CNR

1. CHORLEY NEW ROAD PRIMARY SCHOOL
YEAR 4 WRITING PURPOSES LONG TERM PLAN 2018-2019
Most writing types can be categorisedas‘persuasion’, ‘information/explanation’ or ‘entertainment’. With this in mind, every half term a text type from each genre must be taught. The text types
taught will be decided upon based on the selected text/ media being used. Teachers need to keep abreast of the breadth of text types they are covering to ensure a board and balanced
curriculum.
There are some texts chosen for your year group as hooks for your literacy, there is a separate sheet listing the genresthat are compulsory for your year groups, however you can do more than on
your list, the boxes in yellow need updating through the year to add what you covered in each term, there are already some in to help you, linked to the texts for your year.
AUTUMN 1 AUTUMN 2 SPRING 1 SPRING 2 SUMMER 1 SUMMER 2
AUTHOR/ NOVEL
FOCUS
Double Act
The Suitcase Kid A Series of Unfortunate events
Jacqueline Wilson Lemony Snickett
The Boy in a Dress Tuesday
Gangsta Granny DavidWeisener
DavidWalliams
The Wind in the Willows The Tunnel/ Voices in the Park
Kenneth Graham Anthony Brown
EXTRA POSSIBLE
OTHER TEXTS TO
BE USED
I know what You Did Last
Wednesday
(A Horowiz)
Granny
(A Horowitz)
Scribble Boy (Philip Gorilla
 R1 Continuing to read anddiscussan increasingly wide range of fiction, poetry, plays, non-fiction andreference books.
 R2 Reading booksthat are structured in differentwaysandreading for a range of purposes
TEXT TYPES
Diary
Story dialogue
Speech
Book blurb
Adventure & mystery
Poetry-Tanka
Fairy Tales- see list
Non-chronological
Reports (liked to
science)
Letters formal &
informal
Play scripts & dialogue
Poetry-language play
& Performance
Debate
Historical Text
Persuasion
Issue/Dilema
News reports
Biography
Myths & legends
GUIDED
WRITING
(DURING
ENGLISH
LESSONS)
 Use of 1st
/3rd
person
 Use of speech marks in
dialogue
 Use of adjectives,
verbs, nounsand
adverbs to create mood
and atmosphere and
for description
 Use time connectives
 Time connectives
 Question marks
 Commas in lists
 Imperative adverbs
 Noun phrases
 Exclamation marks
 Elipses
 Extended use of
adjectivesfor
description to add
detail
 Apostrophe for
possession
 Differentsentence
starters
 Consistent use of
 Use of colon
 Consistent use of
tense
 Accurate use of
sentence punctuation
including speech
 CONSOLODATE ALL
 Begin to use
subordination
 CONSOLODATE ALL
 CONSOLODATE ALL

2.  Use differentsentence
openers
tense
ALAN PEAT
SENTENCES
Year 4
Revise-2A
Revise-BOYS
Revise-List
Revise-Simile
Teach-Drop in sentence
Revise-Complex
Revise …ing, …ed Sentences
Revise-ly sentence
Teachad, same, ad
Revise-double ly
sentence
Revise-All the w’s
Teach-3-bad, dash,
question
Revise-verb, person
sentence
Revise-emotion word
coma
Teach-If, if, if, then
sentences
Revise-Connective opener
Revise-ing opener
Teach-P.C. sentences
pairedconjuntions
Revise-Choice Question
sentence
Revise-short sentence
Teach-some;others
SPELLINGS
Statutory
Requirement spell
all accurately by
the end of the
year
Year 4
eight
eighth
grammar
interest
naughty
possess
possession
remember
through
bicycle
complete
enough
group
island
notice
possible
sentence
various
breath
consider
exercise
guard
knowledge
occasion
occasionally
potatoes
separate
weight
breathe
continue
experience
guide
learn
often
pressure
special
woman
women
build
decide
experiment
heard
length
opposite
probably
straight
fruit
increase
natural
position
reign
thought
believe
circle
SPELLING
Rest of spellings
 Use further prefixesandsuffixesandunderstandhow to add them
 Spell further homophones
 Spell words that are often misspelt
 Place the possessive apostrophe accurately in wordswithregular plurals(e.g. girls’, boys’) andwords withirregular plurals (e.g. children’s)
Stage 4 Prefix ‘super’, ‘sub’, ‘inter’ Word List 4:1
A The prefix ‘super’ means‘over or above’. It shows something isbigger or better than usual.
