year 4 english w.b. 30.3 - oundle ce primary school · on the one tower that was left. never mind,...

Year 4 English W.b. 30.3.20

Good morning Year 4!

I hope you are ok and are ready for your home learning this week.

This week we are focusing on…

• Reading- VIP and gist

• Writing- Story openings using show not tell and complex sentences.

Lesson 1

Reading

Reading is an action sport. The action takes place in our minds.

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KS2 CD teach read strategies 2016 rev

We are beginning to understand that it’s not enough to read the words correctly (decode). The meaning does not automatically jump into our heads! We have to read the words and build meaning, a bit like constructing a model.

Great readers think as they read. There are key strategies to use to help with this thinking.

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This shows all 8 strategies. Can you remember what they are? Check on the next slide to see how many you got!


Reading Actions Strategies or actions help us to understand and enjoy reading. As we read we should………..

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Use our background knowledge and connect to text

I think I’ve

broken

down

I’ve broken

down but I have

a plan to fix it

Visualise

Notice meaning breakdown…

…and repair it Watch out for VIP words/ phrases/ideas..

…and put together to build GIST

KS2 CD teach read strategies 2016 rev 7

Predict

How… why…?

I wonder

Predict, ask questions, I wonder… and read on to find out...

Text to self

Text to world knowledge

Text to text

Good readers identify what is really important …key words… phrases… sentences… ideas

• If you Google the word sport, you will get 3 million sites! So as we read, trying to sort out what is important and what is not is… well it’s important!

• As we read we come across… words… phrases… sentences… or ideas. Not everything in a book has equal value. We have to puzzle out what are the key words and pay special attention to them

KS2 CD teach read strategies 2016 rev 8 Permission of Microsoft

L.O. To be able to summarise the main ideas by identifying key details that support the main idea

The blue whale is the largest animal in the world.

blue whale largest animal world

The is in the

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What are the VIP words in this sentence?. What goes on the red carpet and into the Limo?

Scientists have invented a machine which shows how long readers look at each word when they read.

They discovered that readers look at VIP words for slightly longer (microseconds!) than other words that are not so important

Did you know? Eye gaze technology


Think about… (Parent/Guardian needs to read this out to child). What’s important? Charlene has put the important parts in red There may not be right and wrong answers!

• A Yorkshire man, aged 24, finds buried treasure during walk with labrador.

• A London teenager has sold a mobile app he first invented in his bedroom for between £20 and £40 million. Nick D’Alosio, 17, said he would probably buy a new computer and trainers after Yahoo bought his new software yesterday.

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Did she get it right?


Billy was howling because his whole day had been spoilt. All his work had been broken by the wave. His mum came over to help but she accidentally stepped on the one tower that was left. “Never mind,” she said. “Let’s go back for tea. You can build some more towers tomorrow.”

My Turn- Parent/Guardian to read the story

Billy’s Tower



Highlight key words and draw “cloud shapes” to elaborate and show your thinking

Billy’s Tower

My Turn

Now you are looking out for key words…can you elaborate on them and think like a detective…??

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When we read a key word, we can sometimes elaborate. This means we use our background knowledge and think like a detective to really understand what is going on. Writers sometimes use key words to give us clues about what is going on. First we have to spot the key words and then elaborate on them using detective skills!

This word tells me that ………


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Howling? Billy must be 3-5 years old

???

Maybe he’s at the beach?

Work, wave, tower? So the tower was a sandcastle… and

he must have made lots

That probably means they

are on holiday KS2 CD teach read strategies 2016 rev

My Turn- Parent/Guardian to read the story

The Choking Doberman, Jan Harold Brunvand

A woman returned to her house after a morning of

shopping and found her pet Doberman pinscher choking

and unable to breathe. She rushed her dog to the vet,

where she left it for emergency treatment. When the

woman got home, her phone was ringing. It was the vet.

“Get out of your house now!” he shouted

Try it yourself! Highlight the key words in a colour!


Your Turn – Child to read the story

Highlight key words and draw “cloud shapes” to elaborate and show your thinking

Write down the important words. The writer leaves us clues to find so try your detective skills, draw “cloud shapes” to elaborate and show your thinking


1 At first I wasn’t afraid of the humming noise..

2 The surprise letter arrived for James, covered with strange stamps.

3 When friends came round Dilip was careful to hide the book under his pillow.

4 At the end of the day, Jack shuffled towards the hostel.

5 The playground was a sea of strange faces.

6 Just as Jade thought things could not get any worse…

Your Turn- Child to read the story L.O. To be able to summarise the main ideas by identifying key details that support the main idea

SUMMARY

• We read words, phrases, sentences and get ideas from a book. When we read, we need to spot the key words, phrases and ideas. Sometimes we need to elaborate on them... that means use our background knowledge and think like a detective. If we do this we will discover the clues the writer leaves us …and both understand and enjoy reading more

Try to spot the key words and phrases and elaborate on them… to help…

• Get the main idea of what’s happening (gist)

• Help to read reference books more efficiently

18 KS2 CD teach read strategies 2016 rev

Tuesday

• Let’s recap inverted

commas from last week

Lesson 2

Write as many words as you can think of - when looking at the picture. If you have the three words I have, you think like a genius....er ME of course!

