the text-based curriculum. focus texts year1 year2 year3 year4 year5 year6

The Text-Based Curriculum

Focus Texts

Year1

Year2

Year3

Year4

Year5

Year6

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Character Description

Character Profile

Instructions Making

Predictions Narrative Personal

Opinion Persuasive Playscript Recount Report Retelling Setting

Description Story

Openings


Character Profile

Instructions Making



Description Story

Openings

Author Awareness


Character Profile

Instructions Making



Description Story

Openings

Author Awareness


Character Profile

Explanatory Instructions Making



Description Story

Openings Transformin

g Text

Author Awareness

Biography Character

Description Character

Profile Discussion Explanatory Instructions Making



Description Story


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Author Awareness

Biography Character

Description Character

Profile Discussion Explanatory Instructions Journalistic Making



Description Story


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Writing Types


Year 1 Grammar and Punctuation

Year 1

Teachrammarand Punctuation

Teach• Leave spaces between words.

Leave spaces between wordsIdentify the purpose of leaving spaces between words e.g. spaces allow the meaning to be communicated to the reader.

Join words and joining clauses using 'and'.Start by teaching children to use and to add an additional word to their sentence e.g. I was lonely and cold. Then move on to using and as a co-ordinating conjunction. Teaching must be underpinned by a secure understanding of a regular main clause. Encourage children to extend sentences they give you using the word ‘and.’ Model using the word ‘and’ to join clauses in sentences that you write.

Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.Discuss the purpose of punctuation and its role in communicating meaning to the reader e.g. what does ? tell or infer to the reader? Link punctuation, where applicable, to the sentence type (question, statement and command). Use the word ‘sentence’ to purely describe statements, use question and command for these different structures. Teach them to recognise common question words that start questions.

Use a capital letter for names of people, places, the days of the week, and the personal pronoun 'I'.Encourage children to recognise and the use capital letters for proper nouns and the personal pronoun ‘I.’ Verbalise the use of capital letters when you are writing. Get the children to correct mistakes that you have made with more obvious capital letters.

capital Letter, capital letter, word, punctuation, full stop, question mark, exclamation markWord, singular, plural, sentenceletter, word, punctuation, full stop, question mark, exclamation markWord, singular, plural, sentence

Understand regular plural noun suffixes -s or -es [dog, dogs, wish, wishes], including the effects of these suffixes on the meaning of the noun.Within reading identify singular and plural common and proper nouns. Discuss how the plural is formed. Discuss nouns in terms of regular or irregular and the subsequent pluralisation. Encourage children to verbally show there is more than one of something. Demonstrate how this would look on paper and model writing plurals, Verbalise this in modelled writing. Share spelling patterns for when to add -es with the children.

Understand how words can combine to make sentences.Talk to the children about sentence building and use the language of subject and verb. Teach children about the parts of regular statements. Introduce the adjectiveModel saying the sentence before it is written. Model saying the words as you write them. Model reading through the sentence pointing at the words as you read.

Terminology to be taught:

Letter, capital letter, word, punctuation, full stop, question mark, exclamation markWord, singular, plural, sentence capital Letter, capital letter, word, punctuation, full stop, question mark, exclamation markWord, singular, plural, sentence


Reinforce the following

Use of capital letters and full stops to demarcate the start and end of a sentence

Use of question marks at the end of a sentence to show the sentence is a question

Use of exclamation marks to make the sentence ‘stronger’

Identify and use common and proper nouns

Identify adjectives

Teach

TeachExplore other uses of capital letters (people, places, days of the week, personal pronoun ‘I’)

Develop use of commas in lists

Develop use of apostrophes for shortened forms and the possessive (singular)Use apostrophes to mark in the missing letter for shortened words and to demonstrate the regular possession

Identify and use verbs Choose verbs carefully to give the reader a clear picture or description. There are four different types of verb forms; the base form – jump; the –s form – jumps; the ing form –jumping or the ed form – jumped. Ensure that verbs that use time are accurate and consistent. Ensure accurate use of the –ing form (or continuous form)

Identify and use adverb

Explore how using simple conjunctions (connectives that connect together ideas within a sentence) connect together ideas, and, but, so, because Sentences are made bigger by joining clauses or parts of clauses together using conjunctions. In co-ordination the units are the same kind: the children were wet and cold; Jack had an ice cream and Mary had a doughnut

Explore subordinate clauses (using when, if, that, because) and coordination (using or, and, but) In subordination the units joined are not of the same kind: John went to the cinema although he missed the film; the dog went in the garden, where he found his ball

