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Index of "themes" running through the National Literacy Strategy: Framework for Teaching.
The index only covers Key Stage 2 (Years 3 to 6 inclusive) at present.
It shows the "themes", and the term(s) in which these are taught. So ......
Authors - awareness of authors and their styles
compare/contrast works by the same author; discuss preferences & reasons for these 3iii
find out about popular authors 4i
means that compare/contrast works by the same author; discuss preferences & reasons for these
Authors - awareness of authors and their styles
compare/contrast works by the same author; discuss preferences & reasons for these 3iii
find out about popular authors 4i
identifying familiar features of a writers work 4iii
how texts can be rooted in writers experience 5i
how they record and acknowledge their sources 5ii
write in the style of 5iii
be familiar with established authors' work 6i
increase familiarity with significant poets/writers of the past 6ii
connections & contrasts in the work of different writers 6iii
style of individual author; describe/evaluate style 6iii
Characters: see Stories - characters in stories
Explanations/Explanatory texts - reading, investigating, writing* 4ii, 5ii, 6iii
Information texts - reading, investigating, writing* 3i, 3iii, 4ii
Instructions/Instructional texts - reading, investigating, writing* 3ii, 4i, 5i
Language: authors' use of language
creation of opening, build-up, atmosphere 3iii
humour, types of 3iii
expressive/descriptive language; figurative language; simile 4ii
arguments/persuasive writing/advertisements - style/vocabulary, linguistic devices 4iii
word play 5i
impersonal style, passive voice; technical vocabulary; hypothetical language 5ii
distinguish author and narrator, narrative viewpoint 5ii
literal and figurative language; effects of imagery in poetry and prose 5ii
deliberate use of ambiguity, half-truth, bias; how opinion can be disguised as fact 5iii
comment on the language, style, success of non-fiction works 6i
Language, features and organisation of different forms of text
understand fact and fiction 3i
style and structure of fiction and non-fiction writing 3i
compare real life/fiction 3iii
1st and 3rd person accounts 3iii
identify different types of text 4i
features of non-fiction texts 4i
distinguish fact and opinion 4i
how texts are targeted at particular readers; identify audience 4ii
paragraphs, to organise and sequence information 4ii, 4iii
chapters 4iii
features of different fiction genres; features of myths, legends and fables 5ii
how authors record and acknowledge their sources 5ii
compare oral and written story telling 5ii
challenge and appeal of older literature 5iii
distinguishing between fact, opinion and fiction 6i
features of official language; balanced written arguments; different types of literary texts 6ii
the way standard English varies in different contexts 6ii
compare texts - styles, preoccupations, values; appeal to reader; strengths/weaknesses 6iii
non-fiction text types and their characteristics 6iii
key features of impersonal formal language 6iii
Letters - reading, investigating, writing* 3iii, 5iii
Newspaper reports* see Reports
Non-chronological reports* see Reports
Note making: see also summarising - reading, writing - reading, investigating, writing* 3ii, 3iii, 4ii, 5i, 5ii, 5iii
Persuasive writing/arguments/adverts - reading, investigating, writing* 4iii, 5iii, 6ii
Playscripts - reading, investigating, writing* 3i, 4i, 5i, 6i
Poems: reading, reciting, performing* 3i, 3ii, 3iii, 5i, 5ii, 5iii, 6ii
poems and rhyme* 3i, 4ii, 4iii, 5i
poems: range, form, style, content of poems* 3i, 4i, 4iii, 5i, 5ii, 5iii, 6ii, 6iii
poems: readers' response to poems* 3i, 5i, 5ii, 5iii, 6ii, 6iii
poems: writing poetry* 3i, 3ii, 3iii, 4i, 4ii, 4iii, 5i, 5ii, 5iii, 6i, 6iii
Reading: range of types of texts
read stories 3i, 3ii, 3iii, 4i, 4ii, 4iii, 5i, 5ii, 5iii, 6i, 6ii, 6iii
read poems 3i, 3ii, 3iii, 4i, 4ii, 4iii, 5i, 5ii, 5iii, 6ii, 6iii
read/use index/contents pages; dictionaries/bibliographies; classification systems etc. 3i, 3iii, 4i, 4ii
read playscripts 3i, 4i, 5i, 6i
read information texts 3i, 5iii
read instructional texts 3ii, 4i, 5i
read letters 3iii, 5iii
read reports (newspaper reports; non-chronological reports) 4i, 6i
read explanatory texts 4ii, 5ii, 6iii
read arguments/discussions; advertisements/persuasive texts 4iii, 5iii, 6ii
widen reading experience 4iii
read recounted texts 5i
read examples of word play 5i
read/use notes 5ii
read a range of texts from different cultures 5iii
older literature 5iii
read biography and autobiography 6i
compare written version of story/play with film/TV version 6i
read periodicals, reviews, reports, leaflets 6i
read a range of literary texts 6ii
read examples of official language 6ii
study in depth one genre 6ii
read a range of non-fiction texts 6iii
Reading skills/strategies - skimming, scanning, close reading, appraising text
scaning to locate information quickly and accurately 3iii
strategies for reading IT texts 4i
scan texts for key words or phrases 4ii
describe/review own reading habits 4iii
develop active attitude to reading 5i
scanning; skimming; close reading 5ii
to appraise a text quickly and effectively 6iii
scanning/skimming for efficient research 6iii
Reading: research skills
use contents, index, headings, sub-headings, page nos., bibliographies 3i, 5ii
locate books by their classification 3iii
prepare for research by reviewing what is known/what they need to find out etc. 4ii, 5ii
locate information confidently and efficiently 5ii
