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Text(s): Class novel; short stories; extracts
Unit: Narrative structure
Outcomes: Reading journal; narrative planning
Text level objectives
Sentence level objectives
Word level objectives
All text level objectives are from year 5 for year A of the cycle
Sentence level objectives cover all of years 5 & 6 objectives Word level objectives cover all of years 5 & 6 objectives Spelling Strategies
Proof-reading
Y5 W1 Y6 W1 to identify miss-spelt words in own writing; to Y5 S3 to discuss, proof-read and edit their own keep individual lists (e.g. spelling logs); to learn to spell them; writing for clarity and correctness, e.g. by creating Y5 W2 Y6 W2 to use known spellings as a basis for spelling other words with similar patterns or related meanings; Y5 T2 to compare the structure of different connectives, simplifying clumsy constructions; Y5 W3 Y6 W3 to use independent spelling strategies, stories, to discover how they differ in pace, Y6 S5 to form complex sentences through, e.g.: -building up spellings by syllabic parts, using known prefixes, - reading back complex sentences for clarity of -applying knowledge of spelling rules and exceptions; Y5 T4 to consider how texts can be rooted in the writer‘s experience, e.g. historical events - exploring how meaning is affected by the and places, experience of wartime, friendship, sequence and structure of clauses.(Grammar for -using visual skills, e.g. recognising common letter strings and checking critical features (i.e. does it look right, Y5 T9 to develop an active attitude towards Grammatical Awareness: Punctuation
reading: seeking answers, anticipating events, Y5 S6 to understand the need for punctuation as an aid to the reader, e.g. commas to mark grammatical Phrases/Expressions/Cliches
boundaries; a colon to signal, e.g. a list. (Grammar Y5 W9 to collect and classify a range of idiomatic phrases, clichés and expressions, e.g. the more the better, under Y5 T13 to record their ideas, reflections and Y6 S6 to secure knowledge and understanding of the weather, past his prime, given up the ghost, taken for a ride, not up for it, put on a brave face, over the top, beat about the bush, in for a penny, par for the course, putting his back up. Compare, discuss, speculate about Y5 T14 to map out texts showing development - parenthetic commas, dashes, brackets.
meaning/origins and check in dictionaries; use in own and structure, e.g. its high and low points, the writing and be aware of when it is appropriate to use links between sections, paragraphs, chapters.
Y6 W7 to understand how words and expressions have changed over time, e.g. old verb endings -st and -th andhow some words have fallen out of use, e.g. yonder,thither. Y6 W10 to understand the function of the etymological dictionary, and use it to study words of interest and Text(s): Class novel; short stories; extracts
Unit: Narrative structure
Outcomes: Reading journal; narrative planning
Text level objectives
Sentence level objectives
Word level objectives
All text level objectives are from year 5 for year A of the cycle
Sentence level objectives cover all of years 5 & 6 objectives Word level objectives cover all of years 5 & 6 objectives Spelling Strategies
Proof-reading
Y5 W1 Y6 W1 to identify miss-spelt words in own writing; to Y5 S3 to discuss, proof-read and edit their own keep individual lists (e.g. spelling logs); to learn to spell them; writing for clarity and correctness, e.g. by creating Y5 W2 Y6 W2 to use known spellings as a basis for spelling other words with similar patterns or related meanings; Y5 T2 to compare the structure of different connectives, simplifying clumsy constructions; Y5 W3 Y6 W3 to use independent spelling strategies, stories, to discover how they differ in pace, Y6 S5 to form complex sentences through, e.g.: -building up spellings by syllabic parts, using known prefixes, - reading back complex sentences for clarity of -applying knowledge of spelling rules and exceptions; Y5 T4 to consider how texts can be rooted in the writer‘s experience, e.g. historical events - exploring how meaning is affected by the and places, experience of wartime, friendship, sequence and structure of clauses.(Grammar for -using visual skills, e.g. recognising common letter strings and checking critical features (i.e. does it look right, Y5 T9 to develop an active attitude towards Grammatical Awareness: Punctuation
reading: seeking answers, anticipating events, Y5 S6 to understand the need for punctuation as an aid to the reader, e.g. commas to mark grammatical Phrases/Expressions/Cliches
boundaries; a colon to signal, e.g. a list. (Grammar Y5 W9 to collect and classify a range of idiomatic phrases, clichés and expressions, e.g. the more the better, under Y5 T13 to record their ideas, reflections and Y6 S6 to secure knowledge and understanding of the weather, past his prime, given up the ghost, taken for a ride, not up for it, put on a brave face, over the top, beat about the bush, in for a penny, par for the course, putting his back up. Compare, discuss, speculate about Y5 T14 to map out texts showing development - parenthetic commas, dashes, brackets.
