Year 6

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Year 6

• Preparation for 2006 English Tests

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Objectives

• To explore practical approaches to support the
  teaching sequence for writing
• To support daily teaching and preparation for the
  2006 tests

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Year 6 Term 2 - Narrative 2

• T9 to increase familiarity with significant
  poets and writers of the past
• Possible Texts
• The Listeners
• The Highwayman
• Harry Potter (DVD)
• The Hand
• The Cemetery Path
• Boo!
• The Oxford Book of Nasty Endings
• Write Your Own Thrillers
• Write Your Own Chillers p6/7

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T9 to increase familiarity with significant
poets and writers of the past

• Readreadand read some more!
• Readers need to think about
• How the best stories are structured
• Which incidents sound exciting
• How the writer keeps the pace going
• How the paragraphs and sentences are written
• Reading like a writer!

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Practical strategies

• Understanding Reading Comprehension 1,2 and 3
  (DfES 1310 2005, 1311-2005, 1312-2005)
• Speaking, Listening and Learning in KS1 and 2
• These materials will support you in the
  effective teaching of reading through practical
  strategies

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T8 to analyse the success of texts and writers in
evoking particular responses in the reader e.g.
where the suspense is built

• Model the asking and answering of a range of
  questions
• Display the question throughout the sequence
• Discuss what is being asked
• Invite contributions from children, evaluate and
  define
• Underline key words and identify key phrases
• Develop understanding through discussion rather
  than writing
• Dissect the question and find evidence
• Practise little and
  often!

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T8 to analyse the success of texts and writers in
evoking particular responses in the reader e.g.
where the suspense is built

• Writers are like magpies because they steal
  story ideas from all over the place Pie Corbett
• e.g.
• Text marking and text analysis activities
  underlining, highlighting, numbering parts
  of the text e.g. Write your own Chillers p31-34
• Collect examples for writing journals, model in
  shared and guided writing and encourage use
  during independent writing

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T2 To analyse how individual paragraphs are
structured in writing

• Write your own Chillers
• First paragraphs attention grabbers
• Second paragraph pulse racers
• Further paragraphs nail-biters (p.43-47)
• Paragraph checklist (p.59)

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S3 To revise work on complex sentences

• Look at Stylish Sentences on p.36-37
• How could you use this to revise and consolidate
  sentence structure?
• How could this be used to illustrate how
  sentences can be used for effect?
• (see suggested games and activities handout AQA)

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Focus on Spelling (see handout)

• By year 6 term 2 children should be revising
  and consolidating word level through
• Revisiting spelling conventions
• Developing a full range of spelling strategies
• Plan short and regular word level sessions with
  built in meaningful assessment opportunities

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T10 to use different genres as models to write,
e.g. short extracts, sequels, additional
episodes, alternative endings, using appropriate
conventions, language

• Look at the range of texts in your pack and
  identify which would be a good model for writing
• short extracts
• sequels
• additional episodes
• alternative endings

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T12 to study in depth one genre and produce an
extended piece of similar writing, re-draft this
and bring to a presentational standard

• Writers at Work
• Five servants Who? Where? When? What? How?
• Get under the characters skin
• Set the scene
• Plan the plot
• Pull the trigger
• Shaping up (p.10 -22)

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T12 to study in depth one genre and produce an
extended piece of similar writing, re-draft this
and bring to a presentational standard

• Polishing your Tale! Writing as a
  Reader
• Writers need to consider two things
  (p.55-61)
• Can the writing be improved?
• Is the writing accurate?
• Remember Every Sentence Counts

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Non fiction text types

• It is important that pupils know the structure
  and language features of the six text types.
• They also need to recognise that some text types
  may be a mixture of two or more genres.
• They need opportunities to apply this in their
  writing e.g. persuasive writing/playscript

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Non fiction text types using the narrative unit
as a starting point

• Writers are thieves (balanced argument)
• How to write a suspense story (explanation)
• Recipe for a suspense story (instructions)
• CHILDREN ENCOURAGED TO STEAL AT LOCAL PRIMARY
  SCHOOL (headline for newspaper)
• Adapt part of the suspense story into film script
• Write persuasive letter to film company for
  financial backing to make film
• What other tasks could you plan for?

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Next steps

• Plan how you will use these resources to
• Support effective learning and teaching of
  English
• Ensure that children are fully prepared in a
  supportive and inspiring environment