Year 4/5 - Violet Class (Mr Toon)
Days to remember:
Wednesday and Friday - PE days, you must come in a PE kit with trainers or pumps. Earrings and jewellery need to be removed.
Friday - spellings are sent home. Children will be tested on their spelling the following Friday.
Friday - Homework is sent out and is due the following Friday.
Please check Class Dojo regularly as all updates are posted there first.
Child MUST bring their planner, reading record and reading book every day.
If you have any questions at all then please send me a message on Class Dojo or speak to me at the door at home time.
What your child will learn in year 4/5:
In year 4/5 a wide variety of subjects are taught.
Your child will have daily English, Maths, Reading, and Spelling lessons.
Weekly the children will have lessons in:
-French
-PSHE
-RE
-Music
-Computing
-Science
-2 PE lessons
-An art or DT lesson
-A history or geography lesson
For a more detailed overview of what is taught in class please read the knowledge organizers on the class page
https://www.stjohnsdewsbury.co.uk/knowledge-organisers
What can you do to help your child's progress?
Attendance: Our days are jam packed to ensure that your child becomes secure in their learning and meets the end of Key Stage expectations. Frequent late arrivals and absences leaves gaps in your child's learning which impacts what they are able to achieve.
Please support us by:
- Ensuring that your child comes to school everyday.
- Ensure that your child arrives in class at 8:40am.
- Where possible avoid appointments during the school day.
- Avoid taking holidays during term time.
Homework: Homework will be set weekly and will consolidate work completed in class that week.
Homework will include the following;
- Maths: This will focus on the key skills learned in class that week.
- Spelling: Use LOOK, COVER, WRITE, CHECK to practise spellings throughout the week.
- Timestables: Use Purple Mash to develop timestable knowledge 2 or 3 times per week.
Please encourage and support your child to complete their homework regularly.
Reading:
- Children should develop the habit of reading at home daily, sometimes independently and sometimes with an adult.
- Listen to your child read; model how a text should be read to your child, discuss the meaning of new words and phrases and ask questions to ensure that your child is understanding what they have read.
- Engage in talk with your child about what they have read.
- Once they have finished a text, your child should complete a quiz in class to show that they have understood what they have read.
- Encourage your child to choose books within their ZPD range.
Times Tables: Quick recall of all times tables and their related division facts is a key skill for Key Stage Two pupils.
- Ask your child multiplication and division facts regularly.
- Ensure that your child uses Purple Mash to practise their timestables at least 2/3 times per week.
- Look at the results of your child's times table test sent home on a Monday and a Friday and help them improve those that were incorrect.
Writing Year 4
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4 |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Gorilla by Anthony Browne
Science – Animals Geography – Natural environments of gorillas/ topographical features |
Leon and the place between by Graham Baker-Smith
Science – Sound (fairgrounds) |
Escape from Pompeii by Christina Balit History - Romans |
Wisp by Zana Fraillon SMSC - Refugees |
Where the Forest Meets the Sea by Jeannie Baker & Jungle Explorer by The Literacy Company Geography – Climate zones, Rivers (Daintree in Australia) |
Blue John by Berlie Doherty History - Iron age hill forts Geography – UK regions |
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Outcome Fiction: write a fantasy story based on Gorilla Greater Depth Re-tell the story from the animal’s viewpoint and include speech |
Outcome Recount: write a diary from Leon’s point of view Greater Depth Write from Abdul Kazam’s point of view
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Outcome Fiction: write a historical narrative from character’s point of view Greater Depth Write from the point of view of the captain |
Outcome Fiction: write a narrative from the character’s point of view Greater Depth Include a diary entry
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Outcome Non-chronological report: write an information board for a rainforest exhibit Greater Depth Include an interactive element |
Outcome Explanation: write a letter in role as a caving expert, including an explanation Greater Depth Include a persuasive section about Treak Cliff Caverns |
Year 4 Writing Skills
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Year 4 |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Word
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Word Use Standard English forms for verb inflections Recognise the grammatical difference between plural and possessive ‘s’ |
Word Use Standard English forms for verb inflections |
Word
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Word Recognise the grammatical difference between plural and possessive ‘s’ |
Word
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Sentence Expand noun phrases by the addition of modifying adjectives, nouns and prepositional phrases Use fronted adverbials |
Sentence Extend the range of sentences with more than one clause by using a wider range of conjunctions including when, if, because, although |
Sentence
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Sentence Expand noun phrases by the addition of modifying adjectives, nouns and prepositional phrases
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Sentence
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Sentence Extend the range of sentences with more than one clause by using a wider range of conjunctions including when, if, because, although |
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Text Organise paragraphs around a theme (to organise and sequence more extended narrative structures) Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition |
Text Build a varied and rich vocabulary |
Text Organise paragraphs around a theme (using fronted adverbials to introduce or connect paragraphs) Variety of verb forms used correctly and consistently including the progressive and the present perfect forms |
Text Choose nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
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Text Build a varied and rich vocabulary Organise paragraphs around a theme Propose changes to grammar and vocabulary to improve consistency, including the accurate use of pronouns in sentences |
Text Organise paragraphs around a theme
Recap: Variety of verb forms used correctly and consistently including the progressive and the present perfect forms |
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Punctuation Use commas after fronted adverbials Recap: Use inverted commas for direct speech |
Punctuation Indicate possession by using the possessive apostrophe with plural nouns
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Punctuation Use and punctuate direct speech (using dialogue to show the relationship between characters) |
Punctuation Use inverted commas and other punctuation to punctuate direct speech Use commas after fronted adverbials |
Punctuation Indicate possession by using the possessive apostrophe with plural nouns.
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Punctuation
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Writing Year 5
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5 |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Young, Gifted and Black by Jamia Wilson Race to the Frozen North: The Matthew Henson Story by Catherine Johnson |
The Lost Happy Endings by Carol Ann Duffy
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Arthur and the Golden Rope by Joe Todd-Stanton
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Malala’s Magic Pencil by Malala Yousafzai |
Brilliant Deep by Kate Messner and Matthew Forsythe
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Radiant Child by Javaka Steptoe
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Outcome Recount: write a series of diary entries Greater Depth Series of diary entries including her viewpoint on other characters
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Outcome Fiction: write a traditional tale with an alternative ending Greater Depth Tell the traditional tale from the point of view of a woodland creature
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Outcome Fiction: write a myth, creating characters and settings Greater Depth Tell the myth from an alternative viewpoint |
Outcome Recount: write an autobiography Greater Depth Include a first-person recount from another point of view |
Outcome Persuasion/information: write an information leaflet Greater Depth Authorial choices on sections of text and layout
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Outcome Non-fiction: write an information text for a gallery Greater Depth Plan own layout and structure for gallery information |
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Year 5 |
Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
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Word
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Word
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Word
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Word
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Word
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Word
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Sentence
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Sentence Use expanded noun phrases to convey complicated information concisely
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Sentence Use expanded noun phrases to convey complicated information concisely
Use relative clauses beginning with who, which, where, when, whose, that or an omitted relative pronoun |
Sentence Extend the range of sentences with more than one clause by using a wider range of conjunctions
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Sentence Use modal verbs to indicate degrees of possibility
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Sentence Use relative clauses beginning with who, which, where, when, whose, that or an omitted relative pronoun
Use adverbs to indicate degrees of possibility
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Text Identify the audience for and purpose of writing Organise paragraphs around a theme with a focus on more complex narrative structures
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Text Describe settings, characters and atmosphere Integrate dialogue to convey character and advance the action
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Text Link ideas across paragraphs using adverbials
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Text Link ideas across paragraphs using adverbials and tense choices Recap: Variety of verb forms used correctly and consistently
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Text Use devices to build cohesion within a paragraph Choose the appropriate register Enhance meaning through selecting appropriate grammar and vocabulary |
Text Use a wider range of devices to build cohesion across paragraphs Link ideas using tense choices
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Punctuation Use commas after fronted adverbials (Y4) Use commas to clarify meaning or avoid ambiguity in writing |
Punctuation Use of inverted commas and other punctuation to punctuate direct speech (Y4) |
Punctuation Use commas to clarify meaning or avoid ambiguity in writing |
Punctuation Use commas to clarify meaning or avoid ambiguity in writing Use brackets, dashes or commas to indicate parenthesis |
Punctuation Use brackets, dashes or commas to indicate parenthesis
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Punctuation
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