B The prefix ‘sub’ means‘under or below’. It showssomething is less or beneath.
C The prefix ‘inter’ means‘between or among’.
superman supermarket superstar supervisor superimpose
subway subtract submerge subheading submarine
interact interfere intercity interlock interrupt
Stage 4 Prefix ‘anti’, ‘non’, ‘auto’ Word List 4:2
A The prefix ‘anti’ comesfrom Ancient Greek and means‘against’ or ‘opposedto’.
B ‘non’ means‘not’. When added (as a prefix) it will give the word the opposite meaning.
C The prefix ‘auto’ comesfrom Ancient Greek and means‘self’, ‘own’ or ‘same’.
antiaircraft antifreeze antiseptic antibiotic antisocial
nonstarter nonsense nonstick nonstop nonfiction
automatic autograph autopilot automobile autocue
Stage 4 Prefix ‘pre’, ‘de’, ‘re’ Word List 4:3
A The prefix ‘pre’ comesfrom Latin andmeans‘before’.

3. B The prefix ‘de’ comesfrom Latin andmeans‘undo’ or ‘do the opposite of’.
C The prefix ‘re’ comesfrom Latin and means‘again’ or ‘back’ (think of repeat) .
prepare preheat predict precook previous
deflate decrease demist defrost defuse
replace refresh recycle reform return
Stage 4 Prefix ‘in’, ‘im’, ‘imm’ Word List 4:4
A ‘in’ means‘not’. When added as a prefix it will give the wordthe opposite meaning.
B When the root wordstarts with a ‘p’ ‘in’ becomes ‘im’ .
C When the root wordstarts with an ‘m’ ‘in’ becomes ‘im’giving a double ‘m’ (mm).
inactive inedible invisible incorrect inhumane
impatient imperfect impossible improper impure
immature immodest immigrate immortal immobile
Stage 4 Suffix ‘ing’ Word List 4:5
A Multi-syllabicwordswitha short vowel followedby two or more consonants: just add ‘ing’.
B Multi-syllabicwordswitha short vowel followedby a final consonant: double the final letter.
C If the final syllable isunstressed the final consonant isnot doubled.
extending rejecting finishing adjusting erupting
admitting upsetting forgetting beginning befitting
gardening carpeting frightening limiting beckoning
Stage 4 Suffix ‘er’, ‘ed’ Word List 4:6
A Multi-syllabicwordswitha short vowel followedby two or more consonants: just add ‘er’ or ‘ed’.
B Multi-syllabicwordswitha short vowel followedby a final consonant: double the final letter.
C If the final syllable isunstressed the final consonant isnot doubled.
pretender rejected finished adjuster erupted
admitted permitted beginner befitted submitted
gardener carpeted frightened limited beckoned
Stage 4 Suffix ‘ous’ Word List 4:7
A Some root words are obviousandthe suffix ‘ous’ isjust added (danger - dangerous).
B ‘ous’ is just added to words ending ‘ge’ if the soft ‘g’ soundis kept. Very few of these words.
C Words ending ‘our’ change to ‘or’ when adding ‘ous’ (glamour - glamorous).
dangerous treasonous poisonous ponderous murderous
courageous outrageous gorgeous uncourageous advantageous
glamorous splendorous vigorous odorous humorous
Stage 4 Suffix ‘ous’ Word List 4:8
A If a root wordends with ‘y’, the ‘y’ changesto ‘i’ when ‘ous’ is added (fury – furious).
B If there is a long ‘ee’ sound before the suffix ‘ous’, it is usually spelt as‘i’.
C A few wordsuse ‘e’ to make the long ‘ee’ sound before the suffix ‘ous’.
various mysterious glorious furious luxurious
hilarious serious tedious obvious curious
gaseous erroneous hideous spontaneous simultaneous
Stage 4 Suffix ‘tion’, ‘cian’ Word List 4:9

4. A If the root verb ends in ‘t’ the suffix ‘ion’ forms‘tion’ (invent – invention).
B A long ‘a’ sound is alwaysfollowedby ‘tion’. For words ending ‘te’, drop the ‘e’ to add ‘ion’.