text-marking 5ii
Reading: keeping a reading log/journal 5i, 5iii, 6iii
Reading: readers' response/writing in response to texts read
make a record of information from texts read 3i
express their views about story/poem, identify words/phrases to support view 3i
describe/sequence key incidents of a story in a variety of ways 3ii
write book reviews for a specified audience 3iii
evaluate stories, justify preferences 3iii
re-tell main points of a story 3iii
review a range of stories 4ii
appraise a non-fiction book 4ii
write about an issue or dilemma raised in a story 4iii
discuss enduring appeal of established authors/classic texts 5i
evaluate a book, referring to details/examples 5i
compare different versions of the same story 5ii
compare/evaluate different sources 5ii
consider/evaluate cultural features in relation to own experience 5iii
identify cultural features by reference to the text 5iii
evaluate texts for persuasiveness, clarity, quality of information 5iii
write discursively about a novel/story 5iii
compare/evaluate printed version with film/TV version 6i
discuss literature constructively; articulate personal responses 6i
success of texts/writers in evoking particular responses 6ii
discuss writers choice of style and form 6iii
write book summaries, relevant to purpose; brief synopsis of a text 6iii
write brief helpful review tailored for real audience 6iii
raise & refine personal responses to a text 6iii
Recounts - reading, investigating, writing* 3iii, 5i
Reports: non-chronological reports; newspaper reports - reading, investigating, writing* 3i, 4i, 5ii, 6i
Stories - read, compare and investigate* 3i, 3ii, 3iii, 4i, 4ii, 4iii, 5i, 5ii, 5iii, 6i, 6ii, 6iii
stories - story settings: investigating and writing* 3i, 4i, 4ii
stories - characters in stories* 3ii, 3iii, 4i, 4iii, 5i, 5ii
stories - structure and organisation of stories* 3i, 4i, 4ii, 4iii, 5i, 5ii, 6ii
stories - point of view/narrative view* 3i, 3ii, 5ii, 5iii, 6i
Summarising: see also note making* 3iii, 4ii, 8, 6i, 6ii
Terms: fact, fiction, non-fiction 3i
fact and opinion 4i
ballad, sonnet, rap, elegy, narrative poem 5ii
verse, chorus, couplet, stanza, rhyme, rhythm, alliteration 4iii
writing: planning writing
plan main points as a structure for story; story plan for own myth, fable, traditional tale 3ii
plot a sequence of episodes modelled on known story 3iii
identify the stages of telling a story; use different ways of planning stories 4i
the presentation of a point of view 4iii
plan, compose, edit, refine short explanatory texts/short non-chronological reports 5ii
draft, write individual, group or class letters for real purposes 5iii
plan quickly and effectively; use IT to plan, revise, edit writing 6i
Writing - range of forms
writing dialogue 3i
writing poems 3i, 3ii, 3iii, 4ii, 4iii, 5i, 5ii, 5iii, 6i, 6iii
writing descriptions 3i, 3ii, 4ii
writing playscripts 3i, 5i
writing stories (whole or part) 3ii, 3iii, 4i, 4ii, 4iii, 5i, 5ii, 6i, 6ii, 6iii
writing notes/summaries 3ii, 3iii, 4ii, 4iii, 6i, 6ii, 6iii
writing about characters 3ii, 4i
writing instructions 3ii, 4i
writing book reviews/about a story 3iii, 4iii, 5i, 5ii, 5iii, 6iii
writing letters 3iii, 5iii
writing reports/commentary 3iii, 4i, 5ii, 5iii, 6i, 6ii
writing explanations 4ii, 5ii
writing arguments/persuasive writing; advertisements 4iii, 5iii, 6ii
make alphabetically ordered texts 3iii
writing a first person account 3iii
writing messages matched to intended reader 3iii
writing about the same event in different forms 3iii
writing about an issue or dilemma raised in a story 4iii
evaluating their work 5ii
writing from another character's point of view 5iii
writing a commentary on an issue 5iii
creating biographical and autobiographical writing (in role) 6i
write using a journalistic style 6i
writing commentaries/summaries crediting others views 6ii
parody a literary text 6ii
producing an extended, polished piece of writing in studied genre 6ii
write use different genres as models 6ii
write using impersonal style (including present tense/passive voice) 6iii
compare texts in writing 6iii
Writing - techniques/skills of
begin using paragraphs in dialogue/in stories 3i
write for a known audience 3i
write using simple formats to capture key points 3ii
use IT to bring writing to a published form 3iii
organise writing into paragraphs 4i
write independently, linking own experience to situations in historical stories 4i
improving cohesion of written instructions 4i
improve cohesion of written explanations 4ii
record and acknowledge sources in their own writing 5ii
review and edit writing to match audience 5ii
write in the style of the author 5iii
use IT to plan, revise, edit and bring to a publication standard (incl. layout/presentation) 6i
develop a journalistic style/use the styles/conventions of journalism 6i
write in well linked paragraphs 6iii
select the appropriate style/form for purpose/audience 6iii
annotate passages in response to questions 6iii
*The entries in italics are included in an appendix to this index. This supplementary index provides a greater level of detail about the work on each of the different forms of text mentioned in the framework document (explanatory texts, information texts, instructions, letters, notes, persuasive texts, playscripts, poems, recounts, reports and stories).
Click here to see the appendix - An index for work on different types of text
Produced by Graham Jennings
Email me at: g.jennings@ntlworld.com
Westdale Junior School
Westdale Lane, Mapperley, Nottingham NG3 6ET, ENGLAND
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