meaning/origins and check in dictionaries; use in own and structure, e.g. its high and low points, the writing and be aware of when it is appropriate to use links between sections, paragraphs, chapters.
Y6 W7 to understand how words and expressions have changed over time, e.g. old verb endings -st and -th andhow some words have fallen out of use, e.g. yonder,thither. Y6 W10 to understand the function of the etymological dictionary, and use it to study words of interest and Text(s): Plays of known texts
Outcomes: Scene or short play to be
Unit: Plays
performed
Text level objectives
Word level objectives
Sentence level objectives
All text level objectives are from year 5 for year A of the cycle
Word level objectives cover all of years 5 & 6 objectives Sentence level objectives cover all of years 5 & 6 objectives Standard English
Spelling Strategies
Y5 W1Y6 W1 to identify miss-spelt words in own writing; - the conventions of scripting (e.g. stage Y5 S2 to understand the basic conventions of to keep individual lists (e.g. spelling logs); to learn to spell standard English and consider when and why - how character can be communicated in words Y5 W2 Y6 W2 to use known spellings as a basis for spelling other words with similar patterns or related - how tension can be built up through pace, Y5 W3 Y6 W3 to use independent spelling strategies, Y5 T18 write own play script, applying conventions • avoidance of non-standard dialect words learned from reading; include production notes; -building up spellings by syllabic parts, using known Y5 T19 to annotate a section of play script as a prefixes, suffixes and common letter strings; preparation for performance, taking into account Direct and reported speech
-applying knowledge of spelling rules and exceptions; pace, movement, gesture and delivery of lines and Y5 S5 to understand the difference between direct -building words from other known words, and from and reported speech (e.g. she said, “I am going”‘, awareness of the meaning or derivations of words; Y5 T20 to evaluate the script and the performance she said she was going‘), e.g. through for their dramatic interest and impact.
- finding and comparing examples from reading; -using visual skills, e.g. recognising common letter strings - discussing contexts and reasons for using and checking critical features (i.e. does it look right, 1. Technical terms included, e.g. stage directions, - transforming direct into reported speech and vice Y5 W10 to use adverbs to qualify verbs in writing 2. Characters are clearly distinguished through versa, noting changes in punctuation and words dialogue, e.g. timidly, gruffly, excitedly, using a 3. Characters, and their relationship to each Y5 S7 from reading, to understand how dialogue is Word Origins/new words etc.
set out, e.g. on separate lines for alternate speakers Y6 W8 to research the origins of proper names, e.g. place in narrative, and the positioning of commas before names such as -borough or -chester, surnames such 4. Standard and non-standard English used as as Donaldson, O'Donnell and MacDonald, the days of appropriate to character, e.g. distinguishing the week, months of the year, names of products, e.g.
models of cars, names of sportswear, names of in court and a judge talking at home.