My Words:

Mysterious Strange Gloomy

LO To write effective story openings

1 star

2 star 3 star

Opening is simple with some descriptive technique.

Opening is becoming more

detailed.

Opening is detailed and engages the attention of the

reader.

You will be able to use the skills you have acquired to write an effective opening.

Learning Outcomes

What makes an effective piece of narrative writing?

What makes an effective opening to a piece of narrative writing?

Emily hoped she would have the energy to cope. She knew that she could save Dylan if she just had enough courage to tell Joe. The hairs on the back of her neck stood up; she could see the crowds that look like ants from her vantage point. She felt the icy smooth touch of the railing. She closed his eyes and took a deep breath of the fume-filled air and began to climb over the railing.

Begins with the question idea

Describes the sense - Feel

Simile

Alliteration

Is this an effective opening?

Your Turn

• Using what we have decided makes an effective opening write an effective opening for a story with the title.

Running from danger

Lesson 2


My Words:

Eeerie Abandoned Neglected

1 star 2 star 3 star

I can recognise showing not telling.

I am beginning to show not tell.

I can use showing not telling for

imaginative effect.

You will be able to recognise figurative language- (show not tell).

Learning Outcomes

Read the extract below. What is effective about it? What kind of room is being described?

‘There was a rich warmth about the room. The elegant simplicity of the furnishings did nothing to disguise the expanse and care which had gone into their making. He moved silently across the richly carpeted floor to the piano, and began to search through the papers for the document he wanted.’

Showing NOT Telling

Mrs Ansell was really tall.

Mrs Ansell towered above me.

a) Showing b) Telling

He cradled his guitar as though it were a loved one.

Showing Sentence What does it show the reader?

‘The grass grew wild’

‘His mouth was dry and his hands trembled’

‘the screeching of ravens’

‘she cradled the package as though it were a baby’

‘ fear was suffocating the town’

What do each of these sentences show the reader?

Showing Sentence What does it show the reader?

‘The grass grew wild’ The grass is long, needs cutting

‘His mouth was dry and his hands trembled’

He is nervous, scared. He is feeling fear.

‘the screeching of ravens’ The ravens are making high pitched calls.

‘she cradled the package as though it were a baby’

The package is very important to her.

‘ fear was suffocating the town’ Fear is everywhere, everyone is feeling it.

What do each of these sentences show the reader?

Your turn…For each of the following statements write a sentence that SHOWS not TELLS

• It had been raining heavily. • Deep puddles covered the path.

• It was a very windy night.

• There was rain.

• He was nervous.

• She was loud.

• They were very happy.

• Challenge- Can you write your own?

Lesson 3


My Words:

Ugly Repulsive Nauseating

1 star 2 star 3 star

I can recognise complex sentences.

I am beginning to use complex sentences.

I can use complex sentences to

interest my reader.

You will be able to use the skills you have acquired to write an effective opening.

Learning Outcomes

Varying Sentences

• Simple Sentences – a sentence that contains one clause:

My hands were shaking.

• Compound Sentences – a sentence that joins two main clauses together using a connective:

My hands were shaking and a bead of sweat ran down my cheek.

• Complex Sentences – a sentence that contains two clauses however the subordinate clause is reliant on the main clause:

Although my hands were shaking and sweat ran down my cheek, I forced myself to continue

Varying Sentence Openings

• Start with a verb (“-ing”)

Smashing against the bottom of the rocks, the waves sent white foam shooting into the air.

• Start with “as” or “while” (prepositions – you can also use prepositions like under, behind, before etc …)

As the skies darkened, raindrops began to pour down.

While the gulls screamed overhead, a lonely dog raced along the wet sand.

• Start with an adjective (a describing word)

Grotesque images danced before my eyes.

• Start with an adverb (a word that describes the verb)

Silently, he crept towards the exit

Improving

• In lesson 1 you wrote the opening for a story called:

Running from

danger

• Today you will re-write this opening by including:

1 star- At least two examples of SHOWING not TELLING

2 star As 1 star plus- plus…At least three different sentence openings (verb, preposition, adjective or adverb)

3 star , use all the features for 1 and 2 star plus plus…At least three different sentence openings (verb, preposition, adjective or adverb)

Look back at your opening with a family member.

1 star-Have you used SHOWING not TELLING?

2 star- Have you used a range of sentence openings? (VERB, PREPOSITION, ADJECTIVE and ADVERB)

3 star- Have you used a variety of sentences? (SIMPLE, COMPOUND and COMPLEX)

Remember you need all 3 boxes ticked to achieve 3 star level!

Do you think it is effective? Have you given too much away? Is it engaging? Could the vocabulary improve?

In another pen, edit the opening again, taking into consideration what your family has said.

•Well done for completing your English work this week.

•You are doing so well!

From all the Year 4 team

Mrs Ansell, Mrs Sanigar and Mrs McCrone

year 4 english w.b. 30.3 - oundle ce primary school · on the one tower that was left. never mind,...

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