Reading – Word Reading


ENGLAND Words with silent letters.


WALES Develop and use a variety of strategies to enable them to spell correctly; use the standard forms of English.


SCOTLAND Find, select, sort and use information for a specific purpose.


NORTHERN IRELAND Recognise and discuss features of spoken language; use a variety of skills to spell words correctly.


Talk to the children about these words: knife, knead, crumbs. • Ask them to write them down and to identify what is special about each. • They should be able to spot that these words each have a silent letter. • Together establish that silent letters tend to be n, g, b, k, t, h, w, l, and u.


• Ask the children to add their ideas, perhaps using sticky notes, to a working wall of words featuring silent letters, and to create lists for each silent letter.


• You might start them off with the following examples: • autumn • sign • thumb • know • listen • hour • wrist • half • guard


Writing – Composition


ENGLAND Plan their writing by noting and developing initial ideas, drawing on reading and research where necessary. Draft and write. Evaluate and edit. Proof read for spelling and punctuation errors .


SCOTLAND As students write for different purposes and readers, they can describe and share their experiences, expressing what they made them think about and how they made them feel.


WALES Adapt their style to suit the audience and purpose; use a range of sentence structures, linking them coherently.


NORTHERN IRELAND Discuss various features of layout in texts and apply these, as appropriate, within their own writing; express thoughts, feelings and opinions in imaginative and factual writing.


• If you have used the recipe text, ask the children to write up a account of how they made the Crumbly Cheese Straws.


• The purpose of the exercise is to change the genre from a list of instructions into a personalised narrative account.


• They should demonstrate their use of a wide range of devices to build cohesion within and across paragraphs.


• Encourage the children to use the recipe as a basis for their writing, using the headings given as organisational and presentational devices to structure their text if this will help them.


• Encourage them to make their writing more descriptive by including their own reactions and thoughts, and to specify whether they encountered any difficulties. If so, what were they and how did they overcome them? What did they think of the final result? What would they do differently next time? – and so on.


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