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NATIONAL
LITERACY STRATEGY DFEE 1998
YEAR 3,
TERM 1
Word level
work:
Pupils should be taught:
Vocabulary
extension
To collect new words from reading
and work in other subjects and create ways of categorising and logging
them. (13)
Common vocabulary for introducing
and concluding dialogue, e.g. said, replied, asked. (19)
Sentence
level work:
Pupils should
be taught:
The basic conventions of speech
punctuation through identifying speech marks in reading. (7)
To notice and investigate a
range of other devices for presenting texts, e.g. speech bubbles, enlarged
or italicised print, captions and headings, inset text. (9)
Text level
work:
Fiction and
poetry
Reading comprehension
How dialogue is presented in
stories (2)
Writing composition
To generate ideas relevant
to a topic by brainstorming, word association. (9)
Using reading as a model, to
write own passages of dialogue. (10)
Non-fiction
Reading comprehension
To compare the way information
is presented, e.g. by comparing a variety of information texts including
IT-based sources. (19)
Writing composition
To make a simple record of
information from texts read, e.g. by completing a chart of information
discovered, by listing key words, drawing together notes from more than
one source. (21)
To write simple non-chronological
reports from known information e.g. from own experience or from texts
read, using notes made to organise and present ideas. (22)
YEAR 3, TERM 2
Word level
work:
Pupils should
be taught:
Vocabulary
extension
To continue the collection
of new words from reading and work in other subjects. (17)
To infer the meaning of unknown
words from context and generate a range of possible meanings (18)
Sentence
level work:
Pupils should
be taught:
Grammatical
awareness
Experimenting with the impact
of different adjectives through shared writing. (2)
Text level
work:
Pupils should
be taught:
Fiction and
poetry
Non-fiction
Reading comprehension
Writing composition
To make clear notes, e.g. discussing
the purpose of note-making and looking at simple examples. (17)
Exploring ways of writing ideas,
messages, in shortened forms, e.g. notes, lists. (17)
YEAR 3, TERM 3
Word level
work:
Pupils should
be taught:
Vocabulary
extension
To continue the collection
of new words from reading and work in other subjects, and making use of
them in reading and writing. (12)
To collect, investigate, classify
common expressions from reading and own experience, e.g. ways of expressing
surprise, apology, greeting, warning, thanking, refusing. (16)
Sentence
level work:
Pupils should
be taught:
Sentence construction
and punctuation
To use speech marks and other
dialogue punctuation appropriately in writing and to use the conventions
which mark boundaries between spoken words and the rest of the sentence.
(4)
Text
level work:
Pupils should
be taught:
Fiction and
poetry
Reading comprehension
strategies
To discuss characters' feelings.
(5)
Non-fiction
Writing composition
To write letters, notes and
messages linked to work in other subjects, to communicate within school.
(20)
Use IT to bring to a published
form - discuss relevance of layout, font, etc. to audience. (21)
To organise letters into simple
paragraphs. (23)
YEAR 4, TERM 1
Word level
work:
Pupils should
be taught:
Revision and consolidation
from Year 3
Sentence
level work:
Pupils should
be taught:
Grammatical
awareness
Identify the use of powerful
verbs, e.g. 'hobbled' instead of 'went', e.g. through cloze procedure.
(3)
Text
level work:
Pupils should
be taught:
Fiction and
poetry
Writing composition
To write playscripts, e.g.
using known stories as basis. (13)
Non-fiction
Reading comprehension
To identify features of non-fiction
texts in print and IT, headings, lists, captions which support the reader
in gaining information efficiently. (17)
Writing composition
To write a non-chronological
report, including the use of organisational devices, e.g. numbered lists,
headings for conciseness by generalising some of the details. (27)
YEAR 4, TERM 2
Word level
work:
Revision and
consolidation from Year 3
Vocabulary
extension
To use alternative words and
expressions which are more accurate or interesting than the common choices.
(9)
To understand that vocabulary
changes over time, e.g. through collecting words which have become little
used and discussing why, e.g. wireless, frock. (11)
Sentence
level work:
Grammatical
awareness
To revise and extend work on
adjectives from Year 3 term 2 and link to work on expressive and figurative
language. (1)
Constructing adjectival phrases.
(2)
Text level
work:
Fiction and
poetry
Reading comprehension
To understand how the use of
expressive and descriptive language can describe attitudes or emotions.
(4)
Writing composition
Notemaking: to edit down a
sentence or passage by deleting the less important elements. (14)
Non-fiction
Reading comprehension
To prepare for factual research
by reviewing what is known, what is needed, what is available and where
one might search. (16)
YEAR 4, TERM 3
Word level
work:
Pupils should
be taught:
Revision and
consolidation from Year 3
Spelling strategies
Using word banks, dictionaries
(3)
Sentence level work:
Pupils should
be taught:
Grammatical
awareness
Sentence construction
and punctuation
To identify the common punctuation
marks including speech marks, and to respond to them appropriately when
reading. (2)
Text level
work:
Pupils should
be taught:
Fiction and
poetry
Non-fiction
Reading comprehension
To read, compare and evaluate
examples of arguments and discussions, letters to press. (16)
How arguments are presented,
e.g. ordering points to link them together so that one follows from another.