C ‘cian’ is used where base words end in ‘c’ or ‘cs’ and often relate to jobs/occupations.
action invention direction injection eruption
adoration relation inspiration rotation duration
magician electrician optician politician beautician
Stage 4 ‘sion’, ‘ssion’ Word List 4:10
A Many ‘sion’ wordsare formedfrom verbsending in ‘d’ or ‘de’ (divide - division).
B Many ‘sion’ wordsare formedfrom verbsending in ‘s’ or ‘se’ (confuse - confusion).
C ‘ssion’ words have a clear soft ‘sh’ sound andoften base wordsending ‘ss’ or ‘mit’.
invasion explosion division erosion conclusion
aversion tension inversion supervision repulsion
admission expression mission confession discussion
Stage 4 ‘ch’ sounding ‘k’ Word List 4:11
A In some wordsfrom Ancient Greek ‘ch’ is used to make a ‘k’ sound. Not many of these words.
B In some wordsfrom Ancient Greek ‘ch’ is used to make a ‘k’ sound. Not many of these words.
C In some wordsfor occupations‘ch’ is used to make a ‘k’ sound. There are not many of these.
chasm chaos chord chorus character
ache echo school scheme stomach
architect chemist mechanic scholar monarch
Stage 4 ‘ch’, ‘gue’, ‘que’ sounding ‘sh’, ‘g’, ‘k’ Word List 4:12
A ‘ch’ can make a soundlike ‘sh’ (e.g. shoot-chute). Most of these words come from French.
B ‘gue’ at the endof a word can make a soundlike ‘g’. These words come from French.
C ‘que’ at the end of a word can make a soundlike ‘k’. These words come from French.
chalet chef machine brochure parachute
vague plague league dialogue catalogue
plaque cheque antique oblique unique
Stage 4 ‘sc’ sounding ‘sk’, ‘s’ Word List 4:13
A In most words ‘sc’ together make a sound like ‘sk’ or can bothbe heard.
B In some words ‘sc’ (often before an ‘e’) can make a soundlike ‘s’. These wordscome from Latin.
C In some words ‘sc’ (often before an ‘i’) can make a sound like ‘s’. These words come from Latin.
scab scum scope discard describe
scent scene descend ascent crescent
science discipline fascinate scissors oscillate
Stage 4 ‘ei’, ‘eigh’, ‘ey’ sounding long ‘a’ Word List 4:14
A In some words ‘ei’ together make a long ‘a’ sound(ay). There are not many of these words.
B In some words ‘eigh’ together make a long ‘a’ sound(ay).
C In some words ‘ey’ together make a long ‘a’ sound(ay). There are not many of these words.
vein veil feign reign foreign
weigh weight sleigh freight neighbour
grey prey they obey survey

5. Stage 4 Apostrophe for possessive plurals Word List 4:15
A For most nounsjust add ‘s’ to form the plural.
B Nounsending ‘ch’, ‘sh’, ‘s’, ‘x’, ‘z’ (hiss/buzz sounds) add ‘es’ to form the plural.
C Nounsending ‘o’ add ‘es’ to form the plural.
cat’s key’s pig’s toy’s book’s
churches’ fishes’ bosses’ foxes’ quizzes’
cargoes’ heroes’ echoes’ potatoes’ tomatoes’
Stage 4 Apostrophe for possessive plurals Word List 4:16
A Nounsending ‘y’ change the ‘y’ to ‘i’ and add ‘es’ for the plural (baby’s – babies’).
B Nounsending ‘f’ or ‘fe’ become ‘ves’ for the plural (scarf’s – scarves’).
C In irregular pluralsthe apostrophe goesbefore the ‘s’.
babies’ berries’ cities’ stories’ puppies’
scarves’ leaves’ knives’ loaves’ hooves’
men’s people’s mice’s teeth’s children’s
Stage 4 Irregular tense changes ‘eep’ to ‘ept’ Word List 4:17
A ‘ee’ together make a long ‘e’ sound (ee).
B For most verbs just add the suffix ‘ing’ to form the present tense.
C ‘eep’ changesto ‘ept’ to form the past tense in these words. Very few wordsdo this.
keep weep sleep creep sweep
keeping weeping sleeping creeping sweeping
kept wept slept crept swept
Stage 4 Irregular tense changes ‘end’ to ‘ent’ Word List 4:18
A Root verbs.