Identify and use effectively articles in a sentence (the/a/an)

Explore expanded noun phrases to describe and specify (e.g the blue butterfly)Choose nouns and adjective carefully to give the reader a clear picture , to identify and clarify

Introduce sentences with different forms: statement; question; exclamation and command Identify what sort of meaning a sentence expresses. A statement conveys information; a question asks for information; a command tells someone to do something; and an exclamation shows that someone’s feelings have been suddenly aroused. Model word order and type, in order to indicate the function of the sentence. A simple sentence has a subject and a verb, it may also have an object. Start to change statements into questions

Identify and use correct and past tense. Including the use of regular verbs and the progressive form of the present and past tense The progressive tenses are used with dynamic verbs – those capable of change i.e she is drumming (simple present – she drums) and she was sleeping (simple past – she slept)

Terminology to be taught

Apostrophe, comma, statement, question, exclamation, command, Compound, suffix, adjective, verb tense (past, present)


Reinforce the following

Explore the effect of word Order including the use of conjunctions

Pronouns

Explore how tenses change verbs e.g present perfect v. simple past( change tenses between present and past)

Identify and correctly use articles in a sentence

The first and third person

Capital letters and full stops

Question marks and exclamation marks

Commas in lists

Use of the apostrophes

TEACHFormation of nouns using a range of prefixes (e.g super- anti- auto-)Look at nouns beginning with the target prefixes within a text and ask children to suggest meanings based on their knowledge of the prefixes.Teaching demonstrates how the meaning of the word is changed through the addition of a prefix or suffix. Extend the range of sentences with more than one clause by using a wider range of conjunctionsDiscuss the type of subordinating conjunction, its meaning and purpose and which verb tense should follow. Use the conjunctions in a wide range of writing ensuring that children are clear on what they mean in the context they are used. See if the children can suggest alternatives so that the meaning is maintained as well conjunctions that will later the meaning. Discuss the conjunctions that would not make sense and see if they are able to suggest why. Express time, place and cause by using adverbs (e.g then, next , soon, therefore)

Express time, place and cause by using conjunctions (e.g, when, before, afterwards, while, so, because)

Express time , place and cause by using prepositions (e.g before, after, during, in, because and cohesion and to avoid repetition)Look at the position of the conjunction/ adverb/ preposition within a sentence and how this can effect meaning.

Choose nouns and pronouns for clarity

Introduction to paragraphs as a way to group related materialLook at paragraphs in texts, identify the main point of each paragraph and the linked sentences. Make sure children understand that boxing up is a way of deciding what is going to go into each paragraph of writing. Ensure that text maps reinforce the paragraphs of writing. Model the reasons for moving onto a new paragraph in their writing e.g. a new topic a shift in scene or time.

Use of the present perfect form of verbs instead of the simple past (e.g He has gone out to play contrasted with he went out to play)Discuss when the verb started, whether the action is fully completed and whether it is still going.Children understand how to use the present perfect from of the verb for something that started in the past and continues to the present day.

Use forms of a or an according to whether the next word begins with a consonant or vowel (e.g a rock, an open box)Teach the a/ an as determiners or articles that precede common nouns.Explain that words that start with a vowel sounds are preceded by an a and words that start with a noun are preceded by an. Ensure that this choice is modelled in guided writing and referred to in marking while children are developing the skill.

Word families based on common words showing how words are related in in form and meaning (e.g solve, solution, solver, dissolve, insoluble)Explore, through reading, the meaning of words that are unknown but linked to common known words, focus on their form and meaning within a sentence. This should also include discussion of their word class. Use the links between words to model using them to help spell accurately e.g. I am not sure if dissolve has one s or two, it is from the word ‘solve’ and then has ‘dis’ added to it so it must be two.

Use headings and sub-headings to aid presentation.Talk to the children about heading and subheadings as being a tool to include in texts to support the reader’s navigation. They are ways to clarify or organise content. Point out these features in reading sessions and ask children to identify their purpose. Use in text maps and modelled writing and ensure that they have opportunities to include them in their own work.

Begin to use inverted commas to punctuate direct speech.Make opportunities to identify direct speech in texts and discuss the role of inverted commas. Practise generating examples of direct speech orally and model writing this down with inverted commas. Model saying the words that are said out loud and then putting inverted commas either side of them. Model just reading the words inside the inverted commas to see if they are the actual words that are spoken.

