ

e w

ritin

g re

visi

on: u

nit p

lan

Ind

epen

den

t/g

uid

ed w

ork

(2

5 m

inut

es)

Wor

king

ind

epen

den

tly, c

hild

ren

dra

w u

p tw

o p

lann

ing

fram

es a

ndco

mp

lete

not

e-fo

rm p

lans

for

one

fram

e.

Ple

nary

(20

min

utes

)D

isp

lay

the

asse

ssm

ent f

ocus

es u

nder

the

head

ings

of t

hetw

o st

rand

s fo

r the

sho

rter

task

. In

pai

rs, a

sk th

e ch

ildre

n to

mar

k th

eir w

ork

agai

nst t

he fo

cuse

s. Y

ou m

ay w

ish

toem

pha

sise

som

e fo

cuse

s m

ore

than

oth

ers

dep

end

ing

on th

ene

eds

of th

e cl

ass.

Dis

cuss

any

issu

es th

at a

rise.

Copies of this document are available from

DfES Publications Tel: 0845 60 222 60Fax: 0845 60 333 60Textphone: 0845 60 555 60e-mail: dfes@prolog.uk.com

Ref: DfES 0752/2002

© Crown copyright 2002

Produced by the Department for Education and Skills

Extracts from this document may be reproduced for non-commercial or training purposes on the condition that the source is acknowledged

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