B For most verbs just add the suffix ‘ing’ to form the present tense.
C The ‘d’ changesto ‘t’ to form the past tense in these words. Very few words do this.
bend send lend spend blend
bending sending lending spending blending
bent sent lent spent blent
Stage 4 Homophones long ‘o’ Word List 4:19
A ‘When two vowelsgo out walking the first one does the talking’ so ‘oa’ make a long ‘o’ sound.
B ‘ow’ together can make a long ‘o’ sound.
C ‘oa’, ‘ow’ and magic ‘e’ with‘o’ can all make a long ‘o’ sound.
moan groan toad road
mown grown towed rowed
loan lone thrown throne moat/mote
Stage 4 Homophones long ‘i’ Word List 4:20
A ‘ie’ together make a long ‘i’ sound. Magic e makes‘i’ say its name (long ‘i’).
B Letter ‘y’ can make a long ‘i’ sound in a medial position (middle of a word).
C Magic e makes‘i’ say its name (long ‘i’). The letter string ‘igh’ makesa long ‘i’ sound.
dire tire stile time drier
dye tyre style thyme dryer
site sight mite might

6. GUIDED READING
WORD READING (Statutory requirement)
 Apply growing knowledge of rootwords, prefixesandsuffixes, both to read aloudandunderstand the meanings of new words the meet
 Readfurther exception words, nothing the unusual correspondencesbetween spelling andsound, andwhere these occur in the words
COMPREHENSON(Statutory requirement)
 Listen to anddiscussa wide range of fiction, poetry, plays, non-fiction andreference or textbooks
 Readbooks that are structured in differentwaysreading for a range of purposes
 Using dictionariesto check the meaning of wordsthey have read
 Increase familiarity witha range of books, including fairy stories, myths andlegends, andretelling some orally
 Identifying themes andconventionsin a range of books
 Preparing poemsandplay scriptsto read aloudand to perform, showing understanding throughintonation, ton volume andaction
 Discussing wordsandphrasesthat capture the readers interest and imagination
 Recognising some differentformsof poetry
 Understand what they read independently checking that the text makes sense to them, discussing their understanding andexplaining the words in context
 Ask questionsto improve understanding of the text
 Drawing inferencessuchasinferring charactersfeelingsthoughts andmotives from their actions, andjustifying references withevidence
 Predicting whatmight happen in the text form details implied
 Identifying mainideasdrawn frommore than one paragraphandsummarising these
 To identify main ideasdrawn frommore that one paragraphandsummarising them
 Retrieve andrecord information formnon-fiction
 Participate in discussionsaboutbooksthat are read to them andbooks that they can readfor themselves
WRITING
TRANSCRIPTION
Statutory
 Use further prefixesandsuffixesandunderstand how to add them
 Spell further homophones
 Spell words that are often misspelt
 Place the possessive apostrophe accurately in wordswithregular plurals(e.g. girls’, boys’) andwords withirregular plurals (e.g. children’s)
 Use the first two or three letters of a wordto check its spelling in a dictionary
 Write from memory sentences, dictated by a teacher, that include wordsandpunctuation taught so far
PUNCTUATION
AND GRAMMAR
Text Structure Sentence Construction Word Structure/ Language Punctuation Terminology
Introduce:
Secure use of planning tools:
e.g. story map /story mountain
/story grids /’Boxing-up’ grids
(Refer to Story Types grids)
Plan opening using:
Description /action
Paragraphs:
to organise eachpartof story
to indicate a change in place or
jump in time
Buildin suspense writing to
Introduce:
Standard English for verb
inflections instead of local spoken
forms
Long and short sentences:
Long sentences to enhance
description or information
Short sentences to move events on
quickly
e.g. It wasmidnight.
It’s great fun.
Start with a simile
e.g. As curvedas a ball, the moon
shone brightly in the night sky.
Introduce:
Prepositions
at underneath since towards
beneathbeyond
Conditionals - could, should,
would
Comparative andsuperlative
adjectives
e.g. small…smaller…smallest
good…better…best
Proper nouns-refersto a
particular person or thing
e.g. Monday, Jessica, October,
England
Introduce:
Commas to mark clausesandto
mark off fronted adverbials
Full punctuation for direct
speech:
Eachnew speaker on a new line
Comma between direct speech
and reporting clause e.g. “It’s
late,” gaspedCinderella!
