English Scheme of Work Year 4
English Scheme of Work – Year 4
Autumn 1Classic Text: The Miraculous Journey of Edward Tulane by Kate DiCamillo / Embedded Texts:
Wk / Date / Text Features / SPaG Features / Key Book Band Reading Skills / Reading Key Questions for QA / Independent Written Outcome for QA
1 / 4/9/17 / Basic Skills / Revise word classes Revise subject-verb agreement / Lime band
• Use experience of reading a variety of material to recognise text-type and predict layout and general content
• Read silently most of the time, adjusting speed of reading to suit material and monitoring the precise meaning
• Rerun to make different interpretations of dialogue, more complex sentences, unfamiliar language, etc
• Sustain interest in longer texts, returning easily to them after a break
• Make use of blurbs, chapter headings, glossaries, indexes and procedural texts to search for and locate information quickly and accurately
• Take note and devise ways to remember the meaning and spelling of unfamiliar words
• Express reasoned opinions about what is read, and compare texts
• Investigate and identify the styles and voice of a range of texts types including plays, poetry, narrative, procedural and explanatory texts / What was Edward’s greatest concern as he sank to the bottom of the sea?
How do you think Abilene felt when she lost Edward?
How does Edward change after each human encounter in his life?
What does Edward value the most at the beginning of the story? What about at the end of the story?
2 / 11/9/17 / Revise phrases and sentence types Revise paragraphs / A paragraph of writing correctly demarcated.
3 / 18/9/17 / Narrative - prediction / Y3 Revision – Expressing time, place and cause using conjunctions (when, before, after, while, so, because), adverbs (then, next, soon, therefore) or prepositions (before, after, during, in, because of) / Fiction – Predict who will rescue Edward next and how they might treat him, writing a new chapter
4 / 25/9/17 / Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (the teacher expanded to: the strict maths teacher with curly hair)
5 / 2/10/17 / Use of fronted adverbials (Later that day, I heard the bad news.)
6 / 9/10/17 / Diary / Features of informal writing styles / Non-fiction – Write a diary entry for Abilene when she loses Edward,
7 / 16/10/17 / Standard English forms of verb inflections instead of local spoken forms (we were instead of we was or I did instead of I done)
8 / 23/10/17 / Use of paragraphs to organise ideas around a theme
Autumn 2
Classic Text: Charlotte’s Web by E B White / Embedded Texts:
Wk / Date / Text Features / SPaG Features / Key Book Band Reading Skills / Reading Key Questions for QA / Independent Written Outcome for QA
1 / 6/11/17 / Letter / Features of formal letter-writing / Lime band
• Use experience of reading a variety of material to recognise text-type and predict layout and general content
• Read silently most of the time, adjusting speed of reading to suit material and monitoring the precise meaning
• Rerun to make different interpretations of dialogue, more complex sentences, unfamiliar language, etc
• Sustain interest in longer texts, returning easily to them after a break
• Make use of blurbs, chapter headings, glossaries, indexes and procedural texts to search for and locate information quickly and accurately
• Take note and devise ways to remember the meaning and spelling of unfamiliar words
• Express reasoned opinions about what is read, and compare texts
• Investigate and identify the styles and voice of a range of texts types including plays, poetry, narrative, procedural and explanatory texts / Why do you think Charlotte tries to save Wilbur?
How does Wilbur show his true friendship to Charlotte?
How does the end of the story link back to the beginning?
How does the author show us that Charlotte is dying?
Do you think Charlotte’s Web is a good title for this story? / Fiction – Write a formal persuasive letter to Mr Z to convince him not to kill Wilbur.
2 / 13/11/17 / Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition.
3 / 20/11/17 / The grammatical difference between pluraland possessive -s
4 / 27/11/17 / Explanation / Y3 Revision – Headings and subheadings to aid presentation / Non-Fiction – Explain the lifecycle of the spider.
5 / 4/12/17 / Use of present tense verbs and correct subject–verb agreement
6 / 11/12/17 / Apostrophes for plural possession (the spider’s webs, the spiders’ webs)
7 / 18/12/17 / Y3 Revision – Use of the forms a oran according to whether the next word begins with a consonant or vowel.
Spring 1
Classic Text: Charlie and the Chocolate Factory by Roald Dahl / Embedded Texts:
Wk / Date / Text Features / SPaG Features / Key Reading Skills / Reading Key Questions for QA / Independent Written Outcome for QA
1 / 8/1/18 / Narrative - Fantasy / Figurative language – constructing similes and metaphors / Pupils should be taught to develop positive attitudes to reading and understanding of what they read by:
- listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
- discussing words and phrases that capture the reader’s interest and imagination
- checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
- retrieve and record information from non-fiction
- participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
What evidence is there that Willy Wonka is both a good and a bad person?