Terminology to be taughtPreposition, conjunction, word family, prefix, clause, subordinate clause, direct speech


TEACHUse expanded noun phrases to convey complicated information concisely.Model building from a noun phrase to an expanded noun phrase and verbalise to the children what you are doing. (e.g the teacher expanded to the strict maths teacher with curly hair)

Use fronted adverbials. Ensure use of commas after the fronted adverbialModel editing simple sentences by the addition of an adverb at the beginning. Make sure that the children understand the importance of an appropriate adverb being selected. Mark appropriately with the comma. Teach children when you would add a fronted adverbial and in what genres you would expect to find them ( e.g Later that day , I heard the bad news)

Reinforce choice of nouns or pronouns appropriately for clarity and cohesion and to avoid repetition.Model at sentence level, substituting nouns for pronouns to avoid repetition. Teach children that if they have a singular noun they will need a singular pronoun etc. Share examples when it is unclear who or what is being referred to so that the children understand the common misuse of them.

Extend the range of sentences with more than one clause by using a wider range of conjunctions including when, if , because, also

Organise paragraphs around a theme.Teach the children to develop a paragraph from its central, main idea. Sufficient detail must be brought into the paragraph through a series of sentences linked to its main idea. Model paragraphing as a strategy to organise pieces of writing and show how you decide what will and will not go into the paragraph. Make sure you demonstrate appropriate quantity for different paragraph purposes

Reinforce the following Careful choice of nouns and noun plurals; verbs ; adverbs and adjectives

Explore how connectives link together ideas in sentences or paragraphs; explore time connectives and cause and effect connectives to make the sequence of events clearer

Identify and change verbs from past and present tense in speech and in writing

Use of the comma

Use of the apostrophe

Set out and punctuate dialogue

Understand Standard English forms for verb inflections instead of local spoken forms [for example, we were instead of we was, or I did instead of I done].Make it explicit to children that we may talk in a certain way but this is not the ‘voice’ we use for writing. Ensure that children know that standard English relates to grammatical correctness. Talk to children about how language evolves over time. Talk about when it is appropriate to select different dialects. Point out some of the most common differences for your class

Indicate possession by using the possessive apostrophe with plural nouns.Ensure that children understand the apostrophe is showing the possession and not the plural.

Use and punctuate direct speechVerbalise what you are doing as you add speech punctuation, e.g. this is the boundary between the words that are said and the rest of the writing so I know I need to place some punctuation in here. Get children to say out loud the words that would actually be said and then check that they have inverted commas around those words

Terminology to be taughtdeterminer, pronoun, possessive pronoun, adverbial


Reinforce the followingUse of adjectives and verbs Range and use of pronouns to avoid repetition and confusionChange writing between thepast and present tense and vice versaMake simple sentenceslonger by adding a phraseor clauseForm compound sentencesby joining two simple sentencesKnow that complex sentences link two or more ideas together in one sentenceUse complex sentences to make writing smooth and flowing Identify that some sentences are statements/questions/instructions or commands and thestructure of the sentence can affect the meaningReinforce direct andreported speech

TEACH

Devices to build cohesion within a paragraph (e.g then, after, this, that, firstly)

Linking ideas across paragraphs using adverbials of time ( e.g later)

Linking ideas across paragraphs using adverbials of place (e.g nearby)

Linking ideas across paragraphs using adverbials of number (e.g secondly)

Linking ideas across paragraphs using adverbials of tense choices (e.g he had seen her before)

Use the perfect form of tenses to mark relationship of time and cause

Use modal verbs or adverbs to indicate degrees of possibility.Make sure that teaching demonstrates that the modal verb chosen increases or decreases the level of possibility e.g. ‘might’ is less possible than ‘must.’Emphasise how the modal verb is modifying the verb that follows it e.g. might go.

Use relative clauses beginning with who, which, where, when, whose, that or with an implied (i.e. omitted) relative pronoun.Model verbalising the comma and emphasising what to start the relative clause with based on the context of the sentence e.g. who for a person, which for a thing. Reinforce that a relative clause is a subordinate clause and dependant on the main clause for its full meaning. Demonstrate reading the rest of the sentence without the relative clause to show that it would still make sense. Talk to the children about why you are making the choice to include these sentences in particular writing. These are the most simple of complex sentences.

Convert nouns or adjectives into verbs using suffixes [for example, –ate; –ise; –ify]Teaching would show the focus noun or adjective in the context of a sentence or text to be read. Within this sentence discuss the function of the noun e.g. is it the subject? Articulate that you want to change the function of the noun to a verb and that this can be achieved through adding a suffix. Show the verb in the context of a sentence and discuss its role and meaning and how it has changed. Give children opportunities to practise this in grammar then sentence level.