5. Punctuation used effectively to indicate Y6 W9 to understand how new words have been added to the language, e.g. trainers, wheelie. Y6 W10 to understand the function of the etymological 6. Narrative told mainly through dialogue without dictionary, and use it to study words of interest and (from Teaching writing, narrative, poetry and plays Text(s): Plays of known texts
Outcomes: Scene or short play to be
Unit: Plays
performed
Text level objectives
Word level objectives
Sentence level objectives
All text level objectives are from year 5 for year A of the cycle
Word level objectives cover all of years 5 & 6 objectives Sentence level objectives cover all of years 5 & 6 objectives Standard English
Spelling Strategies
Y5 S2 to understand the basic conventions of Y5 W1Y6 W1 to identify miss-spelt words in own writing; - the conventions of scripting (e.g. stage standard English and consider when and why to keep individual lists (e.g. spelling logs); to learn to spell - how character can be communicated in words Y5 W2 Y6 W2 to use known spellings as a basis for spelling other words with similar patterns or related - how tension can be built up through pace, • avoidance of non-standard dialect words Y5 W3 Y6 W3 to use independent spelling strategies, Y5 T18 write own play script, applying conventions learned from reading; include production notes; -building up spellings by syllabic parts, using known Y5 T19 to annotate a section of play script as a Direct and reported speech
prefixes, suffixes and common letter strings; preparation for performance, taking into account Y5 S5 to understand the difference between direct -applying knowledge of spelling rules and exceptions; pace, movement, gesture and delivery of lines and and reported speech (e.g. she said, “I am going”‘, -building words from other known words, and from she said she was going‘), e.g. through awareness of the meaning or derivations of words; Y5 T20 to evaluate the script and the performance - finding and comparing examples from reading; for their dramatic interest and impact.
- discussing contexts and reasons for using -using visual skills, e.g. recognising common letter strings and checking critical features (i.e. does it look right, 1. Technical terms included, e.g. stage directions, - transforming direct into reported speech and vice versa, noting changes in punctuation and words Y5 W10 to use adverbs to qualify verbs in writing 2. Characters are clearly distinguished through dialogue, e.g. timidly, gruffly, excitedly, using a Y5 S7 from reading, to understand how dialogue is 3. Characters, and their relationship to each set out, e.g. on separate lines for alternate speakers Word Origins/new words etc.
in narrative, and the positioning of commas before Y6 W8 to research the origins of proper names, e.g. place names such as -borough or -chester, surnames such 4. Standard and non-standard English used as as Donaldson, O'Donnell and MacDonald, the days of appropriate to character, e.g. distinguishing the week, months of the year, names of products, e.g.
models of cars, names of sportswear, names of in court and a judge talking at home.
5. Punctuation used effectively to indicate Y6 W9 to understand how new words have been added to the language, e.g. trainers, wheelie. Y6 W10 to understand the function of the etymological 6. Narrative told mainly through dialogue without dictionary, and use it to study words of interest and (from Teaching writing, narrative, poetry and plays Text(s): Class novel; short story; extracts
Outcomes: 2 story beginnings;reading journal;
Unit: Aspects of narrative
new scene or character written into a story
Text level objectives
Word level objectives
Sentence level objectives
All text level objectives are from year 5 for year A of the cycle
Word level objectives cover all of years 5 & 6 objectives Sentence level objectives cover all of years 5 & 6 objectives Audience and Purpose
Y5 S4 to adapt writing for different readers and Spelling Strategies
Y5 W1 Y6 W1 to identify miss-spelt words in own purposes by changing vocabulary, tone and - through dialogue, action and description; writing; to keep individual lists (e.g. spelling logs); to sentence structures to suit, e.g. simplifying for younger readers (Grammar for Writing Unit 35); Y5 W2 Y6 W2 to use known spellings as a basis for - through examining their relationships with spelling other words with similar patterns or related Direct and reported speech
Y5 S5 to understand the difference between direct Y5 W3 Y6 W3 to use independent spelling and reported speech (e.g. she said, “I am going”‘ Y5 T10 to evaluate a book by referring to she said she was going‘), e.g. through: - building up spellings by syllabic parts, using known prefixes, suffixes and common letter Y5 T11 to experiment with alternative ways of discussing contexts and reasons for using opening a story using, e.g. description, action - applying knowledge of spelling rules and transforming direct into reported speech and - building words from other known words, and from vice versa, noting changes in punctuation and awareness of the meaning or derivations of established authors and classic‘ texts; Y5 S7 from reading, to understand how dialogue - using dictionaries and IT spell-checks; is et out, e.g. on separate lines for alternate Y5 T13 to record their ideas, reflections and - using visual skills, e.g. recognising common speakers in narrative, and the positioning of predictions about a book e.g. through a reading letter strings and checking critical features (i.e.