(17)
From examples of persuasive
writing, to investigate how style and vocabulary are used to convince
the intended reader. (18)
Writing composition
To assemble and sequence points
in order to plan the presentation of a point of view. (21)
To use writing frames if necessary
to back up points of view with illustrations and examples. (22)
To present a point of view
in writing, in the form of a letter, and selecting style and vocabulary
appropriate to the reader. (23)
YEAR 5,
TERM 1
Text level
work:
Pupils should
be taught:
Fiction and
poetry
Reading comprehension
To investigate how characters
are presented, referring to the text: through dialogue. (3)
To consider how texts can be
rooted in the writer's experience, e.g. historical events and places,
experience of wartime. (4)
To understand dramatic conventions
including:
- the conventions of scripting
- how character can be communicated
in words and gesture
- how tension can be built
up through pace, silences and delivery. (5)
Writing composition
Write own playscript. (18)
Non-fiction
Reading comprehension
To discuss the purpose of note-taking
and how this influences the nature of notes made. (23)
Writing composition
To write recounts based on
subject, topic or personal experiences for (a) a close friend and (b)
an unknown reader, e.g. an account of a field trip, a match, a historical
event. (24)
To make notes for different
purposes, e.g. noting key points as a record of what has been read. (26)
YEAR 5, TERM 2
Sentence
level work:
Pupils should
be taught:
Grammatical
awareness
Sentence construction
and punctuation
To be aware of the differences
between spoken and written language. (6)
Text
level work:
Pupils should
be taught:
Fiction and
poetry
Non-fiction
Reading comprehension
To locate information confidently
and efficiently using CD-ROM and other IT sources, where available. (17)
Notemaking: to discuss what
is meant by 'in your own words' and when it is appropriate to copy, quote
and adapt. (20)
Writing composition
To plan, compose, edit and
refine short non-chronological reports and using reading as a source.
(22)
YEAR 5, TERM 3
Word level
work:
Pupils should
be taught:
Spelling strategies
Using dictionaries. (3)
Vocabulary
extension
To use a range of dictionaries
and understand their purposes. (11)
To use dictionaries efficiently
to explore meanings. (12)
Text level
work:
Pupils should
be taught:
Fiction and
poetry
Non-fiction
Reading comprehension
To read and evaluate letters,
intended to inform, protest, complain, persuade, considering (a) how they
are set out (b) how language is used. (12)
From reading, to collect and
investigate use of persuasive devices: e.g. words and phrases: e.g. "surely",
"it wouldn't be very difficult…"; persuasive definitions,
e.g. "no-one but a complete idiot…", "every right-thinking
person would…", "the real truth is…"; rhetorical
questions "are we expected to..?", "where will future audiences
come from..?"; pandering, condescension, concession etc. (15)
Notemaking: to fillet passages
for relevant information and present ideas which are effectively grouped
and linked. (16)
Writing composition
To draft and write individual
class letters. (17)
To construct an argument in
note form or full text to persuade others of a point of view and present
the case to the class or a group; evaluate its effectiveness. (19)
YEAR 6, TERM 1
Sentence
level work:
Pupils should
be taught:
Sentence construction
and punctuation
Collect examples from reading
and thesauruses. (4)
Text level
work:
Pupils should
be taught
Fiction and
poetry
Writing composition
To develop a journalistic style
through considering:
- balanced and ethical reporting;
- what is of public interest
in events;
- the interest of the reader;
- selection and presentation
of information;
- to use the styles and conventions
of journalism to report on e.g. real events. (15)
YEAR 6, TERM 2
Sentence
level work:
Pupils should
be taught:
To revise work on contracting
sentences: summary, note making. (4)
Text level
work:
Pupils should
be taught:
Fiction and
poetry
Non-fiction
Reading comprehension
To recognise how arguments
are constructed to be effective. (15)
Writing composition
To construct effective arguments:
- developing a point logically
and effectively;
- supporting and illustrating
points persuasively;
- anticipating possible objections;
- harnessing the known views,
interests and feelings of the audience;
- tailoring the writing to
formal presentation where appropriate; (18)
To discuss the way standard
English varies in different contexts. (20)
YEAR 6, TERM 3
Sentence
level work:
Pupils should
be taught:
To revise the language conventions
and grammatical features of the different types of text such as:
- reports (e.g. factual writing,
description)
- persuasive texts (e.g.
opinions, promotional literature). (1)
Text
level work:
Pupils should
be taught:
Fiction and
poetry
Non-fiction
Reading comprehension
To appraise a text quickly
and effectively; to retrieve information from it, to find information
quickly and evaluate its value. (17)
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