Describe how each of the children is spoiled? Do you know any other stories which have spoiled children as characters?
What message do you think Roald Dahl is trying to give us about how to live our lives? / Fiction – Description of a fantasy world
2 / 15/1/18 / Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (the teacher expanded to: the strict maths teacher with curly hair)
3 / 22/1/18 / Use of paragraphs to organise ideas around a theme
4 / 29/1/18 / Persuasive advert / Hyperbole using adjectives and adverbs
Use of neologisms / Non-fiction – Create and advertise a new chocolate bar
5 / 5/2/18 / Use of long noun phrases with frequent use of pre and post modifiers
6 / 12/2/18 / Imperative mood and use of verbs
Spring 2
Classic Text: Varjak Paw by S F Said / Embedded Texts:
Wk / Date / Text Features / SPaG Features / Key Reading Skills / Reading Key Questions for QA / Independent Written Outcome for QA
1 / 26/2/18 / Recount - Newspaper / Newspaper organisation – headline, orientation, main body, photographs and captions, reorientation / Pupils should be taught to develop positive attitudes to reading and understanding of what they read by:
- listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
- increasing their familiarity with a wide
- range of books, including fairy stories, myths and legends, and retelling some of these orally
- preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
- recognising some different forms of poetry [for example, free verse, narrative poetry]
- asking questions to improve their understanding of a text
- predicting what might happen from details stated and implied
How does Varjak look and behave differently to the rest of the family?
How do you think Varjak knew that the old cat was Jalal?
How is chapter 7 different to what comes before it? How does the author achieve this? / Non-fiction – Newspaper report – story of a hero!
2 / 5/3/18 / Use of inverted commas and other punctuation to indicate direct speech – comma after reporting clause, end punctuation within the inverted commas (The conductor shouted, “Sit down!”)
3 / 12/3/18 / Use of reported speech – compare to direct speech
4 / 19/3/18 / Narrative Poetry / Poetry structure – rhyming couplets / Fiction – Poetry based on martial arts ‘I am a martial artist’ Karen Eden
5 / 26/3/18 / Subordination in poetry
Summer 1
Classic Text: Nim’s Island by Wendy Orr / Embedded Texts:
Wk / Date / Text Features / SPaG Features / Key Reading Skills / Reading Key Questions for QA / Independent Written Outcome for QA
1 / 16/4/18 / Dilemma story / Linking ideas across paragraphs using adverbials of time (later, after that), place (nearby, beyond) and number (secondly, last of all) / Pupils should be taught to develop positive attitudes to reading and understanding of what they read by:
- listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
- using dictionaries to check the meaning of words that they have read
- identifying main ideas drawn from more than one paragraph and summarising these
- identifying how language, structure, and presentation contribute to meaning
What key misunderstanding do Alex and Nim have? What problems could this cause in their relationship?
Why didn’t Jack and Nim seek help from the Troppo tourists?
When Alex realized that Nim was alone she decides to travel to her and help her. What items did she pack for her trip? What do you think was especially unusual? / Fiction – A dilemma on Nim’s Island
2 / 23/4/18 / Use of commas after fronted adverbials
3 / 30/4/18 / Subordinating and coordinating conjunctions
4 / 7/5/18 / Persuasive brochure / Hyperbole using adjectives and adverbs
Use of neologisms / Non-fiction – Holiday brochure for Nim’s Island
5 / 14/5/18 / Use of long noun phrases with frequent use of pre and post modifiers
6 / 21/5/18 / Imperative mood and use of verbs
Summer 2
Classic Text: The Arrival by Shaun Tan / Embedded Texts
Wk / Date / Text Features / SPaG Features / Key Reading Skills / Reading Key Questions for QA / Independent Written Outcome for QA
1 / 11/6/18 / Biography / Using time connectives and conventions for writing dates / Pupils should be taught to develop positive attitudes to reading and understanding of what they read by:
- listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
- reading books that are structured in different ways and reading for a range of purposes
- identifying themes and conventions in a wide range of books
- drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
Why do you think the story is presented like an old photograph album?
In what ways does the author try to make us feel lost, like the characters in the story?
The book is called The Arrival, not The Break-Up or The Reunion. Why does the book have this particular title? / Non-fiction – Biography – Shaun Tan
2 / 18/6/18 / 1st person (autobiography) compared to 3rd person (biography)
3 / 25/6/18 / Features of formal language
4 / 2/7/18 / Descriptive writing / Appropriate choice of pronoun or noun within and across sentences to aid cohesion and avoid repetition. / Fiction – Describe one of the settings in words using the pics as stimulus
5 / 9/7/18 / Noun phrases expanded by the addition of modifying adjectives, nouns and preposition phrases (the teacher expanded to: the strict maths teacher with curly hair)
6 / 16/7/18 / Use of paragraphs to organise ideas around a theme