Y5 T15 to write new scenes or characters into a Synonyms
Active and Passive
story, in the manner of the writer, maintaining Y6 S2 to revise earlier work on verbs and to consistency of character and style, using synonyms, e.g. angry, irritated, frustrated, upset; understand the terms active and passive; being paragraphs to organise and develop detail.
collect, classify and order sets of words to identify able to transform a sentence from active to passive, and vice versa;Y6 S3 to note and discuss how changes fromactive to passive affect the word order and sense Adverbs
Y5 W10 to use adverbs to qualify verbs in writing
of a sentence. (Grammar for Writing Unit 45) dialogue, e.g. timidly, gruffly, excitedly, using athesaurus to extend vocabulary.
Text(s): Class novel; short story; extracts
Unit: Aspects of narrative
Outcomes: 2 story beginnings;reading journal;
new scene or character written into a story
Text level objectives
Word level objectives
Sentence level objectives
All text level objectives are from year 5 for year A of the cycle
Word level objectives cover all of years 5 & 6 objectives Sentence level objectives cover all of years 5 & 6 objectives Audience and Purpose
Spelling Strategies
Y5 S4 to adapt writing for different readers and Y5 W1 Y6 W1 to identify miss-spelt words in own purposes by changing vocabulary, tone and - through dialogue, action and description; writing; to keep individual lists (e.g. spelling logs); to sentence structures to suit, e.g. simplifying for younger readers (Grammar for Writing Unit 35); Y5 W2 Y6 W2 to use known spellings as a basis for - through examining their relationships with spelling other words with similar patterns or related Direct and reported speech
Y5 S5 to understand the difference between direct Y5 W3 Y6 W3 to use independent spelling and reported speech (e.g. she said, “I am going”‘ Y5 T10 to evaluate a book by referring to she said she was going‘), e.g. through: - building up spellings by syllabic parts, using known prefixes, suffixes and common letter Y5 T11 to experiment with alternative ways of opening a story using, e.g. description, action - discussing contexts and reasons for using - applying knowledge of spelling rules and - transforming direct into reported speech and - building words from other known words, and from vice versa, noting changes in punctuation and awareness of the meaning or derivations of established authors and classic‘ texts; Y5 S7 from reading, to understand how dialogue - using dictionaries and IT spell-checks; is et out, e.g. on separate lines for alternate Y5 T13 to record their ideas, reflections and - using visual skills, e.g. recognising common speakers in narrative, and the positioning of predictions about a book e.g. through a reading letter strings and checking critical features (i.e.
Y5 T15 to write new scenes or characters into a Synonyms
story, in the manner of the writer, maintaining Active and Passive
Y6 S2 to revise earlier work on verbs and to consistency of character and style, using synonyms, e.g. angry, irritated, frustrated, upset; understand the terms active and passive; being paragraphs to organise and develop detail.
collect, classify and order sets of words to identify able to transform a sentence from active to passive, and vice versa;Y6 S3 to note and discuss how changes from active to passive affect the word order and sense Y5 W10 to use adverbs to qualify verbs in writing of a sentence. (Grammar for Writing Unit 45) dialogue, e.g. timidly, gruffly, excitedly, using athesaurus to extend vocabulary.