Apostrophes to mark singular
and plural possession
(e.g. the girl’s name, the boys’
boots) as opposedto s to mark
a plural
Consolidate:
Punctuation
 Finger spaces
 Letter
 Word
 Sentence
 Statement
question
exclamation
Command
 Full stops
 Capital letter
 Question mark
 Exclamation mark
 Speechbubble
 ‘Speech marks’
Sente

7. introduce the dilemma
Developed 5 parts to story
Introduction
Build-up
Problem / Dilemma
Resolution Ending
Clear distinction between
resolution andending. Ending
should include reflection on
events or the characters.
Non-Fiction
(Refer to Connectives and
Sentence Signposts document
for Introduction and Endings)
Introduce:
Secure use of planning tools:
Text map/ washing line/‘Boxing
–up’ grid
Paragraphs to organise ideas
arounda theme
Logical organisation
Group related paragraphs
Develop use of a topic sentence
Link informationwithin
paragraphswitha range of
connectives.
Use of bullet points, diagrams
Introduction
Middle section(s)
Ending
Ending couldInclude personal
opinion, response, extra
information, reminders,
question, warning,
encouragementto the reader
Appropriate choice of pronoun
or noun across sentences to
aid cohesion
Like a wailing cat, the ambulance
screameddown the road.
Secure use of simple / embellished
simple sentences
Secure use of compound sentences
(Coordination) using coordinating
conjunction and/ or / but / so / for
/ nor / yet (coordinating
conjunctions)
Develop complex sentences:
(Subordination)
Main and subordinate clauses with
range of subordinating conjunctions.
(See Connectives and Sentence
Signposts doc.)
-‘ed’ clauses as starters e.g.
Frightened, Tom ran straight home
to avoid being caught.
Exhausted, the Roman soldier
collapsedat his post.
Expanded -‘ing’ clauses as starters
e.g.
Grinning menacingly, he slipped the
treasure into his rucksack.
Hopping speedily towardsthe pool,
the frog dived underneaththe
leaves.
Drop in –‘ing’ clause e.g.
Jane, laughing at the teacher, fell
off her chair.
The tornedo, sweeping acrossthe
city, destroyed the houses.
Sentence of 3 for action e.g.
Sam rushed down the road, jumped
on the busandsank into his seat.
The Romansenjoyedfood, loved
marching but hatedthe weather.
Repetition to persuade e.g.
Find usto find the fun
The grammatical difference
between plural and possessive –
s
Standard Englishforms for verb
inflections insteadof local
spoken forms (e.g. we were
instead of we was, or I did
instead of I done)
 Direct speech
 Inverted commas
 Bullet points
 Apostrophe
(contractions only)
 Commas for sentence of 3
– description, action
 Colon - instructions
Singular/ plural
Suffix/ Prefix
Word family
Consonant/Vowel
Adjective / noun / noun phrase Verb/
Adverb
Bossy verbs - imperative
Tense (past, present, future)
Connective
Conjunction
Preposition
Determiner/ generaliser
Clause
Subordinate clause
Relative clause
Relative pronoun
Alliteration
Simile – ‘as’/ ‘like’
Synonyms
Introduce:
 Pronoun
 Possessive pronoun
 Adverbial
 Fronted adverbial
 Apostrophe – plural possession

8. Dialogue - verb + adverb - “Hello,”
she whispered, shyly.
Appropriate choice of pronoun or
noun within a sentence to avoid
ambiguity andrepetition
SPEAKING AND
LISTENING
Introduce:
Secure use of planning
tools: e.g. story map
/story mountain /story
grids/’Boxing-up’ grids
(Refer to Story Types
grids)
Plan opening using:
Description /action
Paragraphs:
to organise eachpartof
story
to indicate a change in
place or jump in time
Buildin suspense writing
to introduce the dilemma
Developed 5 parts to
story
Introduction
Build-up
Problem / Dilemma
Resolution Ending
Clear distinction between
resolution andending.
Ending shouldinclude
reflection on eventsor
the characters.