Understand verb prefixes [for example, dis–, de–, mis–, over– and re–].Teaching demonstrates how the meaning of the word is changed through the addition of a prefix. Point out words with prefixes in reading and ask children to explain their meaning. Teaching needs to cover any spelling changes that need to take place when the suffix or prefix is added. Give discrete work where children can replace words with prefix to change the meaning e.g. He did not appear again to He disappeared. Make sure that children see this as a writing strategy that allows them to be more precise.

Use expanded noun phrases to convey complicated information concisely

Use brackets, dashes or commas to indicate parenthesis.Teach children about the purpose of parenthesis linked to genre and formality.Verbalise when the punctuation is being used in modelled writing and explain its use in context. Ensure that children understand that the writing will still make sense if the section between the punctuation is removed.

Use commas to clarify meaning or avoid ambiguity in writing.Verbalise the use of the comma first in lists and then to mark clauses. Point out in teaching the links between information and how the clauses are related.

Terminology to be taughtModal verb, relative pronoun, relative clause, parenthesis, bracket, dash, cohesion, ambiguity


Reinforce the followingCommas for a range of purposes

The function of the ellipses

Inverted commas to mark direct speech and quotations

Effective and appropriate conjunctions to link ideas

Appropriate and effective use of simple,compound and complex sentences

Positive and negative sentences

The use of double negatives

Conditional sentences

Changing direct speech to reported speech and vice versa

Use of possessive, personal and relative pronouns

TEACHUse hyphens effectively to link words together and to avoid ambiguity Be explicit about how the hyphen use changes the meaning of the word. E.g I am going to re- cover the chair; he recovered from his illness.

Recognise vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms.Appropriate structures and verb tense choice are linked to the level of formality required by the spoken or written task. Model formation and use of both passive and subjunctive forms. Ensure children understand when to select the passive or the subjunctive form.

Use passive verbs to affect the presentation of information in a sentence Edit sentences to use the passive voice to create a more formal tone/ hide the subject in narrative when covering appropriate genres e.g. I could write “Lots of people attended the meeting,” but it will sound more formal if I alter the sentence to “The meeting was attended by lots of people.”

Understand how words are related by meaning as synonyms and antonyms [for example, big, large, little].Teach what the terms mean and then frequently refer to antonyms/ synonyms – look for powerful and appropriate synonyms

Link ideas across paragraphs using a wider range of cohesive devices: repetition of a word or phrase, grammatical connections [for example, the use of adverbials such as on the other hand, in contrast, or as a consequence], and ellipsis.Show how devices are used in writing to build cohesion e.g., I am going to start this sentence with, ‘For this reason…’ so the person knows I am building on the detail in the previous sentence. Point out specific things that are included to create cohesion across a text e.g. I am going to return to the description that I used at the beginning of the instructions so the reader knows that this is what they should have made etc.

Understand layout devices [for example, headings, sub-headings, columns, bullets, or tables, to structure text].Provide opportunities for children to structure writing in different ways across the curriculum and show they can use layout devices appropriately. Allow children to identify other ways of presenting /lay out work

Punctuate bullet points consistently.Punctuation needs to follow the bullet points e.g. no full stops if they have written phrases, full stops if they have written sentences

Use a colon to introduce a list

Use semi colons; brackets or dashes to mark boundaries between independent clauses

Terminology to be taught:

Ellipses, hyphen, colon, semi-colon, bullet points

Preposition, conjunction,, word family, prefix, clause, subordinate clause, direct speech

Autumn Spring Summer

Year 3 blow (blew)bring (brought)can (could)have (had)hear (heard)go (went)take (took)break (broke)buy (bought)creep (crept) drink (drank)

Say (said)Run (ran)See (saw)Think (thought)Throw (threw)Know (knew)Come (came)Throw (threw)Teach (taught)Sell (sold)Sing (sang)

Tell (told)Write (wrote)Find (found)Get (got)Give (gave)Eat (ate)Make (made)Pay (paid)Send (sent)Hold (held)Fall (fell)

Year 4 Blow (blew)Bring (brought)Can (could)Have (had)Hear (heard)go (went)Take (took)Break (broke)Buy (bought)Creep (crept) Drink (drank)Win (won)Catch (caught)Bend (bent)Mean (meant)