Text(s): Class novel; short story; extracts
Unit: Aspects of narrative
Outcomes: 2 story beginnings;reading journal;
new scene or character written into a story
Text level objectives
Word level objectives
Sentence level objectives
All text level objectives are from year 5 for year A of the cycle
Word level objectives cover all of years 5 & 6 objectives Sentence level objectives cover all of years 5 & 6 objectives Audience and Purpose
Spelling Strategies
Y5 S4 to adapt writing for different readers and Y5 W1 Y6 W1 to identify miss-spelt words in own purposes by changing vocabulary, tone and - through dialogue, action and description; writing; to keep individual lists (e.g. spelling logs); to sentence structures to suit, e.g. simplifying for younger readers (Grammar for Writing Unit 35); Y5 W2 Y6 W2 to use known spellings as a basis for - through examining their relationships with spelling other words with similar patterns or related Direct and reported speech
Y5 S5 to understand the difference between direct Y5 W3 Y6 W3 to use independent spelling and reported speech (e.g. she said, “I am going”‘ Y5 T10 to evaluate a book by referring to she said she was going‘), e.g. through: - building up spellings by syllabic parts, using known prefixes, suffixes and common letter Y5 T11 to experiment with alternative ways of opening a story using, e.g. description, action - discussing contexts and reasons for using - applying knowledge of spelling rules and - transforming direct into reported speech and - building words from other known words, and from vice versa, noting changes in punctuation and awareness of the meaning or derivations of established authors and classic‘ texts; Y5 S7 from reading, to understand how dialogue - using dictionaries and IT spell-checks; is et out, e.g. on separate lines for alternate Y5 T13 to record their ideas, reflections and - using visual skills, e.g. recognising common speakers in narrative, and the positioning of predictions about a book e.g. through a reading letter strings and checking critical features (i.e.
Y5 T15 to write new scenes or characters into a Synonyms
story, in the manner of the writer, maintaining Active and Passive
Y6 S2 to revise earlier work on verbs and to consistency of character and style, using synonyms, e.g. angry, irritated, frustrated, upset; understand the terms active and passive; being paragraphs to organise and develop detail.
collect, classify and order sets of words to identify able to transform a sentence from active to passive, and vice versa;Y6 S3 to note and discuss how changes from active to passive affect the word order and sense Y5 W10 to use adverbs to qualify verbs in writing of a sentence. (Grammar for Writing Unit 45) dialogue, e.g. timidly, gruffly, excitedly, using athesaurus to extend vocabulary.
Text(s): Range of poems
Unit: Poetry
Outcomes: Two contrasting poems
Duration: 2 weeks
Text level objectives
Word level objectives
Sentence level objectives
All text level objectives are from year 5 for year A of the cycle
Word level objectives cover all of years 5 & 6 objectives Sentence level objectives cover all of years 5 & 6 objectives Y5 T6 to read a number of poems by significant Word Order
Vowel Endings
Y5 S1 investigate word order by examining how far poets and identify what is distinctive about the the order of words in sentences can be changed: ending in vowels other than the letter e‘.
Y5 T7 to analyse and compare poetic style, use - which can be deleted without damaging the basic of forms and the themes of significant poets; to respond to shades of meaning; to explain and - which words or groups of words can be moved justify personal tastes; to consider the impact offull rhymes, half rhymes, internal rhymes and Y6 W4 revise and extend work on spelling - the different word classes, e.g. prepositions; patterns for unstressed vowels in polysyllabic Y5 T8 to investigate and collect different - re-expressing sentences in a different order; - the construction of complex sentences; - adapting texts for particular readers and Y5 T16 to convey feelings, reflections or moodsin a poem through the careful choice of words Y5 T17 to write metaphors from original ideas orfrom similes.