Non-Fiction
(Refer to Connectives
Introduce:
Standard English for verb
inflections instead of local
spoken forms
Long and short sentences:
Long sentences to enhance
description or information
Short sentences to move
events on quickly
e.g. It wasmidnight.
It’s great fun.
Start with a simile
e.g. As curvedas a ball, the
moon shone brightly in the
night sky.
Like a wailing cat, the
ambulance screameddown
the road.
Secure use of simple /
embellished simple
sentences
Secure use of compound
sentences (Coordination)
using coordinating
conjunction and/ or / but /
so / for / nor / yet
(coordinating conjunctions)
Develop complex sentences:
(Subordination)
Main and subordinate
clauses with range of
Introduce:
Prepositions
at underneathsince
towards beneath
beyond
Conditionals - could,
should, would
Comparative and
superlative adjectives
e.g.
small…smaller…smallest
good…better…best
Proper nouns-refersto a
particular person or
thing
e.g. Monday, Jessica,
October, England
The grammatical
difference between
plural andpossessive –s
Standard Englishforms
for verb inflections
instead of local spoken
forms (e.g. we were
instead of we was, or I
did insteadof I done)
Introduce:
Commas to mark clauses
and to mark off fronted
adverbials
Full punctuation for
direct speech:
Eachnew speaker on a
new line
Comma between direct
speechand reporting
clause e.g. “It’s late,”
gaspedCinderella!
Apostrophes to mark
singular and plural
possession
(e.g. the girl’s name, the
boys’ boots) as opposed
to s to mark a plural
Consolidate:
Punctuation
 Finger spaces
 Letter
 Word
 Sentence
 Statement
question
exclamation
Command
 Full stops
 Capital letter
 Question mark
 Exclamation
mark
 Speechbubble
 ‘Speech marks’
 Direct speech
 Inverted
commas
 Bullet points
 Apostrophe
(contractions
only)
 Commas for
sentence of 3
– description,
action
 Colon -
instructions
Singular/ plural
Suffix/ Prefix
Word family
Consonant/Vowel
SL5 – NEGOTIATION
consider andevaluate
differentviewpoints, attending
to andbuilding on the
contributions of others

9. and Sentence Signposts
document for
Introduction and
Endings)
Introduce:
Secure use of planning
tools: Text map/ washing
line/ ‘Boxing –up’ grid
Paragraphs to organise
ideasarounda theme
Logical organisation
Group related paragraphs
Develop use of a topic
sentence
Link informationwithin
paragraphswitha range
of connectives.
Use of bullet points,
diagrams
Introduction
Middle section(s)
Ending
Ending couldInclude
personal opinion,
response, extra
information, reminders,
question, warning,
encouragementto the
reader
Appropriate choice of
pronoun or noun across
sentences to aid
cohesion
subordinating conjunctions.
(See Connectives and
Sentence Signposts doc.)
-‘ed’ clauses as starters
e.g.
Frightened, Tom ran straight
home to avoid being caught.
Exhausted, the Roman
soldier collapsedat his post.
Expanded -‘ing’ clauses as
starters e.g.
Grinning menacingly, he
slipped the treasure into his
rucksack.
Hopping speedily towards
the pool, the frog dived
underneaththe leaves.
Drop in –‘ing’ clause e.g.
Jane, laughing at the
teacher, fell off her chair.
The tornedo, sweeping
acrossthe city, destroyed
the houses.
Sentence of 3 for action
e.g.
Sam rushed down the road,
jumpedon the busand sank
into his seat.
The Romansenjoyedfood,
loved marching but hatedthe
weather.
Repetition to persuade e.g.
Find usto find the fun
Dialogue - verb + adverb -
“Hello,” she whispered, shyly.
Appropriate choice of
pronoun or noun within a
sentence to avoid ambiguity
and repetition
Adjective / noun / noun
phrase Verb / Adverb
Bossy verbs - imperative
Tense (past, present,
future)
Connective
Conjunction
Preposition
Determiner/ generaliser
Clause
Subordinate clause
Relative clause
Relative pronoun
Alliteration
Simile – ‘as’/ ‘like’
Synonyms
Introduce:
 Pronoun
 Possessive
pronoun
 Adverbial
 Fronted
adverbial
 Apostrophe –
plural
possession

10. HANDWRITING
Write legibly, fluently andwith increasing speedby:
 Use diagonal andhorizontal strokesthat are neededto join letters and understand whichletters, when adjacent to one another, are best left unjoined
 Increase the legibility, consistence andquality of their handwriting (e.g. ensuring thatthe down strokes are parallel andequidistant: that the linesof writing are
spacedsufficiently so that the ascenders anddescenders of letters do not touch)
 Pupilsshouldbe using joinedhandwriting throughouttheir independentwriting. Handwritingshouldcontinue to be taught, with the aimof increasing the fluency with
whichpupilsare able to write down what they want to say. This, in turn, will supporttheir composition andspelling.
