Outcome Write a story that has: a transfer to an imaginary world, paragraphs (Year 4) with connectives to signal time, sequence or place; description of an imaginary setting and characters (marking and feedback against agreed success criteria, self-assessment).
In order that children make effective progress in core skills across the year, it is important that these Strands are planned for in every unit:
Strand 5 – Word Recognition: decoding (reading) and encoding (spelling) at KS1
Strand 6 – Word Structure and Spelling at KS2.
Strand 11 – Sentence Structure and Punctuation at both key stages.
These are in addition to the Objectives listed below.
Year 2 - Respond to presentations by describing characters, repeating some highlights and commenting constructively.
Year 4 - Compare the different contributions of music, words and images in short extracts from TV programmes.
Year 3 - Signal sequence, place and time to give coherence.
Year 3 - Group related material into paragraphs.
11. Sentence structure and punctuation
Year 3 - Show relationships of time, reason and cause through subordination and connectives.
Year 3 - Compose sentences using adjectives, verbs and nouns for precision, clarity and impact.
Overview Reading, response, analysis: Begin reading an extended story by a significant children's author as a serial story. Continue throughout the unit and have other longer stories available for children to read independently and in guided reading sessions as appropriate. Use video clips of film or TV versions of the story to explore character and discuss possible alternative courses of action.
Writing: Children work with appropriate support to plan and write their own sustained story with a logical sequence of events. They include elements from reading, for example characterisation, setting, story language and adding detail.
Prior Learning Check that children can already:
write in complete sentences with capital letters and full stops