Text(s): Range of poems
Unit: Poetry
Outcomes: Two contrasting poems
Duration: 2 weeks
Text level objectives
Word level objectives
Sentence level objectives
All text level objectives are from year 5 for year A of the cycle
Word level objectives cover all of years 5 & 6 objectives Sentence level objectives cover all of years 5 & 6 objectives Y5 T6 to read a number of poems by significant Word Order
Vowel Endings
Y5 S1 investigate word order by examining how far poets and identify what is distinctive about the the order of words in sentences can be changed: ending in vowels other than the letter e‘.
Y5 T7 to analyse and compare poetic style, use - which can be deleted without damaging the basic of forms and the themes of significant poets; to respond to shades of meaning; to explain and - which words or groups of words can be moved justify personal tastes; to consider the impact of Y6 W4 revise and extend work on spelling full rhymes, half rhymes, internal rhymes and patterns for unstressed vowels in polysyllabic the different word classes, e.g. prepositions; Y5 T8 to investigate and collect different - re-expressing sentences in a different order; - the construction of complex sentences; - adapting texts for particular readers and Y5 T16 to convey feelings, reflections or moodsin a poem through the careful choice of words Y5 T17 to write metaphors from original ideas orfrom similes.
Text(s): Examples of notes; recounts of events, activities /
visits related to other curriculum areas; news reports Unit: Notetaking and recount
Outcomes: Notes for recounts; two recounts of same
Duration: 3 weeks
event for different readers
Text level objectives
Word level objectives
Sentence level objectives
All text level objectives are from year 5 for year A of the cycle
Word level objectives cover all of years 5 & 6 objectives Sentence level objectives cover all of years 5 & 6 objectives Word Order
Word roots, prefixes and suffixes
Y5 S1 investigate word order by examining how far the Y5 W6 to collect, and investigate the meanings and order of words in sentences can be changed: spellings of words using the following prefixes: auto, • which words are essential to meaning; bi, trans, tele, circum; (Spelling Bank p.43) • which can be deleted without damaging the basic Y5 W8 to identify word roots, derivations and spelling patterns, e.g. sign, signature, signal; bomb, • which words or groups of words can be moved into a bombastic, bombard; remit, permit, permission, in order to extend vocabulary and provide support for Cohesion : Proof-reading and connecting devices
Y5 S3 to discuss, proof read and edit their own writing for Y6 W5 to use word roots, prefixes and suffixes as a clarity and correctness, e.g. by creating more complex support for spelling, e.g. aero, aqua, audi, bi, cede, sentences, using a range of connectives, simplifying clumsy clude, con, cred, duo, log(o)(y), hyd(ro)(ra), in, constructions (Grammar for Writing Unit 34); micro, oct, photo, port, prim, scribe, scope, sub, Y6 S4 to investigate connecting words and phrases: tele, tri, ex; (Spelling Bank p.58).
- collect examples from reading and thesauruses; Connectives
Y5 T24 to write recounts based on subject, - study how points are typically connected in different Y6 W6 to investigate meanings and spellings of connectives: therefore, notwithstanding, - classify useful examples for different kinds of text - for furthermore, etc.; link to sentence level work on e.g. an account of a field trip, a match, a example, by position (besides, nearby, by); sequence (firstly, secondly.); logic (therefore, so, consequently); identify connectives which have multiple purposes (e.g. on, under, besides); (Grammar for Writing Unit 46) Y5 S8 to revise and extend work on verbs (see Y4 record of what has been read, listing cues for a talk, and to build on these notes in Audience and Purpose
- tenses: past, present, future; investigating how different Y5 S4 to adapt writing for different readers and purposes by tenses are formed by using auxiliary verbs e.g. have, changing vocabulary, tone and sentence structures to suit, e.g. simplifying for younger readers (Grammar for Writing - forms: active, interrogate, imperative; - person: 1st, 2nd, 3rd. Identify and classify examples from reading; experiment with transformingtense/form/person in these examples discuss changesthat need to be made and effects on meaning. Text(s): Examples of notes; recounts of events, activities /
visits related to other curriculum areas; news reports Unit: Notetaking and recount