ASSESSMENTS
See separate
assessment
schedule
Reading Comprehension
Running Records
Statutory spelling test
Assertive mentoring
spelling test
Levelled Writing
See separate
assessment schedule for
additional detail
Reading Comprehension
Running Records
Statutory spelling test
Assertive mentoring spelling
test
Levelled Writing
See separate assessment
schedule for additional
detail
Reading Comprehension
Running Records
Statutory spelling test
Assertive mentoring
spelling test
Levelled Writing
See separate
assessment schedule for
additional detail
Reading Comprehension
Running Records
Statutory spelling test
Assertive mentoring
spelling test
Levelled Writing
See separate
assessment schedule for
additional detail
Reading Comprehension
Running Records
Statutory spelling test
Assertive mentoring
spelling test
Levelled Writing
See separate
assessment schedule for
additional detail
Reading Comprehension
Running Records
Statutory spelling test
Assertive mentoring spelling
test
Levelled Writing
See separate assessment
schedule for additional detail

11. Writing Purposes
PERSUADE Formal letters Advertisements
Leaflets/ flyer/
pamphlet
Speeches
Balanced
arguments
Radio advert Book blurb Discussion Debate
INFORM/
EXPLAIN
Explanations Instructions News Reports Non-Chronological Reports
Encyclopaedia entry List of rules Interview Leaflet
Technical manual Recipe Review / sports review Information (eg history link)
Science investigation Directions / route planner Recount (report)
Technical instructions Article/ Magazine article
Eyewitness report
ENTERTAIN
Narrative Recount Poetry Descriptive Writing Play Script
Traditional Tale
Letter Free Verse (inc. Conversation,
Monologue, List Poems)
Fantasy Adventure
Postcard Visual Poems (Calligrams, Shape,
Concrete)
Story with patterned language
Personal diary entry Structured Poems(cinquain, quatrain,
couplets, rap, limerick, kennings,
haiku, tanka, renga, ballads, question
and answer poems)
Stories with familiar settings
Retell event
Myths Biography
Legends Autobiography
Fables
Stories from other cultures
Adventure
Mystery
Issue / dilemma
 Wantedposter
 Diary entry of character
 Eyewitnessaccountas
character
Imaginary world / Sci-fi
Flashback/
Flashforwards

12. Literacy Genresto be coveredin eachyear group (2015-2016)
This year note the term you have covered each genre and if its linked to a topic note which one it related to. Remember you w ill cover these genres more
than once in some instances, put the dates for both (e.g. if you covered report writing in autumn 1 in literacy and then again in Spring 2 in science note both
dates). I will collect the sheets each half term and use them to update the literacy long term plans throughout the year, thi s gives you flexibility to cover all
your years genres at a time best suited to the needs of your class and next year they will all be included and typed up on a plan that suits you. Please also
remember to annotate your long-term plans as well. I will collect a copy at the end of each term.
Red = Fiction Texts Blue = Non-fiction Texts Green = Poetry
Year Group Fiction Term covered Non-Fiction Term covered Poetry Term covered
4 Storieswith a historical setting
Storieswhichraise issuesor dilemmas
Storiesset in an imaginary world
Storiesfrom other cultures
Play scripts
Narrative-sci fi
Writing fromdifferentviewpoints
Character/ settings descriptions
Character persepctives
Diaries
Information Texts
Newspapers
Persuasive texts
Explanation texts
Letters Informal letters
Recount
Note writing
Leaflets
Biography
Magazine article
Sports review
Poems to perform
Creating Images
Exploring form
Language play
Classic poetry
Remember the coverage isnotexclusive to literacy lessons andare to be incorporated into your topic areas/creative curriculum.