Say (said)Run (ran)See (saw)Think (thought)Throw (threw)Know (knew)Come (came)Teach (taught)Sell (sold)Sing (sang)Keep (kept)Fight (fought)Sit (sat)Ride (rode)

Tell (told)Write (wrote)Find (found)Get (got)Give (gave)Eat (ate)Make (made)Pay (paid)Send (sent)Hold (held)Fall (fell)Sleep (slept)Begin (began)Wear (wore)Grow (grew)

Irregular Verbs

Autumn Spring Summer

Year 5 Blow (blew)Bring (brought)Can (could)Have (had)Hear (heard)go (went)Take (took)Break (broke)Buy (bought)Creep (crept) Drink (drank)Win (won)Catch (caught)Bend (bent)Mean (meant)Stand (stood)Kneel (knelt)Sink (sank)Choose (chose)Hang (hung)

Say (said)Run (ran)See (saw)Think (thought)Throw (threw)Know (knew)Come (came)Throw (threw)Teach (taught)Sell (sold)Sing (sang)Keep (kept)Fight (fought)Sit (sat)Ride (rode)Mean (meant)Rise (rose)Shine (shone)Swim (swam)Speak (spoke)

Tell (told)Write (wrote)Find (found)Get (got)Give (gave)Eat (ate)Make (made)Pay (paid)Send (sent)Hold (held)Fall (fell)Sleep (slept)Begin (began)Wear (wore)Grow (grew)Hide (hid)Tear (tore)Wind (wound)Slide (slid)Forgot (forget)

Year 6 Blow (blew)Bring (brought)Can (could)Have (had)Hear (heard)go (went)Take (took)Break (broke)Buy (bought)Creep (crept) Drink (drank)Win (won)Catch (caught)Bend (bent)Mean (meant)Stand (stood)Kneel (knelt)Sink (sank)Choose (chose)Hang (hung)Awake (awoke)Lay (laid)Shake (shook)

Say (said)Run (ran)See (saw)Think (thought)Throw (threw)Know (knew)Come (came)Throw (threw)Teach (taught)Sell (sold)Sing (sang)Keep (kept)Fight (fought)Sit (sat)Ride (rode)Mean (meant)Rise (rose)Shine (shone)Swim (swam)Speak (spoke)Bite (bit)Rise (rose)Freeze (froze)

Tell (told)Write (wrote)Find (found)Get (got)Give (gave)Eat (ate)Make (made)Pay (paid)Send (sent)Hold (held)Fall (fell)Sleep (slept)Begin (began)Wear (wore)Grow (grew)Hide (hid)Tear (tore)Wind (wound)Slide (slid)Forgot (forget) May (might)Understand (understood)Drive (drove)

Irregular verbs can be an area of weakness. Therefore a select list of irregular verbs will be addressed and taught

more frequently and with more emphasis rather than featuring as a one off grammar objective.


Common Errors to address

Autumn • Use the verbs ‘done’ and ‘did’ accurately

• Use the verbs ‘was’ and ‘were’ accurately

Spring • Use ‘this’, ‘that’, ‘those’ and ‘these’ appropriately.

• Show an awareness of when the word ‘go’ needs to be followed with ‘to’.

Summer • Use ‘much’ and ‘many’ appropriately

• Know what double negatives are and how to avoid them.

Common Errors

These grammatical elements have been identified as areas of

weakness in the children’s writing and speaking. Therefore

these common errors will be addressed and taught more frequently and with

more emphasis rather than featuring as a one off grammar objective.


Planning for The Text-Based Curriculum


Text Based Curriculum Weekly Timetable 2015-2016


Monday Reading and Application/consolidation of new phonic sounds New vocabulary

Tuesday Punctuation and Grammar ( Could be both in one week or alternate weeks)

Wednesday Planning for writing (Talk for writing and/or reading for performance; Drama)

Thursday Writing task

Friday Responding to marking ( Self assess; redraft; identify own mistakes)

Year 1 and 2


Monday Spelling including new spelling rules Responding to marking

Tuesday Reading including new vocabulary and/or reading for performance

Wednesday Punctuation and Grammar ( Could be both in one week or alternate weeks)

Thursday Writing task (long or short) including planning time

Friday Reading


Year 3 and 4


Monday Spelling including new spelling rules Responding to marking

Tuesday Reading

Wednesday Punctuation and Grammar ( Could be both in one week or alternate weeks) Use previous day’s reading to support

Thursday Writing task (long or short) including planning time

Friday Writing including responding to marking

Year 5 and 6


the text-based curriculum. focus texts year1 year2 year3 year4 year5 year6

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