Outcomes: Notes for recounts; two recounts of same
Duration: 3 weeks
event for different readers
Text level objectives
Word level objectives
Sentence level objectives
All text level objectives are from year 5 for year A of the cycle
Word level objectives cover all of years 5 & 6 objectives Sentence level objectives cover all of years 5 & 6 objectives Word Order
Word roots, prefixes and suffixes
Y5 S1 investigate word order by examining how far the Y5 W6 to collect, and investigate the meanings and order of words in sentences can be changed: spellings of words using the following prefixes: auto, • which words are essential to meaning; bi, trans, tele, circum; (Spelling Bank p.43) • which can be deleted without damaging the basic Y5 W8 to identify word roots, derivations and spelling patterns, e.g. sign, signature, signal; bomb, • which words or groups of words can be moved into a bombastic, bombard; remit, permit, permission, in order to extend vocabulary and provide support for Cohesion : Proof-reading and connecting devices
Y5 S3 to discuss, proof read and edit their own writing for Y6 W5 to use word roots, prefixes and suffixes as a clarity and correctness, e.g. by creating more complex support for spelling, e.g. aero, aqua, audi, bi, cede, sentences, using a range of connectives, simplifying clumsy clude, con, cred, duo, log(o)(y), hyd(ro)(ra), in, constructions (Grammar for Writing Unit 34); micro, oct, photo, port, prim, scribe, scope, sub, Y6 S4 to investigate connecting words and phrases: tele, tri, ex; (Spelling Bank p.58).
- collect examples from reading and thesauruses; Connectives
Y5 T24 to write recounts based on subject, - study how points are typically connected in different Y6 W6 to investigate meanings and spellings of connectives: therefore, notwithstanding, - classify useful examples for different kinds of text - for furthermore, etc.; link to sentence level work on e.g. an account of a field trip, a match, a example, by position (besides, nearby, by); sequence (firstly, secondly.); logic (therefore, so, consequently); identify connectives which have multiple purposes (e.g. on, under, besides); (Grammar for Writing Unit 46) Y5 S8 to revise and extend work on verbs (see Y4 record of what has been read, listing cues for a talk, and to build on these notes in Audience and Purpose
- tenses: past, present, future; investigating how different Y5 S4 to adapt writing for different readers and purposes by tenses are formed by using auxiliary verbs e.g. have, changing vocabulary, tone and sentence structures to suit, e.g. simplifying for younger readers (Grammar for Writing - forms: active, interrogate, imperative; - person: 1st, 2nd, 3rd. Identify and classify examples from reading; experiment with transformingtense/form/person in these examples discuss changesthat need to be made and effects on meaning. Text(s): Examples of notes; recounts of events, activities /
visits related to other curriculum areas; news reports Unit: Notetaking and recount
Outcomes: Notes for recounts; two recounts of same
Duration: 3 weeks
event for different readers
Text level objectives
Word level objectives
Sentence level objectives
All text level objectives are from year 5 for year A of the cycle
Word level objectives cover all of years 5 & 6 objectives Sentence level objectives cover all of years 5 & 6 objectives Word Order
Word roots, prefixes and suffixes
Y5 S1 investigate word order by examining how far the Y5 W6 to collect, and investigate the meanings and order of words in sentences can be changed: spellings of words using the following prefixes: auto, • which words are essential to meaning; bi, trans, tele, circum; (Spelling Bank p.43) • which can be deleted without damaging the basic Y5 W8 to identify word roots, derivations and spelling patterns, e.g. sign, signature, signal; bomb, • which words or groups of words can be moved into a bombastic, bombard; remit, permit, permission, in order to extend vocabulary and provide support for Cohesion : Proof-reading and connecting devices
Y5 S3 to discuss, proof read and edit their own writing for Y6 W5 to use word roots, prefixes and suffixes as a clarity and correctness, e.g. by creating more complex support for spelling, e.g. aero, aqua, audi, bi, cede, sentences, using a range of connectives, simplifying clumsy clude, con, cred, duo, log(o)(y), hyd(ro)(ra), in, constructions (Grammar for Writing Unit 34); micro, oct, photo, port, prim, scribe, scope, sub, Y6 S4 to investigate connecting words and phrases: tele, tri, ex; (Spelling Bank p.58).
- collect examples from reading and thesauruses; Connectives
Y5 T24 to write recounts based on subject, - study how points are typically connected in different Y6 W6 to investigate meanings and spellings of connectives: therefore, notwithstanding, - classify useful examples for different kinds of text - for furthermore, etc.; link to sentence level work on e.g. an account of a field trip, a match, a example, by position (besides, nearby, by); sequence (firstly, secondly.); logic (therefore, so, consequently); identify connectives which have multiple purposes (e.g. on, under, besides); (Grammar for Writing Unit 46) Y5 S8 to revise and extend work on verbs (see Y4 record of what has been read, listing cues for a talk, and to build on these notes in Audience and Purpose
- tenses: past, present, future; investigating how different Y5 S4 to adapt writing for different readers and purposes by tenses are formed by using auxiliary verbs e.g. have, changing vocabulary, tone and sentence structures to suit, e.g. simplifying for younger readers (Grammar for Writing - forms: active, interrogate, imperative; - person: 1st, 2nd, 3rd. Identify and classify examples from reading; experiment with transformingtense/form/person in these examples discuss changesthat need to be made and effects on meaning. Text(s): Instructions linked to other curriculum areas
Unit: Instructions
Outcomes: Instructions to be tested
Duration: 1 week
Text level objectives
Word level objectives
Sentence level objectives
All text level objectives are from year 5 for year A of the cycle
Word level objectives cover all of years 5 & 6 objectives Sentence level objectives cover all of years 5 & 6 objectives Imperative form
Y5 W5 to investigate, collect and classify spelling patterns in pluralisation, construct rules for regular instructional writing and the past tense in recounts and use this awareness when writing for these - add s to most words; and es to most words - change f to ves; when y is preceded by a Y5 T25 to write instructional texts, and test Cohesion : Proof-reading and connecting
-when y is preceded by a vowel, add s‘.
computers, design briefs for technology, rules devices
Y5 S3 to discuss, proof read and edit their own
writing for clarity and correctness, e.g. by creatingmore complex sentences, using a range ofconnectives, simplifying clumsy constructions(Grammar for Writing Unit 34);Y6 S4 to investigate connecting words andphrases: - study how points are typically connected in - classify useful examples for different kinds of text - for example, by position (besides,nearby, by); sequence (firstly, secondly.);logic (therefore, so, consequently); - identify connectives which have multiple purposes (e.g. on, under, besides); AUTUMN WEEK
LITERACY PLANS
Independent Task
Shared Reading / Writing
Evaluation

Source: http://www.demoschool.lancsngfl.ac.uk/files/Literacy%20Autumn%20Term%20Y56.pdf

Microsoft word - critical+care+careplan.docx

INDIANA UNIVERSITY SCHOOL OF NURSING BACCALAUREATE PROGRAM-BLOOMINGTON CAMPUS S471—Restorative Health Related to Multi-System Failures: The Practicum Weekly Patient Note Name__Brittany Rowe___________________________ Patient Story/Background/History: ***** Pt is a 55 year old male, who was found ‘down and out’. He presented with mental status changes and bilateral

achievebeautifulskin.com

Client/patient consent to treatment: My signature acknowledges that I have read the following and agree to receive the treatments or series of treatments listed below. I, ________________________________________________________________, consent to and authorize: Jeanne L. Whitman, CCE, CME, to perform ultrasound and electrotherapy (DermaWave) treatments and other services. Reason for

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